15. Technical Communication Pedagogy and Layered Literacies in Workplace Training Courses

2020 ◽  
pp. 287-302
Author(s):  
Elizabeth L. Angeli
Keyword(s):  
Technical Communication ◽  
Workplace Training ◽  
Training Courses ◽  
Communication Pedagogy

scholarly journals Educating Technical Communication Teachers: The Origins, Development, and Present Status of the Course, “Teaching Technical Writing” at Illinois State University

2013 ◽  
Vol 2 (2) ◽  
pp. 3
Author(s):  
Gerald Savage
Keyword(s):  
Technical Communication ◽  
Technical Writing ◽  
The United States ◽  
Current Status ◽  
State University ◽  
Graduate Course ◽  
Communication Program ◽  
Illinois State University ◽  
History Of ◽  
Communication Pedagogy

Since the early 1980s, Illinois State University’s English Department has educated numerous technical communication practitioners as well as dozens of teachers of technical communication throughout the United States. Today, the program’s faculty members are nationally recognized for their contributions to scholarship and education and its Ph.D. and M.A. students are sought after to teach in the technical communication programs of other universities. A critical component of this success was the development of the graduate course, Teaching Technical Writing in 1990. This essay situates the development of that course in the history not only of the technical communication program at Illinois State University but in the history of the technical communication field, particularly since 1950. Although the essay focuses on one course in one midsized, Midwestern U.S. University, it is, I believe, exemplary of the development and current status of technical communication pedagogy throughout the U.S.

Key Themes in Intercultural Communication Pedagogy

2010 ◽  
Vol 43 (2) ◽  
pp. 232-235 ◽  
Author(s):  
Jane Woodin
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Education Sector ◽  
Master's Degrees ◽  
Training Courses ◽  
Communication Pedagogy ◽  
And Training

University of Sheffield, UK; 9–10 July 2009The seminar, organised by Jane Woodin, Gibson Ferguson, Valerie Hobbs and Lesley Walker (School of Modern Languages & Linguistics and School of English, University of Sheffield), aimed to bring together those working in intercultural communication (IC) pedagogy largely – though not exclusively – in the higher education sector. It drew inspiration from the growing number of courses with an intercultural element, from stand-alone modules and training courses to Master's degrees.

Extending Design Thinking, Content Strategy, and Artificial Intelligence into Technical Communication and User Experience Design Programs: Further Pedagogical Implications

2022 ◽  
pp. 004728162110725
Author(s):  
Jason Tham ◽  
Tharon Howard ◽  
Gustav Verhulsdonck
Keyword(s):  
Artificial Intelligence ◽  
User Experience ◽  
Professional Practice ◽  
Technical Communication ◽  
Design Thinking ◽  
Experience Design ◽  
User Experience Design ◽  
Ux Design ◽  
Content Strategy ◽  
Communication Pedagogy

This article follows up on the conversation about new streams of approaches in technical communication and user experience (UX) design, i.e., design thinking, content strategy, and artificial intelligence (AI), which afford implications for professional practice. By extending such implications to technical communication pedagogy, we aim to demonstrate the importance of paying attention to these streams in our programmatic development and provide strategies for doing so.

What Do We Learn About Technical Communication in Hungary Through My Students and My Hungarian Colleagues

2016 ◽  
Vol 48 (1) ◽  
pp. 53-80
Author(s):  
Daniel D. Ding
Keyword(s):  
Technical Communication ◽  
Written Communication ◽  
Oral Culture ◽  
Communication Pedagogy

Very few articles exist that document technical communication in Hungary. My Fulbright research reveals two general points: First, technical communication pedagogy stresses correct use of professional terms and phrases in technical translations or technical articles for fictional audiences. Second, it does not emphasize the importance of specifying target audiences in students’ work; similarly, Hungarian companies, perhaps driven by oral culture in communication, do not target at any specific audiences in written communication. In this respect, education and practice seems to shape each other. More research is needed to provide more elements to help us understand technical communication in Hungary.

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