Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00045
L. Johnson, Debi Galley
Our technical writing course is required by the university for a wide variety of majors, primarily those in STEM fields. As instructors, we struggle to meet the needs of students who are continuing their education in graduate school as well as students who are graduating and entering the workforce. Based on student feedback, we changed the culminating assignment from a literature review to a recommendation report. In doing this, we found that students were better prepared for the workplace, and they found the course more relevant. Teaching the recommendation report provided opportunities to instruct students more fully in audience analysis, decision making, and information literacy. Because the report had a specific audience, the students were able to analyze the needs of their audience in relation to the document. In making a recommendation, students improved their analytical and decision-making skills. By allowing a wider variety of sources, we were also able to address information literacy skills. In our experience, the recommendation report is a useful genre to include in a technical communication class.
{"title":"Teaching the Recommendation Report in the Technical Communication Classroom: Aligning Genre with Professional Expectations","authors":"L. Johnson, Debi Galley","doi":"10.1109/ProComm57838.2023.00045","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00045","url":null,"abstract":"Our technical writing course is required by the university for a wide variety of majors, primarily those in STEM fields. As instructors, we struggle to meet the needs of students who are continuing their education in graduate school as well as students who are graduating and entering the workforce. Based on student feedback, we changed the culminating assignment from a literature review to a recommendation report. In doing this, we found that students were better prepared for the workplace, and they found the course more relevant. Teaching the recommendation report provided opportunities to instruct students more fully in audience analysis, decision making, and information literacy. Because the report had a specific audience, the students were able to analyze the needs of their audience in relation to the document. In making a recommendation, students improved their analytical and decision-making skills. By allowing a wider variety of sources, we were also able to address information literacy skills. In our experience, the recommendation report is a useful genre to include in a technical communication class.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129224467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00051
T. Hooker, V. López, Maclain Scott, Andrew Booth, Drake Gossi, Nigel O'Hearn, C. Spinuzzi
As sociologist Robert Wuthnow suggests, small towns tell stories about their founding and history through annual celebrations and parades, preserved buildings, museums, and through stories. Such stories often tell us more about the present than the past. In this paper, we draw from a qualitative research study involving six small Texas communities to learn how community origin stories function for those who tell them, and how we can better understand communication design for those communities. Drawing on narrative theory in technical and professional communication, we find participants used origin stories to 1) market their community to tourists, presenting a cohesive and attractive image, 2) to explain current characteristics of the community, current attitudes, decisions, and even temperaments, and 3) to negotiate present contradictions and conflicts among themselves — specifically the historical injustices related to race and culture as they play out in the current community. We conclude with implications for conducting communication design research and practice in communities. Origin stories can be the starting point for helping communities to understand their decisions about how to project a community image to outsiders; to question received notions about how individuals behave in their communities; and to identify and confront historical injustices so they can begin to address inequities in the present.
{"title":"Origin Stories: How Stories of Founding in Small Texas Communities Reflect Current Relations","authors":"T. Hooker, V. López, Maclain Scott, Andrew Booth, Drake Gossi, Nigel O'Hearn, C. Spinuzzi","doi":"10.1109/ProComm57838.2023.00051","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00051","url":null,"abstract":"As sociologist Robert Wuthnow suggests, small towns tell stories about their founding and history through annual celebrations and parades, preserved buildings, museums, and through stories. Such stories often tell us more about the present than the past. In this paper, we draw from a qualitative research study involving six small Texas communities to learn how community origin stories function for those who tell them, and how we can better understand communication design for those communities. Drawing on narrative theory in technical and professional communication, we find participants used origin stories to 1) market their community to tourists, presenting a cohesive and attractive image, 2) to explain current characteristics of the community, current attitudes, decisions, and even temperaments, and 3) to negotiate present contradictions and conflicts among themselves — specifically the historical injustices related to race and culture as they play out in the current community. We conclude with implications for conducting communication design research and practice in communities. Origin stories can be the starting point for helping communities to understand their decisions about how to project a community image to outsiders; to question received notions about how individuals behave in their communities; and to identify and confront historical injustices so they can begin to address inequities in the present.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124591021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00018
Hua Wang, Allison Hutchison, Rick Evans, Traci M. Nathans-Kelly
This research suggests a critical and ethical approach to teaching genre change awareness in an elective engineering communication course. Through a grounded theory approach to analyzing the participants’ design rationale essays, five categories of themes emerged, which consist of constraints of genres of resume and LinkedIn, the technological affordances of the website, genre conventions and rhetorical choices, design choices, and rhetorical purpose of creating the professional website. The findings demonstrate that this critical and ethical approach that engages students in rhetorical analysis of genres, genre conventions and rhetorical situation can help students have critical perspectives on genres, genre constraints and choices, evolution or flexibility when migrating to new digital media, and awareness of ethics of web accessibility.
{"title":"A Critical and Ethical Approach to Teaching Genre Change Awareness: A Case Study of an Elective Engineering Communication Course","authors":"Hua Wang, Allison Hutchison, Rick Evans, Traci M. Nathans-Kelly","doi":"10.1109/ProComm57838.2023.00018","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00018","url":null,"abstract":"This research suggests a critical and ethical approach to teaching genre change awareness in an elective engineering communication course. Through a grounded theory approach to analyzing the participants’ design rationale essays, five categories of themes emerged, which consist of constraints of genres of resume and LinkedIn, the technological affordances of the website, genre conventions and rhetorical choices, design choices, and rhetorical purpose of creating the professional website. The findings demonstrate that this critical and ethical approach that engages students in rhetorical analysis of genres, genre conventions and rhetorical situation can help students have critical perspectives on genres, genre constraints and choices, evolution or flexibility when migrating to new digital media, and awareness of ethics of web accessibility.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125037798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00021
J. Fowler, M. Zachry
The data information needs of professionals working to shape public policy related to child welfare in the United States are complex. In this paper, we report on our approach to studying these needs to inform the design of a potential tool for accessing the data that would support those professionals. Our study population consisted of professionals concerned with influencing public policy related to the lived experiences of youth who are transitioning out of the foster care system into adulthood. To conduct this study, our process included training a team of student researchers to (1) understand the domain through secondary sources, (2) identify topics to focus on in discovery interviews, (3) conduct the interviews and analyze results to (4) inform the design of a system that would support the work of domain professionals. Our findings indicate that professionals in the child welfare research and policy space are interested in having access to customizable and interactive research support tools that include data visualization as a core functionality and are easy to use for people with limited technical expertise. In particular, these professionals are interested in visualizations of both administrative and lived experience data presented in simple, colorful, and humanized ways with the ability to disaggregate at geographical levels that are meaningful to impacting policy. Future research should include development of the visualization tools identified here and a subsequent usability study to confirm the value of our design recommendations.
{"title":"Discovering and Designing for the Data Visualization Needs of Child Welfare System Professionals Influencing Public Policy","authors":"J. Fowler, M. Zachry","doi":"10.1109/ProComm57838.2023.00021","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00021","url":null,"abstract":"The data information needs of professionals working to shape public policy related to child welfare in the United States are complex. In this paper, we report on our approach to studying these needs to inform the design of a potential tool for accessing the data that would support those professionals. Our study population consisted of professionals concerned with influencing public policy related to the lived experiences of youth who are transitioning out of the foster care system into adulthood. To conduct this study, our process included training a team of student researchers to (1) understand the domain through secondary sources, (2) identify topics to focus on in discovery interviews, (3) conduct the interviews and analyze results to (4) inform the design of a system that would support the work of domain professionals. Our findings indicate that professionals in the child welfare research and policy space are interested in having access to customizable and interactive research support tools that include data visualization as a core functionality and are easy to use for people with limited technical expertise. In particular, these professionals are interested in visualizations of both administrative and lived experience data presented in simple, colorful, and humanized ways with the ability to disaggregate at geographical levels that are meaningful to impacting policy. Future research should include development of the visualization tools identified here and a subsequent usability study to confirm the value of our design recommendations.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128905818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00034
Jessie D. Golding, S. Ishizaki
This article reports on an on-going project that aims to develop a long-term (i.e., over 30 years) conservation monitoring plan for rare mesocarnivores on lands managed by the US Forest Service in the western US. The project employs a design thinking approach, which is relatively unknown in natural resource management, for the development of the monitoring plan. We report on our design process through the first three phases (empathize, define, and ideate), followed by a brief description of our current effort on prototyping. The early phases of the design process reveals that two touchpoints would present unique challenges in successfully implementing our plan: (1) instructions for data collection communicated through protocols and (2) the use of monitoring information for predictive decisions. Standardized template for protocols and decision support tools to address these challenges are suggested as potential solutions. A component content management approach is also suggested as a way to create a long-term monitoring that can be adaptive to changes in information over the time period that long-term monitoring is designed to cover. We conclude by postulating that the design thinking approach may be applicable to other natural resource management projects.
{"title":"Building Robust Long-Term Conservation Monitoring With Design Thinking","authors":"Jessie D. Golding, S. Ishizaki","doi":"10.1109/ProComm57838.2023.00034","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00034","url":null,"abstract":"This article reports on an on-going project that aims to develop a long-term (i.e., over 30 years) conservation monitoring plan for rare mesocarnivores on lands managed by the US Forest Service in the western US. The project employs a design thinking approach, which is relatively unknown in natural resource management, for the development of the monitoring plan. We report on our design process through the first three phases (empathize, define, and ideate), followed by a brief description of our current effort on prototyping. The early phases of the design process reveals that two touchpoints would present unique challenges in successfully implementing our plan: (1) instructions for data collection communicated through protocols and (2) the use of monitoring information for predictive decisions. Standardized template for protocols and decision support tools to address these challenges are suggested as potential solutions. A component content management approach is also suggested as a way to create a long-term monitoring that can be adaptive to changes in information over the time period that long-term monitoring is designed to cover. We conclude by postulating that the design thinking approach may be applicable to other natural resource management projects.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130054681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00046
Margaret Hsiao
Public policy refers to the set of actions that a government takes to enact laws and regulations. Public policies affect many people who, by definition, can shape policy as members of the public. In matters of educational policy, higher education students are key stakeholders who are often talked about during policy deliberations, but they are rarely involved in conveying their own interests. The absence of students in the policy making process may be due to factors such as lack of time, lack of technical understanding, and lack of understanding of how proposed policies affect their day-to-day lives. Feminist pedagogy is an alternative instruction model that can be used to empower students to engage in public policy and build communities as a result. Two principles of feminist pedagogy are empowerment of the self and building community, and these principles can be applied to encourage students to engage in public policy making. Feminist pedagogy that is focused on empowering students and building communities can increase the level of civic engagement beyond the classroom and into public policy discourse. By learning how to submit public comments on Regulations.gov, students can increase their engagement in the federal rulemaking process.
{"title":"Public Comments on Regulations.gov: How to Empower Students and Build Communities","authors":"Margaret Hsiao","doi":"10.1109/ProComm57838.2023.00046","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00046","url":null,"abstract":"Public policy refers to the set of actions that a government takes to enact laws and regulations. Public policies affect many people who, by definition, can shape policy as members of the public. In matters of educational policy, higher education students are key stakeholders who are often talked about during policy deliberations, but they are rarely involved in conveying their own interests. The absence of students in the policy making process may be due to factors such as lack of time, lack of technical understanding, and lack of understanding of how proposed policies affect their day-to-day lives. Feminist pedagogy is an alternative instruction model that can be used to empower students to engage in public policy and build communities as a result. Two principles of feminist pedagogy are empowerment of the self and building community, and these principles can be applied to encourage students to engage in public policy making. Feminist pedagogy that is focused on empowering students and building communities can increase the level of civic engagement beyond the classroom and into public policy discourse. By learning how to submit public comments on Regulations.gov, students can increase their engagement in the federal rulemaking process.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125495118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00011
Morgan C. Banville, Elena Kalodner-Martin, Emily Gresbrink, Rachael Jordan, Heather Listhartke, Kat M. Gray
Technical and professional communication (TPC) has taken a more proactive approach to social justice initiatives with the reintroduction of the “turn.” Based on the authors’ teaching and research experience with a range of students and across diverse institutional contexts, this paper outlines four key arenas that enrich and support commitments to social justice and equity. Focusing on areas including user experience (UX) & design, crisis and risk communication, surveillance technologies, and pedagogies, policies, and assessment, this “dream course” aims to show how social justice can be embedded into TPC course design, content, activities, assignments, and assessments throughout the process of building, facilitating, and evaluating courses.
{"title":"Imagining a Social Justice Technical Communication “Dream” Course","authors":"Morgan C. Banville, Elena Kalodner-Martin, Emily Gresbrink, Rachael Jordan, Heather Listhartke, Kat M. Gray","doi":"10.1109/ProComm57838.2023.00011","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00011","url":null,"abstract":"Technical and professional communication (TPC) has taken a more proactive approach to social justice initiatives with the reintroduction of the “turn.” Based on the authors’ teaching and research experience with a range of students and across diverse institutional contexts, this paper outlines four key arenas that enrich and support commitments to social justice and equity. Focusing on areas including user experience (UX) & design, crisis and risk communication, surveillance technologies, and pedagogies, policies, and assessment, this “dream course” aims to show how social justice can be embedded into TPC course design, content, activities, assignments, and assessments throughout the process of building, facilitating, and evaluating courses.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00006
A. Duin, Isabel Pedersen, Jim W Hall, Daniel J. Card, L. Breuch
OpenAI’s ChatGPT technology is now in use across academic and professional contexts, and co-writing content with AI is eclipsing older notions of AI assistantship. This panel re-envisions co-AI technical and professional writing amid this transformative AI writing landscape, inviting participants to join in discussion and research on documenting generative AI’s ability to develop documentation; providing critical examination to deal with issues of explainability, transparency, and user advocacy; introducing co-AI technical writing and usability testing to students; and designing ethical futures through use of ethical algorithmic impact assessment tools and processes.
{"title":"Co-AI Technical Writing: Documentation, Experimentation, User Testing, & Ethical Design","authors":"A. Duin, Isabel Pedersen, Jim W Hall, Daniel J. Card, L. Breuch","doi":"10.1109/ProComm57838.2023.00006","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00006","url":null,"abstract":"OpenAI’s ChatGPT technology is now in use across academic and professional contexts, and co-writing content with AI is eclipsing older notions of AI assistantship. This panel re-envisions co-AI technical and professional writing amid this transformative AI writing landscape, inviting participants to join in discussion and research on documenting generative AI’s ability to develop documentation; providing critical examination to deal with issues of explainability, transparency, and user advocacy; introducing co-AI technical writing and usability testing to students; and designing ethical futures through use of ethical algorithmic impact assessment tools and processes.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121281404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00044
Meng Yu
The term Super App has become commonplace in Asia and has been reshaping digital ecosystems globally. This study reviews the unique features of super apps and addresses the reasons for their success. Using WeChat as an example, the study adopts Rayport and Jaworski’s 7Cs user interface framework (context, content, community, customization, communication, connection, and commerce) to examine WeChat’s interface. The research first reviews the 7Cs framework to situate it in the context of Web 2.0 and then uses it to explore WeChat’s interface. The study finds that WeChat is a rich ecosystem that allows users to perform daily tasks within a single app, and elements within the framework have evolved beyond the framework initially discussed. Additionally, the study finds that WeChat tailors its interface to meet local user needs and embeds cultural elements into its design.
{"title":"The Rise of Super Apps: Insights and Opportunities from a UX Perspective","authors":"Meng Yu","doi":"10.1109/ProComm57838.2023.00044","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00044","url":null,"abstract":"The term Super App has become commonplace in Asia and has been reshaping digital ecosystems globally. This study reviews the unique features of super apps and addresses the reasons for their success. Using WeChat as an example, the study adopts Rayport and Jaworski’s 7Cs user interface framework (context, content, community, customization, communication, connection, and commerce) to examine WeChat’s interface. The research first reviews the 7Cs framework to situate it in the context of Web 2.0 and then uses it to explore WeChat’s interface. The study finds that WeChat is a rich ecosystem that allows users to perform daily tasks within a single app, and elements within the framework have evolved beyond the framework initially discussed. Additionally, the study finds that WeChat tailors its interface to meet local user needs and embeds cultural elements into its design.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133290889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1109/ProComm57838.2023.00027
Maren Johnson
As an instructor of an undergraduate course in technical communication, I regularly change the technology and pedagogy I use to help prepare students and to help them gain a deeper understanding of technical communication. In past semesters, I have had students do one oral presentation, and they receive feedback from their peers and from me. But students did not have the opportunity to use the feedback they received since that was the end of the oral presentation unit. Ultimately, a lack of a chance for revision and growth made the process of giving feedback feel like “busy work” since none of the students had a chance in class to implement it. The obvious solution is to provide a second oral presentation. One constraint I faced with adding a second oral presentation is timing. To overcome this challenge, I decided to implement a new change to my classroom and incorporate new technology to improve student learning. This semester I implemented GoReact, a recording technology supported by my university’s grading platform. GoReact allows students to record themselves presenting, allows their peers to leave time stamped feedback on their presentations, and allows me to incorporate additional oral presentations to help students improve and grow as communicators.
{"title":"New Technologies and Changing Pedagogy: Incorporating GoReact to Improve Student Oral Presentations","authors":"Maren Johnson","doi":"10.1109/ProComm57838.2023.00027","DOIUrl":"https://doi.org/10.1109/ProComm57838.2023.00027","url":null,"abstract":"As an instructor of an undergraduate course in technical communication, I regularly change the technology and pedagogy I use to help prepare students and to help them gain a deeper understanding of technical communication. In past semesters, I have had students do one oral presentation, and they receive feedback from their peers and from me. But students did not have the opportunity to use the feedback they received since that was the end of the oral presentation unit. Ultimately, a lack of a chance for revision and growth made the process of giving feedback feel like “busy work” since none of the students had a chance in class to implement it. The obvious solution is to provide a second oral presentation. One constraint I faced with adding a second oral presentation is timing. To overcome this challenge, I decided to implement a new change to my classroom and incorporate new technology to improve student learning. This semester I implemented GoReact, a recording technology supported by my university’s grading platform. GoReact allows students to record themselves presenting, allows their peers to leave time stamped feedback on their presentations, and allows me to incorporate additional oral presentations to help students improve and grow as communicators.","PeriodicalId":423952,"journal":{"name":"2023 IEEE International Professional Communication Conference (ProComm)","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115123141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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