Pub Date : 2003-11-17DOI: 10.1109/IPCC.2003.1245513
J. Strother
Cross-cultural differences have a major influence on the way instruction is shaped and the way learning takes place within any classroom. In a blended learning environment, non-English-speaking trainees often need to adapt to the concept of computer-aided instruction or learning online while they learn how to cope with a new and different teaching style. For example, in a typical classroom, where interactivity is a goal, an Asian learner may have a difficult time overcoming his or her traditional role as respectful listener. An Asian learner who has never worked with computer-aided instruction may find it difficult to cope with learning the system while having to master the content delivered through the system. This paper examines learning styles preferred by Asian learners and how these preferred styles affect the delivery of a blended learning Aviation English program to be delivered in China.
{"title":"Shaping blended learning pedagogy for East Asian learning styles","authors":"J. Strother","doi":"10.1109/IPCC.2003.1245513","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245513","url":null,"abstract":"Cross-cultural differences have a major influence on the way instruction is shaped and the way learning takes place within any classroom. In a blended learning environment, non-English-speaking trainees often need to adapt to the concept of computer-aided instruction or learning online while they learn how to cope with a new and different teaching style. For example, in a typical classroom, where interactivity is a goal, an Asian learner may have a difficult time overcoming his or her traditional role as respectful listener. An Asian learner who has never worked with computer-aided instruction may find it difficult to cope with learning the system while having to master the content delivered through the system. This paper examines learning styles preferred by Asian learners and how these preferred styles affect the delivery of a blended learning Aviation English program to be delivered in China.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133184714","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245484
M. Steehouder, D. Hartman
We a small corpus of instructions given in phone calls to customers who need support for programming their universal remote control, to make it suitable for their particular TV set VCR, Audio, etc. Typically, in these calls the operator or 'agent' coaches the client while the client is performing actions with the equipment (turning it on, pressing buttons and codes, directing it towards the TV, etc.). We compared these oral instructions with the concept of a 'streamlined step procedure' (Farkas, 1999) and other principles that are well-known from the literature about written instructions. Our conclusion is that many problems arise because the operator does not provide 'meta-communication' about the goals that have to be achieved, and because the feedback given by the client is neglected or misinterpreted.
{"title":"How can I help you? User instructions in telephone calls","authors":"M. Steehouder, D. Hartman","doi":"10.1109/IPCC.2003.1245484","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245484","url":null,"abstract":"We a small corpus of instructions given in phone calls to customers who need support for programming their universal remote control, to make it suitable for their particular TV set VCR, Audio, etc. Typically, in these calls the operator or 'agent' coaches the client while the client is performing actions with the equipment (turning it on, pressing buttons and codes, directing it towards the TV, etc.). We compared these oral instructions with the concept of a 'streamlined step procedure' (Farkas, 1999) and other principles that are well-known from the literature about written instructions. Our conclusion is that many problems arise because the operator does not provide 'meta-communication' about the goals that have to be achieved, and because the feedback given by the client is neglected or misinterpreted.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117240132","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245472
A. Rockley
Building a business case means showing the return on investment your organization realizes if they adopt a content management system and unified content strategy. Return on investment (ROI) is the anticipated savings after subtracting the cost of implementing a unified content strategy. The savings are future savings and are used to determine if implementing a unified content strategy is appropriate for your organization.
{"title":"Building a business case for content management","authors":"A. Rockley","doi":"10.1109/IPCC.2003.1245472","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245472","url":null,"abstract":"Building a business case means showing the return on investment your organization realizes if they adopt a content management system and unified content strategy. Return on investment (ROI) is the anticipated savings after subtracting the cost of implementing a unified content strategy. The savings are future savings and are used to determine if implementing a unified content strategy is appropriate for your organization.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123398839","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245520
Yana Keyzerman
Virtual teams are becoming increasingly more common in organizations around the country and around the world. In virtual teams, members often do not have the opportunity to meet in person and must interact through computer-mediated technologies, which eliminate social cues. Team members generally have no previous experience working together, and the lifespan of the team is short. However, to work efficiently and productively, team members must develop a sense of trust amongst the team and between team members and managers. This paper discusses aspects of virtual team functioning, including the importance of trust in organizations, communication characteristics of virtual teams, and developing trust on virtual teams. It also offers avenues for further research on virtual teams.
{"title":"Trust in virtual teams","authors":"Yana Keyzerman","doi":"10.1109/IPCC.2003.1245520","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245520","url":null,"abstract":"Virtual teams are becoming increasingly more common in organizations around the country and around the world. In virtual teams, members often do not have the opportunity to meet in person and must interact through computer-mediated technologies, which eliminate social cues. Team members generally have no previous experience working together, and the lifespan of the team is short. However, to work efficiently and productively, team members must develop a sense of trust amongst the team and between team members and managers. This paper discusses aspects of virtual team functioning, including the importance of trust in organizations, communication characteristics of virtual teams, and developing trust on virtual teams. It also offers avenues for further research on virtual teams.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121082375","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245461
G. Thomas, M. Dember
The highly integrated data and application architectures being deployed by many organizations today have created a growing need for integrated data management. As common data is now shared throughout distributed applications rather than maintained in silos, it is critical that the definition, structure, and usage of the data be uniformly understood and applied, to enable the free exchange of information across systems. The process of moving toward this state and then maintaining new, integrated systems results in new information needs within projects, departments, and the enterprise. Just as corporate data must flow freely through software systems, business success often requires that these other types of information must stream through the organization, unimpeded by organizational boundaries and legacy practices. Some of these information streams are highly visible. Others are hidden, underground flows that represent established networks of people, ad-hoc functions, and informal quality stewards. Still others are new to all involved, representing the connections between pools of knowledge that are all essential to an integration project.
{"title":"Hidden streams of information in today's software projects","authors":"G. Thomas, M. Dember","doi":"10.1109/IPCC.2003.1245461","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245461","url":null,"abstract":"The highly integrated data and application architectures being deployed by many organizations today have created a growing need for integrated data management. As common data is now shared throughout distributed applications rather than maintained in silos, it is critical that the definition, structure, and usage of the data be uniformly understood and applied, to enable the free exchange of information across systems. The process of moving toward this state and then maintaining new, integrated systems results in new information needs within projects, departments, and the enterprise. Just as corporate data must flow freely through software systems, business success often requires that these other types of information must stream through the organization, unimpeded by organizational boundaries and legacy practices. Some of these information streams are highly visible. Others are hidden, underground flows that represent established networks of people, ad-hoc functions, and informal quality stewards. Still others are new to all involved, representing the connections between pools of knowledge that are all essential to an integration project.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124762960","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245458
P. Kostur
In the past five years (in both the professional communication and technical writing communities), there has been much emphasis on single sourcing and content management, specifically on how to (and why you would want to) "unify" content across a documentation set, a department, or an entire organization. At the Rockley Group, we work with many organizations that are implementing single sourcing or "unified content" strategies. We start by conducting an audit of their current information products and content life cycles, followed by building information models that reflect clients' desired reuse strategy. Information modeling is critical to a unified content strategy. Information models depict the structure of information products; they show how and where elements are reused, and they include the metadata that further describes how elements are used, retrieved and tracked. Information models are the specification for a unified content strategy, but information modeling brings a new set of challenges to those creating, reviewing, and implementing the models. This paper provides a brief overview of unified content, then explores some of the issues specific to information modeling, including: teaching authors to create, read, review, and implement models; distinguishing between reusable structure and reusable content; visually representing information structure; and implementing models, specifically, understanding how writing to a model affects the writing process.
{"title":"Issues in information modeling","authors":"P. Kostur","doi":"10.1109/IPCC.2003.1245458","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245458","url":null,"abstract":"In the past five years (in both the professional communication and technical writing communities), there has been much emphasis on single sourcing and content management, specifically on how to (and why you would want to) \"unify\" content across a documentation set, a department, or an entire organization. At the Rockley Group, we work with many organizations that are implementing single sourcing or \"unified content\" strategies. We start by conducting an audit of their current information products and content life cycles, followed by building information models that reflect clients' desired reuse strategy. Information modeling is critical to a unified content strategy. Information models depict the structure of information products; they show how and where elements are reused, and they include the metadata that further describes how elements are used, retrieved and tracked. Information models are the specification for a unified content strategy, but information modeling brings a new set of challenges to those creating, reviewing, and implementing the models. This paper provides a brief overview of unified content, then explores some of the issues specific to information modeling, including: teaching authors to create, read, review, and implement models; distinguishing between reusable structure and reusable content; visually representing information structure; and implementing models, specifically, understanding how writing to a model affects the writing process.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131138773","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245518
N. E. Larbi, S. Springfield
Technology has permanently shifted communication, making remote interaction commonplace. Lack of face-to-face contact can be a disorienting experience for any communicator. Project teams that are spread across multiple time zones have no guarantee of successful teamwork. Are the rules different for remote teams? Integrating as technical writers on remotely distributed teams requires special behaviors. How should remote writers avoid misunderstandings? How can they produce quality documentation under these circumstances? How can they prepare to cope the next time they are thrown into a remote team situation? How would a possible best practice function?.
{"title":"When no one's home: being a remote writer on distributed teams","authors":"N. E. Larbi, S. Springfield","doi":"10.1109/IPCC.2003.1245518","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245518","url":null,"abstract":"Technology has permanently shifted communication, making remote interaction commonplace. Lack of face-to-face contact can be a disorienting experience for any communicator. Project teams that are spread across multiple time zones have no guarantee of successful teamwork. Are the rules different for remote teams? Integrating as technical writers on remotely distributed teams requires special behaviors. How should remote writers avoid misunderstandings? How can they produce quality documentation under these circumstances? How can they prepare to cope the next time they are thrown into a remote team situation? How would a possible best practice function?.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133540699","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245482
R. Grice
Students in a class on usability testing were presented with four methods of testing and evaluating product usability. Each group of students used the four methods to evaluate a product of their choosing, and reported the results of each test and a comparison of the relative effectiveness of each method. Some suggestions for combining evaluation methods for maximum impact are offered.
{"title":"Comparison of cost and effectiveness of several different usability evaluation methods: a classroom case study","authors":"R. Grice","doi":"10.1109/IPCC.2003.1245482","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245482","url":null,"abstract":"Students in a class on usability testing were presented with four methods of testing and evaluating product usability. Each group of students used the four methods to evaluate a product of their choosing, and reported the results of each test and a comparison of the relative effectiveness of each method. Some suggestions for combining evaluation methods for maximum impact are offered.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131957011","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245469
S. Codone
Teaching technical communication concepts and skills to undergraduate students is enhanced by the presence of simulated experiences. While pure simulation is impossible to achieve, problem-based learning (PBL) is a reliable method by which students can practice their evolving technical communication skills in situations that seem realistic. Although PBL is not simulation, it does provide the ability for students to be immersed into pseudo-real world scenarios, thus encouraging them to take more responsibility for their own learning and apply their knowledge at successively higher levels. This paper describes the implementation of a modified PBL instructional strategy within an undergraduate technical communication course and how PBL provides some of the benefits of simple simulation.
{"title":"Simulation Jr: - using modified problem-based learning in technical communication undergraduate courses","authors":"S. Codone","doi":"10.1109/IPCC.2003.1245469","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245469","url":null,"abstract":"Teaching technical communication concepts and skills to undergraduate students is enhanced by the presence of simulated experiences. While pure simulation is impossible to achieve, problem-based learning (PBL) is a reliable method by which students can practice their evolving technical communication skills in situations that seem realistic. Although PBL is not simulation, it does provide the ability for students to be immersed into pseudo-real world scenarios, thus encouraging them to take more responsibility for their own learning and apply their knowledge at successively higher levels. This paper describes the implementation of a modified PBL instructional strategy within an undergraduate technical communication course and how PBL provides some of the benefits of simple simulation.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134337910","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 : 2003-11-17DOI: 10.1109/IPCC.2003.1245473
D. Uete, T. Okuda
Takeuchi presented a new model of .organizational knowledge creation process. The model is named the SEC1 l i has become important io noie that how knowledge is (socialization, extemalization, combination and intemalization) process of the organizational knowledge creation. They define the spiral speed of the SECI process as the speed Of the organizational knowledge creation [I]. In [Z] which Okuda presented in IPCC2001, to achieve created wiihin and between business organizaiions. For example, io converi from tacit knowledge io explicit knowledge, Nonakn and Takeuchipresenied a new model of orpnnizational howledee creation Drocess. The model ~~ ~is named the SEC1 (socializaiion, externalization, combination and iniemalization) process. They define the spiral speed of the SECIprocess a the speed of howledge creation [ I ] . In [:I which Okuda presented in IPCCZOOI, io achieve the SEC1 process, the five knowledge enablers are presented. The relationships between the howledge creation steps and ihese enablers are reveuled and checked by showing some examples [Z]. I n this paper, io achieve more eflcieni knowledge creaiion. we demonsirate thai how IT (informaiion technology) effect a change in knowledge creation steps. To show ihi importance rules of IT and technical communications, wepropose the SECIprocess modeled by a simple closed queueing networks (CQN) and unalyze the proposed CQNmodel. Using the proposed CQNmodel, we can compuie the spiral speed of the SECIprocess to clar6h how IT and iechnical communicaiions accelerate ihe knowledge creation process.
{"title":"An evaluation method for role of technical communication and information technology in knowledge creation process","authors":"D. Uete, T. Okuda","doi":"10.1109/IPCC.2003.1245473","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245473","url":null,"abstract":"Takeuchi presented a new model of .organizational knowledge creation process. The model is named the SEC1 l i has become important io noie that how knowledge is (socialization, extemalization, combination and intemalization) process of the organizational knowledge creation. They define the spiral speed of the SECI process as the speed Of the organizational knowledge creation [I]. In [Z] which Okuda presented in IPCC2001, to achieve created wiihin and between business organizaiions. For example, io converi from tacit knowledge io explicit knowledge, Nonakn and Takeuchipresenied a new model of orpnnizational howledee creation Drocess. The model ~~ ~is named the SEC1 (socializaiion, externalization, combination and iniemalization) process. They define the spiral speed of the SECIprocess a the speed of howledge creation [ I ] . In [:I which Okuda presented in IPCCZOOI, io achieve the SEC1 process, the five knowledge enablers are presented. The relationships between the howledge creation steps and ihese enablers are reveuled and checked by showing some examples [Z]. I n this paper, io achieve more eflcieni knowledge creaiion. we demonsirate thai how IT (informaiion technology) effect a change in knowledge creation steps. To show ihi importance rules of IT and technical communications, wepropose the SECIprocess modeled by a simple closed queueing networks (CQN) and unalyze the proposed CQNmodel. Using the proposed CQNmodel, we can compuie the spiral speed of the SECIprocess to clar6h how IT and iechnical communicaiions accelerate ihe knowledge creation process.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2003-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128999605","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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