Pub Date : 2003-11-17DOI: 10.1109/IPCC.2003.1245495
P. Rubens, S. Southard
This presentation and report offers a methodology for assessing communication interactions that can be used to help improve course content, delivery, resources, and support. As such it can be used in an academic or training setting, as well as in the design and maintenance of help systems. By applying the methodology over time, designed and educators should be able to identify problems as they emerge and react to them in a timely manner.
{"title":"Identifying learning difficulties based on email responses of technologically-impoverished users","authors":"P. Rubens, S. Southard","doi":"10.1109/IPCC.2003.1245495","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245495","url":null,"abstract":"This presentation and report offers a methodology for assessing communication interactions that can be used to help improve course content, delivery, resources, and support. As such it can be used in an academic or training setting, as well as in the design and maintenance of help systems. By applying the methodology over time, designed and educators should be able to identify problems as they emerge and react to them in a timely manner.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"16 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":"115555915","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.2003.1245517
G. Hayhoe
This panel proposes a consortium of master's programs in technical, scientific, and professional communication that would allow students enrolled in one program to take one or more courses at another member institution.
{"title":"A consortium of master's programs in technical, scientific, and professional communication","authors":"G. Hayhoe","doi":"10.1109/IPCC.2003.1245517","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245517","url":null,"abstract":"This panel proposes a consortium of master's programs in technical, scientific, and professional communication that would allow students enrolled in one program to take one or more courses at another member institution.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"284 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":"132093336","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.2003.1245492
J. Mackiewicz
This paper examines technical writing students' ratings of five typefaces' on five tone attributes like "professional" and "technical" It also examines students' written assessments of typefaces, investigating why students perceive typefaces to convey different attributes and how students relate different typefaces to different types of documents. Two main findings emerged from this analysis of both quantitative, semantic differential data and qualitative, written responses: 1) Students lack the vocabulary to make fine distinctions among text typefaces; and 2) Students sometimes make associations among attributes that experts would not agree with. Four guidelines, generated by analysis of students' responses, are discussed: 1) Choose a typeface with relatively large, open counters and large x-heights for legibility and readability; 2) Choose a typeface with no or moderate modeling for professionalism; 3) Choose a typeface with variable pitch (as opposed to a fixed pitch) - to avoid an excessively technical tone; and 4) Avoid typefaces that mimic other modes of writing to avoid distracting readers from the message.
{"title":"What technical writing students do know and should know about typography","authors":"J. Mackiewicz","doi":"10.1109/IPCC.2003.1245492","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245492","url":null,"abstract":"This paper examines technical writing students' ratings of five typefaces' on five tone attributes like \"professional\" and \"technical\" It also examines students' written assessments of typefaces, investigating why students perceive typefaces to convey different attributes and how students relate different typefaces to different types of documents. Two main findings emerged from this analysis of both quantitative, semantic differential data and qualitative, written responses: 1) Students lack the vocabulary to make fine distinctions among text typefaces; and 2) Students sometimes make associations among attributes that experts would not agree with. Four guidelines, generated by analysis of students' responses, are discussed: 1) Choose a typeface with relatively large, open counters and large x-heights for legibility and readability; 2) Choose a typeface with no or moderate modeling for professionalism; 3) Choose a typeface with variable pitch (as opposed to a fixed pitch) - to avoid an excessively technical tone; and 4) Avoid typefaces that mimic other modes of writing to avoid distracting readers from the message.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"29 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":"126519643","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.2003.1245509
C. Kaempf
Environmental risk management depends on effective use of existing expert knowledge. The Web in its present form does not allow for context-aware queries, meaning knowledge-oriented queries. Semantic annotation of online data/information supports the use of intelligent agents for the location and retrieval of task-specific expertise. This paper examines the theoretical background of ontology-based mark-up and reports of an ongoing project to create ontology for flood-risk management.
{"title":"Retrieval of Internet information for task-specific use in environmental risk management","authors":"C. Kaempf","doi":"10.1109/IPCC.2003.1245509","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245509","url":null,"abstract":"Environmental risk management depends on effective use of existing expert knowledge. The Web in its present form does not allow for context-aware queries, meaning knowledge-oriented queries. Semantic annotation of online data/information supports the use of intelligent agents for the location and retrieval of task-specific expertise. This paper examines the theoretical background of ontology-based mark-up and reports of an ongoing project to create ontology for flood-risk management.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"189 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":"114218183","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.2003.1245479
K. Lee, R. Grice
Zooming technology is an essential part of personal digital assistants (PDAs) for today's information-intensive world, which caused big problems for small screen interfaces. This paper introduces many zooming applications such as a file zoom, a focus zoom, and a search zoom which are based on geometric and semantic zooming methods. The file zooming applications use dynamic zoom-in and zoom-out functions for visualizing large amounts of information on the PDA screen. Also, users can save a file into the PDA using a zoom-out function based on a semantic zooming method; the file will gradually shrink until it appears as an icon or a small image on the screen. The focus zooming applications are built on a magnifying glass lens that is a 2D visualization for large rectangular presentations; they allow a user to quickly focus on a part of the PDA screen. In addition, we implement a blurring lens on the screen, so that users can ignore blurred objects to increase their focusing ability. The paper also describes the search zooming applications that allow for easy recognition and comparison of the content of files on the screen. Two types of viewing approaches, a popup viewing method and a shadow viewing method are introduced in this zooming method.
{"title":"The embedded zooming applications for personal digital assistants","authors":"K. Lee, R. Grice","doi":"10.1109/IPCC.2003.1245479","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245479","url":null,"abstract":"Zooming technology is an essential part of personal digital assistants (PDAs) for today's information-intensive world, which caused big problems for small screen interfaces. This paper introduces many zooming applications such as a file zoom, a focus zoom, and a search zoom which are based on geometric and semantic zooming methods. The file zooming applications use dynamic zoom-in and zoom-out functions for visualizing large amounts of information on the PDA screen. Also, users can save a file into the PDA using a zoom-out function based on a semantic zooming method; the file will gradually shrink until it appears as an icon or a small image on the screen. The focus zooming applications are built on a magnifying glass lens that is a 2D visualization for large rectangular presentations; they allow a user to quickly focus on a part of the PDA screen. In addition, we implement a blurring lens on the screen, so that users can ignore blurred objects to increase their focusing ability. The paper also describes the search zooming applications that allow for easy recognition and comparison of the content of files on the screen. Two types of viewing approaches, a popup viewing method and a shadow viewing method are introduced in this zooming method.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"87 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":"124981517","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.2003.1245496
K. Hopper, K. T. Rainey
Technological literacy-both at the skills level and at the conceptual/critical level-is a crucial part of technical communication pedagogy. A pilot study examining self-assessment of word processing (Microsoft Word) and presentation application (Microsoft PowerPoint) skills was performed in a graduate course in technical communication. Study population comprised 13 students who completed an online survey of perceptions of proficiency in word processing and presentation software, followed by online examination using a commercial evaluation and remediation package (Skills Assessment Manager [SAM] and Training Online Manager [TOM] by Thomson Learning). SAM exams simulated PowerPoint and Word operations, and were adapted from Microsoft Office User Specialist (MOUS) preparation instruments, based on skills objectives for Microsoft certification. Participants accessed the TOM online tutorial, and performed a second set of equivalent exams, 62% accurately self-assessed skill level in PowerPoint, while 38% overestimated skill. 23% accurately self-assessed skill level in Word, while 11% overestimated skill. Mean difference between pre and post-training PowerPoint scores was 14.38%, statistically significant (p < .001). Mean difference between pre and post-training Word combined scores was 10.46%, statistically significant (p < .001), Participants expressed appreciation for attention to foundational technical tools skills. A long term, refined study will follow.
{"title":"A pilot study of self-assessment of word processing and presentation software skills in graduate students in technical communication","authors":"K. Hopper, K. T. Rainey","doi":"10.1109/IPCC.2003.1245496","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245496","url":null,"abstract":"Technological literacy-both at the skills level and at the conceptual/critical level-is a crucial part of technical communication pedagogy. A pilot study examining self-assessment of word processing (Microsoft Word) and presentation application (Microsoft PowerPoint) skills was performed in a graduate course in technical communication. Study population comprised 13 students who completed an online survey of perceptions of proficiency in word processing and presentation software, followed by online examination using a commercial evaluation and remediation package (Skills Assessment Manager [SAM] and Training Online Manager [TOM] by Thomson Learning). SAM exams simulated PowerPoint and Word operations, and were adapted from Microsoft Office User Specialist (MOUS) preparation instruments, based on skills objectives for Microsoft certification. Participants accessed the TOM online tutorial, and performed a second set of equivalent exams, 62% accurately self-assessed skill level in PowerPoint, while 38% overestimated skill. 23% accurately self-assessed skill level in Word, while 11% overestimated skill. Mean difference between pre and post-training PowerPoint scores was 14.38%, statistically significant (p < .001). Mean difference between pre and post-training Word combined scores was 10.46%, statistically significant (p < .001), Participants expressed appreciation for attention to foundational technical tools skills. A long term, refined study will follow.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"16 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":"129733260","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.2003.1245519
E. S. Scott
Because of the cost-benefit of computer-based training (CBT), large multinational corporations now have the ability to train workers all over the world. Programs such as Tata Consultancy Services' computer-based functional literacy (CBFL) show that CBT is also an appropriate method for teaching literacy. In developing countries where American corporations are seeking to hire native workers, the governments and these corporations should combine their efforts to use CBT both to impart literacy -where needed - and to train the workforce. Technical writers can use CBFL concepts to make manuals or CBT more accessible to people in cultures where literacy does not predominate.
{"title":"Computer-based functional literacy: how digital literacy projects can transform the third-world workforce","authors":"E. S. Scott","doi":"10.1109/IPCC.2003.1245519","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245519","url":null,"abstract":"Because of the cost-benefit of computer-based training (CBT), large multinational corporations now have the ability to train workers all over the world. Programs such as Tata Consultancy Services' computer-based functional literacy (CBFL) show that CBT is also an appropriate method for teaching literacy. In developing countries where American corporations are seeking to hire native workers, the governments and these corporations should combine their efforts to use CBT both to impart literacy -where needed - and to train the workforce. Technical writers can use CBFL concepts to make manuals or CBT more accessible to people in cultures where literacy does not predominate.","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":"129147672","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.2003.1245462
R. Krull, M. Sharp, D. Roy
Canonical (three-quarter) views for procedural graphics have been advocated based on artistic practice and psychological research. This paper examines two alternate points of view: body-centered rear views, and views that place important distances across the display plane. Test subjects matched upright with overhead images of human bodies for two types of activities. The subjects' performance was measured for accuracy, confidence in making matches, and reaction time. The data suggest that, though canonical views may be optimal for illustration of objects, views that place important distances across the display plane may yield better performance for procedures involving human bodies.
{"title":"Canonical views in procedural graphics","authors":"R. Krull, M. Sharp, D. Roy","doi":"10.1109/IPCC.2003.1245462","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245462","url":null,"abstract":"Canonical (three-quarter) views for procedural graphics have been advocated based on artistic practice and psychological research. This paper examines two alternate points of view: body-centered rear views, and views that place important distances across the display plane. Test subjects matched upright with overhead images of human bodies for two types of activities. The subjects' performance was measured for accuracy, confidence in making matches, and reaction time. The data suggest that, though canonical views may be optimal for illustration of objects, views that place important distances across the display plane may yield better performance for procedures involving human bodies.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"188 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":"116530729","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.2003.1245474
H. Sadri, M. Flammia
This essay is mainly based on our experience in team-teaching two interdisciplinary courses (Global Perspectives in Spring 2001 & Communication Across National Boundaries in Fall 2001) in addition to our regular classes, in which we have used a combination of new technologies, innovative methods, and diverse materials. Our interdisciplinary courses introduced students to global issues both from the perspective of power relationships and through understanding intercultural communication. The course assignments required students to do field research, use technology, and work as part of teams. Students learned to think critically about key global issues. The team project required students to do extensive research using technology, to conduct interviews, and to explore other types of field research in addition to more traditional library research. Moreover, with the extensive use of technology in our assignments, we made sure that our students gained the necessary skills for the modern work environment. Finally, collaboration with another discipline can help students see the broader implications of what they learn in international relations and technical communication courses.
{"title":"Adapting communication styles and technology use to international environments","authors":"H. Sadri, M. Flammia","doi":"10.1109/IPCC.2003.1245474","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245474","url":null,"abstract":"This essay is mainly based on our experience in team-teaching two interdisciplinary courses (Global Perspectives in Spring 2001 & Communication Across National Boundaries in Fall 2001) in addition to our regular classes, in which we have used a combination of new technologies, innovative methods, and diverse materials. Our interdisciplinary courses introduced students to global issues both from the perspective of power relationships and through understanding intercultural communication. The course assignments required students to do field research, use technology, and work as part of teams. Students learned to think critically about key global issues. The team project required students to do extensive research using technology, to conduct interviews, and to explore other types of field research in addition to more traditional library research. Moreover, with the extensive use of technology in our assignments, we made sure that our students gained the necessary skills for the modern work environment. Finally, collaboration with another discipline can help students see the broader implications of what they learn in international relations and technical communication courses.","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":"123760633","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.2003.1245499
C. Kampf, V. Griep
Globalization and communication technology allow businesses to literally set up around the clock work on large projects, saving time and money. One prominent model is international virtual project teams. Internationally distributed project teams are often comprised of people from related disciplines, working on the same project, yet living in different national cultures, and physically located in different organizational contexts. As this model becomes more common in practice, we need to find a way of understanding the interaction of organizational, occupational and national culture systems in order to help prepare people on these teams to work together more effectively. We look at recent studies involving intercultural virtual teams at both the national and occupational levels, present some background theory on cultural dimensions and variables, and propose a preliminary research framework that brings together some computer mediated communication and intercultural communication theories to help us identify and understand heuristics for working in international virtual project teams.
{"title":"Shaping a research framework to deal with internationally distributed teams","authors":"C. Kampf, V. Griep","doi":"10.1109/IPCC.2003.1245499","DOIUrl":"https://doi.org/10.1109/IPCC.2003.1245499","url":null,"abstract":"Globalization and communication technology allow businesses to literally set up around the clock work on large projects, saving time and money. One prominent model is international virtual project teams. Internationally distributed project teams are often comprised of people from related disciplines, working on the same project, yet living in different national cultures, and physically located in different organizational contexts. As this model becomes more common in practice, we need to find a way of understanding the interaction of organizational, occupational and national culture systems in order to help prepare people on these teams to work together more effectively. We look at recent studies involving intercultural virtual teams at both the national and occupational levels, present some background theory on cultural dimensions and variables, and propose a preliminary research framework that brings together some computer mediated communication and intercultural communication theories to help us identify and understand heuristics for working in international virtual project teams.","PeriodicalId":439913,"journal":{"name":"IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings.","volume":"10 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":"126364758","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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