• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Professional Communication, IEEE Transactions on >Teaching Case Using a Research in Technical and Scientific Communication Class to Teach Essential Workplace Skills
【24h】

Teaching Case Using a Research in Technical and Scientific Communication Class to Teach Essential Workplace Skills

机译：使用技术和科学交流课上的研究成果来教授基本的工作场所技能的教学案例

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Teaching problem: Undergraduate research at the university level often focuses on the production of a traditional research paper, one with an academic orientation, often information heavy and analysis light, emphasizing the importance of secondary sources and documentation style over the process of inquiry. What approaches to undergraduate research would enable aspiring technical communicators to develop research skills that would better prepare them for success in a professional environment? Situating the case: The approaches described in this paper draw on the work of Mel Levine as presented in ${rm Ready ,or ,Not,, Here, Life, Comes}$ , in which he delineates several reasons why young people encounter problems when they enter professional environments: overly managed lives, no experience of delayed gratification, inability to think critically, limited knowledge of their own strengths and weaknesses, and an expectation of stability in the so-called adult world. Levine claims that these problems can be addressed by helping students develop a sense of inner direction as opposed to direction from without, an understanding of how to think critically and apply knowledge, a willingness to build and refine skills over time, and competent writing and speaking skills. In addition, the approaches described in this paper draw on three well-established research traditions: mixed methods research, problem-based research, and action research. How this case was studied: This paper describes the experiences of using two approaches to teach Research in Technical and Scientific Communication at a mid-sized state university in Virginia. The material was collected informally over a period of six years of teaching the course—through observation, student feedback, and completed research reports. About the case: Research in Technical and Scientific Communication required students to produce a research repo- t within the context of real-world inquiry, appropriately focused for a specific audience and purpose, using both primary and secondary sources, and including analysis as well as information. Two approaches were used. The Real Client approach required students to investigate a small-scale, real-world problem or need, which became the focus of a research report that could be submitted to a specific audience for a specific purpose, both identified by the student early in the research process. The Impact of Technology approach required students to consider the impact of technology on modern life, investigate a narrower topic within this broad topic, and prepare a report that could be published in the university magazine or student newspaper. Examples of strong and weak research reports illustrate which features of each approach worked well and which posed challenges. Overall, students responded well to both approaches, but found the Impact of Technology approach more congenial because it was more familiar to them than the Real Client approach. Nonetheless, with both approaches, but especially with the Real Client approach, students seemed reluctant to make necessary contacts, conduct in-depth interviews, and include well-developed analysis. They were more comfortable gathering information anonymously through secondary source material or online surveys, and presenting that information with a limited amount of analysis. Both approaches served to move students toward a more realistic understanding of the kind of research needed in professional environments. Conclusions: These approaches also addressed the concerns raised by Levine. The study was limited by its informal nature, with observations and conclusions resulting from a six-year period of informal experimentation and refinement, during which the requirements for the research report were continually redesigned to better address what students would need to be successful in a workplace.
机译：教学问题：大学水平的本科研究通常侧重于传统研究论文的撰写，该论文具有学术倾向，通常信息量大且分析轻，强调了在研究过程中二手资料和文献风格的重要性。什么样的本科研究方法可以使有抱负的技术交流者发展研究技能，从而更好地为他们在专业环境中的成功做好准备？案例分析：本文中介绍的方法借鉴了$ {rm Ready或Not，Here，Life，Comes} $中介绍的梅尔·莱文（Mel Levine）的工作，他在其中描述了年轻人在遇到问题时遇到问题的几个原因他们进入职业环境：过度管理的生活，没有延迟满足的经历，无法进行批判性思考，对自己的长处和短处的了解有限，以及对所谓成人世界稳定的期望。莱文声称，可以通过帮助学生发展内向而非外向的方向，理解如何进行批判性思考和运用知识，随着时间的推移建立和完善技能的意愿以及称职的口语和口语能力来解决这些问题。技能。此外，本文描述的方法借鉴了三种公认的研究传统：混合方法研究，基于问题的研究和行动研究。如何研究此案例：本文介绍了在弗吉尼亚州的中型州立大学中使用两种方法教授技术与科学传播研究的经验。该材料是在为期6年的课程教学中通过观察，学生反馈和完整的研究报告非正式收集的。关于案例：技术和科学传播研究要求学生在真实世界的询问范围内制作研究报告，使用主要和次要资源，包括特定的受众和目的，包括分析以及信息。使用了两种方法。真实客户方法要求学生调查一个小规模的，现实世界中的问题或需求，这成为研究报告的重点，可以将报告提交给特定的听众以达到特定的目的，这两者都是在研究初期由学生确定的处理。技术的影响方法要求学生考虑技术对现代生活的影响，研究这一广泛主题中的一个较窄的主题，并准备一份可以在大学杂志或学生报纸上发表的报告。研究报告的优劣示例说明了每种方法的哪些功能有效，哪些构成了挑战。总体而言，学生对这两种方法都反应良好，但是发现“技术的影响”方法比“真实客户”方法更为人性化，因为他们更熟悉。尽管如此，使用这两种方法，特别是使用“真实客户”方法，学生似乎都不愿进行必要的联系，进行深入的采访并包括完善的分析。他们更愿意通过辅助来源材料或在线调查匿名收集信息，并通过有限的分析来呈现这些信息。两种方法都有助于使学生对专业环境中需要的研究类型有更现实的理解。结论：这些方法还解决了莱文提出的问题。该研究受到非正式性质的限制，其观察和结论来自六年的非正式实验和完善，在此期间，研究报告的要求不断进行重新设计，以更好地解决学生在工作场所取得成功所需要的知识。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号