Examining Multimodal Community-Engaged Projects for Technical and Professional Communication: Motivation, Design, Technology, and Impact

Autor/inn/en	Tham, Jason; Jiang, Jialei
Titel	Examining Multimodal Community-Engaged Projects for Technical and Professional Communication: Motivation, Design, Technology, and Impact
Quelle	In: Journal of Technical Writing and Communication, 53 (2023) 2, S.128-159 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tham, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2816
DOI	10.1177/00472816221115141
Schlagwörter	College Faculty; Service Learning; Intermode Differences; Learning Modalities; Multimedia Instruction; Community Involvement; Active Learning; Student Projects; Curriculum Design; Teacher Motivation; Objectives; Outcomes of Education; Technical Writing; Business Communication; Social Justice; Advocacy; Technology Uses in Education + Suchen Sie Ihr Suchwort? Fakultät; Service-Learning; Lernumgebung; Multimediales Lernen; Aktives Lernen; Schulprojekt; Lehrplangestaltung; Goal definition; Zielsetzung; Lernleistung; Schulerfolg; Technical documentation; Technische Dokumentation; Unternehmenskommunikation; Soziale Gerechtigkeit; Sozialanwaltschaft; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This study examines the role of multimodality in facilitating service-learning goals. We report findings from qualitative interviews with 20 college instructors who have designed and facilitated multimodal community-engaged learning projects, identifying their motivations, goals, and the impact of these projects through reflections. Based on our qualitative analysis of these instructor responses, we discuss the technological and pedagogical implications of multimodal social advocacy projects in technical and professional writing courses. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01