Electronic Communication across the Curriculum

Reiss, Donna; Young, Art; Selfe, Dickie

doi:10.2307/359052

Cited by 16 publications

(15 citation statements)

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“…Consistent with this new recognition of the diversity of sign systems in education, writing to learn during the 2000s expanded to include the combination of writing with other kinds of media. In effect, WTL came to include "composing across the curriculum" (Smagorinsky, 1995) and "electronic writing across the curriculum" (see volume by Reiss, Selfe & Young, 1998).…”

Section: Combining Text With Other Mediamentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

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This article discusses five trends in research on writing as a learning activity. Firstly, earlier decades were marked by conflicting views about the effects of writing on learning; in the past decade, the use of meta-analysis has shown that the effects of writing on learning are reliable, and that several variables mediate and moderate these effects. Secondly, in earlier decades, it was thought that text as a medium inherently elicited thinking and learning. Research during the past decade has indicated that writing to learn is a self-regulated activity, dependent on the goals and strategies of the writer. Thirdly, the Writing Across the Curriculum (WAC) movement emphasized domain-general approaches to Writing to Learn (WTL). Much recent research is consistent with the Writing in the Disciplines (WID) movement, incorporating genres that embody forms of reasoning specific to a given discipline. Fourthly, WTL as a classroom practice was always partially social, but the theoretical conceptualization of it was largely individual. During the past two decades, WTL has broadened to include theories and research that integrate social and psychological processes. Fifthly, WTL research has traditionally focused on epistemic learning in schools; more recently, it has been extended to include reflective learning in the professions and additional kinds of outcomes.

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Section: Combining Text With Other Mediamentioning

confidence: 99%

Trends in Research on Writing as a Learning Activity

Klein¹,

Boscolo²

2016

Journal of Writing Research

166

119

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“…One solution lies in adopting team work management done in electronic communication across the curriculum (Reiss et al, 1998), business communication (e.g., Nutting & White, 1990) and a greater emphasis on understanding the way groups communicate (Galanes & Brilhart, 1997). In this regard, we have found Bean (1996) a solid guide for tertiary staff development.…”

Section: Authentic Tasks and Outcomesmentioning

confidence: 99%

A Qualitative Survey of Tertiary Instructor Attitudes towards Project-Based CALL

Dębski¹,

Gruba²

1999

Computer Assisted Language Learning

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Advocates of project-based approaches to learning and instruction in networked computer environments emphasize the social dimensions of language learning. Such approaches, they argue, represent a significant shift away from the view of computers as a tool for individual use, and fundamentally change CALL pedagogies. To date, little research has been conducted on the views of students and instructors regarding these changes. The present study reports on the use of qualitative methods to investigate instructor attitudes towards project-based computing in second language study. The analysis of transcripts of semi-structured interviews resulted in a six-part framework that aims to characterize attitudes at the tertiary setting. The paper concludes with a discussion and recommendations regarding the use of computers in project-based second language classrooms.

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“…Short writing assignments, or "writing-to-learn" exercises can achieve gains in skill development while supporting the teaching of technical topics. Similar communication across curriculum (CAC) initiatives include reading, speaking, and presentation skill development [5]. CAC centers have been created at several universities around the country such as UNC, LSU, and Bentley.…”

Section: Introductionmentioning

confidence: 99%

Defining, integrating, and assessing a purposeful progression of cross-curricular initiatives into a computer science program

Hadfield

Schweitzer

Gibson

et al. 2011

2011 Frontiers in Education Conference (FIE)

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ABET-based program outcomes are the skills and knowledge that a student successfully completing the program has obtained at the time of graduation. For a Computer Science program, many of these outcomes require a developmental progression of learning experiences that are best provided incrementally across courses. Achievement of such a progression is predicated on a cooperative effort by faculty to define effective approaches to realizing the outcomes. However, the progression must also minimize demands on individual courses and eliminate unnecessary restrictions on faculty discretion in course design and implementation. In addition, a time-phased assessment plan should be overlaid upon the progression to measure and track the developmental process. This work documents our effort to define a developmental progression in our computer science program to better achieve ABET-based outcomes, integrate the progression into an existing curriculum in a minimally invasive manner, and incrementally assess the effectiveness of the approach.

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Electronic Communication across the Curriculum

Cited by 16 publications

References 0 publications

Trends in Research on Writing as a Learning Activity

Trends in Research on Writing as a Learning Activity

A Qualitative Survey of Tertiary Instructor Attitudes towards Project-Based CALL

Defining, integrating, and assessing a purposeful progression of cross-curricular initiatives into a computer science program

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