EDUC Lesson 1
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Concordia University *
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Course
270
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
10
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Part 1: Introducing Educational and Professional Communication Part I-A: What Is Educational and Professional Communication
To make sure that your conception of educational and professional communication matches the one used in this course, this first part of this lesson defines the concept, provides examples of it, and describes several characteristics of this type of communication. 1.
To start learning about this, read Chapter 1—About Instructional and Informational Content in the textbook, Communicating Instructional and Informational Content
. As you read this selection, answer these questions.
Guiding Question
Jot down your responses here (yes—it’s OK to take notes here, either handwritten or typewritten)
In your own words, define educational and professional communication.
-
Educational Communication & Professional Communication: The craft of transferring information from those who know to those who need to know. (Also
called Professional writing, technical writing, technical communication, content development, information development, message design, and instructional communication).
Ex. Dummies book, Labels at the Biodome, Canada’s Food Guide, Instruction’s pamphlets, etc. What is meant by “components” of educational and professional communication?
Name some examples.
-Definitions
-Descriptions
-Procedures and Instructions
-Catalog and Reference Entries
-Openings
-Closings
Why is educational and professional communication so important to people?
Real people rely on effective educational and professional communication to perform important tasks in their work and personal lives. -Students in school and university classes
-Consumers of products and services
-Learners in workplace, continuing education and community programs
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-Customer and prospective customers
-Employees -Managers
What are the characteristics of educational and professional communication? What practices do educational and professional communicators follow to address these characteristics. Characteristics:
-Clear
-Concise
-Consistent (A point at one place matches a point later in the same document)
-Designed for the intended learners and readers
-Leverages the previous knowledge and experience of learners and readers
Responsibilities:
-Before starting to write, clarify the purpose and audience
-When writing, focus only on helping the audience accomplish the purpose
-Provide accurate, well-researched information
-Provide balanced content
Part I-B: Focusing Writing on Learners and Readers The first basic concept guiding educational and professional communication is learner- and reader-focused writing. This section of the lesson explores this concept. To learn about this:
2.
Read Chapter 2—Writing for People Who Need the Material in the textbook, Communicating Instructional and Informational Content
. As you read this selection, answer these questions.
Guiding Question
Jot down your responses here (yes—it’s OK to take notes here, either handwritten or typewritten)
What is reader-based writing (also called reader-
based prose)?
Refers to writing that is targeting to learners and readers for a particular purpose, and that focuses the writing effort on ensuring that these people can successfully accomplish the purpose with a minimum 2
How does this concept apply to writing for learners?
of effort. What are the characteristics of academic
and literary writing? -For one person (teacher/instructor)
-To inspire thinking and feeling
-Long wordy
-Follows one of the standard academic formats (such as the five-paragraph essay, research report)
What are the characteristics of professional writing? -For a defined audience
-To promote action and awareness
-Brief, succinct
-Follow one of the formats for everyday writing (such as procedures, catalog and reference entries, announcements, and how-to articles)
What are the characteristics of educational writing?
Educational writing builds skills and provided opportunities to practice those sills, while also promoting awareness and action among a designated group of readers. How does reader-based writing contrast with professor- and teacher-
focused writing?
-Writing to support a real person in accomplishing an important goal
What practices do educators and communicators need to adopt to ensure that their writing focuses on learners and readers?
Put yourself in the shoes of the people you are addressing
-Recognize the persuasive role of writing, and persuading a designated set of leaners and readers that the goal is worth achieving
-Investigating the purpose and the audience, and learning about the subject matter
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-Consciously simplifying the task of reading by following conventions
-Recognizing learner’s and reader’s limit (processing information)
Who has the responsibility for ensuring the success of
educational and professional communication: the communicator, or the learner or reader?
The communicators
Part I-C: Writing in Formats (Genres)
The second basic concept guiding educational and professional communication is that of writing in formats, or genres, which let learners and readers leverage their experience
with similar types of material so they can more effectively and efficiently use the new content. To learn about this:
3.
Read Chapter 3—Writing in Formats (Genres) in the textbook, Communicating Instructional and Informational Content
. As you read this selection, answer these questions.
Guiding Question
Jot down your responses here (yes—it’s OK to take notes here, either handwritten or typewritten)
What is a format?
How is the term genre related to it?
A format refers to a type of content that is similar in terms of: material covered, structure, writing style and the way people find information.
-Format is clearer than genre.
How do formats set expectations?
-They identity how to approach preparing material in the chosen format
-Meeting expectations of the learners and readers to 4
help them more effectively learn from and use material
What are the four expectations that learners and readers bring to a format?
-Material covered, people expect a combination of conceptual material (information that defines and describes issues), task-oriented material (material that tells learners and readers how to do something), and reference material (provides facts/details). -Structure, order in which information is presented
-Writing Style, the way in which the materials convey information; mood of the writing (wording information), and tone of writing (appropriate in instructional contexts)
-The way people find information, navigation aids (menu options, tools, table of content, etc)
Why is mastering formats (genres) so central to educational and professional communication?
Helps a designated group of readers and learners achieve a particular goal with materials. Can go through the material more effectively and faster.
Why is mastering formats also important to people who work in fields other than educational and professional communication?
Professionals in particular fields communicate through carefully designed formats. (ex. Science = Research Report, Marketing = Proposals, etc.)
Part 1-D: Adopting a Revision-Focused Writing Process
The third basic concept guiding educational and professional communication addresses
the process followed to write materials. Specifically, it focuses on a process that establishes the focus on learners and readers early and maintains that focus throughout. This approach also helps ensure that that you develop materials most efficiently. To learn about this:
4.
Read Chapter 4—Following a Writing Process That Focuses on the Needs of Learners and Readers in the textbook, Communicating Instructional and Informational Content
. As you read this selection, answer these questions.
5
Guiding Question
Jot down your responses here (yes—it’s OK to take notes here, either handwritten or typewritten)
What is a learner- or reader-focused writing process? What advantages does the
process offer over more informal writing processes?
It’s when you begin writing projects with a strong awareness of the intended learners and readers, and what they hope to do with the materials, write the material in a productive way, and ensure that it best helps the intended learners and readers achieve the intended goal.
When does writing begin in
a learner- or reader-
focused writing process?
After you have planned what you are going to write.
What is the first step in a learner- or reader-focused writing process?
-planning their work, so they know how to direct the material and to who (outline the material)
-asking exactly whom the intended learners and readers are and determine what they hope to do with the material after they finish reading it
How many drafts does a learner- or reader-focused writing process typically involve?
Several
What is the primary purpose of the first draft?
Name at least two tips for approaching the first draft.
It’s to get everything onto the screen and finish the task
-writing the sections you know, writing the rest, letting the draft sit
What should you do when you complete the first draft? Why?
Revise the draft, partly to address the inconsistencies
What is revision? Why is it so central to learner- and reader-based prose?
What two piece of information are essential to
It’s by reading through the document to address issues such as accuracy and completeness, consistency, aimed at the readers, etc. -Writers review their work to better address the needs of their learners and readers, they reorganize and clarify material.
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successfully revising a draft? Why do communicators need this information?
What should you do before
submitting a draft (whether
for grading, as in this course, or in the workplace)?
Review it one last time for mechanical issues such as spelling, grammar, punctuation, consistency in capitalization, etc. Part II: Style Lesson
About the Style Lesson
: This session explore a key topic in educational and professional writing: incorporating previously written work of others. This is closely related to a topic that you read, plagiarism, but goes a bit further, because it explore the very real issues that educated and professional communicators face. 5.
To explore the issue of using material published by others, read Chapter 1— Using and Acknowledging the Work of Others in the style
textbook, Communicating Instructional and Informational Content with Style
(different textbook than the readings in Part I). As you read this selection, answer these questions.
What is copyright? To what types of materials do copyrights pertain? Why do people copyright materials? If a document does not have a copyright symbol on it, is it copyrighted? -Images, Sound, and Videos, you need written permission of the copyright holder to use it.
-Some text, Sound/Music, Images, and Video Clips
Those materials are the properties of someone else.
Why are copyrights important to educational Because careers are ruined by stealing other people’s work and people can lose their jobs over it.
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and professional communicators?
What four types of copyrighted materials do communicators consider using in their work?
Images, Sound Clips, Video Clips, a d verbatim. Do authors always own the
copyright to their own work? If not, how do you determine it?
No, they sometimes get licensee fees
How do you request permission to use copyrighted materials?
You need to ask for written permission, which might include paying “permission fees”
What are open source materials? Can you just simply use them? Why or why not?
If not, what do you need to do?
-You must place the text in quotation marks
-You must cite the source, including the exact page
-if you use more than 250 words, you must get permission
Can you use ideas from others? If yes, what do you have to
do when using these ideas? -A direct quote from another publication (cite it)
-A media element, including pictures, sound, and video
-When using an idea read about in another publication
In an academic work, in which two places do you recognize the work of others?
-Citation (In-text citation)
-List it in your references
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Concluding the Lesson
6.
Participate in a Check-in Activity on the lesson website. The activity asks you to rate your confidence in writing for readers and using material published by others. 7.
Reflect on what you learned in this lesson. Share your thoughts on three separate issues in three separate discussion boards. As a reminder, why does your teaching team provide separate discussion boards for each of these topics?
To make sure your concerns and questions are most easily found by the teaching team, we have prepared separate discussion boards for each of these topics. Although some of you might find it easier to post just once, this extra step makes it easier for us to quickly learn of any concerns and respond to them. First, reflect on the experience of learning online. How do you feel about learning online?
Have you learned online before? Yes or no. If yes, how was the previous experience?
What is your greatest concern about learning this way? Why?
What do you think will be less challenging for you when learning online? Why? Post your response on discussion board, Learning online. 8.
Next, consider what you learned. What is the most important
lesson that you learned? Post your response on discussion board, The Most Important Lesson. 9.
Then, consider clarifications sought and other questions. . What question remains? Post your response on discussion board, Remaining 9
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Questions. This concludes the lesson. 10