David Fisher | University of Arkansas at Little Rock
As communication in both formal education and workplaces is more and more mediated by onlind content managements systems, it is possible to simulate online within professional education the systems of genres that characterize professional work. Our research group has been designing, teaching with, and researching online, multimedia, fictional case studies for professional education, which dynamically represent the genre systems and communicative practices of organizations. The theoretical underpinnings of the simulation and the pedagogy lie in a New Rhetoric or activity approach to genre. A qualitative analysis of students’ responses suggests that this approach may successfully address problem of the lack of transfer of genre knowledge from formal schooling to professional work.
2021. Modelling Spoken Genres for Foreign Language Learners. In Multimodality, Digitalization and Cognitivity in Communication and Pedagogy [Numanities - Arts and Humanities in Progress, 20], ► pp. 161 ff.
Tardy, Christine M., Bruna Sommer-Farias & Jeroen Gevers
2020. Teaching and Researching Genre Knowledge: Toward an Enhanced Theoretical Framework. Written Communication 37:3 ► pp. 287 ff.
Robles, Vincent D. & Matthew J. Baker
2019. Using Case-Method Pedagogy to Facilitate Audience Awareness. IEEE Transactions on Professional Communication 62:2 ► pp. 192 ff.
Wang, Junhua
2019. Simulation Rhetoric and Activity Theory: Experiential Learning in Intercultural Simulations. Journal of Technical Writing and Communication 49:2 ► pp. 213 ff.
Arduser, Lora
2017. Remediating Diagnosis: A Familiar Narrative Form or Emerging Digital Genre?. In Emerging Genres in New Media Environments, ► pp. 63 ff.
Campbell, Lilly
2017. Simulation Genres and Student Uptake: The Patient Health Record in Clinical Nursing Simulations. Written Communication 34:3 ► pp. 255 ff.
Finnemann, Niels Ole
2017. Hypertext configurations: Genres in networked digital media. Journal of the Association for Information Science and Technology 68:4 ► pp. 845 ff.
Veltsos, Jennifer R.
2017. Gamification in the Business Communication Course. Business and Professional Communication Quarterly 80:2 ► pp. 194 ff.
Russell, David R.
2013. Contradicciones acerca de cómo promover la escritura epistémica en las disciplinas: lo que hemos aprendido en EEUU. REDU. Revista de Docencia Universitaria 11:1 ► pp. 161 ff.
Brent, Doug
2011. Transfer, Transformation, and Rhetorical Knowledge. Journal of Business and Technical Communication 25:4 ► pp. 396 ff.
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