Virtual Collaborative Writing In The Workplace

"This book investigates the use of computer-mediated communication technologies and collaborative processes to facilitate effective interdependent collaboration in writing projects, especially in virtual workplace settings"--Provided by publisher.

Dr. Brewer presents a complete guide to international virtual team communication with the most up-to-date research developments in the engineering workplace on a global scale, and a problem-solving approach to using and communicating in virtual teams. Presents guidelines heavily based on empirical data Application of virtual team communication guidelines to the field of engineering Provides strategies and sample projects for teaching

The practice of creating a written work in which all team members contributed to the content and the decisions regarding the group's functioning is known as collaborative or team writing. Due to the fact that group assignments include preparation, collaboration, and regular communication with other students, they can be challenging for many students with hectic schedules. Teachers still believe that group work is a smart way to prepare pupils for the complicated assignments they will probably encounter in the job. Additionally, via the dynamic interaction with and among other students, the subject matter, and you, the teacher, collaborative projects give students the advantages and experience of building on prior knowledge. Group writing projects can produce amazing results and invaluable experiences with appropriate coordination and communication. Collaboration not only benefits from the knowledge and drive of many individuals, but it can also result in a result that is larger than the sum of its parts. Students who collaborate better grasp that writing is a shared activity rather than a solitary act. Many students produce essays that make sense to them but aren't convincing or clear to others. Peer reviewers assist students in realizing that they are writing for readers, not for themselves. By working together, students can better understand their target audience. Students write far too frequently just to appease their teachers, whose requirements they seldom ever comprehend. Students have a clear understanding of who they are writing to and why when they know that their peers will read their papers.

Offers a thorough look at peer review in virtual environments.

In the field of technical communication, academics and industry practitioners alike regularly encounter the same question: "What exactly is it you do?" Their responses often reveal a fundamental difference of perspective on what the field is and how it operates. For example, academics might discuss ideas in terms of rhetorical theory, while practitioners might explain concepts through more practical approaches involving best business practices. And such differences can have important implications for how the field, as a whole, moves forward over time. This collection explores ideas related to forging effective academia-industry relationships and partnerships so members of the field can begin a dialogue designed to foster communication and collaboration among academics and industry practitioners in technical communication. To address the various factors that can affect such interactions, the contributions in this collection represent a broad range of approaches that technical communicators can use to establish effective academy-industry partnerships and relationships in relation to an area of central interest to both: education. The 11 chapters thus present different perspectives on and ideas for achieving this goal. In so doing, the contributors discuss programmatic concerns, workplace contexts, outreach programs, and research and writing. The result is a text that examines different general contexts in which academia-industry relationships and partnerships can be established and maintained. It also provides readers with a reference for exploring such interactions.

"This book is a collection of work to assist any professional who needs to deal with ethical issues, write up a technical project, give or develop a presentation, or write material for an online audience"--Provided by publisher.

Writing matters, and so does research into real-life writing. The shift from an industrial to an information society has increased the importance of writing and text production in education, in everyday life and in more and more professions in the fields of economics and politics, science and technology, culture and media. Through writing, we build up organizations and social networks, develop projects, inform colleagues and customers, and generate the basis for decisions. The quality of writing is decisive for social resonance and professional success. This ubiquitous real-life writing is what the present handbook is about. The de Gruyter Handbook of Writing and Text Production brings together and systematizes state-of-the-art research. The volume contains five sections, focussing on (I) the theory and methodology of writing and text production research, as well as on problem-oriented and problem-solving approaches related to (II) authors, (III) modes and media, (IV) genres, and (V) domains of writing and text production. Throughout the 21 chapters, exemplary research projects illustrate the theoretical perspectives from globally relevant research spaces and traditions. Both established and future scholars can benefit from the handbook’s fresh approach to writing in the context of multimodal, multi-semiotic text production.

In a reassessment of peer review practices, Lee-Ann Kastman Breuch explores how computer technology changes our understanding of this activity. She defines "virtual peer review" as the use of computer technology to exchange and respond to one another's writing in order to improve it. Arguing that peer review goes through a remediation when conducted in virtual environments, the author suggests that virtual peer review highlights a unique intersection of social theories of language and technological literacy.

Members of today’s online educational settings are often isolated which can prohibit the sharing of ideas and best practices among individuals working and learning as a collective group. Promoting collaboration across various disciplines and departments fosters professional development activities, as well as creates strong connections to the entire online community. Building Online Communities in Higher Education Institutions: Creating Collaborative Experience cultivates knowledge on topics pertaining to the improvement of communication and collaboration in online learning communities. Advancing the current scope of research in this field, this book is designed for use by faculty, students, researchers, practitioners, and college administrators interested in strengthening communication and collaboration in virtual settings.