Blog entry by dr John Speller
Overview
This course was developed for scientists and engineers from a range of disciplines who want to improve their ability to communnicate in English with various non-specialist audiences. It provides an introduction to the fields of technical communication and science communciation.
The components include the coursebook and lesson slides, as well as extensive online materials to enhance the learner experience.
The project was completed using mostly Creative Commons and royalty-free sources, and will be published under a Creative Commons license.
Audience: Master’s and undergraduate students
Responsibilities: Visual design, eLearning development, Content curation, Instructional design
Tools used: MS Word, Powerpoint, Moodle
Process
I began by researching existing technical English curricula. I also inverviewed past cohorts and potential students to understand their needs, expectations, and preferences. I developed clear and measurable learning objectives for the course, ensuring that they aligned with the needs identified earlier.
I next designed a detailed course outline, which included topics such as technical communication principles, document design, and audience analysis. To enhance the learning experience, I also planned to incorporate readings and multimedia materials covering a range of topics related to the subject fields and interests of the target learners, including virtual reality, artificial intelligence, and smart homes.
In the development phase, I drafted coursebook units, authored comprehensive lesson plans, and created PowerPoint presentations. To cater to different learning styles, I incorporated visual aids, audio recordings, and interactive online modules.
Once the course materials were ready, it was time for the implementation phase. I created a course on the university’s online learning platform, where students could access the course materials. I created discussion forums, quizzes, and assignments to foster student engagement and interaction. I also taught face-to-face classes with students, where they could practice communication skills and receive personal feedback.
As the course progressed, I sought continuous feedback from the students, allowing me to gauge their learning experience and make necessary improvements. I administered assessments to measure their knowledge retention and conducted surveys to gather insights about the course effectiveness. Based on the feedback received, I revised the course materials to address any identified gaps or areas for improvement.
ADDIE | Rapid prototyping
Results
The course has received positive feedback from students. Students appreciated the engaging content, interactive learning experiences, and practical assignments. The coursebook has been published by Lodz University of Technology Press.