Abstract
This study explores the viability of making in technical and professional communication (TPC) pedagogy. This article reports a pedagogical case study of making as a way to enact design thinking in the TPC classroom. By aligning the values in making and design thinking with TPC learning goals, this study discusses the opportunities in maker-based learning and proposes a set of heuristics for integrating making with TPC pedagogy.
Original language | English |
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Journal | Technical Communication Quarterly |
DOIs | |
State | Accepted/In press - 2020 |
Keywords
- Pedagogical theory
- classroom research
- collaboration
- design thinking
- making