Engaging Design Thinking and Making in Technical and Professional Communication Pedagogy

Jason Chew Kit Tham

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

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 languageEnglish
JournalTechnical Communication Quarterly
DOIs
StateAccepted/In press - 2020

Keywords

  • Pedagogical theory
  • classroom research
  • collaboration
  • design thinking
  • making

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