Asynchronous workshops have potential as a flexible and accessible tool for instructor professional development. Translating synchronous workshops into asynchronous versions represents an opportunity to expand access to training materials, but translating across modalities is a challenge. As facilitators of the Colleges Online Learning Academy summer fellowship program, we outline our process for developing asynchronous workshops focused on pedagogy and digital learning for graduate student instructors. We evaluated participant engagement and accessibility based on survey responses (n=10) and workshop artifacts. Our four asynchronous workshops consisted of multimodal modules with video clips from the synchronous sessions and engagement opportunities on Jamboard. We found low Jamboard engagement from asynchronous participants, but high engagement in multimodal modules. Potential barriers to access included mental health, Wi-Fi access, English language comprehension, and a lack of discussion, but many participants (4 of 9) reported no access barriers. We provide recommendations for developing engaging, accessible, and content-rich asynchronous workshops from synchronous workshop materials.

Asynchronous workshops have potential as a flexible and accessible tool for instructor professional development. Translating synchronous workshops into asynchronous versions represents an opportunity to expand access to training materials, but translating across modalities is a challenge. As facilitators of the Colleges Online Learning Academy summer fellowship program, we outline our process for developing asynchronous workshops focused on pedagogy and digital learning for graduate student instructors. We evaluated participant engagement and accessibility based on survey responses (n=10) and workshop artifacts. Our four asynchronous workshops consisted of multimodal modules with video clips from the synchronous sessions and engagement opportunities on Jamboard. We found low Jamboard engagement from asynchronous participants, but high engagement in multimodal modules. Potential barriers to access included mental health, Wi-Fi access, English language comprehension, and a lack of discussion, but many participants (4 of 9) reported no access barriers. We provide recommendations for developing engaging, accessible, and content-rich asynchronous workshops from synchronous workshop materials.

With the emergence of online media, as traditional boundaries are breaking in the field of communication and the notion of audience is changing, the necessity of reviewing the modes of writing becomes consequential. Thinking Globally, Composing Locally , an edited collection by Rich Rice and Kirk St. Amant, takes a kairotic approach and aims to offer a foundation for addressing the technical issues related to online writing in terms of composition and rhetoric. To address the new audience, the editors believe writers need to rethink their writing contexts, reassess their perception of global communication, and reconsider their writing methods to create content for online media. To practically implement these key issues, this book proposes "3Cs"--- Contacting, Conveying , and Connecting. In an interview with Gustav Verhulsdonck (2018), Kirk St. Amant clarified the 3Cs. According to him, contact is a wish to get recognized by the audience that the composed work is worthy of attention, convey is the way information flows, and connect is the bridge of interaction between author and audience.

This experience report shares the story of course redesign for cultivating technological and code literacy. This redesign came about as a result of listening to advisory board members as well as responding to recent scholarship calling for more specifics on the teaching of component content management and content strategy. We begin with discussion of code literacy differentiation between code-as-language, code-as-tool, and code-as-structure. We then share detail about our advisory board engagement and the resulting advanced-level technical communication course in which, framed by technological literacy narratives, students produce a static HTML site for a client, develop a repository for this work (GitHub), use XML and the DITA standard for dynamic document delivery, and create a digital experience element to accompany the site. We document and analyze student narratives and online course discussions. We emphasize a more holistic approach to code literacy and that course redesign should be a collaborative endeavor with advisory board members and industry experts. Through these experiences, students gain requisite knowledge and practice so as to enter the technical communication community of practice.

In this entry, we argue that to promote multimodal literacy in online writing classes, instructors should address the following five practices in their course design:• Incorporate multimodal assignments and appropriate scaffolding tools;• Use multimodal instructional tools to teach and model multimodal composition;• Provide multimodal feedback to students' compositions;• "Teach" technology through the use of media labs;• Encourage reflection as a significant part of students' learning process.In so doing, we discuss each practice in depth, addressing the reasons and benefits for incorporating each, as well as advice about how to implement them. By implementing these practices in their online courses, instructors can successfully design classes that promote multimodal literacy.

Online writing instruction is a process of design that includes both spatial and temporal dimensions. Ideally, this process brings together design and pedagogy to move students through their online writing work successfully. Institutionally mandated LMS platforms often constrain this process. This article establishes three design principles and concepts for designing learning environments that take into account both space and time as designed elements of online classes. Applying the principles of backward design, modular content, and student choice to course design can help instructors design more thoughtful, participatory classes centered on student learning and instructor presence.

This paper argues that a SWOT analysis (Dyson, 2004; Helms & Nixon, 2010; Holtzhausen & Zerfass, 2015; Houben, Lenie, & Vanhoof, 1999; Noble & Bestley, 2011) and a multi-sectorial approach (Okware, Opio, Musingizi, & Waibale, 2001; The World Bank, 2000; Uganda AIDS Commission & UNAIDS, 2000) to strategic communication can provide communication designers with a conceptual framework for localizing climate prediction and risk management information. The overarching idea is to use a multi-way communication model, such as suggested by McQuail (1987), to downscale climate data in a way that better addresses the communication expectations of the public in different locales. Such approaches can reduce barriers that often inhibit the international transfer of technical and scientific data for public consumption in different global contexts. To examine these issues, this paper uses a SWOT analysis for considering strategic communication planning in international settings. In so doing, the paper examines the work of the Intergovernmental Authority on Development (IGARD) Climate Predictions and Applications Centre (ICPAC) in its efforts to respond to climate extremes and ensure disaster risk management in the Greater Horn of Africa.