Dirk Remley

Sarah Johnson

doi:10.1109/tpc.2017.2706799

IEEE Transactions on Professional Communication Sep 2017

Dirk Remley

Sarah Johnson Old Dominion University

Abstract

Crossing disciplinary boundaries is a common practice for today’s technical writer. The author offers an insightful look at how neurobiological and multimodal rhetorical concepts can inform instructional document design to improve learning. This book addresses an interdisciplinary audience of academic and industry professionals involved in employee training or instructional training material design. The goal here is to answer the question, “How does one learn new technical concepts?. To answer this, the book bridges theoretical concepts in the seemingly dissimilar fields of cognitive psychology, neurobiology, and rhetoric. While there is still much to be discussed within this vast interdisciplinary conversation, the author's synthesis and his resulting analysis model hold workplace and pedagogical value by providing an entry point through a shared goal: cognitive gain through effective technical instructional materials.

Journal: IEEE Transactions on Professional Communication
Published: 2017-09-01
DOI: 10.1109/tpc.2017.2706799
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Open Access: Closed
Topics: rhetorical criticism writing pedagogy multimodality
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Dirk Remley

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