Abstract

This inquiry explores the practical implications of constructivist theory for documentation that is targeted to complex tasks and experienced users (users who are less than experts but more than novices). It argues that current task-oriented documentation falls short in addressing these tasks and users and examines the contributions that constructivism can make, contributions that will lead to documentation that differs in kind not just degree from conventional task-oriented manuals and help systems. This inquiry synthesizes the following four themes from constructivist theory and analyzes their relevance to documentation development: (1) changing the object of instruction to “activity in context,” (2) shaping instruction around problems experienced by users in work contexts, (3) highlighting users' social stock of knowledge, and (4) adopting a rhetoric of problem-based instruction expressed through cases. Examples are given from current efforts in interface and instructional design that writers may adapt to documentation design.

Journal
Journal of Business and Technical Communication
Published
1998-01-01
DOI
10.1177/1050651998012001002
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Citation Context

Cited by in this index (15)

  1. Technical Communication Quarterly
  2. Journal of Business and Technical Communication
  3. Journal of Business and Technical Communication
  4. IEEE Transactions on Professional Communication
  5. Communication Design Quarterly
Show all 15 →
  1. Technical Communication Quarterly
  2. IEEE Transactions on Professional Communication
  3. Communication Design Quarterly
  4. Technical Communication Quarterly
  5. Journal of Business and Technical Communication
  6. Journal of Technical Writing and Communication
  7. Journal of Technical Writing and Communication
  8. Journal of Technical Writing and Communication
  9. Journal of Technical Writing and Communication
  10. Technical Communication Quarterly

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