LCC 3020 Summer 1998 Technology Analysis Project
Introduction to the Project Site
Dr. TyAnna K. Herrington
LCC 3020 Technical Communication Class Project
This site is the culmination of research and communication developed by approximately 80 students taking LCC 3020, Technical Communication, during summer quarter 1998. Students in two sections of LCC 3020 collaborated to analyze computer hardware and software, and faculty, IDT, and STaC student needs, skills, and uses of equipment and software in the School of Literature, Communication, and Culture (LCC).
Project Concept
The concept for this project came from my belief that experiential learning is the most valuable means for students to develop assimilated knowledge. In order to create a forum for real-life learning, I had to find a situation through which students could research, communicate with each other, and organize and coordinate results of their work under the constraints that accompany real contextual situations. I wanted students to learn that research and communication involves a social process of dealing with the needs of and constraints created by human beings; this project was to be a far cry from one that would require research only from books, journals, and World Wide Web spaces.
The huge burden of organizing the project (among approximately 80 students), finding means for efficient communication among students, developing consistent and effective formats for communicating the results of the analysis, and coordinating activities of the participants fell squarely on the shoulders of the students, whose disparate academic backgrounds and interests both hindered and aided their ability to produce the project efficiently.
In addition, in order to highlight the importance of effective organizational structures and to ensure that each student would experience as much of the development of these frameworks as possible, I asked students to organize the project within a horizontal rather than hierarchical group structure. Students responded to this difficult circumstance with unique and often inspired solutions.
Deliverables
Also important to me, was that, as much as possible, students would understand the impact of presenting the same information in different forms; as a result, I asked them to produce deliverables of the analysis in the forms of a hard copy formal report as well as a website. As you can see, the students chose to model the website after the formal report format. They created their own templates to ensure consistent pages throughout and coordinated their efforts to cover as much detail in the researched material as possible during what was roughly a 9-week time period.
Project Results
The extensive site that you find here is the result of this difficult project undertaken by the LCC 3020 students. Although the site isn't flawless, I'm proud of the work that these students were able to develop and coordinate under very difficult circumstances.
Although all the students who participated in the project deserve credit for their hard work, two students in particular made accomplishment of the project possible: Allen Joiner, Jr. and Eric Arnold not only worked tirelessly to ensure that avenues of communication were open and that the efforts of all the students were effectively coordinated, they both maintained enthusiasm and positive attitudes throughout what was often a frustrating and tedious process. Special thanks to both of them for their excellent work.
We also owe thanks to all the faculty, staff, IDT students, and STaC students who were interviewed by the LCC 3020 students and who responded to their surveys. Without participation from LCC members, this project would not have been possible. The students and I hope that the resulting site will be a real benefit to LCC.