期刊名称：Journal of Problem Based Learning in Higher Education
印刷版ISSN：2246-0918
出版年度：2013
卷号：1
期号：1
页码：247-261
DOI：10.5278/ojs.jpblhe.v1i1.285
出版社：Aalborg University Press
摘要：It is crucial for Tech Comm instructors to address challenges of audience within the artificial environment of classroom instruction. Without a distinct and specific audience, course content often remains theoretical and abstract, and students struggle both to connect the unknown to the known, and to generate meaningful and effective communication. As a consequence, teachers often ask students to create "authentic" audiences in order to provide a tangible anchor for learning. Truly authentic audiences, however, are increasingly mixed, composed of constituents who have disparate interests and needs that must be addressed with multiple sophisticated appeals, arguments, and modalities. Theories of Problem-Based Learning (PBL) and Universal Design for Learning (UDL) can be used to embrace these complexities meaningfully, strengthening students' opportunities for learning through scaffolded instruction and flexible course design.
其他摘要：It is crucial for Tech Comm instructors to address challenges of audience within the artificial environment of classroom instruction. Without a distinct and specific audience, course content often remains theoretical and abstract, and students struggle both to connect the unknown to the known, and to generate meaningful and effective communication. As a consequence, teachers often ask students to create "authentic" audiences in order to provide a tangible anchor for learning. Truly authentic audiences, however, are increasingly mixed, composed of constituents who have disparate interests and needs that must be addressed with multiple sophisticated appeals, arguments, and modalities. Theories of Problem-Based Learning (PBL) and Universal Design for Learning (UDL) can be used to embrace these complexities meaningfully, strengthening students' opportunities for learning through scaffolded instruction and flexible course design.
