Bruce Maylath | North Dakota State University (original) (raw)
Papers by Bruce Maylath
Routledge eBooks, May 16, 2019
The WAC Clearinghouse; University Press of Colorado eBooks, Aug 4, 2023
The Foundations and Innovations in Technical and Professional Communication series publishes work... more The Foundations and Innovations in Technical and Professional Communication series publishes work that is necessary as a base for the field of technical and professional communication (TPC), addresses areas of central importance within the field, and engages with innovative ideas and approaches to TPC. The series focuses on presenting the intersection of theory and application/practice within TPC and is intended to include both monographs and co-authored works, edited collections, digitally enhanced work, and innovative works that may not fit traditional formats (such as works that are longer than a journal article but shorter than a book).
In light of what has taken place since their presentation at the IEEE International Professional ... more In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues.
HAL (Le Centre pour la Communication Scientifique Directe), Dec 1, 2010
In light of what has taken place since their presentation at the IEEE International Professional ... more In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues.
HAL (Le Centre pour la Communication Scientifique Directe), Jul 12, 2015
HAL (Le Centre pour la Communication Scientifique Directe), Jun 1, 2013
*ftypmp42mp42isomavc1Fè*moovlmvhd╟¡_δ╟¡σæ*X6εÅ****@iods*ÇÇÇ*O * *ÇÇÇ***ÇÇÇ*** è<trak\tkhd*╟¡_δ... more *ftypmp42mp42isomavc1Fè*moovlmvhd╟¡_δ╟¡σæ*X6εÅ****@iods*ÇÇÇ*O * *ÇÇÇ***ÇÇÇ*** è<trak\tkhd*╟¡_δ╟¡_δ*6ΩI***@*ë╪mdia mdhd╟¡_δ╟¡_δ¼D*─DU─%hdlrsounsoun*ëïminf* smhd$dinf*dref* url **ëOstblgstsd*Wmp4a***¼D3esds*ÇÇÇ"*ÇÇÇ*@**; ÇÇÇ ...
IGI Global eBooks, Jun 11, 2015
This chapter illustrates the ways in which seemingly peripheral contact and communication via soc... more This chapter illustrates the ways in which seemingly peripheral contact and communication via social networking are effective means by which members of international and intercultural Networked Knowledge Communities (NKCs) can, in largely informal ways, educate one another in terms of culture, custom, and language use. The authors argue that these increases in communication via new media have resulted in both successful writing/translation collaborations and, in many cases, satisfying long-term personal and professional relationships. To illustrate these claims, the authors draw from written student reflections collected in the last two years in the long-running Trans-Atlantic Project linking writing classes with translation classes. The reflections reveal that, in many ways, the informal, pseudo-immersive communication of new social media and real-time media can be even more effective than traditional pedagogical practices that rely largely on textbook-centered approaches to intercultural education, especially when carried out through a NKC.
Advances in linguistics and communication studies, 2018
Competence-based learning contrasts radically with content-focused education. Today&amp;a... more Competence-based learning contrasts radically with content-focused education. Today&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s undergraduate programmes take a multidisciplinary approach that imbues learning with input from the professional workplace. This chapter describes possibly the first social network analysis of trainee translators participating in an intensive, randomised teamwork experience centred on project-based, cooperative learning. An online survey gathered data and perceptions of the teamwork experience and of interpersonal relations. Participants describe friendship relations, the quality of their peers&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; performance in professional roles, and their preferences with regard to the roles, and these are contrasted within the teams. These indicators of intra-team cohesion are compared with course-final achievement. Results indicate that the strengthening of friendship ties accompanies greater cohesion in teams and may be associated with higher achievement. This suggests that a multidisciplinary focus on teamwork competences enhances learners&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional prospects.
Designing Globally Networked Learning Environments, 2008
European Journal of Language Policy, 2019
The TransAtlantic and Pacific Project (TAPP) is a telecollaboration network linking European univ... more The TransAtlantic and Pacific Project (TAPP) is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years. Such collaborations have enabled students to participate in realistic projects, fostering transversal and language skillsincluding English as a lingua franca-which are highlighted in university policies at European, country/region and institutional levels. In turn, telecollaboration can support Internationalisation at Home, along with virtual mobility objectives, increasingly prominent in European higher education. Considering the grassroots nature of TAPP, whose instructors design their own partnerships and assignments, this contribution examines TAPP projects in light of language policies from a dual bottom-up/top-down perspective. Thus, considering the importance of language policies of several European countries involved in TAPP (Belgium, France, Italy, Spain), this paper analyses how TAPP teaching-learning practices align with such policies in terms of multilingualism and interculturality. Attention is paid to students' roles-subject-matter experts, linguists/translators, project managers, usability experts-and their native languages. Emphasis is placed on how students relate to English from their various perspectives as native speakers, second-language speakers, language experts or language learners. Lessons derived from the analysis of such practices can inform policy makers as they make provisions for Internationalisation at Home, mainly in Europe, while also introducing comparisons between European and US perspectives. Résumé TransAtlantic and Pacific Project (TAPP) est un projet en collaboration à distance, mené entre diverses universités européennes et américaines depuis presque 20 ans. Ces collaborations ont amené les étudiants à participer à des projets favorisant les compétences linguistiques et transverses, dont l'anglais comme lingua franca (ELF), ces dernières étant mises en lumière dans certaines politiques universitaires au niveau de l'Europe, des pays, des régions, des institutions. D'autre part, ce type de collaborations vient satisfaire à des objectifs d'internationalisation et de mobilité virtuelle, toujours plus valorisés dans l'enseignement supérieur en Europe. Si l'on considère le processus constitutif de TAPP, au cours duquel les enseignants créent leurs propres matériaux pédagogiques et docimologiques, cet article analyse ce projet à la lumière des politiques linguistiques, à la fois dans une perspective bottom-up, mais aussi dans une dimension topdown. En partant de l'importance des politiques linguistiques dans le Supérieur dans plusieurs pays impliqués dans TAPP (Belgique, France, Italie et Espagne), cet article analyse la façon dont ces pratiques pédagogiques sont en phase avec ces politiques, dans les domaines du multilinguisme et de l'interculturel.
![Research paper thumbnail of Welcome to the 2nd Conference of the Trans-Atlantic & Pacific Project [Forewords]](https://attachments.academia-assets.com/97850982/thumbnails/1.jpg)
](Proceedings of the 19th International Conference of AELFE Conference and the 2nd Conference of the TAPP, Jul 1, 2021
It started with a simple idea: connect two classes on opposite sides of the ocean to work jointly... more It started with a simple idea: connect two classes on opposite sides of the ocean to work jointly on creating and translating technical texts. It started small: with a single translation class in Ghent, in Flanders, Belgium, and a single technical writing class in Menomonie, in Wisconsin, USA. It started with minimal telecollaborative technology: email, with one class not yet even having university-issued email accounts. It started at the cusp of a new century and new millennium: January 2000. When Sonia Vandepitte, teaching in Ghent, and I, teaching in Menomonie, first discussed the idea in 1997 and started making plans in 1999, we could hardly have imagined that our twoprofessor network would, by 2021, span five continents, or that it would eventually spread to 45 universities in 20 countries while involving scores of teachers and thousands of students. Nor
Journal of Technical Writing and Communication, Sep 25, 2013
International audienceWith a view to training LSP trainers in the value of arranging student coll... more International audienceWith a view to training LSP trainers in the value of arranging student collaborations and the ease with which it can be done, this workshop is designed to offer two 90-minute sessions at which participants can learn how to set up and run their own international, interlinguistic, and/or intercultural collaborations by forming students from their courses into cross-cultural virtual teams (CCVTs). Each sessionwill begin with an overview of the variations in the particular type of collaboratio
Multilingual academic and professional communication in a networked world. Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021, Jul 1, 2021
This paper focuses on a series of telecollaborative translation-reviewing/editing projects, condu... more This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.
Designing Globally Networked Learning Environments, 2008
... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. R... more ... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. Record Type, bookChapter. Author, Birthe Mousten; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Bruce Maylath. ...
Routledge eBooks, May 16, 2019
The WAC Clearinghouse; University Press of Colorado eBooks, Aug 4, 2023
The Foundations and Innovations in Technical and Professional Communication series publishes work... more The Foundations and Innovations in Technical and Professional Communication series publishes work that is necessary as a base for the field of technical and professional communication (TPC), addresses areas of central importance within the field, and engages with innovative ideas and approaches to TPC. The series focuses on presenting the intersection of theory and application/practice within TPC and is intended to include both monographs and co-authored works, edited collections, digitally enhanced work, and innovative works that may not fit traditional formats (such as works that are longer than a journal article but shorter than a book).
In light of what has taken place since their presentation at the IEEE International Professional ... more In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues.
HAL (Le Centre pour la Communication Scientifique Directe), Dec 1, 2010
In light of what has taken place since their presentation at the IEEE International Professional ... more In light of what has taken place since their presentation at the IEEE International Professional Communication Conference in 2005, the authors describe additional requirements and merits of matching technical writing students in the US with translation students in Europe in a collaborative assignment. Where the original article dealt with how to set up and organize the collaboration, this tutorial delves into the pedagogical challenges and the process dynamics involved in such an exchange, including mediation, power, and teamwork issues.
HAL (Le Centre pour la Communication Scientifique Directe), Jul 12, 2015
HAL (Le Centre pour la Communication Scientifique Directe), Jun 1, 2013
*ftypmp42mp42isomavc1Fè*moovlmvhd╟¡_δ╟¡σæ*X6εÅ****@iods*ÇÇÇ*O * *ÇÇÇ***ÇÇÇ*** è<trak\tkhd*╟¡_δ... more *ftypmp42mp42isomavc1Fè*moovlmvhd╟¡_δ╟¡σæ*X6εÅ****@iods*ÇÇÇ*O * *ÇÇÇ***ÇÇÇ*** è<trak\tkhd*╟¡_δ╟¡_δ*6ΩI***@*ë╪mdia mdhd╟¡_δ╟¡_δ¼D*─DU─%hdlrsounsoun*ëïminf* smhd$dinf*dref* url **ëOstblgstsd*Wmp4a***¼D3esds*ÇÇÇ"*ÇÇÇ*@**; ÇÇÇ ...
IGI Global eBooks, Jun 11, 2015
This chapter illustrates the ways in which seemingly peripheral contact and communication via soc... more This chapter illustrates the ways in which seemingly peripheral contact and communication via social networking are effective means by which members of international and intercultural Networked Knowledge Communities (NKCs) can, in largely informal ways, educate one another in terms of culture, custom, and language use. The authors argue that these increases in communication via new media have resulted in both successful writing/translation collaborations and, in many cases, satisfying long-term personal and professional relationships. To illustrate these claims, the authors draw from written student reflections collected in the last two years in the long-running Trans-Atlantic Project linking writing classes with translation classes. The reflections reveal that, in many ways, the informal, pseudo-immersive communication of new social media and real-time media can be even more effective than traditional pedagogical practices that rely largely on textbook-centered approaches to intercultural education, especially when carried out through a NKC.
Advances in linguistics and communication studies, 2018
Competence-based learning contrasts radically with content-focused education. Today&amp;a... more Competence-based learning contrasts radically with content-focused education. Today&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s undergraduate programmes take a multidisciplinary approach that imbues learning with input from the professional workplace. This chapter describes possibly the first social network analysis of trainee translators participating in an intensive, randomised teamwork experience centred on project-based, cooperative learning. An online survey gathered data and perceptions of the teamwork experience and of interpersonal relations. Participants describe friendship relations, the quality of their peers&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; performance in professional roles, and their preferences with regard to the roles, and these are contrasted within the teams. These indicators of intra-team cohesion are compared with course-final achievement. Results indicate that the strengthening of friendship ties accompanies greater cohesion in teams and may be associated with higher achievement. This suggests that a multidisciplinary focus on teamwork competences enhances learners&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; professional prospects.
Designing Globally Networked Learning Environments, 2008
European Journal of Language Policy, 2019
The TransAtlantic and Pacific Project (TAPP) is a telecollaboration network linking European univ... more The TransAtlantic and Pacific Project (TAPP) is a telecollaboration network linking European university classes with classes in the US and beyond for nearly 20 years. Such collaborations have enabled students to participate in realistic projects, fostering transversal and language skillsincluding English as a lingua franca-which are highlighted in university policies at European, country/region and institutional levels. In turn, telecollaboration can support Internationalisation at Home, along with virtual mobility objectives, increasingly prominent in European higher education. Considering the grassroots nature of TAPP, whose instructors design their own partnerships and assignments, this contribution examines TAPP projects in light of language policies from a dual bottom-up/top-down perspective. Thus, considering the importance of language policies of several European countries involved in TAPP (Belgium, France, Italy, Spain), this paper analyses how TAPP teaching-learning practices align with such policies in terms of multilingualism and interculturality. Attention is paid to students' roles-subject-matter experts, linguists/translators, project managers, usability experts-and their native languages. Emphasis is placed on how students relate to English from their various perspectives as native speakers, second-language speakers, language experts or language learners. Lessons derived from the analysis of such practices can inform policy makers as they make provisions for Internationalisation at Home, mainly in Europe, while also introducing comparisons between European and US perspectives. Résumé TransAtlantic and Pacific Project (TAPP) est un projet en collaboration à distance, mené entre diverses universités européennes et américaines depuis presque 20 ans. Ces collaborations ont amené les étudiants à participer à des projets favorisant les compétences linguistiques et transverses, dont l'anglais comme lingua franca (ELF), ces dernières étant mises en lumière dans certaines politiques universitaires au niveau de l'Europe, des pays, des régions, des institutions. D'autre part, ce type de collaborations vient satisfaire à des objectifs d'internationalisation et de mobilité virtuelle, toujours plus valorisés dans l'enseignement supérieur en Europe. Si l'on considère le processus constitutif de TAPP, au cours duquel les enseignants créent leurs propres matériaux pédagogiques et docimologiques, cet article analyse ce projet à la lumière des politiques linguistiques, à la fois dans une perspective bottom-up, mais aussi dans une dimension topdown. En partant de l'importance des politiques linguistiques dans le Supérieur dans plusieurs pays impliqués dans TAPP (Belgique, France, Italie et Espagne), cet article analyse la façon dont ces pratiques pédagogiques sont en phase avec ces politiques, dans les domaines du multilinguisme et de l'interculturel.
Proceedings of the 19th International Conference of AELFE Conference and the 2nd Conference of the TAPP, Jul 1, 2021
It started with a simple idea: connect two classes on opposite sides of the ocean to work jointly... more It started with a simple idea: connect two classes on opposite sides of the ocean to work jointly on creating and translating technical texts. It started small: with a single translation class in Ghent, in Flanders, Belgium, and a single technical writing class in Menomonie, in Wisconsin, USA. It started with minimal telecollaborative technology: email, with one class not yet even having university-issued email accounts. It started at the cusp of a new century and new millennium: January 2000. When Sonia Vandepitte, teaching in Ghent, and I, teaching in Menomonie, first discussed the idea in 1997 and started making plans in 1999, we could hardly have imagined that our twoprofessor network would, by 2021, span five continents, or that it would eventually spread to 45 universities in 20 countries while involving scores of teachers and thousands of students. Nor
Journal of Technical Writing and Communication, Sep 25, 2013
International audienceWith a view to training LSP trainers in the value of arranging student coll... more International audienceWith a view to training LSP trainers in the value of arranging student collaborations and the ease with which it can be done, this workshop is designed to offer two 90-minute sessions at which participants can learn how to set up and run their own international, interlinguistic, and/or intercultural collaborations by forming students from their courses into cross-cultural virtual teams (CCVTs). Each sessionwill begin with an overview of the variations in the particular type of collaboratio
Multilingual academic and professional communication in a networked world. Proceedings of AELFE-TAPP 2021 (19th AELFE Conference, 2nd TAPP Conference). Vilanova i la Geltrú (Barcelona), 7-9 July 2021, Jul 1, 2021
This paper focuses on a series of telecollaborative translation-reviewing/editing projects, condu... more This paper focuses on a series of telecollaborative translation-reviewing/editing projects, conducted within the framework of the TransAtlantic and Pacific Project (TAPP), an academic network linking university classes in workplace-like projects. The projects aim to finetune the language and professional skills and, also, to enhance the trans-cultural awareness of four classes of students in Italy, Greece and the USA. The tasks include translation of published materials by students in Italy and Greece, followed by review and editing of the translations by students in the USA. The materials comprise articles on science and technology from magazines and on international or Italian/Greek current affairs from the local press, with the aim of translating them accurately and appropriately for a readership of American English speakers. The collaborative projects lead students to various linguistic and intercultural gains and can be used as a tool to promote realistic international professional communication by effectively preparing students for workplace collaborations of this type.
Designing Globally Networked Learning Environments, 2008
... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. R... more ... Please use this identifier to cite or link to this item: Record Details. Record ID, 688471. Record Type, bookChapter. Author, Birthe Mousten; Sonia Vandepitte [801000548008] - Ghent University Sonia.Vandepitte@UGent.be; Bruce Maylath. ...
Intro for the Special issue 3(2) of connexions • international professional communication journal... more Intro for the Special issue 3(2) of connexions • international professional communication journal (ISSN 2325-6044)