Jason Tham

Wearable Writing Enriching Student Peer Review With Point-of-View Video Feedback Using Google Glass

As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy. Specifically, the article introduces Google Glass and explores its affordances in reframing student peer-review activities. To do so, the author presents a brief overview of wearables and writing technology, a case study of how the author deployed Google Glass in a first-year writing course, and a set of tips for using wearable technology in general and technical writing courses.

Globally Fit: Attending to International Users and Advancing a Sociotechnological Design Agenda for Wearable Technologies

This study investigates cultural perceptions toward the use and design of popular wearable technologies. Through surveys and qualitative interviews of 21 international college students, narrative data were collected and analyzed with a modified grounded theory methodology. This paper reports the preliminary findings from this study, including themes that indicate mismatch between designed features and user expectation due to sociocultural differences. Key distinctions involving cross-cultural literacy practices and technology expectations are discussed. Accordingly, I argue for a reenactment of a sociotechnological agenda as a culturally sensitive model for the research and design of wearables and emerging technologies.

Learning from Making: A Design Challenge in Technical Writing and Communication

This study shares the story of a design challenge a semester-long maker project where students dedicated themselves to team-based learning, ideating, and prototyping tangible solutions for wicked problems in technical writing and communication.