The Micro-skills of Collective Communication Design Work

An Academic Team’s Development of Sensebreaking Messages

Datos Bibliográficos

ID21633320
AutoresJasmine T Austin (0000-0002-4131-1273, Texas State University, San Marcos, Texas, USA, autor de correspondencia), Brittney Sierra Wallace (University of Oklahoma), Britney N Gilmore (0000-0003-1670-5315, University of Oklahoma, Norman, Oklahoma, USA), Britney Gilmore (University of Oklahoma), Ryan S Bisel (0000-0002-6539-6486, University of Oklahoma, Norman, Oklahoma, USA)
Año2020
Volumen71
Número2
Páginas295-314
Fecha de publicación2020-03-14
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCommunication Studies (JOURNAL)
Identificadores de la revistaISSN: 1051-0974 • E-ISSN: 1745-1035
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10510974.2020.1722720
OpenAlexW3005589651
IdiomaEN
Referencias citadas33

This case study documents how an academic team of mathematicians engaged in collective communication design work (CCDW) in order to improve how they communicated a process innovation to student stakeholders. The study, supported by interviews and observations, explains how team members worked together to develop structural and verbal strategies for sensebreaking student stakeholders’ preconceived notions about how college-level math should be taught and learned. Findings identified two micro-skills, which were especially useful for CCDW on verbal communication: The ephemeral and situated nature of verbal communication means that communication innovations have to be recounted to the team – labeled backstage recounted piloting – and then later personalized by team members in their own spontaneous and ongoing flow of talk – labeled frontstage personalized mimicry

Communication skills · Ephemeral key · Knowledge management · Medical education · Pedagogy · Situated · Computer Science · Design Education and Practice · Innovative Teaching and Learning Methods · Psychology · Team Dynamics and Performance