Abstract—Topic-based intelligent content design with a
better understanding of semantic web schemas could be the new
focus for technical communication (TC) pedagogy in academia -
a major shift away from designing standalone static documents.
A new such TC course focused on the basics of how XML,
RDFS, and OWL schema contribute to the semantic web for
CCMS and CDP, including the basics of how faceted search
works and ontology creation happens for simple e-commerce
based, tourism, healthcare, and consumer product information
design. The course also attempted to expose students to a basic
understanding of iiRDS – the standard that enables dynamic
information request and delivery in the era of the Internet of
Things and Industry 4.0; and how Microsoft HoloLens - a
mixed reality platform caters to intelligent information
processing in Toyota and smart city contexts, as case studies.
This was an introductory course with conceptual development
being the focus, and not programming skills. With this course,
we wanted to introduce students to the new industry
documentation standards and initiate a process in pedagogy
that will ultimately lead to bridging the extreme shortage of
qualified job applicants in the industry coming from content
strategy as a new field of practice. This paper focused on a pilot
study initiating an exercise to explore the extent to which such a
course helps teach information management in an English as
Foreign Language (EFL) context for computer science majors,
within the scope of content language integrated learning (CLIL)
and project-based language learning (PBLL).
Index Terms—Intelligent content, CMS, CDP, topic, document, faceted search, semantic web, delivery.
Debopriyo Roy is with Center for Language Research, School of Computer Science and Engineering, The University of Aizu, Aizuwakamatsu-shi, Japan (e-mail: email@example.com).
Cite: Debopriyo Roy, "An Assembly Line Approach to Technical Communication Pedagogy with Intelligent Content Design and Delivery," International Journal of Information and Education Technology vol. 12, no. 9, pp. 934-939, 2022.Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).