Abstract
This paper explores the role of user feedback in the continuous improvement of technical documentation. As documentation increasingly serves as a primary point of contact between users and technology, its quality and relevance are paramount. We argue that user feedback—ranging from user-submitted help requests (often referred to as support tickets) and direct comments to usage analytics and AI-generated insights—is a key driver in identifying gaps and ensuring documentation meets user needs. By examining prevailing definitions and discussions around documentation quality and user expectations, we analyze how these factors shape the way information should be delivered. To understand how organizations collect and respond to feedback, we conducted a survey and interviews with technical writers from a range of industries. Our findings show that while many companies gather user input through various channels, its integration into documentation workflows remains inconsistent. We also explore the emerging use of AI in managing and interpreting feedback. This research highlights the importance of treating user feedback not just as support
data, but as a central component of documentation strategy.

Read the full article in PDF: The impact of user feedback

Abstract
This study explores the evolving landscape of tools used by technical writers, from traditional word processors like Microsoft Word to modern Content Management Systems (CMS) such as Oxygen XML Editor and GitHub. The research is based on a survey of 38 professionals from various industries and experience levels. The study analyses how factors such as company size, documentation team structure, professional experience and translation requirements influence tool selection. The findings indicate that the adoption of tools is context-dependent, with simpler tools being favored by smaller teams and early career writers. Conversely, more complex systems are adopted by experienced professionals and large organizations managing multilingual content. The report concludes that a single tool cannot be universally applicable, and that the optimal choice depends on the specific needs and maturity of the documentation environment.

Read the full article in PDF: A study of tools used by technical writers_Research_Report

Abstract
As English continues to dominate the field of technical communication, the demand for accessible and translatable documentation grows. This paper studies the challenges technical writers face when creating content for international audiences, especially linguistic and cultural barriers. By considering the experiences of both native and non-native English speakers, this paper highlights the need for more inclusive and culturally sensitive writing to support clarity, readability and accessibility for diverse audiences. This contributes to the broader discourse on cross-cultural communication, offering theoretical and practical insights not only relevant to professional technical communicators but also scholars in technical communication and translation studies.

Read the full article in PDF: Rethinking technical documentation for global accessibility and readability

Abstract

Generative artificial intelligence has started to make a place for itself in people’s
professional life. As an emerging solution, it evolves quickly and new features
appear every day. Consequently, past research and data on this field may not be as
relevant today as they used to be.
Focusing on the field of technical communication, this exploratory pilot study aims
to investigate the prevalence of these A.I. based solutions, and their relevance in the
work of technical writers and knowledge managers. We interviewed two
professionals to learn about what they think technical writers and knowledge
managers need in terms of A.I. features, and their views on the future of A.I.. We
also conducted a survey, this time targeted towards technical communicators to
know about if they use generative A.I., what they use and what they think about it.
Our findings indicate that companies show a strong interest in generative A.I., and
most of them are considering implementing A.I. solutions. Respondents of the
survey agree with the interviewed professionals on what is needed from A.I.
solutions: reliability and data safety. Generative A.I. should allow us to save time
and work more efficiently.

Read the full article in PDF: AI in technical document writing and management

Abstract

Although user safety is a key part of product design, it depends not only on thoughtful product design, but also on the ability of technical writers to clearly communicate how to use the product safely and correctly. However, the role of technical writers in this area is often ignored.
This study looks at how technical writers help keep users safe through their documentation.
We focused on three high-risk sectors: transportation, enterprise software, and financial
technology. This research is positioned as an exploratory inquiry and does not aim to deliver definitive conclusions. Instead, it sheds light on practices, challenges, and emerging patterns that reveal the often invisible role of technical writers in safety.

Read the full article in PDF: How do technical writers ensure user safety

Abstract
A technical writer works as a bridge between technical knowledge and clear
communication. It is one’s every day’s challenge to find the perfect balance
between expertise and accessibility. So as much as it is important to deeply
know and understand a domain to make sure of the content’s accuracy, this
deep knowledge can also affect it negatively. This phenomenon is known as
the curse of knowledge. This article explores the different perspectives on
communicating complex concepts depending on the technical writer’s status
– apprentice or expert. Through a literature review and an analysis of
professional practices, we highlight the importance of collaboration between
experts and writers, as well as the major role of user orientation in the
transmission of knowledge. The goal is to offer strategies to improve
mediation between technical complexity and user understanding, but also to
understand to what extent does a technical writer need to be an expert in one’s
domain.

Read the full article in PDF: To be or not to be an expert?

Paris Cité University, July 2024

Abstract

Learner retention and comprehension while taking an e-learning module can be achieved in many ways, for example via storytelling. Previous studies show that among the e-learning elements, including gamification and instructor-led sessions, narrative elements have been proven to positively impact how much learners enjoy, understand and remember e-learning
modules. These studies have been based primarily on students within an educational setting, however, little research has been done in the past few years about storytelling elements in e-learning courses for adults in a corporate environment. We used data from a survey disseminated to working professionals in technical writing and two e-learning modules, one with and one without storytelling elements, to test this hypothesis of a possible positive relationship between the inclusion of storytelling and learner comprehension and retention. Our findings indicate that narrative elements are useful in increasing learner retention and comprehension.

Read the full article in PDF : The impact of storytelling in e-learning modules on participants’ retention of information

Paris Cité University, July 2024

Abstract

Generative artificial intelligence has had such an impact on us in recent years that it can now be integrated into our occupations. In this research article, we have decided to focus on the role of technical writers and see how generative AI is already impacting them, and what they think about it, particularly for their future in this field. This paper is based on a survey carried out among 30 professionals, including 55% of jobs related to technical writing. The respondents were asked about their knowledge and their use of AI text generators.
The results of our research have shown that the majority of technical writers are not worried about their role and are not dependent on generative AI. If they do use it, it is mainly to help themselves, save time, improve and reformulate their content. Generative AI still has a lot to prove, and there are several limitations and constraints.

Read the full article in PDF : Exploring Dependency and Professional Identity: The Role of Technical Writers in the Age of AI

Paris Cité University, July 2024

Abstract

The rapid shift to hybrid and remote work models has significantly impacted technical communication, raising questions about the effectiveness and sustainability of decentralized technical writing. This research examines whether remote technical communication can be considered a digital utopia or if it faces substantial challenges that diminish its effectiveness. Through qualitative interviews with technical communicators and project managers, the study explores the influence of remote work on productivity, team cohesion, and documentation quality.
The findings reveal a complex landscape where the benefits of remote technical communication—such as increased flexibility and enhanced digital collaboration—are balanced against significant obstacles, including communication difficulties and inequitable access to resources. This study provides a nuanced understanding of the practical realities of decentralized technical communication, contributing to the ongoing discourse on the future of the field in a digital era. It offers insights into the viability of decentralized work models and their implications for the profession’s future.

Read the full article in PDF : Decentralized technical communication: A digital utopia?

Paris Cité University, 14/07/2024

Abstract

This article investigates the complexities and necessities of fostering critical thinking within e-learning environments, emphasizing its significance for professional training. With the rise of e-learning modules, more companies are using them for the continuous training and development of their employees. These modules cover a wide range of subjects and domains, offering unique formats and styles that change traditional teaching by providing various activities. Do they meet the needs of training employees to think critically and adapt to become more competent? Critical thinking is essential in the workplace; without questioning ourselves, we would stagnate and remain stuck in fixed thinking patterns. How can we develop critical thinking skills in a professional context through e-learning modules?

Through our analysis of various studies, interviews with e-learning designers, and surveys of e-learners, we have identified key strategies that effectively promote critical thinking. These include the use of interactive elements, diverse formats, storytelling, and student-teacher communication within e-learning modules. Integrating these elements enhances critical thinking skills, preparing employees for modern workplace demands.

Despite challenges in experimentation and measuring critical thinking, our results are promising. We encourage further studies to improve these methods and explore new approaches for developing critical thinking in e-learning contexts.

Read the full article in PDF : Fostering critical thinking within elearning in the workplace

Paris Cité University, July 2024

Abstract

The purpose of this article is to explore the impact of technical writing on accessibility, with a focus on the linguistic and structural aspects of technical communication. While much-existing research on accessibility emphasizes visual elements, this study addresses a critical gap by examining how the language and structure of technical documentation influence accessibility.
To examine this impact, we explored the current writing practices used in software engineering companies by conducting interviews with technical writers while drawing on interdisciplinary insights from linguistics, terminology, technical writing, and information architecture.
The findings reveal that effective technical writing for accessibility involves the strategic use of plain language, thoughtful Information Architecture, and a deep understanding of user needs. Interviewees highlight various techniques and best practices, such as simplifying complex language, organizing information logically, and following strict writing guidelines.

Read the full article in PDF : Exploring the Impact of Technical Writing on Accessibility

Université Paris Cité, Department of Applied Languages (EILA)
Clillac Arp Laboratory

As the dust settles on the ChatGPT breakthrough, technical communicators, like many other content professionals, begin to think about the impact of generative AI on their daily work. While large language models (LLMs) create more effective ways to handle knowledge and create content, AI-generated information raises many ethical questions.

For the next International Conference on Technical Communication, held by the Université Paris Cité, academic and professional speakers will share insights on the following topics:

• Use cases for AI in technical communication: content creation, information retrieval, classification.
• Ethics, security and environmental issues related to artificial intelligence and the way companies deal with them.
• Attitudes to knowledge and new skills needed in the age of artificial intelligence.

View the replay of presentations on YouTube.

Program

Speakers

Dipo Ajose-Coker

After relocating to France in 2005, Dipo completed an MA in Multilingual and Multimedia Document Conception at the Université Paris Cité. He has since spent the past 18 years combining his love for language and IT skills in various roles, serving as a DITA expert, technical writer, technical editor, and proof-reader in the Fintech and MedTech device industries. In 2021, Dipo transitioned into Content Creation and Marketing. Acting as the crucial link between developers and the end users, occupying the sweet spot between expectation and delivery, Dipo represents both the voice of the user and that of the software developer, acting as the quintessential middleman. In the grand symphony of the Technical Communications industry, Dipo takes on the role of a conductor to unify and harmonize the voice of the user, industry experts, and the vendor.

Gaëlle Brunetaud

Gaëlle Brunetaud has developed a strong experience in collective and emotional intelligence as a consultant and as a coach. She helps teams and organisations to develop resilience and face difficult and complex situations.

Hugo Deschamps

Hugo Deschamps, ethnologist and cultural and leadership transformation expert at onepoint, has 13 years of experience as researcher, human resources and operations director, and consultant.

Maaike Groenewege

Maaike Groenewege is a linguist, prompt engineer and conversation designer at her own company, Convocat BV. She helps organisations leverage the true potential of conversational and generative AI. She works with Dutch companies like Independer, Kamer van Koophandel and ABN AMRO, as well as with American startups. But Maaike also brings a 25-year career as a technical writer. 14 of those, she spent writing procedures and instructions at Dutch air traffic control, working with DITA, single sourcing and component content architecture. To this day, she applies everything she learned in tech comm in her daily work, most notably the minimalist framework for designing effective procedures (Carroll & Van der Meij).

Sarah Lasaracina

Sara is a former CDMM student. After spending 8 years in IT, focusing on technical communication across various domains, she acquired essential UX design skills. These skills were instrumental in developing her own Gen AI-based solution. 

Cynthia Pope

With a PhD in Rhetoric & Technical Communication from Texas Tech U, Cynthia Pope is an assistant teaching professor at Syracuse U in New York.

Marc Watkins

Marc Watkins is an Academic Innovation Fellow, Lecturer of Writing and Rhetoric, and serves as the Director of the AI Summer Institute for Teachers of Writing at the University of Mississippi. He cochairs the AI working group within his department and serves as a liaison with other departments on campus, exploring generative AI’s impact on teaching and learning. In addition to being awarded a Pushcart Prize, Marc has been awarded a 2018 Blackboard Catalyst Award for Teaching and Learning, a WOW Fellowship, and a Sarah ISOM Fellowship. His research includes OER, open pedagogy, creative writing, digital humanities, AI in education, and grant writing.

Technical communicators are constantly learning to acquire skills and knowledge in new fields. But, what do you do when the field in which you are trying to gain knowledge is so foreign to you that you barely comprehend the fundamentals?

The main difficulty I encountered -and still do- in my company is understanding payroll. Payroll is an entanglement of law, business, and HR, and I don’t understand most of it. I started my apprenticeship almost nine months ago, and I still feel lost when it comes to payroll vocabulary, concepts, and processes.

The problem is that payroll is the core of the company I work at. This company develops and sells payroll software, and, as a technical communicator, my mission is to pass the knowledge from R&D to Operations, that is, from the employees who create knowledge to the employees who use it. Without a good knowledge of payroll, it’s challenging to make sure the documents I review and rewrite are correct.

When I started working, I thought the knowledge I would gain on the job would be enough for me to understand payroll. However, I quickly realized that I needed to plan and seek out other resources.

Acquiring knowledge in a new field can be broken down into 3 main steps:

1. Set clear learning goals.
2. Find the tools.
3. Take the time to learn and practice.

My learning goal was easy to define: I wanted to gain enough knowledge on payroll to understand the documents I was reading, and the conversations I was hearing.

Regarding the tools, fortunately for me, every new employee in the company follows online training to get into payroll and learn how to use the company’s software. Even the employees who won’t be using the software in their everyday tasks have to participate in the classes. But, because of the apprenticeship rhythm (two weeks in university – two weeks at work), I couldn’t follow the first part of the training before October, and the second part before November.

In the meantime, when I didn’t understand a payroll concept or term, I would either go on the Internet or ask my colleagues. I also noted the explanations they gave me in a notebook. Once I was able to follow the training, I took notes because I knew that, considering the amount of information I received, I would forget everything. Through the training, I studied the fundamentals of payroll and learned how to use the company’s software. This training provided me with both declarative and procedural knowledge, that is: I learned what things are (declarative) and how to do them (procedural). I was mainly seeking declarative knowledge, but the procedural knowledge I gained proved useful for a project I was assigned a few weeks later.

At the end of the training, the participants can take a test to evaluate their level. This test wasn’t obligatory for me, but my tutor encouraged me to take it nonetheless. I passed and received the certification. I was on top of the world because I thought the training had solved all my problems and that I had reached my learning goal. However, as the weeks passed, I realized the training wasn’t enough. I was still struggling with payroll concepts and processes, and I became discouraged at my lack of progress.

This constant change in the state of mind of learners is well-known and even has a name: the Dunning-Kruger effect.

Encyclopaedia Britannica defines the Dunning-Kruger effect as a “cognitive bias whereby people with limited knowledge or competence in a given intellectual or social domain greatly overestimate their own knowledge or competence in that domain”.

To explain it briefly, at the beginning of your learning journey your confidence explodes at your first signs of progress, you feel like a genius. Then you are confronted with the gap between you and your peers, and your confidence crushes; what this curve doesn’t show is that many people end their learning journey there. For those who continue, their confidence will slowly rise again as they gain competency, and that’s how they become experts in their field.

Besides the correlation between competency and confidence, this curve also shows that gaining competency is a journey, and this journey always begins at zero. Nobody comes out of the womb an expert in payroll. The article The Making of an expert written by K. Anders Ericsson, Michael J. Prietula, and Edward T. Cokely in 2007 has reminded me of that. After analyzing copious amounts of studies to determine what makes an expert, the authors have gathered enough scientific evidence to declare: “Experts are always made, not born”. Specifically, they are made through deliberate practice, which the authors define as “considerable, specific, and sustained efforts to do something you can’t do well—or even at all”. This is something we always have to remember as technical communicators, gaining knowledge takes time, and the experts we are turning to for help used to be beginners before.

But it is also important to remember that there is a reason why technical communicators have to work hand in hand with experts. My tutor has been working in the company for more than a decade. When I asked her how she felt regarding payroll concepts and terms, she revealed to me that she was still very confused at times, even though, from my point of view, she seemed to be an expert. It reminded me that we don’t need to become experts in the field we are working in. We just need to gain enough knowledge to fake expertise in our writing.

In conclusion, to gain knowledge in a field as abstruse as payroll, the first step is to set a learning goal. Gaining expertise takes time, so it’s important that technical communicators remind themselves of their goals to avoid getting too discouraged. As for me, I know that I will not come out of my apprenticeship as an expert in payroll, but it isn’t my goal, and writing this article has reminded me of it.

References:

Herrity, J. (2023). 10 Steps To Learn New Skills (With Tips). Indeed Career Guide. https://www.indeed.com/career-advice/career-development/learn-new-skills

Indeed Editorial Team. (2022). How To Acquire New Skills in 10 Steps. Indeed Career Guide. https://www.indeed.com/career-advice/career-development/acquire-skills

Tktcambridge. (2019, July 28). Declarative Knowledge Vs. Procedural Knowledge – TKT Cambridge. TKT Cambridge. https://www.tktcambridge.com/declarative-knowledge-vs-procedural-knowledge/

Bakken, R., & Dobbs, J. (2016). The relevance of four types of knowledge for leader preparation in radically different settings: Reflections on data from a case study in Qatar and teaching at a United States military academy. Creighton Journal of Interdisciplinary Leadership, 2(2), 17–23. https://files.eric.ed.gov/fulltext/EJ1152204.pdf

Duignan, B. (2023, March 27). Dunning-Kruger effect | Definition, Examples, & Facts. Encyclopedia Britannica.
https://www.britannica.com/science/Dunning-Kruger-effect

M2 CTM, Université Paris Cité, July 2023

Abstract

Technical communicators are at the heart of product development. They take on many different roles, but first and foremost they are the instructors, the link between the engineer and the user. For the general public, they transform technical documentation into a language that is structured, clear, precise, and, above all, intelligible to the target audience. But what are the other facets and responsibilities that qualify them as technical communicators?

From word processing to design, from website development to information architecture, technical communicators must be able to handle it all. But how transversal is a technical communicator? Do they take on the job of another profession? Or from other departments? What are the limits of technical communicators and the challenges they may face in their career? How diverse are the tools that a technical communicator must master to help in the design of product documentation? This leads us to the central inquiry of our research: to what extent does the transversality of a technical communicator impact the evolution of the job?

Through the lens of transversality, we aim to provide valuable insights on the advancement of technical communication practices and help professionals thrive. We will also take a look at technical communication as a profession, from its origins to its future, and finish off with some end thoughts about the current professional landscape based on our survey.

Read the full article in PDF: The transversality of a technical communicator

Paris Cité University, July 2023

Abstract

The Darwin Information Typing Architecture (DITA), introduced in 2001 at
IBM and launched to the public in 2005, has set new standards in technical
documentation practices, meeting the needs of both companies and technical
writers. Nonetheless, as the field of technical writing has evolved over the last
two decades, it is essential to assess whether DITA continues to live up to its
reputation as a universal solution in the face of the emergence of other
solutions.
To get to the bottom of this, we conducted a survey among 34 technical
writers around the world. The aim of our research is to analyze the current
relevance of DITA in modern technical documentation practices, examining its
advantages and limitations, and exploring alternative solutions. The article
looks at important considerations for the adoption of DITA, such as content
strategy, cost analysis, and tool selection. In addition, it addresses the growing
popularity of alternative solutions such as Markdown, which offer simplicity
and ease of implementation.

Read the full article in PDF: The never-ending debate: DITA or …?