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Understanding Computer-Mediated Communication in Education

Explore the impact of Computer-Mediated Communication (CMC) on education. Learn about CMC core concepts, language evolution, and its role in shaping learning styles and interactions.

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Understanding Computer-Mediated Communication in Education

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  1. Introduction to Computer-mediated Communication DrAfendiHamat

  2. Definition • Computer Mediated Communication is a process of human communication via computers, involving people, situated in particular contexts, engaging in processes to shape media for a variety of purposes. (John December 1997) • CMC is communication that takes place between human beings via the instrumentality of computers. (susan Herring 1996)

  3. Why? • “We become what we behold. We shape our tools and then our tools shape us” – John Culkin (1967) • Changes happen “out there”, they also happen at a more important place. • There’s more to technology than just technology. What we do with technology and how it shapes our social and communication patterns are more important.

  4. CMC – Core Concepts. • Communication • Mediated • Computer

  5. Communication • Communication is dynamic.

  6. Communication is transactional. • It is not a simple sending of message, it is also a negotiation of meaning. • It cannot happen outside of human social interaction i.e. there has to be two parties involved.

  7. Communication is multifunctional. • Theoretically there are two: transactional-relational and informational functions. • However, it is normally difficult to separate the two.

  8. Communication is multimodal • Verbal vs non-verbal; message vsmetamessage. • The range of nonverbal codes is vast and accounts for much of the social information we glean: vocal (e.g. tone of voice, accent, volume, pauses), movement (e.g. facial expression, gestures, posture), physical appearance (e.g. height, weight, skin colour), artefacts (e.g. lighting, décor, fashion), and use of space (e.g. body orientation, touch, distance).

  9. Core Concept: Mediation • It simply means the process by which something is transmitted. • Communication is always channeled by, and dependent on, its context for meaning. It cannot exist in a vacuum. • Levels of mediation: • psychological, e.g. our perceptions, mental maps, and prototypes; • social, e.g. our relationships, stereotypes, and individual experiences; • cultural, e.g. the myths and ideologies of whole societies of people. • Technological, e.g. tools and technology designed, built and used for the purposes of information exchange and communication

  10. Core Concept: Computer • More precisely: ICT • In CMC, the focus is more on the relational communication rather than informational communication (the informatics). • In short, it more of the C in ICT that we are looking at. • Ways people make conversation, build communities and construct identities through, and by means of, digital technology designed for communication.

  11. CMC and Language • Evolution of “normal” languages to fit into patterns of use and the needs of communications technology. • The easiest example is SMS and the related messaging services. • Jargons, emojis, abbreviations. • Blurry distinction between spoken language and spoken language in written form.

  12. CMC and Education • Emphasis Shift from Teaching to Learning – learners have a much more active role to play and are expected to be active participant. • Individual Learning Styles – CMC allows for learners to employ a combination of strategies and styles most suited to them. • Increased Interaction – the use of the Web as the medium allows for more people-people and people-content interaction. • Reduced Geographic and Time Barriers – learning could be carried out at almost anyplace and anytime. • Reduced Social Barriers – CMC allows for stress-free and safe ways for learners who don’t communicate well in face-to-face interaction to participate in the learning process.

  13. CMC and Language Education • Current views in SLA favor knowledge construction rather than simple instruction for language learning. • Activities like collaborative projects and tasks are given more importance rather than direct teaching. • Output Hypothesis – that learners should engage in constructing ‘comprehensible output’ in various forms of media and communication to develop linguistically and cognitively.

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