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Virtual Communication in Educational Institutions

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Presentation by Tanya Joosten for the University of Illinois at Chicago

Presentation by Tanya Joosten for the University of Illinois at Chicago

Published in: Education, Technology

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    • 1. Creating and Maintaining Virtual Communities Tanya Joosten [email_address] http://www.uwm.edu/~tjoosten http://joostengroup.com
    • 2. Who am I?
      • University Wisconsin-Milwaukee
      • http://www.uwm.edu
      • Department of Communication
      • Learning Technology Center
      • http://LTC.uwm.edu
    • 3. Session Overview
      • Importance of virtual community
      • Challenges in virtual community
      • Challenging interactions
      • Miscommunication
      • Role of technology
      • Practical tips
    • 4. Why is virtual community important?
    • 5. 62% Have Computers
    • 6. Changing Workplace
      • Americans spend more than 100 hours commuting to work each year
      • Two out of three Fortune 500 companies currently employ telecommuters.
      • The United States Labor Department reported that 19 million people worked from home online or from another location in 2001
      • The Gartner Group estimated that by 2002 over 100 million people worldwide will be working outside traditional offices.
    • 7. Making the Grade
      • Nearly 3.2 million students were taking at least one online course during the fall 2005 term, a substantial increase over the 2.3 million reported the previous year.
      • The more than 800,000 additional online students is more than twice the number added in any previous year.
      • Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more than 80%) of having some form of online offering (either courses or full programs).
    • 8. What challenges have you experienced in the creation and maintenance of your virtual community?
    • 9. Challenges
      • Building trust
      • Transaction costs
      • Anonymity
      • Feeling detached
      • Lack of recognition
      • Failed expectations
    • 10. Activity
      • Write down the last time you had a challenging interaction using a digital form of communication?
      • Describe the parties, the technology used, the perceived challenge, and the outcome
    • 11. Activity
      • What role did technology play in creating or managing the challenge?
      • How did the perceptions of the other party effect the outcome?
      • How did the interaction have an effect on your outcome?
      • How flexible were you? How did this flexibility effect the productive or destructive nature of the interaction?
    • 12. Why do we have problems communicating?
    • 13.  
    • 14.  
    • 15. Why is perception important
      • Perception is reality
      • Perception affects the way we view the world, ourselves, others and our relationships
    • 16. How does technology impact our interactions?
    • 17. Comparison
    • 18. Joosten || 2008
    • 19. Different Mediums Medium Asynchronous Discussion Forums Synchronous Collaboration Tools Virtual Worlds Technology Text-Only, Static Images, Tables Text, Audio (VOIP), Static Images, Video Text, Audio (VOIP), Static Images, Video, 3-D Cues Written Verbal, Emoticons Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics Written Verbal, Emoticons, Oral Verbal, Nonverbal: Paralanguage, Kinesics, Proxemics, Haptics, Objectics, Environmentics Feedback Delayed Immediate/Real Time Immediate/Real Time Participants Limited to course size Limited by task, invitees, and bandwidth, Somewhat limited by bandwidth and task, open attendance Media Richness Lean Medium Rich
    • 20. Mediated Communication
    • 21.  
    • 22.  
    • 23.  
    • 24. Media Effects and Characteristics
      • Flaming (Uninhibited Behavior)
      • Status-leveling, Equalization
      • Filtering
      • Social Presence
      • Task communication
      • Reduction of Cues
      • Leanness of Media
      • Efficiency of Interaction
      • Regulating Feedback
      • Depersonalization (Anonymity)
      • Choice Shift
    • 25. What can we do?
    • 26. Creating constructive climates
      • Evaluative vs. Descriptive
      • Controlling vs. Problem -Oriented
      • Strategic vs. Spontaneous
      • Neutral vs. Empathetic
      • Superiority vs. Equality
      • Certain vs. Provisional
    • 27. Building a virtual community
      • Build Trust through behavioral consistency, integrity, and self-disclosure
      • Allow others to predict your behavior
      • Tell the truth and keep promises
      • Keep communication accurate, open and explain decisions
      • Demonstrate concern
      • Use compliance-gaining techniques by being social, compliment, request
    • 28.
      • Provide positive feedback to colleagues
      • Mediate conflict when it arises
      • Confront, but don’t increase anxiety
      • Focus on similarities
      • Discuss communication preferences
      • Help manage relationships
      • Meet f2f or pick up the phone!
    • 29. If we change the way we react to others, they will change the way they react to us.
    • 30. Activity
      • Go back to your original interaction. Answer the following questions:
      • Were you making the other defensive?
      • Did you use multiple mediums?
      • Was your behavior predictable?
      • Were you being flexible?
      • Did you demonstrate concern?
      • Were you being spontaneous?
      • What could have you done different?
      • What will you do in the future?
    • 31. Tanya M. Joosten
      • [email_address]
      • Learning Technology Center
      • Department of Communication
      • University of Wisconsin-Milwaukee
      • 480.861.8542 (mobile)
      • 414.229.4319 (office)
    • 32. Media Richness Theory
      • What concepts and variables are discussed in Media Richness Theory?
      • Uncertainty
      • Equivocality
      • Attribute space
      • Media richness
      Joosten || 2008
    • 33. Two Premises of SIP
      • Reflexive Monitoring
      • Rationalization
      Joosten || 2008
    • 34. Social Information Processing
      • 1). Encoding social cues
      • 2). Form a mental representation and interpretation of the cues
      • 3). Search for possible behavioral response
      • 4). Deciding on a response from those generated
      • 5). Enacting the response
      Joosten || 2008
    • 35. Social Information Processing
      • What argument does Fulk have against Daft and Lengel?
      • Why does media richness theory not always hold true?
      Joosten || 2008