This document discusses social presence in online learning. It begins by defining social presence as the degree to which communication parties feel socially present to one another. The author then reviews the history and evolution of social presence theory and research. Key points covered include that early research suggested computer-mediated communication is impersonal, but practitioners have since shown it can support social learning. The author also notes limitations of past social presence research and describes their current research focusing on social presence indicators and their relationship to student learning in online courses and communities. The presentation concludes by discussing strategies to improve social presence based on the literature.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
Thinking Differently About Social Presence in Online Courses -- Northwest eLe...Patrick Lowenthal
Social presence is a popular construct in online learning. But it was originally developed by Short, Williams, and Christie (1976) to explain the effect telecommunications media can have on communication. Over the years, social presence theory has become much more nuanced. This presentation will illustrate how social presence theory has changed over the years and the implications of these changes for faculty and instructional designers.
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
Thinking Differently About Social Presence in Online Courses -- Northwest eLe...Patrick Lowenthal
Social presence is a popular construct in online learning. But it was originally developed by Short, Williams, and Christie (1976) to explain the effect telecommunications media can have on communication. Over the years, social presence theory has become much more nuanced. This presentation will illustrate how social presence theory has changed over the years and the implications of these changes for faculty and instructional designers.
Social presence theory is a central concept in online learning. Hundreds of studies have investigated social presence and online learning. However, despite the continued interest in social presence and online learning, many questions remain about the nature and development of social presence. Part of this might be due to the fact that the majority of past research has focused on students' perceptions of social presence rather than on how students actually establish their social presence in online learning environments. Using the Community of Inquiry Framework, this study explores how social presence manifests in a fully asynchronous online course in order to help instructional designers and faculty understand how to intentionally design opportunities for students to establish and maintain their social presence. This study employs a mixed-methods approach using word count, content analysis, and constant-comparison analysis to examine threaded discussions in a totally online graduate education course. The results of this study suggest that social presence is more complicated than previously imagined and that situational variables such as group size, instructional task, and previous relationships might influence how social presence is established and maintained in threaded discussions in a fully online course.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Karen Swan: Social presence in online learning: what’s the big deal?Alexandra M. Pickett
Day 2 Presentation
Presentation: Social presence in online learning: what’s the big deal?
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
gender and language chapter 3 discourse definitions gendered discourse cofp
GEE
discourse
basic leveL discourse
linguistic discourse
sociolinguistic discourse
social and cultural discourse
definition of discourse
characteristics of discourse in language and gender
supporting discourse
competing discourse
relation
analysing
FPDA
FCDA
gendered discourse
gendered identity
feminist linguistics
community of practice
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Musing on morphing reflections on teaching and learning through second life ...John Wesley White
Virtual Worlds--via such devices as avatars and online character journaling--can be useful pedagogical tools that engage students in new and culturally-relevant ways. These virtual worlds also allow students to express themselves more freely (they lack many of the imposed or self-imposed constraints of the classroom).
Social presence theory is a central concept in online learning. Hundreds of studies have investigated social presence and online learning. However, despite the continued interest in social presence and online learning, many questions remain about the nature and development of social presence. Part of this might be due to the fact that the majority of past research has focused on students' perceptions of social presence rather than on how students actually establish their social presence in online learning environments. Using the Community of Inquiry Framework, this study explores how social presence manifests in a fully asynchronous online course in order to help instructional designers and faculty understand how to intentionally design opportunities for students to establish and maintain their social presence. This study employs a mixed-methods approach using word count, content analysis, and constant-comparison analysis to examine threaded discussions in a totally online graduate education course. The results of this study suggest that social presence is more complicated than previously imagined and that situational variables such as group size, instructional task, and previous relationships might influence how social presence is established and maintained in threaded discussions in a fully online course.
In search of a better understanding of social presence: An investigation into...Patrick Lowenthal
Research on social presence and online learning continues to grow. But to date,
researchers continue to define and conceptualize social presence very
differently. For instance, at a basic level, some conceptualize social presence as
one of three presences within a Community of Inquiry, while others do not.
Given this problem, we analyzed how researchers in highly cited social
presence research defined social presence in an effort to better understand how
they are defining social presence and how this might be changing over time. In
this article, we report the results of our inquiry and conclude with implications
for future research and practice.
Karen Swan: Social presence in online learning: what’s the big deal?Alexandra M. Pickett
Day 2 Presentation
Presentation: Social presence in online learning: what’s the big deal?
Annual conference for the SUNY online teaching and learning community of practice.
https://commons.suny.edu/cotehub/
March 6-8, 2019, Syracuse, NY.
Conference website: http://opensunysummit2019.edublogs.org/
Program: http://opensunysummit2019.edublogs.org/about/program/
Recordings: http://opensunysummit2019.edublogs.org/mediasite/
Materials: http://opensunysummit2019.edublogs.org/registration/materials/
Open SUNY Online Teaching: http://commons.suny.edu/cote/
gender and language chapter 3 discourse definitions gendered discourse cofp
GEE
discourse
basic leveL discourse
linguistic discourse
sociolinguistic discourse
social and cultural discourse
definition of discourse
characteristics of discourse in language and gender
supporting discourse
competing discourse
relation
analysing
FPDA
FCDA
gendered discourse
gendered identity
feminist linguistics
community of practice
AERA 2011 -- Investigating Students' Perceptions of Various Instructional Str...Patrick Lowenthal
Social presence theory explains how people present themselves as “real” through a communication medium and is a popular construct used to describe how people socially interact in online courses. Because of its intuitive appeal, educators have experimented with different ways to establish social presence in their online courses. Over the years, we have tried many strategies—from rich threaded discussions to personal one-on-one emails to digital stories to using social networking tools like Twitter. Over time, we began questioning how students perceive all of the strategies we use (in other words, what strategies were leading to the most bang for our buck). In this paper, we describe our investigation of students’ perceptions of various instructional strategies to establish social presence.
How Affordances of Digital Tool Use Foster Critical Literacy: GCLR Webinar pr...Richard Beach
Global Conversations in Literacy Research's (GCLR) Webinar presentation on how the different affordances of digital tools: multimodality, interactivity, collaboration, intertextuality, and identity construction, can be used to foster critical inquiry in classrooms.
Musing on morphing reflections on teaching and learning through second life ...John Wesley White
Virtual Worlds--via such devices as avatars and online character journaling--can be useful pedagogical tools that engage students in new and culturally-relevant ways. These virtual worlds also allow students to express themselves more freely (they lack many of the imposed or self-imposed constraints of the classroom).
Powerful Voices for Kids: Media Literacy and Technology Integration in Urban ...Renee Hobbs
Powerful Voices for Kids is a university-school partnerships that offers a comprehensive program to strengthen children's ability to think for themselves, communicate effectively using language and technology tools, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world.
Assignment Instructions
Week 7 Exercise: Prosocial Behavior
Much of what we tend to focus on when we study social psychology are topics that often have a negative connotation such as conformity, prejudice, aggression or obedience. A huge component of the study of social psychology; however, focuses on prosocial behavior – behaviors that focus on compassion and helping others. For this activity, you will focus on this more uplifting aspect of social psychology. Topics that fall under the area of prosocial behavior include altruism, helping, bystander intervention, empathy, and compassion, among others.
For this exercise, pick one day and seek to structure your thoughts and behaviors entirely around helping others. With each interaction or action you take, pause to think and ask yourself “is there a way I might help another here?” Hold a door for someone, offer your seat, share a smile, give a sincere compliment, show empathy to another, attempt to be more patient or understanding, etc. Your efforts should be in social settings that involve interactions with others (rather than something such as donating to a charity for instance). The goal is to be as thoughtfully prosocial in your interactions throughout the day as possible.
· At the beginning of the day, jot down your general mood, feelings, attitude, etc.
· Then throughout the day, whenever possible, carry a small notebook with you or make notes in an app on your phone to jot down meaningful encounters or experiences as you attempt to engage in prosocial behaviors.
· At the end of the day, again reflect and take notes on how you feel, your general mood, feelings and attitudes, etc.
In a 6 slide PowerPoint presentation, not counting title or reference slides:
· Summarize your experience. Describe the prosocial behaviors you engaged in, others’ reactions to these behaviors, and your assessment of any changes in mood, attitude, good fortune, or anything else of note you experienced.
· Review what you have learned about human behavior in social settings this week in your readings and CogBooks activities. Connect what you learned or experienced through your day of conscious, prosocial behavior with the terms, concepts, and theories from your research. Integrate at least two academic sources (your assigned readings/resources can comprise one of these sources), citing any references used in APA format.
· Describe any new insights you gained through this experience about your interactions with others on a daily basis, including any behaviors you wish to change or to continue.
· Use the features of PowerPoint to your advantage to communicate your ideas – include pictures, audio recorded narration, speaker’s notes, video, links, etc. as appropriate to enhance your ideas.
· Include an APA formatted title slide and reference slide. APA components such as an abstract, headings, etc. are not required since this is a PowerPoint presentation.
Thinking 'Bigger Than Me' in the Liberal Arts
By Steven J..
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
T he single biggest problem in communication is the illusion that .docxdeanmtaylor1545
T he single biggest problem in communication is the illusion that it has taken place."George Bernard Shaw
Week 5 Assignments
For the Inclusive Communication discussion we are looking at Chapter 9 of The Ecology of Diversity (Kahn, 2015). It showcases the need to bridge communication by demonstrating that we respect and value each other’s differences. It offers a variety of perspectives including listening and communication skills. Have you ever been in a situation when you made use of inclusive communication? What was the context and what was your rationale for using this type of communication? How did you avoid miscommunication or cultural clashes based on language? Be sure to support the response with primary academic research this week.
Watch this video, from our text, to get a better understanding of how communication is affected by language.
We all have times where communication can be improved for sure within our various relationships both old and new. This week review some of the times when you were not the best listener or you spoke too much versus the times when you actively were present and listened to the person speaking. There are times and places for all types of communication and learning more about yourself and others around you can ensure better communication overall.
In the written assignment Cultural Perspectives Draft this week we will look at perception. We can all be in a situation together and see it very differently. Just like a show or ride at an amusement park. One person in the group might think it is the best thing ever while others find it to be boring, scary, and sad or something else. We all see things through our own lens based on our experiences in life. I have some groups of friends for example that I can count on for live music events while others are not into that experience with crowds, loud noises and traffic. You might have a breakdown of a relationship and one person sees it very differently why it ended than the other. These are just some examples of how we perceive things differently.
Keep in mind the academic requirements of graduate level responses using research, critical thinking and writing style. This assignment requires students to write based on a compare-contrast structure. Editing Checklist for Compare-Contrast Paper (Links to an external site.) document, to review and edit your work. You can also use The Elements of Reasoning and the Intellectual Standards (Links to an external site.) to help hone your critical thinking skills as they relate to your assignments.
References
Kahn, A. (2015). The ecology of diversity. San Diego, CA: Bridgepoint Education.
Weekly Discussion 5
Inclusive Communication
Your readings this week showcase the need to use communication techniques to bridge cultures and to demonstrate that we respect and value each other’s differences. Conversely, words can often be used in a divisive way.
Instructions:
Find two examples of when communication was used to bridge tw.
Using Social Smarts to Engage Students on Social MediaPaul Brown
Originally presented at the University of Delaware in October 2015. This presentation discusses the developmental dimensions of college student engagement with social media and how to engage them online.
Construct maps are important tools in educational assessment and can serve multiple purposes related to development and validation, as well as score interpretation and use. This chapter outlines a process for developing a construct map from the qualitative ordering of teachers’ responses to open-ended assessment items. The construct of interest pertains to a teacher’s ability to attend to what students say and do, which is a key component of many recommendations for instructional practice within mathematics education. The instrument we are developing is designed to measure teachers’ attentiveness to student thinking in quantitative reasoning problem situations. A key aspect of our instrument development process is the development of a construct map that hierarchically orders qualitatively different levels of teacher attentiveness. In this chapter we describe our process for developing the construct map with the intent of providing an example to others who may be interested in engaging in the development of construct maps.
Open Access Journals in Educational Technology: Results of a Survey of Exper...Patrick Lowenthal
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...Patrick Lowenthal
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...Patrick Lowenthal
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Intentional Web Presence for Research and Technology ProfessionalsPatrick Lowenthal
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...Patrick Lowenthal
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology ProfessionalsPatrick Lowenthal
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...Patrick Lowenthal
If You Record It, Will They Watch It? And Will It Matter? Exploring Student Perceptions of Online Video
Online videos can help build presence and community in online courses. But do students actually watch these videos? The presenter will share his experience using asynchronous video (e.g., video announcements, video feedback) as well as share research on students perceptions of asynchronous video, while engaging the audience in their own use of rich media.
Problems Measuring Social Presence in a Community of InquiryPatrick Lowenthal
"To improve research conducted on communities of inquiry, a group of researchers created the Community of Inquiry Questionnaire (CoIQ). While the development of the CoIQ is a step in the right direction, this instrument does not align as well as it could with previous research on each of the individual presences (i.e., cognitive presence, teaching presence, social presence) that
make up the Community of Inquiry (CoI) framework. For instance, the questions in the CoIQ focused on measuring social presence do not align as well as they could with the previous indicators of social presence developed by Rourke, Anderson, Garrison, and Archer (2001). In this paper, we outline the misalignment we have encountered when using the CoIQ in our own research and ways we think future research on communities of inquiry could be improved."
Establishing an equitable and fair admissions systemPatrick Lowenthal
The field of Educational Technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the Department of Educational Technology at Boise State University.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
7. Lowenthal, P. R., Lowenthal, D. A., & White, J. W. (2009, October). The changing nature of online communities of inquiry: An analysis of how discourse and time shapes students' perceptions of presence . Paper presented at the 2009 AECT International Convention, Louisville, KY. Dunlap, J. C., & Lowenthal, P. R. (under review). Hot for teacher: Using digital music to enhance student’s experience in elearning courses . Submitted to TechTrends . Lowenthal, P. R., & Dunlap, J. (in press). From pixel on a screen to real person in your students’ lives: Establishing social presence using digital storytelling . The Internet and Higher Education . Dunlap, J. C., & Lowenthal, P. R. (2009). Tweeting the night away: Using Twitter to enhance social presence . Journal of Information Systems Education , 20(2), 129-136. Lowenthal, P. R. (2009). The evolution and influence of social presence theory on online learning . In T. T. Kidd (Ed.), Online education and adult learning: New frontiers for teaching practices (pp. 124-139). Hershey, PA: IGI Global. Lowenthal, A., & Lowenthal, P. R. (2009, April). Revisiting teaching presence: An analysis of teaching presence across discourse communities . Paper presented at the annual meeting of the American Education Research Association, San Diego, CA. Lowenthal, P. R., & Parscal, T. (2008). Teaching presence. The Learning Curve, 3(4), 1-2, 4.
14. Original Definition Social presence is the degree of salience (i.e., quality or state of being there ) between two communicators using a communication medium.
45. Category & Indicators Definition of Indicators Examples Affective Responses Paralanguage Features of text outside formal syntax used to convey emotion (i.e., emoticons, exaggerated punctuation or spelling) Someday……; How awful for you ; Mathcad is definitely NOT stand along software; Absolutely!!!!! Emotion Use of descriptive words that indicate feelings (i.e., love, sad, hate, silly) When I make a spelling mistake, I look and feel stupid; I get chills when I think of … Value Expressing personal values, beliefs, and attitudes I think it is a necessary evil; I feel our children have the same rights Humor Use of humour—teasing cajoling, irony, sarcasm, understatement God forbid leaving your house to go to the library Self-Disclosure Sharing personal information, expressing vulnerability I sound like an old lady; I am a closet writer; We had a similar problem Interactive Responses Acknowledgement Referring directly to the contents of others’ messages; quoting from others’ messages agreement Those ‘old machines’ sure were something; we won by a landslide – ‘landslide’ (next response) Disagreement Expressing agreement or disagreement with other’s messages I’m with you on that; I agree; I think what you are saying is right Approval Expressing approval, offering praise, encouragement You make a good point; Right on; Good luck as you continue to learn Invitation Asking questions or otherwise inviting response Any suggestions?; Would you describe that for me, I am unfamiliar with the term Personal Advice Offering specific advice to classmates Also the CEC website might have some references Cohesive Responses Greetings & Salutations Greetings, closures Hi Mary; That’s it for now, Tom Vocatives Addressing classmates by name You know, Tamara, …; I totally agree with you Katherine Group Reference Referring to the group as ‘we’, ‘us’, ‘our’ We need to be educated; Our use of the Internet may not be free Social Sharing Sharing information unrelated to the course Happy Birthday!! to both of you!!! Self-reflection Reflection on the course itself, a kind of self-awareness of the group I would never have imagined that we could have been having a discussion like this when we first started this course
49. Contact Me dd Patrick R. Lowenthal [email_address] www.patricklowenthal.com twitter @plowenthal
Editor's Notes
Is this student present? Yes and no… it depends on what you mean
[BOOK] The Social Psychology of Telecommunications J Short, E Williams, B Christie - 1976 - John Wiley & Sons Cited by 1745 - Web Search - Library Search They were interested in how communications media, specifically telecommunications media, impact communication
Communication media differ in their degree of social presence; these differences play an important role in how people interact.
http://www.youtube.com/watch?v=MfuS3m-Jhcc
CMC is different than other types of communication medium.
However, despite occasional reports of loneliness and isolation (Grubb & Hines, 2000; Robinson, 2000), proponents and practitioners of online education argue that online education and CMC can support the social practice of learning. Even though nonverbal and relational cues are filtered out, these researchers have argued that CMC can still be very social and interpersonal (Gunawardena, 1995; Gunawardena & Zittle, 1997) and at times even hyperpersonal (Walther, 1996). Further, as researchers (Gunawardena, 1995; Tu, 2000) began examining the sociability of online education, these new researchers began to question the degree to which the attributes of a communication medium—in this case the cues filtered out of CMC systems—determine how people socially interact and are perceived as “being there” when communicating online (Danchak, Walther, & Swan, 2001; Gunawardena, 1995; Gunawardena & Zittle, 1997; As a result, these researchers began questioning and further developing the theory of social presence developed by Short et al. (1976). They argued, based on their experience and research, that participants in online discussions, using text alone, are able to project their personalities into online discussions and create social presence (Swan, 2003a; Swan & Shih, 2005). They found that online learners are able to present themselves as being “real” as well as “connect” with others when communicating in online learning environments by doing such things as using emoticons, telling stories, and even using humor (Rourke et al., 2001; Swan, 2003). Thus, a user’s personal perceptions of social presence and the behaviors used to make up for the cues that are filtered out matter just as much, if not more, than a medium’s supposed capabilities. This new line of research sparked a renewed interest in the sociability of online learning, social presence, and CMC as evidenced in the increased amount of literature focused on social presence.
However, despite occasional reports of loneliness and isolation (Grubb & Hines, 2000; Robinson, 2000), proponents and practitioners of online education argue that online education and CMC can support the social practice of learning. Even though nonverbal and relational cues are filtered out, these researchers have argued that CMC can still be very social and interpersonal (Gunawardena, 1995; Gunawardena & Zittle, 1997) and at times even hyperpersonal (Walther, 1996). Further, as researchers (Gunawardena, 1995; Tu, 2000) began examining the sociability of online education, these new researchers began to question the degree to which the attributes of a communication medium—in this case the cues filtered out of CMC systems—determine how people socially interact and are perceived as “being there” when communicating online (Danchak, Walther, & Swan, 2001; Gunawardena, 1995; Gunawardena & Zittle, 1997; As a result, these researchers began questioning and further developing the theory of social presence developed by Short et al. (1976). They argued, based on their experience and research, that participants in online discussions, using text alone, are able to project their personalities into online discussions and create social presence (Swan, 2003a; Swan & Shih, 2005). They found that online learners are able to present themselves as being “real” as well as “connect” with others when communicating in online learning environments by doing such things as using emoticons, telling stories, and even using humor (Rourke et al., 2001; Swan, 2003). Thus, a user’s personal perceptions of social presence and the behaviors used to make up for the cues that are filtered out matter just as much, if not more, than a medium’s supposed capabilities. This new line of research sparked a renewed interest in the sociability of online learning, social presence, and CMC as evidenced in the increased amount of literature focused on social presence.
However, despite occasional reports of loneliness and isolation (Grubb & Hines, 2000; Robinson, 2000), proponents and practitioners of online education argue that online education and CMC can support the social practice of learning. Even though nonverbal and relational cues are filtered out, these researchers have argued that CMC can still be very social and interpersonal (Gunawardena, 1995; Gunawardena & Zittle, 1997) and at times even hyperpersonal (Walther, 1996). Further, as researchers (Gunawardena, 1995; Tu, 2000) began examining the sociability of online education, these new researchers began to question the degree to which the attributes of a communication medium—in this case the cues filtered out of CMC systems—determine how people socially interact and are perceived as “being there” when communicating online (Danchak, Walther, & Swan, 2001; Gunawardena, 1995; Gunawardena & Zittle, 1997; As a result, these researchers began questioning and further developing the theory of social presence developed by Short et al. (1976). They argued, based on their experience and research, that participants in online discussions, using text alone, are able to project their personalities into online discussions and create social presence (Swan, 2003a; Swan & Shih, 2005). They found that online learners are able to present themselves as being “real” as well as “connect” with others when communicating in online learning environments by doing such things as using emoticons, telling stories, and even using humor (Rourke et al., 2001; Swan, 2003). Thus, a user’s personal perceptions of social presence and the behaviors used to make up for the cues that are filtered out matter just as much, if not more, than a medium’s supposed capabilities. This new line of research sparked a renewed interest in the sociability of online learning, social presence, and CMC as evidenced in the increased amount of literature focused on social presence.
I have argued elsewhere that we are in Phase 4.
Social presence is now a central concept in online learning; Just as earlier researchers of CMC (Kiesler, 1986; Kiesler, Siegel, McGuire, 1984) used social presence theory to explain why CMC was inherently impersonal, later researchers (Gunawardena, 1995; Tu, 2000) reconceptualized social presence theory—focusing less on the medium and more on people—to explain how CMC in online learning environments can be very personal and social.
Social presence is now a central concept in online learning; Just as earlier researchers of CMC (Kiesler, 1986; Kiesler, Siegel, McGuire, 1984) used social presence theory to explain why CMC was inherently impersonal, later researchers (Gunawardena, 1995; Tu, 2000) reconceptualized social presence theory—focusing less on the medium and more on people—to explain how CMC in online learning environments can be very personal and social.
Social presence is now a central concept in online learning; Just as earlier researchers of CMC (Kiesler, 1986; Kiesler, Siegel, McGuire, 1984) used social presence theory to explain why CMC was inherently impersonal, later researchers (Gunawardena, 1995; Tu, 2000) reconceptualized social presence theory—focusing less on the medium and more on people—to explain how CMC in online learning environments can be very personal and social.
Presence is a key theoretical construct used in a variety of disciplines besides communication and online learning—most notably virtual reality (see Biocca, 1997). In fact, Lombard and Ditton (1997) identified six interrelated but distinct ways people understand “presence”: (a) presence as social richness, (b) presence as realism, (c) presence as transportation, (d) presence as immersion, (e) presence as social actor within medium, and (f) presence as medium as social actor. They even attempted to create one all encompassing definition of presence. According to Lombard and Ditto, the following definition takes into consideration all six ways presence is understood; presence is “the perceptual illusion of nonmediation” (presence explicated section). To date, though, their all encompassing definition has not caught on. Biocca, Harms, and Burgoon (2003), also recognized the different ways researchers across different fields define presence. They attempted to create an all-encompassing definition of social presence; they defined social presence as simply “‘sense of being with another’” (p. 456) whether that other is human or artificial. Despite attempts by Lombard and Ditto (1997) and Biocca et al. (2003) to develop some conceptual clarity when it comes to discussions of presence in general or social presence in particular, researchers of social presence and CMC in educational environments continue to redefine and categorize social presence (Picciano, 2002). For Gunawardena (1995), social presence is “the degree to which a person is perceived as a ‘real person’ in mediated communication” (p. 151). Garrison et al. (2000), on the other hand, define social presence “ as the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e., their full personality), through the medium of communication being used” (p. 94). Tu and McIsaac (2002) define social presence as “the degree of feeling, perception, and reaction of being connected by CMC to another intellectual entity through a text-based encounter” (p. 140). Finally, for Picciano (2002), social presence in an online course “refers to a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (p. 22).
Presence is a key theoretical construct used in a variety of disciplines besides communication and online learning—most notably virtual reality (see Biocca, 1997). In fact, Lombard and Ditton (1997) identified six interrelated but distinct ways people understand “presence”: (a) presence as social richness, (b) presence as realism, (c) presence as transportation, (d) presence as immersion, (e) presence as social actor within medium, and (f) presence as medium as social actor. They even attempted to create one all encompassing definition of presence. According to Lombard and Ditto, the following definition takes into consideration all six ways presence is understood; presence is “the perceptual illusion of nonmediation” (presence explicated section). To date, though, their all encompassing definition has not caught on. Biocca, Harms, and Burgoon (2003), also recognized the different ways researchers across different fields define presence. They attempted to create an all-encompassing definition of social presence; they defined social presence as simply “‘sense of being with another’” (p. 456) whether that other is human or artificial. Despite attempts by Lombard and Ditto (1997) and Biocca et al. (2003) to develop some conceptual clarity when it comes to discussions of presence in general or social presence in particular, researchers of social presence and CMC in educational environments continue to redefine and categorize social presence (Picciano, 2002). For Gunawardena (1995), social presence is “the degree to which a person is perceived as a ‘real person’ in mediated communication” (p. 151). Garrison et al. (2000), on the other hand, define social presence “ as the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e., their full personality), through the medium of communication being used” (p. 94). Tu and McIsaac (2002) define social presence as “the degree of feeling, perception, and reaction of being connected by CMC to another intellectual entity through a text-based encounter” (p. 140). Finally, for Picciano (2002), social presence in an online course “refers to a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (p. 22).
Presence is a key theoretical construct used in a variety of disciplines besides communication and online learning—most notably virtual reality (see Biocca, 1997). In fact, Lombard and Ditton (1997) identified six interrelated but distinct ways people understand “presence”: (a) presence as social richness, (b) presence as realism, (c) presence as transportation, (d) presence as immersion, (e) presence as social actor within medium, and (f) presence as medium as social actor. They even attempted to create one all encompassing definition of presence. According to Lombard and Ditto, the following definition takes into consideration all six ways presence is understood; presence is “the perceptual illusion of nonmediation” (presence explicated section). To date, though, their all encompassing definition has not caught on. Biocca, Harms, and Burgoon (2003), also recognized the different ways researchers across different fields define presence. They attempted to create an all-encompassing definition of social presence; they defined social presence as simply “‘sense of being with another’” (p. 456) whether that other is human or artificial. Despite attempts by Lombard and Ditto (1997) and Biocca et al. (2003) to develop some conceptual clarity when it comes to discussions of presence in general or social presence in particular, researchers of social presence and CMC in educational environments continue to redefine and categorize social presence (Picciano, 2002). For Gunawardena (1995), social presence is “the degree to which a person is perceived as a ‘real person’ in mediated communication” (p. 151). Garrison et al. (2000), on the other hand, define social presence “ as the ability of participants in a community of inquiry to project themselves socially and emotionally, as ‘real’ people (i.e., their full personality), through the medium of communication being used” (p. 94). Tu and McIsaac (2002) define social presence as “the degree of feeling, perception, and reaction of being connected by CMC to another intellectual entity through a text-based encounter” (p. 140). Finally, for Picciano (2002), social presence in an online course “refers to a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor” (p. 22). the “sense of being with another” (Biocca, Harms, & Burgoon) “ the degree to which a person is perceived as a ‘real person’” (Gunawardena) “ the degree of feeling, perception, and reaction of being connected by CMC to another intellectual entity through a text-based encounter” (Tu & McIsaac) “ a student’s sense of being in and belonging in a course and the ability to interact with other students and an instructor”
Tell a story about teaching online and finding your voice