This document discusses using electronic communication to foster connections between people and ideas in educational settings. It provides guidance on selecting appropriate communication tools based on learning goals, considering learner needs and access issues. While electronic communication increases options, it also requires new responsibilities around privacy, copyright and accessibility. Resources and training are needed to support effective integration of these tools. Potential problems around time, comfort with technology and privacy must also be addressed.

1. Chapter 19
E-Communication That Fosters
Connections Between People and
Ideas

2. E-Communication That Fosters
Connections Between People and
Ideas
• Theoretical Foundations
• Conditions
• Types of Learners
• Resources
• Using the Method
• Potential Problems
• Future Directions

3. E-Communication That Fosters
Connections Between People and
Ideas
• The use of computers for electronic
communications takes many forms.
– Learning management systems like
Blackboard provide educators with a
bundled set of tools for communication.
– Personal response systems (PRS; clickers)
allow students to pool communication,
register a vote, or answer survey questions.

4. E-Communication That Fosters
Connections Between People and
Ideas
• The use of computers for electronic
communications takes many forms.
– Texts and tweets provide quick rounds of
near real time interaction
– Lecture capture and screencasts record
audio and the computer screen so students
can listen to or view the lectures later
– Free and easy to use apps and tools

5. E-Communication That Fosters
Connections Between People and
Ideas
• Many educators are overwhelmed by all the
choices available.
• Effective use of the technology depends on a
clear understanding of learning outcomes and
the type of communication that will best meet
those goals.
• Must consider the needs of learners.

6. E-Communication That Fosters
Connections Between People and
Ideas
• Online courses are a disruptive technology. It
has different pedagogical methods that are not
clearly understood.
• Successful integration of electronic
communication into the course plan requires a
thoughtful process of instructional design that
sets the stage and provides appropriate
resources for learning.

7. E-Communication That Fosters
Connections Between People and
Ideas
• The instructor assumes a facilitator role.
• Discussion needs to be focused and facilitated
through guiding questions.
• The instructor is responsible for introducing
students to the resources available, providing
guidelines for use and troubleshooting
technical problems.

8. E-Communication That Fosters
Connections Between People and
Ideas
• E-portfolios provide students with a
personalized Web space in which they can
store and reflect on their work, with
commenting tools that allow feedback from
faculty and peers.
• E-portfolios support the process of multimodal
meaning making.
• Students must have e-portfolio mentors to
fully utilize this method.

9. Theoretical Foundations
• Electronic communications greatly
increase options for communication.
• Growth brings new responsibilities.

10. Theoretical Foundations
• Goals of communications
– Reflect on the goal and desired effect of each
act of communication
– Select a communicative strategy and tool
that is appropriate to the goal
– Understand the range of options available
– Consider the issues of access

11. Theoretical Foundations
• Communication is not linear. It is a
multidimensional process that can take
place over an extended period of time,
for distinct purposes, and within
complex systems.

12. Conditions
• Gather information about the conditions under
which students will access the course.
• Build technology orientation into the learning
experience before it is needed.
• Most student work should be password
protected.
• Familiarize yourself with FERPA and TEACH
Act regulations

13. Types of Learners
• When thoughtfully designed and judiciously
implemented, electronic communication
improves an instructor’s ability to meet the
needs of heterogeneous learners.
• A strategy that opens doors for one type of
learner may create barriers for another.
• Coursework should be offered in a range of
formats.

14. Types of Learners
• According to the Americans with Disabilities
Act (ADA), all communication that takes place
via image, video, or audio must also be made
accessible, upon request, to students with
learning disabilities
• The Center for Applied Special Technology
(CAST) also provides a host of resources and
information about accessibility and universal
design on its website.

15. Resources
• Regardless of expertise level, training with
technical support follow-up must be made
available.
• Learning to work with computers and new
programs takes practice and persistence, but
the process is worth the time and energy.
• Coordination with the center for learning,
academic technology, or information
technology department will help you arrange
for adequate support

16. Resources
• The New Media Consortium Horizon Project
(http://www.nmc.org/horizon)
• The Educause Learning Initiative
(http://www.educause.edu/eli)
• Innovate, an online journal dedicated to the
creative use of technology in Education
(http://innovateonline.info)

17. Resources
• Resources on privacy and copyright law
– FERPA
(http://nces.ed.gov/forum/ferpa_links.asp)
– The TEACH Act
(http://www.nea.org/home/35377.htm)
– The TEACH toolkit
(http://www.educause.edu/library/resourc
es/teach-toolkit-online-resource-
understanding-copyright-and-distance-
education-0)

18. Resources
• Resources on privacy and copyright law
– Campus Guide to Copyright Compliance
(http://www.copyright.com/Services/copyr
ightoncampus)
http://www.copyright.com/Services/copyri
ghtoncampus/intro/
• Universal design
– CAST (Center for Applied Special
Technology)
(http://www.cast.org/publications/UDLgui
delines/version1.html)

19. Using the Method
• The choice of which technology to use
depends on the learning objectives, the
need for synchronous or asynchronous
processes, and the resources available.
• It is important to assess students’
comfort level with computers, programs,
and equipment and to provide resources
to assist them.

20. Using the Method
• Questions to consider to guide readers through
a pedagogically grounded process for
integrating electronic communication into
teaching and learning
– What are the overarching goals for student
learning?
– What are the session or unit-specific goals
for student learning?
– What evidence will be needed so that the
instructor and students can assess and
improve progress toward learning goals?

21. Using the Method
• Questions to consider
– To what extent should a given act of
communication be public or private?
– What is the desired level of interactivity
associated with the act of communication?
– How complex is the act of communication?
– How collaborative is the assignment?
– What are the learners’ time constraints?

22. Using the Method
• Use Table 19-1 to identify the e-
communication strategies best suited to your
needs and pedagogical purposes.

23. Potential Problems
• Faculty and student comfort
• Make sure students know the teachers
expectations on professionalism on emails and
discussion posts.
• Older students maybe challenged by the use of
technology; younger students’ comfort with
technology cannot be guaranteed.

24. Potential Problems
• Time for e-mail and discussion boards is an
issue for students and instructors.
• Emails, chats and text messages are not private
and can be retrieved after they have been
deleted.

25. Future Directions
• The New Media Consortium’s Horizon Project,
an annual report, is a relatively easy way to
keep current.
• We can expect that e-communication will
become simultaneously ubiquitous and
infinitesimally smaller.
• As educators open themselves up to
considering the wealth of possibilities, to
rethinking assumptions about where, when,
and learning takes place, opportunities will be
vast even though the mechanism for
communication is small.

26. Conclusion
• Educational institutions are increasingly
becoming computer-enriched environments in
which technology is integral to all aspects of
academic life and work.
• Electronic communication has grown
significantly in educational settings and has
brought about dramatic changes in
communications between students, faculty,
and staff.