1) The dialogic principle questions traditional understandings of communication as sender-receiver and focuses instead on utterances as units of analysis.
2) From a dialogic perspective, meaning is constructed through ongoing dialogue between utterances rather than a message being transmitted from sender to receiver.
3) Any utterance exists in dialogue with previous and future utterances and responds to the ongoing communication chain rather than representing a single speaker's message.
1) The dialogic principle questions traditional understandings of communication as sender-receiver and focuses instead on utterances as units of analysis.
2) From a dialogic perspective, meaning is constructed through ongoing dialogue between utterances rather than a message being transmitted from sender to receiver.
3) Any utterance exists in dialogue with previous and future utterances and responds to the ongoing communication chain rather than representing a single speaker's message.
This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses socio-cultural learning theory and its implications for education in the digital age. It addresses how new media use is both individual and social in nature. Learning happens through participation in social contexts, not just through formal instruction. This poses challenges for traditional education systems, which tend to emphasize learning through formal instruction over informal learning. However, new media tools can support self-directed, socially situated learning if used to facilitate collaboration, personalization of learning goals, and connections between educational institutions and the outside world. The document concludes by assigning a group task analyzing experiences with blogging using concepts from the course and suggesting improvements.
This document provides links to resources about dialogic communication, traditional understandings of communication, and information on the Kony 2012 campaign. The links include a YouTube video on dialogic communication, a TED search on the Kony 2012 topic, a webpage of critiques of Invisible Children's work, the Facebook hashtag for Kony 2012, and a Twitter search of the #kony2012 hashtag.
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
This document discusses the dialogic principle in relation to digital communication. It challenges traditional views of communication as being between a sender and receiver. Instead, it proposes that communication should be viewed as ongoing dialogues between utterances, not individuals. An utterance responds to and invites responses from other utterances, both past and future. This dialogic view does not see communication as linear or progressive, but as complex networks of dialogues. The document provides examples of how to analyze dialogues occurring in online forums and networks using this perspective.
This document discusses sociocultural learning theory and the opportunities for learning presented by new media. It notes that sociocultural theory recognizes learning often happens informally through everyday social activities rather than formal instruction. New media allows for self-directed learning activities supported by social networks, production tools, and open learning resources. This represents an alternative to simply replicating traditional educational methods and materials digitally.
This document discusses socio-cultural learning theory and its implications for education in the digital age. It addresses how new media use is both individual and social in nature. Learning happens through participation in social contexts, not just through formal instruction. This poses challenges for traditional education systems, which tend to emphasize learning through formal instruction over informal learning. However, new media tools can support self-directed, socially situated learning if used to facilitate collaboration, personalization of learning goals, and connections between educational institutions and the outside world. The document concludes by assigning a group task analyzing experiences with blogging using concepts from the course and suggesting improvements.
This document provides links to resources about dialogic communication, traditional understandings of communication, and information on the Kony 2012 campaign. The links include a YouTube video on dialogic communication, a TED search on the Kony 2012 topic, a webpage of critiques of Invisible Children's work, the Facebook hashtag for Kony 2012, and a Twitter search of the #kony2012 hashtag.
This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
1. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Hvad er nettet?
AU
CUDiM
2. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Hvad er nettet?
- et netværk af forbundne computere
- en platform for programering og/eller design
- et transportmiddel for information
- en vidensressource
- et kulturelt artefakt
- et kommunikationsmedie
AU
Ramme i en socio-kulturel forståelse: teknologier, medier og disses genrer - såvel som de begreber der beskriver
dem - afhænger af, hvordan de anvendes og percipieres CUDiM
3. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Hvordan kan nettet adskilles fra andre medier?
AU
CUDiM
4. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- et værktøj til at differentiere medier fra hinanden. Her adskilles nettet fra andre medier, men begrebsapparatet kan
også bruges til at adskille netmedierede fænomener fra hinanden
- Interaktivitet
- Temporal struktur
- Sociale signaler
- Opbevaring
- Replikabilitet
- Rækkevidde
- Mobilitet
AU
CUDiM
5. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Interaktivitet - nettet adskiller sig fra andre medier ved større interaktivitet/flere interaktionsmuligheder
AU
Model af Jon Hoem 2006 - reference findes i semesterplanen CUDiM
6. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Temporale struktur - på nettet er kommunikationsgenrer fra andre medier repræsenterede og - ofte i form af hybrider af
kendte genrer - forekommer også genrer, der ikke repræsenteres i andre medier.
- et kendetegn for kommunikationsgenrerne i disse nye fænomener er, at de kan bruges både asynkront og synkront, og at de blander
massemediekommunikation og interpersonel kommunikation. Det ses i en række medieformer, som dem der er oplistet her:
- Email
- Fora
- Sociale netværkssites
- LBS - via mobile enheders mulighed for at knytte sociale netværk
og information til lokalitet (anvendes i og uden for sociale
netværkssites)
AU
Internettet er et kommunikationsmiddel, der for første gang gør
det muligt for mange at kommunikere med mange på et givent
CUDiM
tidspunkt og på globalt plan
– Castells
7. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Sociale signaler - via nettet er der mulighed for en lang række sociale signaler, der ikke tidligere har været samlet i
andre medier - dog er fysisk kontakt og duft stadig kun forbeholdt f2f.
AU
CUDiM
8. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Opbevaring - I modsætning til f2f, hvor en ytring - medmindre den optages - forsvinder så snart den er sagt, så kan
alt lagres på nettet. Denne affordance udmynter sig blandt andet i:
At nettet bliver en vidensresource - kollektiv hukommelse som alle
- nu da produktionsmidlerne er relativt frie - kan bidrage til
At en interaktivitet byggende på registrering af brugeradfærd er mulig -denne kan
anvendes til datahøst og til dynamiske webtjenester - der udvikler sig og ændrer
karakter efter brugeradfærden
AU
CUDiM
9. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Replikabilitet - alting kan meget hurtigt repliceres og deles eller syndikeres i andre sammenhænge, hvad end det er
i original form, ændret form - som remix - eller i konstallation med andet indhold - dette understøttes af “web 2.0”-
tjenester, der stort set kun beror en smart forretningsmodel og at stille en platform til rådighed.
- Rækkevidde - på nettet er der ikke så mange forhindringer for, hvem der kan modtage en meddelelse - andet end
måske en sprogbarriere - modsat traditionel radio- og tv.
AU
CUDiM
10. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Nancy Baym - syv nøglebegreber
- Mobilitet - mobiltelefonen gør, at i princippet alle medierede kommunikationsgenrer er ved hånden, uanset hvor du
befinder dig. Kommunikationens afhængighed af rum bliver mindre og mindre med nettet - samtidig får den dog en
større rolle i den kommunikation, der udspiller sig og i måden man involverer brugere (public journalism).
Ift. rum så udviskes afhængigheden af at være på et bestemt
sted. Samtidigt får rummet en rolle i kommunikation i nye medier
AU
CUDiM
11. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
Introduktion til genstandsfelt
Hvordan kan nettet adskilles fra andre medier?
“On the Internet text, speech, pictures, video television and radio are easily integrated, often with the same program or
website. The Internet is a kind of meta-medium in which the existing media melt together in new and countless combinations
(Linaa Jensen 2007: 359)
AU
CUDiM
12. Introduktion til internettet v/ Janus Holst Aaen og Nicholai Friis Pedersen
PROBLEMET:
Litteraturen om internettet kan ikke følge
med udviklingen
