Adopting Tools for Online Synchronous Communication

2011 ◽  
pp. 318-334 ◽  
Author(s):  
Elizabeth Murphy ◽  
Thérèse Laferriere
Keyword(s):  
Time Management ◽  
Communication Complexity ◽  
Video Conferencing ◽  
The Other ◽  
Synchronous Communication ◽  
Relative Advantage ◽  
Temporal Constraints ◽  
Communication Tools ◽  
Time Zones ◽  
Audio Conferencing

his chapter considers some of the issues related to the adoption of online synchronous communication tools and proposes strategies to help deal with these issues. Two contrasting contexts of use of online synchronous tools are described. In one context, audio-conferencing using Elluminate LiveTM is highlighted, in the other, video-conferencing using iVisitTM. Issues related to use of these tools for synchronous communication are considered from the perspective of relative advantage, compatibility, and complexity. The advantages included the immediacy, spontaneity, intimacy, efficiency, and convenience of communication. Complexity manifested itself in relation to time management, shifting and evolving technical and pedagogical needs, and changes in instructors’ roles. Compatibility issues included the demands on instructors, lack of freedom from temporal constraints, and difficulties with communication across time zones and when multi-tasking.

Adopting Tools for Online Synchronous Communication

2009 ◽  
pp. 413-424
Author(s):  
Elizabeth Murphy ◽  
Thérèse Laferriere
Keyword(s):  
Time Management ◽  
Communication Complexity ◽  
Video Conferencing ◽  
The Other ◽  
Synchronous Communication ◽  
Relative Advantage ◽  
Temporal Constraints ◽  
Communication Tools ◽  
Time Zones ◽  
Audio Conferencing

this chapter considers some of the issues related to the adoption of online synchronous communication tools and proposes strategies to help deal with these issues. Two contrasting contexts of use of online synchronous tools are described. In one context, audio-conferencing using Elluminate LiveTM is highlighted, in the other, video-conferencing using iVisitTM. Issues related to use of these tools for synchronous communication are considered from the perspective of relative advantage, compatibility, and complexity. The advantages included the immediacy, spontaneity, intimacy, efficiency, and convenience of communication. Complexity manifested itself in relation to time management, shifting and evolving technical and pedagogical needs, and changes in instructors’ roles. Compatibility issues included the demands on instructors, lack of freedom from temporal constraints, and difficulties with communication across time zones and when multi-tasking.

Strategies for facilitating creative music collaboration online

2021 ◽  
Vol 13 (2-3) ◽  
pp. 163-179 ◽  
Author(s):  
Adam Martin ◽  
Morten Büchert
Keyword(s):  
Time Management ◽  
Video Conferencing ◽  
Online Collaboration ◽  
Creative Collaboration ◽  
Communication Tools ◽  
The United Kingdom ◽  
Creative Music ◽  
Online Music ◽  
The Impact

Online collaboration between musicians in 2020 is a rapidly developing practice due to a range of environmental, epidemiological and creative motivations. The technical facility to collaborate in a variety of different formats exists via file-sharing services, video conferencing suites and specialist music services such as Splice and Auddly. Yet, given this proliferation of technologies, little attention has been paid into how creative musicians can most meaningfully utilize these new collaborative opportunities within their working practice. In this article, we wish to share some reflections from a case study of online music collaboration gained through our experience of facilitating three online songwriting camps with students from Leeds Conservatoire in the United Kingdom and Rhythmic Music Conservatory in Denmark. This article will particularly focus on the importance of managing roles, the impact of communication tools and the requirement for time management when collaborating online before proposing a set of guidelines derived from this study to help enable productive online creative collaboration.

Intercultural Learning via Videoconferencing

2018 ◽  
pp. 264-282 ◽  
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

Intercultural Learning via Videoconferencing

2020 ◽  
pp. 626-645
Author(s):  
Ruby Vurdien ◽  
Pasi Puranen
Keyword(s):  
Intercultural Competence ◽  
Video Conferencing ◽  
Learning Experience ◽  
Body Language ◽  
Asynchronous Communication ◽  
Synchronous Communication ◽  
Learning Context ◽  
Intercultural Learning ◽  
Communication Tools ◽  
Online Interactions

Although asynchronous communication tools have traditionally been used in online interactions, recently increasing popularity has been noted in the application of synchronous communication tools to facilitate intercultural learning. This chapter will explore and report on a study of how students from two countries, Spain and Finland, developed intercultural competence through the use of a video-conferencing platform, Adobe Connect, as a learning context. English was the lingua franca and the exchange of information was aimed at helping the students to learn about different aspects of each other's culture to develop intercultural competence. The findings suggest that the students' attitude to their learning experience was positive, since they were curious to explore each other's cultural traits. Videoconferencing was considered an effective tool because it enabled them to share experiences and build up a relationship, thereby enhancing their knowledge of both cultures. Body language also encouraged interaction since they could see each other via videoconferencing.

The Maximum Claims of Gauthier's Bargainers: Are the Fixed Social Inequalities Acceptable?

Dialogue ◽  
1982 ◽  
Vol 21 (3) ◽  
pp. 411-429
Author(s):  
David Braybrooke
Keyword(s):  
Social Contract ◽  
Social Inequalities ◽  
Social Contract Theory ◽  
The Other ◽  
Relative Advantage ◽  
Central Feature ◽  
Maximum Utility ◽  
The Difference ◽  
The One ◽  
Principle Of Maximum

A central feature of David Gauthier's impressively searching version of social contract theory is the principle of maximin relative advantage. Given certain assumptions—more than he originally thought—this principle may be described as calling for maximum equal advantage, which is easier to talk about; and I shall refer to the principle under this description. Maximum equal relative advantage is equivalent to minimum equal relative concession; hence the principle of maximum equal relative advantage has a twin and mirror, the principle of minimum equal relative concession. Relative advantage and relative concession are ratios with the same denominator, the difference for a given agent between the maximum utility (umax) that she might get from the societyt o be contracted for and the minimum utility (umin) that would give her an incentive to cooperate in establishing the society and in keeping it up. The numerator for the one ratio—relative advantage—is the difference between the utility that she is actually going to gain from society (ua) and her minimum cooperative utility (umin). The numerator for the other ratio—relative concession—is the difference between her maximum utility (umax) and the utility that she is going to get (ua), in other words, the amount of utility that she foregoes in not getting her maximum.

Mobile Communication Tools as Morality-Building Devices

2015 ◽  
pp. 25-45 ◽  
Author(s):  
André H. Caron ◽  
Letizia Caronia
Keyword(s):  
Mobile Communication ◽  
The Other ◽  
Communication Tools ◽  
Public Places ◽  
Vast Number ◽  
Face To Face ◽  
The Social ◽  
The Individual ◽  
And Function ◽  
Everyday Communication

The rise of Mobile Devices (MD) in the last two decades is noteworthy not only for the unprecedented rate at which they have spread, but for the vast number of countries in which they have so quickly been adopted, blind to both culture and economic stature. Moreover, the accelerated nature of their constantly-evolving design and function adds additional layers of complexity to the already-complicated topic of behavior in public places and during face-to-face communication. Drawing on extant literature and research, this article focuses on a specific but underexplored consequence of the mobile turn in everyday communication: MDs enhance the stage dimension of the social interactions they are embedded in, and therefore elicit a moral reasoning on the rights and duties of the individual in public places. They cooperate in building the bases of intersubjectivity: a sense of the other.

Infoxication 2.0

2009 ◽  
pp. 60-79 ◽  
Author(s):  
Elena Benito-Ruiz
Keyword(s):  
Web 2.0 ◽  
Common Sense ◽  
Time Management ◽  
Information Overload ◽  
Future Generation ◽  
Language Learner ◽  
The Other ◽  
Know How ◽  
The One

This chapter reviews the issue of information overload, introducing the concept of “infoxication 2.0” as one of the main downsides to Web 2.0. The chapter describes some of its potential effects on the learner, on the one hand, and puts forward some solutions to deal with the informational and communication barrage worsened by Web 2.0 plethora, on the other. The review of the issue reveals that although the problem of information overload has existed for many years, the massive abundance of fragmented Web 2.0 informational and communicative resources for the language learner might become an obstacle, i.e. it is often difficult to find what’s useful. Two kinds of solutions are identified, those based on common sense and time management, and those based on technology agents such as RSS readers and especially the future generation of RSS mash-up tools. An emphasis is placed on the role of the teacher as the facilitator to provide the know-how on these tools.

Slaughterhouse-Six: Updating the Law of War

2004 ◽  
Vol 5 (5) ◽  
pp. 525-544 ◽  
Author(s):  
Ed Morgan
Keyword(s):  
Human Rights ◽  
International Law ◽  
The Other ◽  
European Court ◽  
House Of Lords ◽  
Self Interest ◽  
Time Zones ◽  
National Jurisdiction ◽  
State Obligations ◽  
The Impact

International law has come unstuck in time. It has gone to sleep stressing a normative future based on state “obligations owed towards all the other members of the international community,” and has awakened in a bygone world in which the state is “susceptible of no limitation not imposed by itself.” The opposing time zones seem now to exist in unison. Thus, for example, the European Court of Human Rights, in examining the impact of the Torture Convention, can split 9:8 on whether national self-interest trumps universal rules of cooperation, or the other way around. Likewise, England's House of Lords can opine in thePinochetcase that, as between a reinvigorated national jurisdiction and the developing concept of universal one, “international law is on the move.”

Time Management Model of Workflow Based on Time Axis

2013 ◽  
Vol 442 ◽  
pp. 458-465 ◽  
Author(s):  
Ning Deng ◽  
Xiao Dong Zhu ◽  
Yuan Ning Liu ◽  
Yan Pu Li ◽  
Ying Chen
Keyword(s):  
Design Process ◽  
Time Management ◽  
Management Model ◽  
Temporal Constraints ◽  
Time Axis ◽  
Workflow System ◽  
Time Period ◽  
Time Periods ◽  
The Right ◽  
A Company

The goal of workflow system is to guarantee that the right activities are executed and completed within the correct and ideal time periods via automation, moreover, in order to help a company to be sufficiently competitive, the workflow system it adopts should be able to ensure activities are carried out to the maximum extent as possible and to manage several workflow instances at the same time. Hence, sufficient consideration of temporal constraints and efficiency should be taken into the design process of workflow system. This paper proposes a model of workflow control based on time axis which is able to ensure one or more workflows to advance in correct time period efficiently and precisely.

scholarly journals EDUCAÇÃO E COVID-19: AS TECNOLOGIAS DIGITAIS MEDIANDO A APRENDIZAGEM EM TEMPOS DE PANDEMIA

2020 ◽  
Vol 2 (1) ◽  
pp. 01-15
Author(s):  
Verissimo Barros dos Santos Junior ◽  
Jean Carlos da Silva Monteiro
Keyword(s):  
Learning Process ◽  
Digital Technologies ◽  
Technology Training ◽  
Synchronous Communication ◽  
Communication Tools ◽  
Documentary Analysis

The article addresses digital technologies as a key element for mediating the learning process in pandemic times. It aims to present the pedagogical potential for remote teaching with Google Classroom and ZOOM application, asynchronous and synchronous communication tools, respectively. This study of a descriptive- exploratory nature, uses bibliographic and documentary analysis to discuss the contributions of digital technologies to the learning process in times when education is forced to face a new scenario due to the COVID – 19. The results demonstrate how the learning process had to adapt in times of pandemic, especially with the use of digital technologies. In this context, the study considers that although Google Classroom and the ZOOM applications are effective tools to remote mediation, their strategic insertion into the formative process demands more technology training for teachers.

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