Building Online Knowledge Societies for Lifelong Learning

2011 ◽  
pp. 208-227
Author(s):  
Gulsun Kurubacak
Keyword(s):  
Social Justice ◽  
Critical Pedagogy ◽  
Lifelong Learning ◽  
Communication Technologies ◽  
Knowledge Networks ◽  
Media Richness ◽  
Paradigm Shifts ◽  
Online Learners ◽  
Media Richness Theory ◽  
Multicultural Experiences

New communication technologies have the great potential to construct very powerful paradigm shifts that enhance university-community partnerships (UCPs) in Turkey. Therefore, the purpose of this chapter is to focus on how to build online knowledge networks between university and community for lifelong learning. Further, in this study, the strategies and principles of UCPs based on media richness theory through a critical pedagogy approach is discussed to generate a theoretical framework that provides everyday examples and experiences for probing social justice issues. Online learners can find the diverse resources, multicultural experiences, and egalitarian opportunities that broaden their perspectives via new communication technologies. This chapter therefore concentrates on discussing the characteristics of the UCPs for lifelong learning to build online communities with new communication technologies.

Making Online Bulletin Board Dialogues Work

2008 ◽  
pp. 161-176
Author(s):  
Gülsün Kurubacak
Keyword(s):  
Online Communication ◽  
Communication Technologies ◽  
Knowledge Networks ◽  
Bulletin Board ◽  
Media Richness ◽  
Paradigm Shifts ◽  
Media Richness Theory ◽  
Bulletin Boards ◽  
Multicultural Experiences ◽  
Online Bulletin Board

This chapter introduces Online Bulletin Board Dialogues (OBBDs). It focuses on how to making dialogues work. Besides, in this study, the strategies and principles of conversation design based on Media Richness Theory is discussed to generate a theoretical framework that conversation design. This framework shows that the new ways of adjusting democratic conversations to contemporaneous realities. OBBDs are influenced of several things, such as political pressures, personal aspirations, etc., the desire to exercise power, the overriding issues of global need and ambition. On the other hand, OBBDs build on shifting sands or unfirm earth of feelings and interests. The author hopes that making OBBDs work can help online communication workers find the diverse resources, multicultural experiences, and egalitarian opportunities that open their minds and broaden their perspectives. Furthermore, discussing the main characteristics of bulletin boards for building knowledge networks can construct very powerful paradigm shifts to build online communities with new communication technologies.

Media Channel Preferences of Mobile Communities

2009 ◽  
pp. 894-900
Author(s):  
Peter J. Natale
Keyword(s):  
Learning Styles ◽  
Small Firms ◽  
Organizational Context ◽  
Communication Technologies ◽  
Small Business Administration ◽  
Media Richness ◽  
Communication Tools ◽  
Media Richness Theory ◽  
Staff Members ◽  
Media Channel

Contemporary organizations are drastically changing, in large part due to the development and application of newer communication technologies and their respective media channel options. Within virtual organizations, business leaders are increasingly faced with issues associated with managing and communicating with their mobile workers. According to Richard L. Nolan and Hossam Galal of the Harvard Business School, global businesses are aggressively exploring and investing in the virtual organization paradigm. Furthermore, organizations of all sizes increasingly have become virtual in nature. In the case of organizations involved in information processing, newer communication technologies are being used by 71.9% of small firms and 81.3% of large firms, according to a Small Business Administration study. The same study also concluded that the number of U.S. companies that have virtual and telecommuting programs have more than doubled since 1990. The challenge for leaders within this rapidly changing environment is to determine the best ways to lead and communicate with increasing numbers of mobile staff members. These leaders have an astounding array of high technology communication tools to choose from when communicating with their employees. They also have concerns about the preferences and uses these workers have for various forms of communication. As organizations seek to optimize communication and share information with their mobile workers and scholars seek to understand the utility and influence of specific organizational communication technologies, such as PDAs and smartphones, which are rapidly emerging as a new and appealing communication tools. The core capability of these devices is a combination of software and hardware that transfers voice and e-mail wireless messages and performs other business related tasks. Current estimations indicate that mobile data will have a penetration rate among the U.S. population of nearly 60% in 2007. Scholars interested in how media channels are used within organizations have turned their attention to the nature, use, and effectiveness of communication tools such as these. They also have been interested in how the particular characteristics of employees relate to their preferences among traditional and newer communication channels. Media richness theory has been one theoretical framework which has been applied by researchers to this environment. Media richness in the organizational context involves the rational process of media selection in which the characteristics of each communication channel are matched with the content or information richness of a message in order to reduce uncertainty. One variable that may be at work when media types are selected in terms of their richness is “learning styles.” These individual learning styles and their relationship with media choices on the basis of richness has been studied previously (Rex, 2001), but not in the case of portable deices. Learning styles are different ways of learning; essentially scholars and practitioners concerned with learning styles have looked at the preferences of individuals and how they process information through their unique senses.

Building Powerful Online Synchronous Communications

2011 ◽  
pp. 170-186
Author(s):  
Volkan T. Yuzer ◽  
Gulsun Kurubacak
Keyword(s):  
Communication Theory ◽  
Online Communication ◽  
Media Richness ◽  
Technology Support ◽  
Cultural Issues ◽  
Online Learners ◽  
Media Richness Theory ◽  
Lifelong Learners ◽  
Communication Structures ◽  
Technology And Communication

Digital citizens have been using online synchronous communications (OSCs)-based milieus since the last decade. OSCs can provide these online communities with new and challenging opportunities via instant interactions, which are OSCs’ dominant nature, in lifelong learning. OSCs, therefore, help online learners, as lifelong learners, and communication workers (online communication designers, media coordinators, online managers, technology-support staff, multimedia designers, etc.) understand this milieu better to have more benefits. In this study, media richness theory and four cultural issues (biases, stereotypes, ethics and values) are discussed together to highlight the communicational characters of the OSCs. To utilize the communicational prospects of OSCs, this communication theory provides communication workers with useful guidelines related to cultural issues, which expand on future directions for OSCs. Finally, the researchers develop a framework according to the strategies of media richness theory, which declares that there must be a fit between technology and communication structures to reduce task-related ambiguity.

Media Channel Preferences of Mobile Communities

2011 ◽  
pp. 1562-1569
Author(s):  
Peter J. Natale
Keyword(s):  
Learning Styles ◽  
Small Firms ◽  
Organizational Context ◽  
Communication Technologies ◽  
Small Business Administration ◽  
Media Richness ◽  
Communication Tools ◽  
Media Richness Theory ◽  
Staff Members ◽  
Media Channel

Contemporary organizations are drastically changing, in large part due to the development and application of newer communication technologies and their respective media channel options. Within virtual organizations, business leaders are increasingly faced with issues associated with managing and communicating with their mobile workers. According to Richard L. Nolan and Hossam Galal of the Harvard Business School, global businesses are aggressively exploring and investing in the virtual organization paradigm. Furthermore, organizations of all sizes increasingly have become virtual in nature. In the case of organizations involved in information processing, newer communication technologies are being used by 71.9% of small firms and 81.3% of large firms, according to a Small Business Administration study. The same study also concluded that the number of U.S. companies that have virtual and telecommuting programs have more than doubled since 1990. The challenge for leaders within this rapidly changing environment is to determine the best ways to lead and communicate with increasing numbers of mobile staff members. These leaders have an astounding array of high technology communication tools to choose from when communicating with their employees. They also have concerns about the preferences and uses these workers have for various forms of communication. As organizations seek to optimize communication and share information with their mobile workers and scholars seek to understand the utility and influence of specific organizational communication technologies, such as PDAs and smartphones, which are rapidly emerging as a new and appealing communication tools. The core capability of these devices is a combination of software and hardware that transfers voice and e-mail wireless messages and performs other business related tasks. Current estimations indicate that mobile data will have a penetration rate among the U.S. population of nearly 60% in 2007. Scholars interested in how media channels are used within organizations have turned their attention to the nature, use, and effectiveness of communication tools such as these. They also have been interested in how the particular characteristics of employees relate to their preferences among traditional and newer communication channels. Media richness theory has been one theoretical framework which has been applied by researchers to this environment. Media richness in the organizational context involves the rational process of media selection in which the characteristics of each communication channel are matched with the content or information richness of a message in order to reduce uncertainty. One variable that may be at work when media types are selected in terms of their richness is “learning styles.” These individual learning styles and their relationship with media choices on the basis of richness has been studied previously (Rex, 2001), but not in the case of portable deices. Learning styles are different ways of learning; essentially scholars and practitioners concerned with learning styles have looked at the preferences of individuals and how they process information through their unique senses.

scholarly journals Confronting repressive ideologies with critical pedagogy in science classrooms

2021 ◽  
Author(s):  
Wilton Lodge
Keyword(s):  
Social Justice ◽  
Science Education ◽  
Critical Pedagogy ◽  
Science Teaching ◽  
Classroom Discourse ◽  
Science Learning ◽  
Educational Practice ◽  
Political Activity ◽  
Science Classrooms ◽  
Free Process

AbstractThe focus of this response to Arthur Galamba and Brian Matthews’s ‘Science education against the rise of fascist and authoritarian movements: towards the development of a Pedagogy for Democracy’ is to underpin a critical pedagogy that can be used as a counterbalancing force against repressive ideologies within science classrooms. Locating science education within the traditions of critical pedagogy allows us to interrogate some of the historical, theoretical, and practical contradictions that have challenged the field, and to consider science learning as part of a wider struggle for social justice in education. My analysis draws specifically on the intellectual ideas of Paulo Freire, whose work continues to influence issues of theoretical, political, and pedagogical importance. A leading social thinker in educational practice, Freire rejected the dominant hegemonic view that classroom discourse is a neutral and value-free process removed from the juncture of cultural, historical, social, and political contexts. Freire’s ideas offer several themes of relevance to this discussion, including his banking conception of education, dialog and conscientization, and teaching as a political activity. I attempt to show how these themes can be used to advance a more socially critical and democratic approach to science teaching.

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