Teaching Practicum Assessment Application

2020 ◽  
pp. 254-267
Author(s):  
M. Noor Davids
Keyword(s):  
Industrial Revolution ◽  
Computer Mediated Communication ◽  
Optimal Solution ◽  
Dominant Mode ◽  
Information Communication ◽  
Mediated Communication ◽  
Pedagogical Content ◽  
Teaching Practicum ◽  
Computer Mediated ◽  
E Learning

This chapter reports on an ongoing case study that focuses on the development of a computer-mediated communication technological solution intended to assess the teaching practicum (TP). The context of this chapter is the TP module at an open distance e-learning (ODeL) university in South Africa. This university is faced with the demanding task of arranging mandatory supervisory visits for purposes of assessment, for more than 40,000 student teachers located both inside and outside of the country. The TP module forms a major part of a teaching qualification as it provides the pedagogical space for students to apply, integrate, and acquire various forms of knowledge. While the traditional “manual model” is still the dominant mode of assessment, at ODeL institutions, it holds grave limitations, leaving thousands of students unassessed which undermines the value of the qualification. Given that, we currently find ourselves in the midst of the Fourth Industrial Revolution, an information communication technology (ICT)-based response to this predicament arguably offers the most appropriate solution. Such a solution would however require innovative design, critical thinking, research, and funding. This chapter reports on the development of an ICT-based project on the verge of being piloted at the ODeL institution concerned, as well as contact institutions. Informed by a theoretical framework that draws on technological pedagogical content knowledge (TPCK), critical connectivity, and open source software (OSS), this chapter responds to the questions: “Why” would an ICT-based instrument offer an optimal solution to TP assessment? and “How” would an ICT-based application offer an optimal solution to the assessment of the TP module? After the first pilot cycle with the prototype application, improvements and refinements will be made before a second pilot run. The objective of this project is to produce a TP application to be used in both contact as well as in distant, remote, and real-time/delayed assessment.

Working Anywhere and Working Anyhow?

2017 ◽  
pp. 90-112
Author(s):  
Alessandro Wärzner ◽  
Martina Hartner-Tiefenthaler ◽  
Sabine Theresia Koeszegi
Keyword(s):  
Computer Mediated Communication ◽  
Job Demands ◽  
Communication Technologies ◽  
Analytical Framework ◽  
Information Communication Technologies ◽  
Information Communication ◽  
Mediated Communication ◽  
Communication Performance ◽  
Computer Mediated ◽  
The Impact

Working from anywhere relies heavily on information communication technologies (ICT). Scholars are increasingly utilizing a tension-based research lens to investigate organisational paradoxes which are rooted in opposite tendencies that might negate one another. Thus, computer-mediated communication can be both demanding and resourceful. The aim of this chapter is to present an analytical framework integrating three distinct but interrelated perspectives (task, medium and individual) to account for individuals' perceptions of job demands and job resources associated with the usage of ICT when working from anywhere. This chapter draws on insights from theories of media choice and communication performance, the self-determination theory and the job demands-resources model to better understand the impact of communication in the remote setting.

Intranet and Organizational Learning

2011 ◽  
pp. 1065-1072 ◽  
Author(s):  
Kees Boersma ◽  
Sytze Kingma
Keyword(s):  
Local Area Network ◽  
Computer Mediated Communication ◽  
Local Area ◽  
Internet Technology ◽  
Cultural Dimension ◽  
Area Network ◽  
Information Communication ◽  
Mediated Communication ◽  
Management Tools ◽  
Computer Mediated

In this article, we will analyze the cultural dimension of intranets as knowledge management tools within organizations. An intranet is an information communication technology (ICT) based upon Internet technology (http://www, TCP/IP). The intranet phenomenon was introduced in the early 1990s following the idea that it can integrate all the computers, software, and databases within a particular organization into a single system that enables employees to find and share all the information they need for their work (Bernard, 1997; Cortese, 1996). Intranets function as a computer-mediated communication (CMC) tool and are used as computing networks used for sharing organizational information. While Internet technology is leading, access is restricted exclusively to organizational members (by means of electronic firewalls). In a study to the role of intranets in strategic management decisions, Curry and Stancich (2000) define Intranets as “…private computing networks, internal to an organization, allowing access only to authorized users” (p. 250). The term private indicates that an intranet is a network that can be accessed only by members of a particular organization. The term network emphasizes the connection between computers that enables corporate communication. Intranets run on open but controlled networks that enable organization members to employ the same WWW servers and browsers, which are distributed over the local area network (LAN).

scholarly journals Computer Mediated Communication and Vocabulary Learning: The Case of Facebook

2019 ◽  
Vol 6 (2) ◽  
pp. 98-116
Author(s):  
Ghaouar Nesrine ◽  
Laiche Sara ◽  
Sabah Belhadi
Keyword(s):  
Informal Learning ◽  
Learning Strategies ◽  
English Language ◽  
Vocabulary Learning ◽  
Computer Mediated Communication ◽  
Dominant Mode ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Vocabulary Learning Strategies ◽  
Communication Modes

Nowadays, Computer-Mediated Communication (CMC) becomes the most dominant mode of communication as computers, smart phones, tablets are worldwide used devices for communication especially with the internet facilities through different platforms. However, despite the spread of computer mediated communication modes and devices, it is noticed that people still lack vocabulary in the English language.  Therefore, this research intends to investigate Facebook use as a shared online space to learn vocabulary in English language. In addition, it aims at developing, within Facebook users, the possible vocabulary learning strategies that would enhance their English vocabulary learning. Therefore, two research tools were used with a group of facebook users: a questionnaire and an experiment. The obtained results confirmed that the participants under investigation have significantly improved their vocabulary learning via Facebook. In addition, vocabulary learning has been greatly affected by certain training on some strategies. Hence, Facebook proved to be not only a source of entertainment, but also an effective informal learning tool of English vocabulary.

Group Decision Making in Computer-Mediated Communication as Networked Communication

2011 ◽  
pp. 243-256 ◽  
Author(s):  
Bolanle A. Olaniran
Keyword(s):  
Decision Making ◽  
Information Technologies ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Global Information ◽  
Information Communication ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Decision Making Processes ◽  
Coordination Tool

Networked communication is proliferating our world. The fact that global information communication technologies (ICTs) are becoming increasingly available is facilitating human computer interaction, which permeates the use of computer-mediated communication (CMC) in various organizations, groups, and interpersonal contexts. As a result, the issue facing today’s organizations is not whether to use global information technologies (GITs) in networked communication, but rather how to use them for effective functioning and as efficient coordination tool; especially how to incorporate GITs into the decision-making process. Consequently, this chapter examines the issues in designing CMC into group interactions and decision-making processes.

Choosing Online Learning Communities or Collaborative Learning

2005 ◽  
pp. 90-95
Author(s):  
Daniel Teghe ◽  
Bruce Allen Knight
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Computer Mediated Communication ◽  
Training Methods ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
Opportunities For Learning ◽  
E Learning ◽  
And Training

The adoption and innovative use of computer-mediated communication (CMC) technology can have positive outcomes for regional development (Ashford, 1999; Harris, 1999; Mitchell, 2003). Especially when it involves the use of online environments, CMC can lead to what Gillespie, Richardson, and Cornford (2001) refer to as the “death of distance,” and is likely to boost opportunities for growth in e-commerce, e-business, and e-learning in the regions. Although such growth depends on continuous learning and innovation (Rainnie, 2002), actual opportunities for learning and training can be affected by approaches to the provision of online learning that are unnecessarily rigid and inflexible. Online education and training methods that include strict participation requirements can have the effect of marginalizing and excluding those learners who cannot engage with inflexible and regimented learning contexts. This represents an important problem in regions, because of limited access to other learning contexts.

Computer-Mediated Communication in Virtual Learning Communities

2011 ◽  
pp. 49-53 ◽  
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problem-oriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

Computer-Mediated Communication in Virtual Learning Communities

2009 ◽  
pp. 316-322
Author(s):  
Lisa Link ◽  
Daniela Wagner
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
Computer Mediated Communication ◽  
Virtual Learning ◽  
Semantic Content ◽  
Learning Models ◽  
Mediated Communication ◽  
Learning Contexts ◽  
Computer Mediated ◽  
E Learning

Computer-mediated communication (CMC) can be simply defined as “communication that takes place between human beings via the instrumentality of computers” (Herring, 1996, p. 1) and the technology used in CMC as “media that facilitate the exchange of semantic content, transmitted through telecommunication networks, processed through one or more computers, between individuals and among groups” (Rice, 1984, p. 438). As a concomitant result of the widespread use of computers and the Internet in the curriculum of higher education as well as the inclusion of various forms of online learning, CMC has become a common communication modality in teaching and learning contexts. Although all forms of CMC can be meaningfully integrated into learning contexts, the majority of CMC at present is nevertheless text based and hence the focus of this contribution. CMC plays a pivotal role in the context of e-learning models in higher education that offer students new forms of learning that would not be possible in a traditional classroom environment. Cooperative and collaborative learning, problemoriented and project-based learning, as well as authentic learning in which real-world scenarios are simulated, are some examples. In the context of these types of e-learning models, virtual learning communities as well as smaller virtual teams are often an essential component. The learning objectives of these models are manifold, but they generally include offering students the opportunity to acquire, practice and enhance important key competencies required in their future professional work. Hence, communication and media skills as well as the ability to work cooperatively in a virtual team are just as important as the actual subject matter of the course itself.

Information Culture in the Context of Higher Education

2016 ◽  
Vol 5 (4) ◽  
pp. 41-45 ◽  
Author(s):  
Святкина ◽  
E. Svyatkina
Keyword(s):  
Research University ◽  
Computer Mediated Communication ◽  
Nuclear Research ◽  
Information Culture ◽  
Mediated Communication ◽  
School Students ◽  
Physics Students ◽  
Computer Mediated ◽  
E Learning ◽  
Elective Course

The article discusses special features of information culture acquisition by higher school students considering the transformation of learning environment that is under way in contemporary universities. The author gives a detailed analysis of the concept of computer-mediated communication, which is now becoming a top priority in learning process modernization. The article considers the advantages of e-learning and a new learning format — digital textbook. It points out that the new approach to learning process involves the appearance of new academic subjects to be taught by modular principle. One of such “modular subjects” is a course of vocationally- oriented informative reading in English. To illustrate the conclusion that this course completion results in acquisition of the whole complex of new communicative skills, the author gives an example of a text and tasks from the elective course “Academic skilis”, which is now being developed within the Online University of the National Nuclear Research University “MEPhI” for physics students.

Lexical trends in Facebook and Twitter texts of selected Nigerian Pentecostal churches: A stylistic inquiry

Semiotica ◽  
2018 ◽  
Vol 2018 (224) ◽  
pp. 45-83
Author(s):  
Lily Chimuanya ◽  
Christopher Awonuga ◽  
Innocent Chiluwa
Keyword(s):  
New Media ◽  
Computer Mediated Communication ◽  
The Internet ◽  
Information Communication ◽  
Religious Activities ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Linguistic Strategies ◽  
The Social ◽  
Pentecostal Churches

Abstract The influx of religious activities and religious discourse on the Internet has made it pertinent to examine the fundamental roles of language in the expression, presentation, understanding, and advancement of any set of religious beliefs and practices. One main aspect of online religious activities that continues to arrest the attention of scholars is the uniqueness of language used by religious practitioners. For instance, new linguistic strategies and devices have emerged as a result of bending language to suit trends on a new medium. The emergence of the Information Communication Technology (ICT) in the twenty-first century has also resulted in the manifestation of computer-mediated communication, with its attendant pervasive new forms of language and practices. Nigerian Pentecostal churches have used the Internet, especially the social media such as Facebook and Twitter, in propagating their doctrines. This study identifies emerging lexical trends in the way six Nigerian Pentecostal churches use language in extending their practices on the new media and submits that such innovations are leading up to the birth of a new cyber-variety of Nigerian English.

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