scholarly journals Videor Ergo Sum

M/C Journal ◽  
1998 ◽  
Vol 1 (3) ◽  
Author(s):  
Axel Bruns

"'Cogito ergo sum' is an insufficient measure of existence within Usenet. ... Without some sort of response beyond interior cogitation there is nothing to be perceived by other Usenet users." (MacKinnon 119) Much early research into computer-mediated communication (CMC) claimed that meaningful online interaction between individuals who didn't know each other 'in real life' was very unlikely, that online communities could never develop -- too restrictive seemed the medium, too lacking in extratextual cues to each participant's identity (like variations of the tone and style of one's language) to build relationships. Such views have been comprehensively refuted by now, of course: 'virtual community' has become one of the CMC researchers' favourite buzzwords, and it is widely accepted that the language of online interaction is rich with newly-invented cues that replace the body language and voice inflection changes that accompany oral communication -- smilies and acronyms are only the most immediately obvious of such tools. In any form of communication, we use these cues mainly to get our own identity across, and to uncover that of others -- beyond the actual content of the message, cues tell us how a speaker feels about what they're saying, whether they're sympathetic, angry, ironic, and more generally hint at a speaker's level of education, interest in the topic at hand, general state of mind, and much more. The different cue system of interaction on the Net may delay the communication of identity particularly for inexperienced users, but won't prevent it altogether -- the many closely-networked groups of participants on Usenet newsgroups are a strong testimony to that fact. The most celebrated benefit of online interaction is that we can now freely choose any identity we'd like to take on: leaving our 'meat', our bodily existence, behind as we 'jack in' to the network (to use William Gibson's terms), we can recreate ourselves in any shape or form we want. But to take on such identity is only half the story, and much like wearing extravagant clothes only in the privacy of one's own home -- on the Net, where merely physical existence is irrelevant, you have to show your identity to exist. Only if you participate will you truly be a part of the online community -- lurkers are nothing but insubstantial shadows of users whose potential for existence hasn't yet been realised. Like streams of subspace energy in Star Trek's transporter rooms, they haven't materialised yet, and only will with the creation of a newsgroup posting or Webpage, or any other form of communication. Even that is not the full story, though: just as oral communication requires at least a speaker and a listener, the presentation of an identity online also needs an audience. Again, too, the nature of the medium means that the presence of an audience can only be confirmed if that audience shows its presence in some way. "Without a visible response, a written statement remains isolated and apparently unperceived -- a persona's existence is neither generated nor substantiated", as MacKinnon writes (119). Disembodied as participants in discussion groups are, for their online identities to exist they depend crucially on an engagement in sufficiently meaningful communication, therefore -- this inevitable need to communicate thus is what makes online communities so strong, in comparison with similar offline groups where group members may simply refuse to communicate and still use this as a strong statement as to their identity. Online, those who choose to stand on the sidelines and sneer, as it were, don't really exist at all. This finding doesn't just apply to newsgroups and other discussion fora: Webpages similarly have little actual existence unless they are viewed -- much like Schrödinger's cat, they exist in a state of potentiality which can only be realised through access. Again, however, Web access doesn't usually leave any obvious traces -- the nature of the Internet as an electronic medium means that a site which has only been accessed once will look just the same as one that has had millions of hits. This is where the growing industry of Web counters and statistics servers comes in, services which offer anything from a mere count of accesses to a page to a detailed list of countries, domains, and referring pages the visitors came from. (And indeed, this very journal keeps track of its access statistics, too.) Descartes's physical-world premise of 'cogito ergo sum' isn't directly applicable to the online world, then. Merely to be able to think does not prove that you exist as an Internet participant; neither, as we have seen, does being able to write, or publish Web pages. As MacKinnon writes, the new credo for the information age has now become "I am perceived, therefore I am" (119) - videor ergo sum. Only this makes real the disembodied self-chosen identity which computer-mediated communication affords us. References Gibson, William. Neuromancer. London: HarperCollins, 1993. MacKinnon, Richard C. "Searching for the Leviathan in Usenet." CyberSociety: Computer-Mediated Communication and Community. Ed Steven G. Jones. Thousand Oaks, Calif.: Sage, 1995. 112-37. Citation reference for this article MLA style: Axel Bruns. "Videor Ergo Sum: The Online Search for Disembodied Identity." M/C: A Journal of Media and Culture 1.3 (1998). [your date of access] <http://www.uq.edu.au/mc/9810/videor.php>. Chicago style: Axel Bruns, "Videor Ergo Sum: The Online Search for Disembodied Identity," M/C: A Journal of Media and Culture 1, no. 3 (1998), <http://www.uq.edu.au/mc/9810/videor.php> ([your date of access]). APA style: Axel Bruns. (1998) Videor ergo sum: the online search for disembodied identity. M/C: A Journal of Media and Culture 1(3). <http://www.uq.edu.au/mc/9810/videor.php> ([your date of access]).

2017 ◽  
Vol 27 (1) ◽  
pp. 103-117 ◽  
Author(s):  
Usha S. Harris

Computer-mediated communication has important implications for future classroom learning which is no longer spatially bound or centred around text books. It has the ability to incorporate real-life learning whereby students can make important contributions towards solving global problems without having to leave the campus. This study looked at the impact of virtual communication processes and online tools on student and partner engagement in an on-campus undergraduate unit which enables Australian students to create communication campaigns for a non-government organization in India. The study found that the communication exchanges provided students with opportunities for intercultural dialogue, both in real and virtual spaces, and how to use Information and Communications Technology (ICT) and media within a social justice framework within a transnational working environment. Internet technologies have become part of the daily communication pattern of a new generation of students, who see it as their natural environment in which to learn, play and work. It is thus important to expand students’ use of the global digital network from superficial social interactions towards activities which enable them to become active and informed global citizens.


Author(s):  
Šárka Hastrdlová

There has been a recent increase of interest in the phenomenon of power amongst linguists and also philosophers. The presented article attempts to consider power and ways in which it is exercised through language of computer-mediated communication (further CMC). This unique environment is determined by the specific conditions of an Internet chat room, such as anonymity and no audio-visual cues. In the theoretical part, Watts’s and Diamond’s investigations of power in various open and closed groups in oral communication are discussed and the notion of status is presented. The author divides the chat group corpus into individual sub-groups and tries to draw a graphical presentation, a sociogram, to show their complexity and distribution of power. However, the question remains how tight the sub-groups in CMC are or how interrelated they are with one another. In this respect, it is noteworthy to observe how a selected chat participant develops her status in various sub-groups and to analyze the means by which this possible status is achieved. The corpus was collected by the author herself. The main hypothesis is that the status of power changes quickly throughout chatting and it depends to a great extent on other cues such as address, non-verbal action displays, punctuation marks and so on. In other words, there are very few means by which to exercise power and hold it in this continuously changing and anonymous environment.


Author(s):  
Michael Derntl

Blogs are an easy-to-use, free alternative to classic means of computer-mediated communication. Moreover, they are authentically aligned with web activity patterns of today’s students. The body of studies on integrating and implementing blogs in various educational settings has grown rapidly recently; however, it is often difficult to distill practical advice from these studies since the application contexts, pedagogical objectives, and research methodology differ greatly. This paper takes a step toward an improved understanding of employing blogs in education by presenting a follow-up case study on using blogs as reflective journals in an undergraduate computer-science lab course. This study includes lessons learned and adaptations following from the first-time application, the underlying pedagogical strategy, and a detailed analysis and discussion of blogging activity data obtained from RSS feeds and LMS logs.


Author(s):  
Glenn T. Tsunokai ◽  
Allison R. McGrath

Technological innovations in computer-mediated communication have helped hate groups to transform themselves into virtual communities. Likeminded individuals are now able to unite from all parts of the globe to promote hatred against visible minorities and other out-groups. Through their online interactions, a sense of place is often created. In this chapter, we explore the content and function of online hate communities. Since bigotry tends to be the cornerstone of virtual hate communities, we highlight the legal debate surrounding the regulation of Internet hate speech; in particular, we address the question: Does the First Amendment protect virtual community members who use the Internet to advocate hate? Next, using data collected from the largest hate website, Stormfront.org, we also investigate how Stormfront members utilize interactive media features to foster a sense of community. Finally, we direct our attention to the future of online hate communities by outlining the issues that need to be further investigated.


10.47908/9/15 ◽  
2013 ◽  
pp. 165-280
Author(s):  
Maria De Santo ◽  
Luisa Boardman

The Self-Access Language Centre of the University of Naples “L’Orientale” (CILA) promotes the development of autonomy in language learning, offering a wide range of technology-based resources and a language counselling service. In the last few years, to satisfy the growing need for independent language learning in our university, we have integrated autonomous learning in the SAC with online pathways and multimedia materials. We started by offering online Self-Access activities in blended courses, integrating face-to-face classroom teaching with online modules. This experiment enabled us to develop a kind of blended autonomous learning, combining a real-life SAC with online Self-Access Centres. Virtual SACs suggest a variety of language learning activities and allow learners to study a language while reflecting on their learning process. In the online SAC, language counsellors implement the language learner’s autonomy promoted in presence in the SAC, interacting with them through computer-mediated communication. In this paper we shall look at how the promotion of autonomy in language learning can be enhanced through the integration of technology-based materials and activities made available in self-access modality. Our aim is to present online resources designed to help students learn a foreign language autonomously.


2019 ◽  
Vol 21 (3) ◽  
pp. 237-257 ◽  
Author(s):  
Erika Darics ◽  
Maria Cristina Gatti

Digital communication technologies led to a revolution in how people interact at work: relying on computer-mediated communication technologies is now a must, rather than an alternative. This empirical study investigates how colleagues in a virtual team use synchronous online communication platform in the workplace. Inspired by the conceptualisation of web-based communication platforms as tool, place or context of social construction, we explore the discursive strategies that contribute to the construction of the team’s shared sense of purpose and identity, a collegial atmosphere and consequently lead to effective collaboration. The close analyses of real-life data from a multinational workplace provide insights into the everyday communication practices of virtual team members. Our findings supplement organisational literature based on etic observations of the effectiveness of virtual work and provide a basis for further theorisations about how communication technologies affect the ecology of and discourse practices in computer-mediated communication at work.


Author(s):  
Lhoussain Simour

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.


2021 ◽  
Vol PCP2020 (1) ◽  
pp. 128
Author(s):  
Hayato Tokutake ◽  
James York ◽  
Hiroshi Nakayama

Synchronous computer-mediated communication (SCMC) is a topic of great interest in CALL literature where research has investigated the effectiveness of SCMC compared to traditional face-to-face instruction. However, there are few studies that investigate the intrinsic differences in SCMC modes, particular in terms of their effect on oral communication. At the JALTCALL 2019 conference, we introduced research which assessed the anxiety-reducing affordances of VR. This year we presented results of a follow-up study which focused on the effect of SCMC modality on learners’ speaking performance. 30 participants (15 pairs) completed a spot-the-difference task within three different SCMC modes: voice, video, and virtual reality (VR). Using the complexity, accuracy, and fluency (CAF) model, participants’ oral task performances were analysed. Results suggest that the voice mode promoted the highest structural complexity, however, the VR mode promoted the highest lexical complexity. Findings therefore suggest that different modes of communication may be used to focus on different skill development. Additionally, practitioners should consider how modality affects learner anxiety and choose the most appropriate system for their students and needs. This paper introduces the VR system, a detailed analysis of results, pedagogical implications, and future research directions for the use of VR in language teaching contexts.


Author(s):  
Lhoussain Simour

Electronic connections allow the individual to be at various global sites while sitting in front of his or her computer. By being electronically connected, one’s participation in virtual worlds raises important questions about the nature of our communities and problematizes our identities. This paper examines how experiences in virtual interactions affect people’s real lives and what impact computer mediated communication has on the formation of a virtual community and its relation to individuals’ identities. Virtual communities stimulate experiences that redefine the basic concepts and contexts that have characterized the essence of human societies. They offer new contexts for rethinking the concept of identity and provide a new space for exploring the extent to which participation in computer mediated interaction modifies the subject in terms of identity, leading to a reconstruction and a reconstitution of self.


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