Using Blogs by Paulus & Spence

Author’s Paulus and Spence explain the use of blogs in the university setting as an educational tool. This tool may help student for reflecting upon prior knowledge or revert to preconceptions about understanding and failing to grasp new concepts. The nutrition education department welcomed the new insights about technology being utilized more as prior conceptions for online activities included tutorials, or tests. So blogs were an opportunity for socialization interaction with peers as well as reflecting or sharing upon knowledge from classes. Research from Deng and Yuen provide three potential of implementing blogs: course structure, purposeful dialogue, and learner autonomy. Paulus and Spence felt blogging was more engaging, and motivating as well as utilizing media options. So the discussion was the emphasis, spawning subsequent reflection and peer situations for the students. However through their research much more has to be figured out to find a balance of reflection and student interaction.

My thoughts: with the advent of Web2.0 more high schools will have students creating blogs for their classes. Since blogs are template based and design friendly, the individual does not have to think about creating a blog from scratch from HTML. Now they have almost a dashboard of informational tools at their desire such as CSS feeds, application for phones, and linking to other blogs. With this in mind the more students graduate from the secondary school systems, they will take their blog with them to higher education. It almost may be a benefit for universities to require students to create a blog upon entrance or during the application process.  It may take some of the inhibitions out of interacting with others in a blog situation, like the one mentioned in this article. Blogs may even help college freshman adjust better to working autonomously, reflecting on experiences, talking to other freshman, and finally knowing how to successfully work at asynchronous level for the first time in their educational endeavors.

Critical Inquiry in a Text-Based Environment by Garrison, Anderson & Archer

Garrison, Anderson, and Archer rationale is to highlight the use of computer conferencing as an important tool for bridging gaps in our educational knowledge base. The authors outline the traditional educational experience in relation with modes of indicators of cognitive, social, and teaching presence. Yet the devices of verbal or linguistic exchange are always based on oral or text based communication. Each has positive and negative attributes but neither can be considered faulty. Oral communications can be fast paced spontaneous, text can be documented, referenced, archived and more reflective.  The authors state written may be more higher order thinking skills, and critical thinking. The findings of their research indicates that computer conferencing has potential for creating an educational critical of inquiry. Yet as stated in their earlier paragraphs, there still remains work to be done before it is fully worthwhile endeavor.

My thoughts: Computer conferencing first came to the public’s attention with the company formerly known as Kinko’s back in the mid 1990’s. They advertised the new trend of video or live stream talk to anywhere around the world. With businesses all over the United States, Kinko’s thought their marketing of this plan was a pretty sound structure. However it didn’t work as many people in smaller cities and towns did not have contacts they wished to video conference in other regions. Or they were not educated on the full potentials. Anytime I went into a Kinko’s their computer conference rooms were mute and silent. Hardly ever used for the intended purpose. It may have been they were ahead of their time and we would have better solutions for using this media.  

What Students Find Appropriate by Teclehaimanot & Hickman

Author's Teclehaimanot and Hickman write about the perceptions about interactions between students and teachers in Facebook or other social media websites.  Teachers must understand how to interact with their students in a way that promotes positive perception of the teacher and classroom environment. Students may not wish to have a social relationship with teachers, but if the student contacts a teacher for friending it is generally considered acceptable, not the other way around. Since social media promotes social interation, the actions of active learning, social learning, knowledge construction are all components of a constructivist environment. This is similar to the research of  Lev Vygotsky’s theory of sociocultural perspective, cognitive growth is societal and not individual. It also may be more specific to Vygotsky’s proximal development scheme of MKO (more knowledgeable than others).  Research generally supports the acceptance of teachers to be on Facebook from surveys. However the biggest difference in acceptance of teachers using Facebook  was in the gender survey that revealed a large difference of opinion. Students generally had positive perception about teachers personal information, however a possibility of losing their professionalism also was apparent.

My thoughts: I have utilized social media for my own personal means, as well as hosting art image galleries for interested individual who share art ideas on the web. Free server space and the ability to control art images and privileges is a better choice than web hosting such as Flickr as I can have my profile attached to my work. My profile is not set to private, like some teachers opt to use so no one will find them on a search. My profile is available to my friends, relatives, students, or former students. I have a personality that is similar to my online profile that does not create compromise me in the classroom. I know of certain teachers who have 300+ current and former students on their Facebook. Their classroom charisma corresponds with their online personality. My students know who I am, things that I have accomplished, and the hobbies or activities I am interested in. If they want to reach out to me for a friend add (I do not reach out to friend them for a friend add), I am worthy of their trust and admiration.  

Second Life in higher education by Steven Warburton

Warburton article reviews social –technical environment of virtual worlds, specifically the analysis of Second Life (SL) as a learning tool for higher education.  The importance of this concept is the notion of the learner acceptance of being there in the environment of the virtual environment. This includes persistence of being in a continual scenario, simultaneous participation with others, avatar selection, interactions with the programming, immediacy of action in real time, and finally similarities of geographic terrain.  These are indicating factors for numerous virtual users worldwide. Three components of SL were explored: technical infrastructure, immersion, and socialization.  Technical infrastructure deals with the amount of programming necessary for bandwidth issues. Immersion entails the live action aspects and interaction with other avatars in the virtual world. Finally socialization deals with the personal bonds that develops with environment and the other avatars in the virtual simulation.

My thoughts: The virtual learning environments like Second Life would be very beneficial in the secondary education curriculum. Students attending school in these ages of 7-17 could have a new media to focus their attention on. I say this as they often develop characters or reference video game material daily. Many have online personality characters for themselves as a alternate being. However school districts finding the necessary funding and the actual scope of lessons to be developed would have to be arranged by the teacher. Many teachers could feel overburdened by the added work of developing curriculum.

Computer -Mediated Communications in Personal Relationships by Wright and Webb

I really enjoyed this book a lot. Since this is a burgeoning discipline that ties in many facets of philosophy, sociology, psychology, humanism, communication, visual ergonomics, and technology. We are witnessing the dawn of a new era of human interactions that is a dualistic personality of humanity and remote access, and yet both disciplines are tied together for the sake of convenience in mind. The authors in this book are writing the foundation of this new wave of instant communication. Is there still more the authors of this book haven’t investigated yet? I say it probably is so as technology keeps expanding so rapidly. However this book will be required reading for many years to come in classrooms dealing with human interaction as it provides a starting point for a journey with a span not yet determined.

So what are the strings attached? Since instant communications are becoming more numerous and ominous will the computer mediated communication de-evolve what we have learned? Are the numerous expressions, manners, and interactions being modified today without us realizing it when it is too late? The simple act of displaying friendships mean something more mysterious than our face to face interactions entail? As for the information age will people becoming more sealed off into their private world not needing to go outside and investigate the weather. Will populations decide what is pertinent from now on and simply eliminate certain facets of unused etiquette once they are forgotten. As our world of communications become more tethered to networks and mainframes can governments censor or block content that is deemed inappropriate or subversive. Or monitor what we are talking about?

Only in the decades to come will many questions about computer mediated communication be more understood by academia. One thing that is important to realize, the scholars and researchers for this overtly growing media are not old to make a hasty decisions, these individuals are young enough to stick with this process and study the nuances long enough to make a deliberation on their own terms with patience and persistence. 

Chapter 19 CMC in PR by Wright & Webb

Schrock and Boyd provide some insight on the impact of media and the Internet on our younger audience. The reaching out for information is also a reach in by outsiders.  Our legal system, once a concrete set of objectives and outline of traditional beliefs, are now being forced to make decisions due to the questionable actions of people online. What are the boundaries for interactions anymore? Are the percentages of inappropriate behavior really accurate?

My thoughts. Since the advent of mobile and instant communications many students in secondary education have used instant messages to deal with argument or disharmony. Most of these deal with relationships and dating, so their motivations are to make threatening actions towards each other behind closed doors.  Now many schools now use printout of a threat as grounds for school discipline. Even the police look into matters now that students have printed proof or screen shot of a threat by another student. We are mandated to take OLWEUS (bullying  training program) to learn about the subliminal and blatant actions of students.  I find it unfortunate that teachers have to be tied down to take action on issues like these outside of school.  Enforcement of discipline for actions such as these take more time out of our day.

Chapter 15 CMC in PR by Wright & Webb

Authors Meesh and Frenkel explore the relationships of ICT on the family system.  Both authors see the family unit as goal driven influenced by environmental factors. The internet and ICT both have been recent phenomena on the dynamic of family interactions and the exposure of new media. Family cohesion has, and  always will be, a central focus of many researchers. Influential factors such as workload,  connectivity to workflow,  separation due to employment seem to be the focus of this article. Family dichotomy has been in a state of flux since the advent of ever increasing influence from media.

My thoughts. This  article is of interest because of  relationships of individuals in the family. Yet these individuals must share space, or physical confines of domicile. Thus one thing this article did not cover more thoroughly is the fact that modern living spaces for the family home are being modified to fit the needs of computer and communication interaction. The kitchen, are even more a emphasized centralized meeting area, that are a command central to accommodate a computer or laptop, recharging device, and or general workstation area. Thus the ergonomics of interactions of families now are changing back to a centralized era were the land-line phone once occupied, mail is read.  Yet of interest the additional den or workroom also has had added importance determination over the years accordingly into the floor plan minus the abundance of books once needed for references. When the Internet and mobile phones first entered the homes it branched out all over the areas of the house, stretching the relationships of interaction and monitoring.  I feel they are becoming more centralized out of need for location, and security. 

Chapter 3 CMC in PR by Wright & Webb

Authors Toma and Hancock explain the new trends in online romance and the role of identity that individuals partake in. Online dating provides new discourse in the way people present their personal identities to each other. Are they presenting their true self? Or are they merely trying to fit into existing groups or control personal content that others see? Do individuals wish to display or possess what is a societal norm?

My thoughts. Online dating is a program where individuals see themselves as seekers, whilst others consider themselves as selectors. Seekers are similar to applicants who desire to fill a need for someone else, looking for a wide selection of partners, so they probably display too much detail in order to fit a desirable characteristic. Selectors see themselves as more discernable patrons who see others approaching them so they do not list too many personal information until it is necessary. I wonder what the correlation would be if images or personal information is most important to the participants. 

The effects of teacher self-disclosure via Facebook on teacher credibility

This article by Mazur, Murphy, and Simonds investigate the hypothesis that teachers who relate well with students in their classroom maintiain creditability when they disclose personal information on social media websites. Their research indicated that teachers who had high levels of self disclosure in and out of the classroom still exhibited creditability with their pupils. However teachers needed to be careful about their classroom demeanor in should  alwaus match their social media mantras. Strict teachers should not display their online identity as something very different from their classroom character.

My thoughts: I really enjoyed this article, it must have taken some effort getting all those citations together for the introduction. Actually the introduction and teacher communication behavior paragraphs alone is worth being shown to classroom teachers in faculty meetings. I have known of dozens of teachers who do not have a clue or fathom what personality is in the classroom. They are stoic personalities that do not always have the best interests of the students in mind. Or they teach advanced and feel they are about content only and that’s the way it is. Also they rationalize that they aren’t teaching to be in a popularity contest. But in this day and age of technology, special teachers with charisma are able to hold the attention of kids who otherwise are entertained by digital means. 

Chapter 13 CMC in PR by Wright & Webb

Maguire and Connaughton explore the interation of distance relationships and proximal relationships. Prior research had indicated both types of relationships are dissimilar, but the authors argue that distance relationships and proximal relationships are similar depending on the variables of interaction or means of communication. Both authors wish to understand how unit members maintain ther distanced relationships through the use of technologies. They argue that TMC, technologically mediated communication, elicit feelings of social presence to maintain relationships. Or social presence channels can be minimized according to goals of the individual.  Just the idea of having a computer turned on elicit favorable emotions about distance relationships. Whereas face to face interactions are most favorable condition for understanding each other through non verbal cues and mutual understanding, distance relationship can be assisted by exchange of messages that make partners feel a presence from each other.

My thoughts: Mutual separation will become a more common event in our society. One spouse my relocate were a job is located, and leave the family at home. Numerous trades jobs are now temporary, and workers migrate to the next town in search of another opportunity. Great sacrifices will be endured in the next few decades to come. Relationships have to take a back seat to employment or providing for the family.  It is quite a coincidence that people are relocating more throughout the United States, and the fact that better communications are making these transitions easier to cope with.  

Chapter 12 CMC in PR by Wright & Webb

Johnson and Becker explain the new definitions and boundaries of friendship utilizing mediated channels in this chapter.  The concept of traditional forms friendship has been studied over the centuries. Now with the advent of the internet and instant communication, the notions of friendship have slowly shifted from normal day expectations to unrealized potential.  Why are trends in long distance or long ago friendships becoming stronger? Why is there a sudden shift from long distance relationships once thought to be a slow predictable demise, now being solidified more often? Elastic bonds that span great distances are being sought after more often than in the past. The notion where friendships go through dormant eras, or resemble flexible bonds have now been modified due to the new trends in CMC. Recent studies reveal the trends of understanding distance are being changed rapidly as well as satisfactions of having long distance relationships. Depending on the media relationship research indicate that people feel a sense of reward with long distance relationships. Telephone research indicates the personal interactions between individuals is a more of an enriching experience than email. Email provides a longer time period to correspond with each other by use of editing or crafting messages to each other. Instant messaging trends indicate a more intimate sharing of details than face to face interactions. Social Networking Sites offer a plethora of media interaction alternatives, as well as a vehicle to conduct romantic, business, family or relationship maintenance all in one website.

My thoughts: When I was growing up long distance social relationships were maintained via correspondence of a letter or sending cards.  My mom was German so there were plenty of letters for her to write, or phone calls to make. Yet her European code of ethics were to be enforced for long distance contacts more than local friends, If someone didn’t send a Christmas card this year, mom made sure to call them or not send one back the proceeding year! Phone calls were occasional per year and limited to the holidays as German phone lines not always being accessible or poor connections in the rural areas. To me the word “Pen Pal” was an term that made us envious of classmates who had contacts in other parts of the world with people they never met in person. Not everyone was so lucky I thought. But now with the help of modern technological advancements these epochs of communication are dated as well as feelings that go into maintaining relationships. Now there are even more unwritten communication codes or edicts per respondent in a few hours than what my mother use to practice in one year.  

Chapter 11 CMC in PR by Wright & Webb

Edley and Houston explain the ways that ICT (information communication technology) has blurred the distinctions between gender, family, communications, and the workplace. Are we even more busy than ever with workflow now being taken to the household? Are gender roles still defined the same way now that technology is even more present in our lives? Gender and technology seem to favor male prominence as technological providers and women as consumers of the product, yet research had indicated that women are good with ICT business skills  because of their social skills and technical ability. Women view technology as tools and men consider them toys. So recent trends of considering  gender along with technology are changing. Edley and Houston explore the managing of work with family in regards to ICT. Are we busier by bringing work home, or connectivity with the office? Where are the lines being drawn by employers as to assigning work to do at your home? Can this be considered exploitation? Both isolation and connectivity are associated with ICT use. Time zones and boundaries are being eroded, work days are being stretched to the limit of the clock, more and more time is being dedicated to more work hours diluting payscales.

Current Events: Years ago economists predicted that Americans would work 4 days per week and have a lighter workload as the economy would progress to soaring heights. However this prediction has gone by the wayside as  rising inflation and the American addition to buying and adding to their own debt. It does not help with products shrinking and expensive being more expensive. One item most can not live without is technology (or as I refer to it as “cellphonography”), which has placed a monetary burden on people even more so. Wages are being stretched to the limit as families struggle to survive.

My thoughts: I teach in a school with over 60% reduced lunch. This is a staggering figure to me as it is an indicator that families are managing to scrape by everyday with money. However one thing is for certain, cell phone ownership has not slipped within these families facing financial constraints. Could this be because of families wanting security or instant access incase of emergency or a heightening addiction to instant communication?

Chapter 8 CMC in PR by Wright & Webb

Wright and Muhtasb explore similar concepts from Chapter 7 from author's High and Solomon. Yet this chapter explores the interpersonal issues related to the providing and receiving of social support and health outcomes. The longevity of membership for these health groups is not as long due to mortality, so studies into these specialized social networks are limited. Problems can also include imposters who have motivation to market or promote a product without the members know of their true intent.

My thoughts.

My mother was diagnosed with breast cancer in 2000, she sought a cancer network for answers to her health concerns and future prognosis for her life. She stayed on that chatroom sometime for 6-7 hours a session., and mostly all week. Her only inhibitions were using her real name on the chat so she borrowed her mothers name instead. But all other information she researched on her own in books she shared with other members who sought solace in hoping for a solution to their cancer diagnosis. However some members were very traumatized and got irrational or even suicidal in their chat comments. Most times death notices were announced to declare why a certain member was not participating, or if a member stopped interacting in the group, the worst case scenario was assumed.  

Chapter 7 CMC in PR by Wright & Webb

High and Solomon consider computer mediated communication as means for seeking social support. They also consider social support as a study of communications as it conveys though messages. Several types of support were outlined in this chapter. They ranged from emotional, informational, esteem, tangible, network, person, and cognitive.  All of these have different definitions but still have the same central mission, provide a sense of social belonging  and satisfaction for the individual. The network of CMC allow perceptions of homophily or feeling of similarity for participants. Thus an allowance of social support prospers and individuals believe members of online groups are more similar to them than offline acquaintances. Five familiar CMC contexts for social support were also highlighted and provided pertinent information.

My thoughts.

The central ideal of this chapter deals with social groups utilizing common language amongst members. What if someday universal translators can connect people seeking same stated social support  in CMC or SNS who speak different languages into social support groups. These translators databases know your language and convert from hundreds of world languages instantly in synchronous time. Right now asynchronous language converters exist such as Google language tools, which I use sometimes. Yet the translation does not always flow correctly.

Chapter 6 CMC in PR by Wright & Webb

Tong and Walther explain the trends in relational maintenance, trends in CMC and blogging, and technology serving intimate relationships and family communications.  Both authors consider the performance of behaviors which sustain both the existence of the relationship and satisfaction of each partner to be important in the enactment of relational maintenance Also five general typologies were included from the research of Stafford and Canary concerning relational maintenance in personal interactions.  Specifically two classifications exist in the study of relational maintenance for CMC. These are dedicated to geographic location, proximate of physical area and long-distance separation. Their indications revealed that CMC has the potential to improve relational communications relative to face to face interactions. A concise history of CMC forms for creating relational maintenance was also explained. This provided a linear progression from the earliest forms of email to the realm of Web 2.0. Each step along this communications spectrum several trends were revealed.  Web 2.0 fosters much more in terms of personal choice and output of communication.

My thoughts.  

People are influenced by proximity and shared values, no matter what the sophistication of technical advancement. People have found ways to overcome obstacles of physical distance through means of available technology in terms of real time interaction. Yet we still can only communicate on within of the programming of systems presented to us.

Current Events

I once taught at a high school in Columbia South Carolina with multi-ethnic population from 2001-2006, around the same era as the rise of CMC and SNS communications. The population of this high school had ethic groups that included Vietnamese, Arab, Dominican, Puerto Rican, Chinese, Japanese, German, and many others. I noticed from their conversations in art class that these specific groups sought or pursued same ethnic interactions on the internet more than trying to meet new people of other cultures and ethnicity. The student’s desire to join specific cultural groups were not always from family insistence.  Was this just a trend in dichotomies or burgeoning technology?  Or an attempt to maintain or re-establish cultural norms before they were forgotten?  

Teachers.net Art Discussion Board Observations

An initial abstract about 1 month cross section of posted comments  from 6/15 2011 to 7/15 2011. Responses or replies are not noted.  A cache of older posts and threads are attainable to the date of February 2011 (as per this date 7/15).

I divided the topics in this art forum into 7 categories; Curriculum, Lesson, Resources, Technique, Business or personal advice, solicitation outreach, and political. From my impression of the identities of individuals participating trends include, pen name, real name, disclaimer name and or exclaimer name.

A breakdown of new topics for one month (not including replies)

* technique query (how can I use rigid wrap masks without vasaline……)—name

* business or personal advice (Interview on Tuesday)—name

* curriculum query (Art in High School)—name

* political comment (Bloomberg should teach……)—pen name

* lesson plan query (First Day of School)—pen name

* technique query (Hanging 500 pieces?)—name

* curriculum (Rotating art schedule)—pen name or directed towards individual

• curriculum (Summer Art Program) —full name

* resources (Help finding poster paint/markers)— name

* curriculum (Bellwork Assignments and Checking them)—pen name

* solicitation outreach (I need your vote for a community art grant)—pen name

* lesson plan query (Level readers for Art)—name

* curriculum query (Developing Curriculum for K-12)—name

* resources query (Help in how to write a standards-based textbook?)—pen name

* ed cognitive theory (Multiple Intelligences)—name

* lesson plan query (MS routines)—pen name

* curriculum query (pacing guide) —pen name

* lesson plan query (Too early, I know!!—First Day Back)—name

* resources query (what materials to order?)—disclaimer pen name

* resources query (Kids Art Fairs company)—disclaimer pen name

* curriculum query (Art schedules)—name

* business or personal advice (Mural Price)—name

Postings for Curriculum =8

Posting for Lesson =4

Posting for Resources =4

Posting for Technique =2

Posting for Business or Personal advice=2

Posting for Ed cognitive theory=1

Posting for Political comment=1

Posting for Solicitation outreach=1

Not reviewing the replies and posts for each topic, this board demonstrates tendencies for mostly curriculum, lesson, and resource queries.  Depending on the time of year this can also vary and yet be much more frequent, since this is July some posters are already getting ready for the 2011-2012 school year. Some teachers in year round school schedules have already started back to work. Many do not post during the summer at all.

From my interactions with this post since 2002 individuals posting a topic about something they are not familiar or seeking new expertise usually use a pen name or exclaimer identity, this is only my hypothesis as individuals in this forum may know each others real identity from numerous exchanges of communication. Or it is just a their own favored way to present identity to others?

In this initial research abstract I wish to understand the pre-requisites of art teachers in communication, or assumed knowledge they possess when exchanging ideas in lessons, or supplies. A mention of curriculum may also be interesting to note.  So called art teacher speak, underlying premise, reading and forming a mental imaging of a visual concept, supplies to order/use, and methods of practice.

Social Network Sites: Definition, History, and Scholarship, Boyd & Ellison

Boyd and Ellison explore the nuances of SMS, they provide a historical account of the rise of SNS in earliest years starting in 1995. They identify numerous websites that sought to gain a foothold in the burgeoning social network context that was gaining acceptance on the earliest days of the world wide web. Many of these initial web based social communities failed due to poor marketing strategy, over zealous control by the administrators, and not researching their audience.  Research for this media is still being culled through many experts in numerous fields of research.  There also has not been enough time for established theoretical basis as of yet, but in time real scholastic data that is currently being gathered will prove more beneficial to rationales being utilized right now.

My thoughts

I am very surprised that Boyd and Ellison did not mention ancestry or genealogy websites that were a social networking system. The Church of Latter Day Saints maintained the largest data base on US ancestry information. It provided surname databases, topic discussion, linking, and tagging 

Before 2001 this site was free and open to anyone who wished to look up names of ancestors or meet descendants with similar family trees.  This mantra changed however in subsequent years and went to a subscription model. Yet several other websites became free access ancestry domains during this time period as well and a provided similar discussion as well as posting areas for individuals to connect with others seeking ancestral data.  

Individuals partook to these genealogy websites did not post fake identities as it discredited their proof for fitting into an ancestry hierarchy. False or misleading information was of an indirect or unassuming nature, as many message postings were created from verbal memory or old written stories passed down through generations. So sometimes participants provided erroneous information that was not deemed blatant for their misleading ancestry testimony. If applicable, an editing process by other members in a thread topic helped correct misnomers or sought to gain more information. Some individuals knew of each other in ancestry forums from prior correspondence or family reunions, so privacy sometimes did not matter in regards to who they were.   

I noticed that frustrations grew on ancestry websites. Individuals looking for surnames such as Smith, Brown, White, often went unanswered because these were common names, so they would re-invigorate their own thread topic again to see if anyone had ancestry information. Sometimes this went on for months. If no one knew information about an individuals query they would not answer in respect to personal boundaries, or not to get anyone’s hopes up.   

Chapter 10 CMC in PR, by Wright & Webb

Turner and Reinsch’s chapter outline the roles of multicommunication through the use of media or devices the practice of participating in one or more speech events, both asynchronous and synchronous. Multicommunication exhibits orientation of polychromic communication and monochromic activity.  Yet Turner and Reinsch argue that traditional research about muliticommunication and new trends in polychromic research aren’t exactly alike because the former was measuring the accomplishing of goals in a stated time period, while the latter deals with managing dialogue or muti-tasking for someone else’s needs.  The communication process has several different parts; interpretation, goals, planning, enactments, review. Yet unspoken rules have been honed over the communication exchanges about being efficient about time or sharing the meaning or the message.

My thoughts.

I witness people everyday being more efficient with their lives, yet many do not know when too much is being expected of themselves so they add more goals in their daily routines, then complain about it not getting things accomplished. I think as time goes on multicommunication as well as multi tasking will become aligned as younger generations become more accustomed to utilizing technology for anti-procrastination endeavors or instant verbiage. People have to realize that the clock will always be a constant no matter how technology we use in our daily routines

Current events

The artroom is a mulitcommunicational area of instruction, I provide outline for a lesson, students verbalize during production of their art and demonstrate social or semblance communal order with each other. I have actually seen an increase with relation to younger students multitasking over the past decade. Many students can do or comprehend multiple functions in the art classroom. Many students complete three tasks in this daily art room process: talk, physio motor dexterity, listening to second party talk, and interpreting third party conversations.  Albeit they still continually suffer from information overload and need organization, I think something has risen from the cognitive space in the brain to facilitate diverse patterns of sentience. 

Chapter 2 CMC in PR, by Wright & Webb

Jeffrey Child’s chapter deals with the myriad of issues dealing with privacy management.  The initial example is if a pluralistic entity such as a family owns content and decides to make it public on the internet, does the individual depicted in the content have the right to restrict access or all together remove it? Childs references Boyd and Ellison’s criteria of a SNS; constructing of a profile that can be restricted, inclusion of desired audience, and viewership of desired audience of content or material. Adolescents  demonstrate more privacy than older adults. Yet adults learn from adolescent the procedures for maintaining privacy in SNS. Child’s delineates several outlines of communication privacy management that helps us understand effective management practices rules, disclosure, and context.  Some excerpts dealing with  privacy management include, people equate privacy information with personal ownership, thus it is a commodity of access to privilege. Boundaries of permeability, ownership, practices, disclosure, and contexts all are important facets of SNS.

My thoughts

Young adults demonstrate more privacy than older adults which may correspond with Erik Erikson’s stages of psychosocial development; Fidelity, identity versus role confusion.  Adolescents are concerned how they appear to others. Could the privacy issues and allowance of personal information these individuals allow and restrict be a corresponding moniker “identity confusion” that Erikson described?  He stated that young people “are confronted by the need to re-establish boundaries for themselves and do this in the face of an often potentially hostile world“ and commitments are being asked for before their own identities have formed.  

Also in this second chapter it was mentioned when young adults move away from family rules and practiced boundaries it is called “deindividualization”. Similarly Erikson described this process in similar fashion referred to as  Intimacy versus Isolation (young adults, 19 to 40), and specifically an interesting distinction called  “distantiation” the readiness to isolate and if needed, defend against encroachment in relationships if deemed unwanted.   

Current events

Privacy in the classroom over the years has become more stringent. This is due to the numerous litigations over the years about guardianship and visitations among divorced individuals. Our district does have a wordpress license so we are encouraged to create in their domain.  As an art teacher I cannot put names on students artwork if it is hung in the classroom or in the hallways. Moreover any artwork photographed and displayed on the school districts website can only have first name, no grade level, or class information. Rules about my having a blog independent of the school district is also frowned upon.  Most young students now understand these current trends in privacy and do not ask why names are not included as pertinent information. The artwork alone is now a signature of the individual from now on, only known to the individual if he or she declares ownership. 

Chapter 1 CMC in PR, by Wright & Webb

In the initial chapter entry by Bryant Marmo and Ramirez deals with interpersonal and relational functions in regards to CMC and SNS systems. People wish to initiate specialized interactions through the use friendships through social media.  The strength of friendships can vary in the initiation phase, weak social ties exist without great bonding to others in the communication exchange. Levels of uncertainty exist also, people want opinions in general short term priorities, and not just for long term ventures. If relationships with others are on a higher level, individuals facets include trust, liking, and commitment are more prevalent in this stage known as relational maintenence.  Social media serves as a way to display pertinent relational status; people can view succinct knowledge of others activities, thus, minimal contact is needed to maintain a friendship. Asynchronous communication is merely needed to check up on others. If a relationship is broken reconnection or needed for re-establishment, social media can help through the hierarchy of friendships already maintained by others in immediate social groups. Others wish to create alternate identities in social media. However this role playing venture has social norms like honesty, confidentiality, and integrity have to be adhered to if participants know your true identity, or if you are seeking long term commitment from people. Initial impressions people seek are very important in the establishing of oneself in the online community. Trying to influence how others perceive you, or gaining the knowledge that your individual self is the product of continual social engineering. Information seeking is another component of social media, people can instantly gain knowledge about others without solicitation. Through the acts of active, passive, interactive and extractive procedures, individuals can gather initial impressions about others. Finally meta communications provide a complex process of situational and contextualization that determine appropriate specific cues. Non aligning statuses, such as relationship indicators between users and or audience can create disharmony.

Being in the art classroom for the past decade I see many of the similar personality interactions that his chapter outlines.  A related art or humanity as it is commonly known brings out social dynamic other classes do not.

1. Proximity, students feel a sense of connectedness to each other in a social group and harmony. Sharing supplies and thus ensuring fruition of product.

2. Belonging. A sense of unity in the structure of the class is accepted gradually, with students sometimes taking the role of mini facilitators in class.

3. Challenging norms. Norms are challenged by individuals who wish to change their identity or behavior radically in opposition to agreed upon principles.  Any radical departure from appearance contrary to known self is not an instant cohesive reaction by others in a classroom. The group dynamic is upset by total departure of normalcy or having to get use to blatant unknown nuances.

4. Defiance. Ill-tempered radical behavior towards the teacher, can enact sympathy or anger from other students in the classroom.  Students can shun the individual in question with silence or more outwardly question the actions of the culprit.

5. Departure. If a student announces they are moving or relocating to another school a general sympathy starts followed by understanding of the finality of the decision. However in this new digital age of CMC and SNS, students now say, “hey……..I will see you on Facebook” 

A Faceted Classification Scheme for Computer-Mediated Discourse By S. Herring

I understand the need for classifying data for the new realm of computer mediated communications, the mystery of burgeoning technologies that have made it complex to classify the new internet savant language or avant garde.  It is imperative that we understand the human interactions that occur on the internet in terms of intrinsic motivations and extrinsic outcomes.

To me there are parallels to the change and mystery in our communication spectrum to a similar form of communication that are visual. Thus the creation and subsequent modification of art also had to go into declassification and recertification. Throughout the centuries art forms of communication were very succinct in message, skill and technique. By the mid nineteenth century art had lost it’s focus from being about medium of functionality and aesthetic, and took a radical turn.  Why? Intellectualism, humanism, entropy, psychology, efficacy, technology, pluralism, and many other self aware factors suddenly thrust themselves into the artist mind.  Art became a convoluted anxiety syndrome by the twentieth century, where optimism once demonstrated by artists such as DaVinci and Michaelangelo were mere echos of the past, artists now such as Picasso, Braque, Munch, Goya exuded extreme pessimism about the human condition and communicated their art in many forms.

I think we are we at the post modern or postmodernism moment in the communication apex. “Modern” forms of communication still exist in functionality such as landlines, radios, and analog televisions. These systems invented by Bell, Tesla, Edison, and Hertz were modified but not really replaced. But now with computers the internet has provided a whole new identity to communications thanks to the work of recent pioneers such as Turing, Babbage, Lovelace, Jobs, Wozniak, Allen, and Gates. Now billions of people worldwide who wish to express elements of self and expression notoriety are no different than what numerous artists sought a century ago.  They demonstrate joviality, doubt, hate, sadness, and belonging by means of many technological forms. Now many people who communicate have never shaken hands or would not recognize each other in person. The creation of internet groups or communities that share common interests or limit access to others have no physical earthly boundaries. Even the word friend will become redefined and in the way it is phrased.  

So how do we measure or classify this communication? Herring outlines the complexities of trying to identify terminology that may help in measuring outcomes in this sociometry. She utilizes some old theories as well as newer research on this topic. I think it will take many years to categorize our synchronous and asynchronous communication spectrum that exists in our world. Herring is a first step in building the foundation for researching this new dichotomy.

Words&Minds. Chapter 7 Conclusions

Mercer provides the disclaimer that interthinking is a valuable concept that is still not currently cohesive in scholarly research. Language is a constantly studied realm for researchers trying to pry into the primordial facets of the human condition.  However it cannot be disputed that language links intellect. Modes of communicating with each other in terms of cumulative, disputational, exploratory  offer participants to making creative contributions to the sense-making.

I really liked this book, it was well written and provided a good overview of the syntactic of language and conversation. Mercer is providing a great foundation about the facets of language and communications in regards to individual development and group dynamic. Communications are at a constant to be ever changing according to the influences of society, technology and computers are the latest additions to be understood. 

I plan to use many ideas from this book in my art classroom.   

Words&Minds. Chapter 6 Development though dialogue

Mercer proceeds in this chapter to outlining the basic human instinct or condition of children acquiring language from adults and peers.  Reactions help steer the learner toward associations of right or wrong, favorable or unfavorable reaction. Even hints of sarcasm can guide a child in constructing meanings or outcomes that have multiple connotations. Parents have to be cognizant that the meanings they want children to understand are being remembered, so constant new information is being built upon subsequent knowledge or schemas. Jerome Bruner added that adults create a scaffold a hierarchy of how to accomplish something in the shortest time possible. Children then construct their own interpretation on the meanings from lessons learned. Lessons about etiquette are important in teaching children, yet the lessons adults teach about how to do something efficient are always a core philosophy to task mastery. Children also learn in zones of proximity to each other, and the tasks provided to a group. Yet the common denominator is language, without it many interactions about self and identity would be inhibited.

I feel this is a very important chapter, that probably should have been chapter 2 or 3 in this book not towards the end. The lessons of Piaget cannot be underestimated. Jean Piaget describes the acquisition of language in the preoperational developmental stage. Children’s language is largely egocentric with monologs being practice sometimes autonomously. There is language but not much communication occurring but the child does not realize this until further mental growth occurs. Through natural processes language develops from ego to a public or socialized orientation.

Teachers and parents teach children how to be efficient, through guided practice and moderation.  Parents don’t tell children to number every puzzle piece before start of assembly. They want the child to create a frame of the puzzle, which in a sense is a framework of completing the task before frustration occurs.  Teachers also perform the same fundamental task in the classroom routine everyday. 

Words&Minds. Chapter 5 Persuasion Control and Argument.

Mercer delineates the micro and macro of communal social communication system. Origins of human interaction which once smaller communal clusters now is being extended to the vast spectrum. Communities now have joint intellectual activity outlined as history, collective identity, reciprocal obligations and discourse.  However there must be a shared understanding for the content involved to prolong the continuum of the group, and thus maintain cohesion. This can be a code of any subject matter from musicians to mechanics troubleshooting the best way to fix something.  Genre also must be understood in the context of communities where subject matter is treated accordingly. Virtual communities now are on the rise but still have an etiquette, even if their luster alone is attracting people towards short term interests. Moreover communal duties are transferred into the virtual world. This includes system or administrators of a forum allowing people to enter into the group on a probation period, moderating content, editing posts from members. CMC has implications to real time and humanism. Time can be irrelevant in CMC or have severe consequences in the interactions and relationships between people.

 Decided upon norms through the exchanges of communication are quick and full of jargon that users are accustomed to. Yet exclude if outsiders do not know the codes of communication.

I have no doubt that CMC is heading into education on all levels. However I have pondered the future of the art classroom. As an art classroom is a micro social system, it provides social and communal lessons for all students that other subject do not. Students do not continually compare math results, or an English paper because it deals with absolutes and right or wrong. Art is different in that there is no real wrong answer to a creative problem. There exists many ways to answer a common question. Societal norms are understood and continually updated in interactions with others, and forms of visual expression that demonstrate the users unique intent are autonomous. Yet Students learn off by compare and contrast through avenues of query and edit through peer interactions. Visual art has it’s own verbiage that was taught by the instructor, could it be understood if not shown the proper example online? If the artistic classroom was converted to a virtual community that was either synchronous or asynchronous, I think some of the social skill set that is honed would be lost. So it is up to unique educators in art education to figure out the right balance of instruction.

Words&Minds. Chapter 4 Persuasion Control and Argument.

Mercer outlines the apex of persuasive argument, which has had drastic political and cultural implication in the 20th century with broadcast media. Orators demonstrating charisma, moxie, dogged determination, and audience control sought to persuade groups into their line of thinking. A three-part list as Atkinson parlays in his own research were a common component of public speaking. A succinct logic of point followed by three subsequent points that provide cohesiveness to speeches. Compare and contrast in a speech also is an effective tool to provide solution or remedy for the audience to understand.  Vernacular to provide fruition is what political pundits continually seek in order to maintain control. Yet even as speakers to a smaller audience we exhibit the very same mannerisms towards others. We may use metaphors as common understood tenets to our persuasion or a way of explaining something more concisely.

As an art teacher, the use of persuasion is continual process that begins in the first days of class. Student are skeptical about what is expected of them in an art classroom environment. They doubt their abilities, or what type of creativity I am grading them on. It is more subjective than that I always tell them, it is always about effort and your own process to the solution.That is not to say they are not willing to explore subject matter presented to them. It is just the students need time to know what you are trying to explain to them, this usually is done with the end product. Then they say “......oh I understand” what you were talking about.  

Words&Minds. Chapter 3 The Given and the New.

Mercer outlines explicit and formal knowledge that could be exchanged during a conversation. It could be tacit or implied system of cue or hint exhange that is non verbal agreement or common knowledge between participants. A listener can elicit responses from the orator of a conversation to make it more efficient or better yet just getting to the point.  However if neither a participant or group of individuals have no honed system of selective listening that is proactive and helps promote conversation, a serious breakdown of communication occurs.  Within this idea Bakhtim could be just a continual conversation that has never stopped since the dawn of human kind.

As a teacher I often wonder if students catch on to cue and wait time when an answer from me is solicited. I can ask a question on about anything dealing with art. Wait time can be pretty effective as a source of creating response in the classroom. Waiting for a student to answer a question when I call on them proves to be a difficult assertion these days. Even utilizing wait time after an answer has been given also can prove to be awkward. However if there is any success in this endeavor students have the opportunity to answer a question which actually helps them hone an ability of autonomy in an art classroom. As they get older they become more assertive in providing answers.

Words&Minds. Chapter 2 Laying the Foundations.

Mercer starts off this chapter, by writing about the realm of what beholds our language and dichotomy for our society, communications. Instead of thinking of communication as a linear process or path vector path, Mercer assesses that communication is rather a dynamic and ambiguous in nature. Contextual foundation is needed to understand the opinion or rationale of the person you are talking to or an audience, this again alludes to Mercer’s thoughts on the process of interthinking. Context is always is needed to make your communication more enticing to others by use of demonstrative devices during your conversations. Mercer writes about explanation, interpretation, and negotiation as being expressly used for ground rules for these conversations.

This reminded me of a fishing story my father told me awhile ago:

My dad and a friend were going out fishing, they were pulled over by a county police boat to check if they had fishing license. As dad only bought one license both so both men could not fish. As the officer checked the IDs, he asked my dad who the other man in the boat was. My dad stated “He is a rider”. Once the officer was finished checking my dad's paperwork he turned to my dad’s friend and said “and who do you write for?”

One word in the conversation of dialect threw off an individual’s train of thought, the police officer assumed the other person was an author instead of a rider or passenger in the boat. Actually he was not an author but he was proud to be famous for a moment.  

Words&Minds. Chapter 1 Language as Tool for Thinking

Mercer elludes his rationale of interthinking is the scope and sequence for the rest of this book. Interthinking is the coined term for allowing paths to be constructed between verbal interactions and always continually carrying on cultural norms for society. Language is a tool for carrying intellectual activity, and we are the ancestor of an activity provide to us by former generations that provides social need for individuals and communities. Words or along with language can imply different things so misinterpretation can exist or occur throughout structure of content.  Mercer also provides some historical insight into this reasoning with Vygotsky’s research where language provides cultural foundation and a psychological tool for sentience and organization.

I feel Mercer lays the foundation for the rest of his book with this initial chapter. Historical relevance, a junction of where we are today in terms of modern communication, and where it will lead us into the future are all provided. As an art teacher I can understand his point of view and see many numerous examples of communication in art class everyday.