INFORMATION & SOCIETY

INDEX

Description

Schedule

Assignments

Exploring Communication Choices

Communication Levels:

One Alone

One to One

One to Many

Many to Many


One Alone

Individuals can access information resources stored on the Web. These resources could also be used by groups or clusters.

On line libraries, specialized databases, electronic journals, software libraries, tutorials, professional organization materials, personal publishing of scholars are among the technological resources.

This level supports independent learning, research, writing and idea generation.

One to One

Individuals can communicate with other individuals to share information, to support internships, independent studies, graduate research, etc.

Supporting technologies include e-mail, chat using text, audio, graphics or video.

This level supports private communication exchange, consultations and personal mentoring.

One to Many

This is broadcast or publishing mode used when one person wants to share information with many others.

Supporting technologies include listservs, bulletin boards, Web pages, news groups, electronic publications, virtual galleries, etc.

This level supports publication of lectures, exhibit of art or presentation of projects, provides for publication of symposium proceedings, sharing of research and results of personal inquiry. It provides for convenient and economical dissemination of resources with or without gatekeeping common to other broadcast media.

Many to Many

Groups of people may engage in open discussion and activities either in real time or asynchronously.

Supporting technologies include chat (text, audio, graphic, video) conferencing software and multi-user object oriented environments such as MUDs MOOs WOOs, which may include text, graphics, audio, video, web pages and virtual objects, entities and actions. Listservs, bulletin boards, interactive web pages and collaborative notebooks may also facilitate many to many communication.

This level supports discussion and debate. It is also good for group problem solving, providing a sense of community or social support. Environments of this type support the pedagogical assumptions of constructivist educators.

Paulsen's 1995 article that inspired this page treats CMC for pedagogical purposes:

(http://www.hs.nki.no/~morten/cmcped.htm)

The changes and additions I have made reflect my own views and changing technologies.

INDEX

Description

Schedule

Assignments

Dr. Beverly Jones' Students: Use First Class Bev Jones or Outside First Class e-mail < bjones@continue.uoregon.edu >

Non students <bjones@darkwing.uoregon.edu>