SEEDS: Computer Mediated Communication (CMC) in Education

by Wendy Burton, University College of the Fraser Valley

Objectives

Definitions

Applications

Strengths and Challenges

Design Principles

CMC in Practice

Theory and References

CMC HyperNews Forum

Objectives

• define computer mediated communications in education
• read about some applications being used in BC now
• discover some design principles,. you can use as you design a course using computer mediated communications
• participate by describing how you use the computer in your classrooms
• discover current sources, and more stuff to read
• discover some facilitating moves used in an online research writing course

Definitions

• Electronic mail
• Bulletin boards
• Discussion Lists
• Multi-user Domains (MUDs, MOOs)
• Conferencing Software
• World Wide Web (WWW)
  using a dialogue software such as HyperNews

Teaching using CMC includes some or all of these methods. The computer mediates part or all the communications of the class, which may be a face-to-face classroom, an asynchronous discussion that takes place electronically via computers, a synchronous discussion that takes place using Inter Relay Chat, a form of distance tutoring, a world-wide conference conducted entirely "on-line," multi-user domains or any combination.

Most theory and practice about computer mediated communication refers, however, to the use of a conferencing system, such as CoSy, PARTIcipate, FIRSTCLASS, VIRTUALUniversity, OFFLINE, or HyperNews among many others. The students and the instructor communicate in "cyberspace," the imaginary space created when telephone lines and computers are used to send and receive messages. Cyberspace, by the way, is where you are right now, as you read this document and explore this WEB SITE.

Applications

A women's studies class uses e-mail to communicate with each other and the instructor, in a distribution list. This allows the class members to communicate with each other through electronic mail, posting to everyone at once. The purpose of this is to pose and answer questions that arise between the class's regular, weekly meetings. The instructors have written a paper describing this course.

Members of an agriculture class are required to acquire a student account on the institution's electronic mail system. From there, they are required to find a way onto the World Wide Web, and conduct three searches on their research topic. The results of their searches are condensed and presented electronically to the instructor, Dr. Tom Baumann.

Several third and fourth year adult education courses are conducted online using Open Learning Agency's FIRSTCLASS.

A second year, university transfer research/report writing course was taught entirely online by Wendy Burton, using OFFLINE and a client server based at University College of the Fraser Valley.

A graduate level course, Research Issues in Computer Mediated Communications is offered online University of Toronto

At Malaspina University College, MEDIA 113 is taught using the World Wide Web and a conferencing program called HyperNews.

A basic literacy class uses NORTON PC ANYWHERE to facilitate communication between two adult basic education classes separated by 100 miles and the Fraser River. The communication focuses on writing, peer editing, pen pal development, and opportunities to write online (Capilano College). E-mail Janet Gibson to request a copy of her report on this experience.

One of the largest single applications has been on the British Open University's second level undergraduate course: DT200: An Introduction to Information Technology: Social and Technological Issues. In the first year of the course, 1,364 students registered. The course was developed using an otherwise standard Open University approach, covering a 32-week continuous period, with students expected to spend about 420 hours studying. ... As part of the course and student assessment process, students had to log-on, and work on a project via computer conferencing. (Bates, 1995, p. 206).

Design Principles

For example, in Communications 125, a work place writing course taught at University College of the Fraser Valley for twenty years, the course is described in the calendar:

Course Description: Introduction to general principles of written and oral communications and their application to business: emphasis is on letters and memos, organizational techniques, presentation and formats. Letters of appliction, resumes and interviewing techniques are also studied. Clarity and precision in both oral and written communication are stressed.

What are the objectives of the course?

1. demonstrate the principles of communication.
2. demonstrate effective communication skills, in work place writing contexts.
3. demonstrate letter and memo layouts.
4. write and produce a resume and situational letter of application.
5. participate in a job interview, as a candidate and as a member of an interview panel.
6. make a ten minute presentation "selling" a product, service or idea.

How will these objectives be met online?

Ideally, at this point, you will be able to decide what form of computer mediated communication you will use to create the best classroom for this course. You may, however, be faced with the situation where the decision about the technology available has already been made. If you are faced with the decision to use an OFFLINE mail reader, for example, with no chance for synchronous discussion, how will you accomplish Objective #5 or 6. When I teach Communications 125, using a conferencing system such as FIRSTCLASS, I arranged before the course began for three classroom face to face meetings, where we were able to accomplish objectives #5 and #6. Making this decision, however, meant that only students who were able to travel to the campus in Chilliwack were able to take CMNS 125 online. This excluded those living or working outside the Lower Mainland. There are, by the way, courses offered on W3 that teach public speaking (COURSE URL).

If you believe you have to lecture to communicate to the students, how will you accomplish "the lecture" in a completely online situation? Audio tapes sent to the student? Learned articles available on the Web? Text books? Course packs?

How about marking?

WHERE DO WE GO FROM HERE?

Maybe I'll just wait for the next innovation

• the interest in educational technology seems to be ahead of the development of useful software
• the design of conferencing software seems to neglect common education principles
• being a pioneer means lots of cold suppers over meagre fires
• the improvement (the next version) of the software often occurs independent of the feedback from teachers using the software
• the software becomes more and more interactive and intuitive
• more and more students are interested in learning outside the classroom walls
• possibilities for multi- and inter-institutional cooperation are increasing
• for some learners, CMC represents better access
• for some learners, CMC represents a better medium for learning