Transcript Iletisimotesi iletisim[Meta

DANCING WITH META-COMMUNICATION
FOR DISTANCE EDUCATON: I
7th International Crossroads in Cultural Studies Conference, under the
theme Of Sacred Crossroads. July 3-7, 2008 Kingston, Jamaica
Anadolu University
Eskisehir, TURKEY
[email protected]
Overview
Today we are living in the knowledge society. The
rapid technological changes and developments in
science obligate us to update nearly all knowledge
even if it is achieved yesterday too.
This paper defends the idea that the metacommunication concept could help the teachers’
and course developers’ better redesign knowledge
building for especially in distance education
according to daily developments in science and
technology.
The The major objective of this paper is to
discuss the structure of knowledge building,
according to the knowledge building principles
and its relationship with the
“communication” concept which surrounds its
development.
The prefix can have various meanings but as
used in communication, philosophy and
psychology its meaning is best recognized as
about. Thus, meta-communication is
communication about communication; metalanguage is language about language; metamessage is a message about a message.
In relationship communication you
often talk in meta-language and say
things like,
“we really need to talk about the way we
communicate when we’re out with
company” or
“you’re too critical” or
“I love when you tell me how much you
love me.”
Meta-communication
And, of course, you can use nonverbal
messages to meta-communicate. You can
wink at someone to indicate that you’re
only kidding, look longingly into another
eyes when you say “I love you” to show
that you really mean it, or sneer after saying
“Yeah, that was great,” with the sneer
contradicting the literal meaning of the
verbal message.
All non-verbal elements of communication
are sometimes called ‘metacommunication’, comes from the Greek
word ‘meta’ meaning ‘beyond’ or ‘in
addition to’. ‘Meta-communication’ is
therefore something ‘in addition to the
communication’ and we must always be
aware of its existence.
Methodology (slide 7/24)
Learning that is centered around ideas and
deeper levels of understanding rather than
the completion of often unrelated activities.
The process of "knowledge building”
defines problems and hypothesizing,
researching and collecting information,
analyzing and collaborating.
Comparisons of the organizations of
traditional schools, university-level research
institutes, and highly successful commercial
corporations clearly point to the common
link in these successful organizations - the
production of knowledge.
In Knowledge Forum, students are expected to pose
questions, define their own learning goals, acquire and
build a knowledge base, and collaborate with one
another. Built-in scaffolds ´cue´ students to the thinking
strategies that characterize ´expert learners´ while the
structure of the database with its communal views
necessitates sharing of information via computer in
distance ed. Students contribute public notes, "buildon" to others' ideas, and "reference" the work of peers.
The ongoing practice of these advanced operations,
combined with teacher support and coaching, helps
students acquire the sorts of learning strategies that
characterize expert learners.
(http://www.knowledgeforum.com/Kforum/InAction/resrch.htm
Retrieved 25th May, 2008).
To understand knowledge building it is essential to
distinguish learning -"the process through which
the cultural capital of a society is made available
to successive generations“
this, in turn, requires distinguishing knowledge
building from a broad range of activities that share
its constructivist underpinnings, but not its focus
on the creation of new knowledge. These include
collaborative learning, guided discovery, projectbased learning, communities of learners,
communities of practice, and anchored instruction
and distance learning.
Knowledge building teaches students how to
develop their repertoire of skills that allow them to
become experts in the art of learning, a skill that,
once developed, can be used across their academic
and working lives. I
In a knowledge-building environment, structured
assignments can assist learning for students, rather
than teachers, are invested with the individual and
collective responsibility to identify holes in their
knowledge, develop plans to close them, and
assess progress in attaining their goals.
Knowledge building is work on the creation
and improvement of ideas. The dynamic is
social, resulting in the creation of public
knowledge. In contrast to knowledge
situated within the individual mind public
knowledge has an out-in-the-world
character. Public knowledge can itself
become an object of inquiry and the basis
for further knowledge building.
Thus there is the possibility of a knowledge
building dynamic that drives the continual creation
and advancement of new knowledge.
What makes knowledge building a realistic
approach to education is the discovery that
children as early as grade one can engage in it.
Thus there is a clear developmental link running
from childhood education on into advanced
education and adult knowledge work, in which the
same process is carried out at increasingly high
levels (http://ikit.org/kb.htmlretrieved on 21st
May, 2008).
In science, it is clear that when we talk
about Newton's theory we are not talking
merely about something once encoded in
Newton's brain but about something that
even today is discussed, tested, taught,
applied, evaluated, and credited with causal
force.
When we speak of schools as knowledge-building
communities, we mean schools in which people are
engaged in producing knowledge objects that, though
much more modest than Newton's theory, also lend
themselves to being discussed, tested, and so forth without
particular reference to the mental states of those involved
and in which the students see their main job as producing
and improving such objects.
Restructuring schools as knowledge-building community’s
means, to our minds, getting the community's efforts
directed toward social processes aimed at improving these
objects, with technology providing a particularly
facilitative infrastructure. (Scardamalia, M., & Bereiter, C.
1994).
Newman (1981) wrote an article linking attributionmaking with meta-communication in ongoing, intimate
relationships. Newman states that meta-communication
can be “a message which signals how a person intends a
message, how a person wants the message to be answered,
how a person is attempting to define the relationship, etc”
(1981, p. 124).
Newman (1981) also points out that one person’s
interpretation of meta-communication may be distinct from
another person’s intended meta-communication. Newman
suggests, “[K]nowledge of implicit attribution-making, or
interpreted meta-communications, might aid in the
prediction of subsequent interpersonal responses” (1981, p.
125). Attributions constitute the cognitive counterparts to
actual messages of meta-communication.
Use meta-communication to improve your
interpersonal
and
relationship
communication to preface important
messages or to analyze and ultimately
improve relationship communication, for
example, and avoid meta-communication
when it substitutes for addressing an
immediate problem. (Source: Retrieved on
22nd May, 2008 and available from
http://tcbdevito.blogspot.com/2007/11/abcdmeta-communication.html and Demiray,
1995, p.12)
De Vito (2000) suggests that for a message
to have meaning, both elements, verbal and
nonverbal, need to be present.
He defines nonverbal communication as
communicating without words: “You
communicate nonverbally when you
gesture, smile or frown, widen your eyes,
move your chair closer to someone, wear
jewellery, touch someone, raise your vocal
volume, or even when you say nothing.”
(DeVito, 2000, p. 130).
According to DeVito, meta-communication is
“communication that refers to other communications”
Focusing on educational ideas and
enabling technology for knowledgebuilding discourse is very important.
The conceptual bases of ComputerSupported Intentional Learning
Environments -CSILE- come from
research on intentional learning,
process aspects of expertise, and
discourse in knowledge-building
communities.
Conclusion
Important elements of a course development
strategy are student characteristics, the
knowledge topic and objectives, the content,
the teaching and learning activities, and the
course assessment. Clearly, Knowledge
building and development for distance
learning is a complex and challenging task.
(Yousuf, & et. al., 2008) For each element,
some guideline questions are required.
Conclusion
Student characteristics
Course topic and objectives
Knowledge content
Conclusion
In writing styles some factors are very
important for writing the distance education
material.
Format of distance education material
Visual and learning material
Conclusion
In knowledge-building contexts, the focus is on problems rather than
on categories of knowledge or on topics. Explaining is the major
challenge, with encouragement to produce and advance theories
through using them to explain increasingly diverse and seemingly
contrary ideas. Engagement is at the level of how things work,
underlying causes and principles, and interrelatedness of ideas
explored over lengthy periods and returned to in new contexts.
Decentralized open knowledge is building, with a focus on the
collective knowledge. From the perspective of social interactions,
there is an expectation of constructive response to one another's
work. Inquiry on all sides is driven by questions and desire for
understanding. Negotiating the terrain around ideas is marked by
complex interactions with others, using purposeful and constructive
ways:
Conclusion
to engage busy people,
to distribute work among members,
to sustain increasingly advanced inquiry,
to monitor advances of distant groups
working in related areas, and
to ensure the local group is indeed working
at the forefront of their collective
understanding.
References
Alexander, G. O. (1972). Instructional Meta-communication and Self-Directed Learning.
Paper presented at the International Communication Association Annual Convention
(Atlanta, Georgia, April 19–22, 1972). Retrieved 25th May, 2008. Available from
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=tr
ue&_&ERICExtSearch_SearchValue_0=ED063737&ERICExtSearch_SearchType_0=n
o&accno=ED063737
Atac, E. & Mutlu M. E. (2006) Very Large Scale E-Learning Practices in the Open
Education System at Anadolu University, E-Learn 2006, 13–17 October 2006, Waikiki
Beach, Honolulu, Hawaii. I addition this Paper presented at EADTU 2005,, Working
Conference, 10-11 November 2005, Roma.
Bateson, G. (1955). A theory of play and fantasy. Psychiatric research reports, 2, 39–51.
Reprinted in Bateson 1972.
Beckham, K. & King, J. (2008). Ohio State University Fact Sheet CDFS-6,
Communication in Coalitions, available from http://ohioline.osu.edu/bc-fact/0006.html.
Retrieved 29th May, 2008.
Chen, P., & Chen, H. (2007). Knowledge building and technology dynamics in an online
project-based learning community. International Journal of Technology in Teaching and
Learning, 3(2), 1-16. Available from http://www.sicet.org/ijttl/specialIssue/chen.pdf.
Retrieved 29th May, 2008.
Dainton, M. (2000). Maintenance behaviors, expectations for maintenance, and
satisfaction: Linking comparison levels to relational maintenance strategies. Journal of
Social and Personal Relationships, 17, 827–842.
Demiray, U. (1995). Iletisimotesi iletisim[Meta-communication], Turkuaz yayincilik,
Eskisehir, Turkey.
References
Alexander, G. O. (1972). Instructional Meta-communication and Self-Directed Learning. Paper
presented at the International Communication Association Annual Convention (Atlanta, Georgia, April
19–22, 1972). Retrieved 25th May, 2008. Available from
http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICEx
tSearch_SearchValue_0=ED063737&ERICExtSearch_SearchType_0=no&accno=ED063737
Atac, E. & Mutlu M. E. (2006) Very Large Scale E-Learning Practices in the Open Education System at
Anadolu University, E-Learn 2006, 13–17 October 2006, Waikiki Beach, Honolulu, Hawaii. I addition
this Paper presented at EADTU 2005,, Working Conference, 10-11 November 2005, Roma.
Bateson, G. (1955). A theory of play and fantasy. Psychiatric research reports, 2, 39–51. Reprinted in
Bateson 1972.
Beckham, K. & King, J. (2008). Ohio State University Fact Sheet CDFS-6, Communication in
Coalitions, available from http://ohioline.osu.edu/bc-fact/0006.html. Retrieved 29th May, 2008.
Chen, P., & Chen, H. (2007). Knowledge building and technology dynamics in an online project-based
learning community. International Journal of Technology in Teaching and Learning, 3(2), 1-16.
Available from http://www.sicet.org/ijttl/specialIssue/chen.pdf. Retrieved 29th May, 2008.
Dainton, M. (2000). Maintenance behaviors, expectations for maintenance, and satisfaction: Linking
comparison levels to relational maintenance strategies. Journal of Social and Personal Relationships,
17, 827–842.
Demiray, U. (1995). Iletisimotesi iletisim[Meta-communication], Turkuaz yayincilik, Eskisehir, Turkey.
DeVito, J. (2000). Human communication. New York: Longman.
DeVito, J. (2001). The interpersonal communication book (9th ed.). New York: Addison Wesley Longman, Inc.
Dindia, K., & Baxter, L. (1987). Strategies for maintaining and repairing marital relationships. Journal of Social and
Personal Relationships, 4, 143–158.
Ely, R.; Gleason, J.; Narasimhan, B., & McCabe, A. (1995). Family talk about talk: Mothers lead the way. Discourse
Processes, 19, 201-218.
Giler, J. Helping Kids with Learning Disabilities Understand the Language of Friendship. Available from
http://www.schwablearning.org/articles.aspx?r=575. Retrieved 28th May, 2008.
Hatcher, S. L. (2003) Reading Between the Lines: Meta-communicative Aspects of Online Education. A paper
presented at the Annual Conference of the American Pyschological Assocation Toronto Canada on 7-10 August 2003.
Retrieved 26th May, 2008. Available from
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/58/ab.pdf
Kelman, C. A., & Branco, A. U. (2004). Deaf Children in Regular Classrooms: A Sociocultural Approach to a
Brazilian Experience American Annals of the Deaf - Volume 149, Number 3, Summer 2004, pp. 274-280. Retrieved
20th May, 2008.Available from
http://muse.jhu.edu/login?uri=/journals/american_annals_of_the_deaf/v149/149.3kelman.html
McLean Robert S. (1999). Communication Widgets for Knowledge Building in Distance Education. Computer
Support for Collaborative Learning Proceedings of the 1999 conference on Computer support for collaborative
learning 1999, Palo Alto, California December 12–15, 1999, Article No. 48. Retrieved 20th May, 2008. Available
from
http://portal.acm.org/toc.cfm?id=1150240&coll=GUIDE&dl=GUIDE&type=proceeding&idx=SERIES11363&part=s
eries&WantType=Proceedings&title=CSCL&CFID=69778328&CFTOKEN=28671871
Newman, H. (1981). Interpretation and explanation: Influences on communicative exchanges within intimate
relationships. Communication Quarterly, 29, 123–131.
Patch, M. (1995). The effect of asymmetrical use of metacommunicative behavior on judgments of power. Journal of
Social Psychology, 135, 747–754.
Patch, M., & Hoang, V. (1997). The use of meta-communication in compliance: Door-in-the-face and single-request
strategies. Journal of Social Psychology, 137, 88–95.
Perlmutter, M., & Hatfield, E. (1980). Intimacy, intentional meta-communication, and second order
change. American Journal of Family Therapy, 8, 17-23.
Rashid, M. (1999). System of Distance Education: (Study Guide for Non-Formal Education),
Islamabad: National Book Foundation.
Scardamalia, M., & Bereiter, C. (1991a). Higher levels of agency for children in knowledge building:
A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1, 37- 68.
Scardamalia, M., & Bereiter, C. (1992). An architecture for collaborative knowledge-building. In E.
Dc Corte, M. Linn, H. Mandl, & L. Verschaffel (Eds.), Computer-based learning environments and
problem solving [NATO-ASI Series F: Computer and Systems Science] Berlin: Springer-Verlag.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The
Journal of the Learning Sciences, 3(3), 265-283.
Steven B. D., & Rita L. (nd) “The Internet’s Role In Education”. Teachıng Technıques Instructıonal
Tools, Originally published in Vol. 67, No. 1, Retrieved 27th May, 2008. Available from
http://www.asrt.org/media/pdf/foreducators/3_instructionaltools/3.3internet.pdf
Yousuf, M. I. & et. al. (2008). Perceptions of Course Coordinators and Course Writers For
Developing Distance Learning Material. Turkish Online Journal of Distance Education-TOJDE,
April 2008 ISSN 1302-6488 Volume: 9 Number: 2 Article 6. Available from
http://tojde.anadolu.edu.tr/tojde30/pdf/article_6.pdf. Retrieved 20th May, 2008.
WEBLIOGRAPHY
http://tcbdevito.blogspot.com/2007/11/abcd-meta-communication.html.
Retrieved 20th May, 2008.
http://ikit.org/kb.html. Retrieved 20th May, 2008.
http://www.anadolu.edu.tr/en/akademik/fakulteler.aspx. Retrieved 24th May, 2008.
http://eogrenme.aof.edu.tr Retrieved 28th May, 2008.
http://www.knowledgeforum.com/Kforum/InAction/resrch.htm.
Retrieved 25th May, 2008.
http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/RSS/LinL20070906_Buildingknowledge-building-the-future.htm. Retrieved 25th May, 2008.
Greetings
Thank you very much
for your kind attention
Cordially