Christine Gonzales Post Tenure Review: 002.A.1 Professional Workshop notes

From: b.joseph@utah.edu [b.joseph@utah.edu]
Sent: Friday, November 09, 2012 7:06 AM
To: Christine Gonzales
Subject: 3nd Annual Utah International Higher Education Summit

We look forward to meeting you soon at the Salt Lake Community College, Tailorsville Redwood campus!
Date: Friday, November 9th,2012 at the Student Center.
Theme: International Collaboration
Keynote Speaker:Susan Buck Sutton, President, Association of International Education Administrators (AIEA).
9:00 am - 10:00 am Breakfast & Networking
10:00 am - 11:00 am Keynote Speaker
11:15 am - 12:15 pm Poster Presentations & Networking
12:15 pm - 1:15 pm Joint lunch with Philosophy Conference Keynote, panelists, legislators Sundance Presentation - Oak Room
1:30 pm - 2:30 pm Institutional Collaborations - Panel Discussion
2:45 pm - 3:45 pm Virtual Collaborations - Global Art Presentation
4:00 pm - 5:00 pm Global Business Collaborations
5:00 pm - 6:00 pm Reception - Oak Room
Map to the Salt Lake Community College, Redwood Campus (Student Center) http://international.utah.edu/summit/maps.php.
Please direct any questions to Brie Joseph b.joseph@ie.utah.edu or call us at 801.587.9285.
Thank you!
Utah International Higher Education Summit Committee Order ID: F6EF6AEA-A1F2-BBB1-AECD0A11AAB030F1

Order Details
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3rd Utah International Higher Education Summit (Summit)
Quantity: 1
Price: $35.00
Total: $35.00

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Subtotal: $35.00
Order Total: $35.00 For information about your order, please call 801-587-9285 or reply to this email: b.joseph@utah.edu

Thank you!

_______________________________________________________________________

10 March 2012 World Languages (Cengage)

Dr. Rubio Why / How to use technology

Basic questions purpose , use, value

WHAT IS CALL?

Times that technology is more important than LE4RNING AND VIECE-VERSA

Tutorial of CALL pragmatics

Behaviorism and cognitive theory and skill acquisition theory (learning by doing until it is natural and not thought of)

INTELLIGENT CALL

Uses natural language processing. The program learn g th

German e-tutor

The more specific the feed,back, the more likely the student is to benefit

CMC

ORAL EXCHANGES very similar to face-to-face social-cultural interaction

Input and pushed output without stress

SCAFFOLDING and TRAINING WHEELS

MIT’s cultural project has been going on for c. 10 years

http://en.wikipedia.org/w/index.php?title=Computer-mediated_communication&printable=yes

Computer-mediated communication

From Wikipedia, the free encyclopedia

Computer-mediated communication (CMC) is defined as any communicative transaction that occurs through the use of two or more networked computers.^[1] While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messages, e-mails, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging.^[2] Research on CMC focuses largely on the social effects of different computer-supported communication technologies. Many recent studies involve Internet-based social networking supported by social software.

SIDE stands for Social Identity Model of Deindividuation Effects.

Contents

7 Further reading

Scope of the field

Scholars from a variety of fields study phenomena that can be described under the umbrella term of CMC as well as CHM (see also Internet studies). For example, many take a sociopsychological approach to CMC by examining how humans use "computers" (or digital media) to manage interpersonal interaction, form impressions and form and maintain relationships.^[3][4] These studies have often focused on the differences between online and offline interactions, though contemporary research is moving towards the view that CMC should be studied as embedded in everyday life .^[5] Another branch of CMC research examines the use of paralinguistic features such as emoticons, pragmatic rules such as turn-taking^[6] and the sequential analysis and organization of talk,^[7][8] and the various sociolects, styles, registers or sets of terminology specific to these environments (see Leet). The study of language in these contexts is typically based on text-based forms of CMC, and is sometimes referred to as "computer-mediated discourse analysis".^[9]

The way humans communicate in professional, social, and educational settings varies widely, depending upon not only the environment but also the method of communication in which the communication occurs, which in this case is through computers or other information and computer technologies (ICTs). The study of communication to achieve collaboration—common work products—is termed computer-supported collaboration and includes only some of the concerns of other forms of CMC research.

Popular forms of CMC include e-mail, video, audio or text chat (text conferencing including "instant messaging"), bulletin boards, list-servs and MMOs.^[10] These settings are changing rapidly with the development of new technologies. Weblogs (blogs) have also become popular, and the exchange of RSS data has better enabled users to each "become their own publisher".

Characteristics

Communication occurring within a computer-mediated format has an effect on many different aspects of an interaction. Some of these that have received attention in the scholarly literature include impression formation, deception, group dynamics, disinhibition and especially relationship formation.

CMC is examined and compared to other communication media through a number of aspects thought to be universal to all forms of communication, including (but not limited to) synchronicity, persistence or "recordability", and anonymity. The association of these aspects with different forms of communication varies widely. For example, instant messaging is intrinsically synchronous but not persistent, since one loses all the content when one closes the dialog box unless one has a message log set up or has manually copy-pasted the conversation. E-mail and message boards, on the other hand, are low in synchronicity since response time varies, but high in persistence since messages sent and received are saved. Properties that separate CMC from other media also include transience, its multimodal nature, and its relative lack of governing codes of conduct.^[11] CMC is able to overcome physical and social limitations of other forms of communication and therefore allow the interaction of people who are not physically sharing the same space.

Anonymity and in part privacy and security depends more on the context and particular program being used or web page being visited. However, most researchers in the field acknowledge the importance of considering the psychological and social implications of these factors alongside the technical "limitations".

Types

CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs with time constraints. (e.g. email). People choose asynchronous communication like email for delayed, controlled and longer messages. They also prefer email for negative emotion as they are distant from the receiver ("shielding" effect). On the other hand, people prefer synchronous communication like IM for immediate good news. They also use it because they can multitask while talking.

Language learning

Main article: Language learning software

CMC is widely discussed in language learning because CMC provides opportunities for language learners to practice their language.^[12] For example, Warschauer^[13] conducted several case studies on using email or discussion boards in different language classes. Warschauer claimed that information and communications technology “bridge the historic divide between speech … and writing”.^[14] Thus, considerable concern has arisen over the reading and writing research in L2 due to the booming of Internet.

References

^ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.

^ Thurlow, C., Lengel, L. & Tomic, A. (2004). Computer mediated communication: Social interaction and the internet. London: Sage.

^ Walther, J. B. (1996). Computer-mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23, 3-43.

^ Walther, J. B., & Burgoon, J. K. (1992). Relational communication in computer-mediated interaction. Human Communication Research, 19, 50-88.

^ Haythornthwaite, C. and Wellman, B. (2002). The Internet in everyday life: An introduction. In B. Wellman and C. Haythornthwaite (Eds.), The Internet in Everyday Life (pp. 3-41). Oxford: Blackwell.

^ Garcia, A. C., & Jacobs, J. B. (1999). The eyes of the beholder: Understanding the turn-taking system in quasi-synchronous computer-mediated communication. Research on Language & Social Interaction, 32, 337-367.

^ Herring, S. (1999). Interactional coherence in CMC. Journal of Computer-Mediated Communication, 4(4). http://jcmc.indiana.edu/vol4/issue4/herring.html

^ Markman, K. M. (2006). Computer-mediated conversation: The organization of talk in chat-based virtual team meetings. Dissertation Abstracts International, 67 (12A), 4388. (UMI No. 3244348)

^ Herring, S. C. (2004). Computer-mediated discourse analysis: An approach to researching online behavior. In: S. A. Barab, R. Kling, and J. H. Gray (Eds.), Designing for Virtual Communities in the Service of Learning (pp. 338-376). New York: Cambridge University Press.

^ Bishop, J. (2009). Enhancing the understanding of genres of web-based communities: The role of the ecological cognition framework. International Journal of Web-Based Communities, 5(1), 4-17. Available online

^ McQuail, Denis. (2005). Mcquail's Mass Communication Theory. 5th ed. London: SAGE Publications.

^ Abrams, Z. (2006). From Theory to Practice: Intracultural CMC in the L2 Classroom. book chapter, forthcoming in Ducate, Lara & Nike Arnold (Eds.) Calling on CALL: From Theory and Research to New Directions in Foreign Language Teaching.

^ Warschauer, M. (1998). Electronic literacies: Language, culture and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates.

^ Warschauer, M. (2006). Laptops and literacy: learning in the wireless classroom: Teachers College, Columbia University.

Christine Gonzales Post Tenure Review

Wednesday, February 6, 2013

002.A.1 Professional Workshop notes

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