This Week's
Hot Topic

Computer-Mediated Communication (CMC)

Computer-mediated communication (CMC) refers to human communication via computer. The emphasis is on interaction between humans using computers to connect with one another. The computers may be central repositories for human messages, or they may comprise a network of links and nodes facilitating the transfer of human messages. Various modes and media can be combined to facilitate the communication process.

Computer-mediated communication is the exchange of information between persons by way of computer networks, this can be all kinds of information, for example text, images, audio, and video. The exchange of information can be real time communication (synchronous), this means that people are communicating with each other at the same time. Another form of communication is asynchronous, this means that people are communicating at different times. They can send and receive their messages at any time they want.

For our purposes this week we are going to focus on CMC tools for the average student/professional desktop user.  Many would include elaborate videoteleconferencing systems (such as the Interactive Distance Learning Classroom that links Pensacola and Fort Walton Beach campuses) within the CMC category; however, we will focus on those CMC technologies available to the average user from their personal desktop computer.  This is a particularly hot topic these days because of all the new (and some not so new) CMC environments available today that integrate real-time audio and video.  Most of these new tools have been a reaction to the explosion of online learning and the desire to replicate the "live" classroom atmosphere as much as possible.  As bandwidth and connection speeds increase, desktop computers are better able to handle the audio and video streams necessary to participate in such an environment. Personally, I feel as if we do fine in the online courses I teach without recreating the synchronous atmosphere of a classroom.  I am not saying that it wouldn't be nice every now and then but often the  constraints (same time, good connections, etc.) outweigh the benefits. Nevertheless, more and more systems are on the market and to stay cool it is a must that you know more about this hot topic.

There are a variety of computer conferencing tools and  technologies available for users who want to participate in asynchronous and synchronous CMC for instructional (as well as entertainment) purposes.  Each technology requires slightly different implementation and equipment, is more or less appropriate for certain instructional goals, and has varying costs.  This week you are going to familiarize yourself with a variety of these tools and technologies, their strengths and weaknesses, and the ways in which each of them can be used to its fullest potential to attain instructional goals. 

Many teachers, instructors, and students may be unaware of the computer conferencing capabilities they have at their fingertips, what equipment they need, the costs and benefits of each, or how they can be implemented in instruction.  Others may need help identifying appropriate uses of these technologies to use them to their fullest potential. Your focus this week will be on categorizing these different tools in relation to asynchronous or synchronous capabilities and the equipment, skill and knowledge needed to utilize them. You will also be evaluating from your own perspective the different strengths and weaknesses of different CMC options available. Next week you will be participating in different CMC environments.

As you begin to learn more and more about the technological processes and tools within our field, I hope you begin asking yourself some critical questions prior to implementing them within your organization for training or education. Some questions might include does this tool improve learning? increase motivation? make learning more efficient? facilitate collaborative learning in a meaningful way? make instruction more appealing? There are certainly others you can ask. Much research has and is being conducted as new tools and processes and methods are developed and utilized in education and training but more still needs to be done. This week you will begin to explore a topic of interest and its associated research.

Asynchronous computer-mediated communication is not bound by time or place.  Asynchronous conferencing technologies/terms that you are most familiar with include e-mail/mailing lists, listservs, newsgroups, bulletin board systems, forums, and threaded discussions.  An instructor may simply want to increase his or her availability to students as well as the students’ availability to one another through e-mail.  Students could also be asked to fulfill an assignment through communication with someone across the country or the world.  He or she may want to encourage students to broaden and deepen their knowledge through communication with a wide variety of individuals on a topic of interest through participation in listservs,  newsgroups, or forums.  A teacher may also want to provide students with conferencing opportunities on-line through threaded discussions accessed via a url. While each of these are appropriate for a variety of instructional purposes, several disadvantages related to the asynchrony of the communication and other characteristics often hinder their use. 

Many instructors report that the time they spend on sorting through e-mail and responding to each student is extremely time-consuming.  Students and teachers utilizing mailing lists, listservs, and newsgroups to conference often become bewildered when trying to manage the order in which messages are received or trying to follow a single topic or thread of communication through a variety of postings. Nevertheless, these CMC tools are the most frequently used simply because they are not bound by time.  I do not have to be "logged in" at the same time as others in a group in order to participate in a relevant discussion.  Instructors do not need to accommodate a variety of work schedules, sleep schedules, time zones, etc. in online learning situations in order for students to communicate with one another.  The benefits of "anytime" are numerous. For more information on different asynchronous CMC tools check out the resources below or do a search and find your own.

• How Stuff Works: Newsgroups and more! (good one)
• Efuse: Newsgroups- What are they and how to use them
• Learn the Net: Join Newsgroups
• Brief History and Simple Guide to Newsgroups
• BONUS SITE: The Animated Internet

Synchronous CMC

Synchronous CMC is not bound by place but is bound by time (thus the synchronicity aspect).  Synchronous  CMC tools/technologies are all the rage for instructional as well as entertainment purposes.  As I noted earlier, as connection speeds and bandwidth access increase so do the capabilities of real time CMC from your personal desktop.  As you move up in sophistication you will also need additional equipment and resources, such as software, hardware, and memory.  Text-based and audio conferencing applications are the least intensive of these in terms of equipment requirements and user friendliness.  They also serve basic instructional goals in which it is necessary to have real-time communication but unnecessary to be accompanied by video.  Participating in group discussions of literature on-line in a meaningful connected way rather than the disjointed communication found on listservs or mailing lists can be achieved through the use of these synchronous computer conferencing technologies.  Using desktop videoconferencing or other collaborative tools that integrate text, audio, and video involves a greater cost in equipment and some initial understanding of the technology but can be relatively cost efficient compared to other teleconferencing or satellite technologies.  These technologies are most appropriate for instructional goals in which the presence of video as well as audio is crucial and can be used to create rich learning experiences.  They may be limited, however, by the slight video and audio delay experienced when using this technology. 

Text-based/text-only synchronous CMC
There are several applications that may allow you to conduct real-time text-based conferencing in which a number of people can be on-line and “talking”through text in real-time. The most popular of these include Internet Relay Chat Rooms and Instant Messaging Applications.  The majority of you should be able to say, "been there, done that," at this point in the course. Some of these application are facilitated over Web browsers (you simply go to a url and log in) while others require a separate software application (such as AOL IM or Yahoo Messenger, etc.).

Internet Telephony (Audio-based) Synchronous CMC
There are a variety of applications that allow you to conduct real-time voice conferencing over the Internet.  While this is no different than what you could get over the phone, if you are calling long distances, you can save a bundle on your bill.  This option is also available on many basic chat application such as AOL and Yahoo.

Desktop Video Conferencing (DTVC)
DTVC technologies allow real-time video and audio conferencing over the Internet with your desktop computer.  Some technologies also integrate text, file sharing, whiteboard and other real-time collaboration tools.  In the past, two-way video was out of reach for most but recent innovations in telecommunications technologies such as ISDN, DSL, ADSL, and Cable, videoconferencing systems have lowered equipment and transmission cost, making two-way video feasible for small colleges, businesses, classrooms, libraries, and even homes.  DTVC combines personal computing with audio, video, and communications technologies to provide real-time interaction from a typical personal computer, and the interaction embodies communications between groups of people from singular points (desks with computers). The cost is relatively low and declining, due to the use of typical personal computer technology and added peripherals of a lower cost.

Videoconferencing systems call in a multitude of shapes, sizes, colors, and most importantly prices. A "homemade" DTVC setup would look like a usual desktop computer, connected through a CODEC compliant or video capture card to a miniature video camera. Either onboard the camera, or connected to a system's sound card would be a microphone, through which you can audio conference with another user. There are also pre-packaged DTVC systems, with both camera and microphone embedded within the monitor itself, and video adapters integrated into a system's motherboard. The greatest hindrance is often the additional equipment needed (at minimum microphone and digital video capture camera) and the getting everything running smoothly and reliably.  Slower connection speeds can make such technologies seem impossible to use, but with the right hardware, software, and connection, it is a great experience.  Some tools require all users to have a specific program loaded on their desktop.  Other tools allow the videoconferencing to take place via a web site.

CU-SeeMe is providing real-time delivery of video and audio signals across the TCP/IP Internet.  It was created at Cornell University. It provides one-to-many connections using UNIX reflector software. It does not use multicast, so the bandwidth it consumes increases with each connection to the reflector. The MBONE is a virtual network implemented as a subset of the Internet. It uses the IP-multicast protocols to provide multicast video, audio and shared whiteboard facilities across the Internet. MBONE provides multi-point connections, either one-to-many or few-to-few, while preserving Internet bandwidth by making use of multicasting. The MBONE programs (nv, vat, wb and sb) run on UNIX workstations.

There are a multitude of options for synchronous CMC today and the options expand each day. For even more info on these options review the links below.

• How Stuff Works: Newsgroups and more! (if you didn't read it above, read it now!)
• Learn the Net: Internet Telephony
• Learn the Net: Conferencing - Virtual Meetings
• Learn the Net: Instant Messaging
• What is Chat?
• Chat and IM services (old but good and basic)
• Think of It: Conferencing on the Web
• Beginner's Guide to the Internet for Educators: Audio and Video Conferencing
• What is Internet Telephony?
• Computer Conferencing on the MBONE
• MBONE: Multicasting Tomorrow's Internet (old but good intro stuff)
• CMC Platforms (software)
• The VideoConferencing Cookbook

Drill

1. You can pretty much say you have "done it all" in the asynchronous category.  You should all now be familiar with listservs, threaded discussions, and email.  Some of you may not have participated in newsgroups or forums (there are slight differences but different people use different terminology) but opportunities are everywhere (some I have given to you in previous drills). 
   
   Given your experience with asynchronous CMC tools, think carefully about what you would consider to be the 3 greatest strengths and the 3 greatest weaknesses of one or more of these tools/technologies. In addition, consider the logistics and equipment necessary to participate, the skills and knowledge needed, and what you would consider to be two or three of the most appropriate instructional applications of these tools. 
   
   Choose one of the asynchronous CMC tools (email, listserv, newsgroup, forum, threaded discussion) and share your perceptions of it including:
   • its 3 greatest strengths
   • its 3 greatest weaknesses
   • how easy it is for novice computer users
   • 2 appropriate instructional applications that are meaningful for learning and not just making use of a tool (NOTE: Instructional application means how you could use a CMC tool to further a learning goal or objective in an academic  content area - for example, using email to share and collect data related to weather in different parts of the country for comparison and contrast)

   Please BE SURE you have all required elements above or you will not receive credit for this assignment. 
   
   Please BE SURE you include your name typed within the document itself.
   
   Word process this paragraph (or 2), save it in rich text format (with an .rtf extension - you know what that is now ;-), and email it to the fire chief as an attachment. NOTE: The rich text format and the attachment are required elements of this drill because it will show me you have developed these skills for your fire marshal badge.  If you need assistance please use the resources (hot links) provided or your tech mentor or a team member or me.

2. Read Chapters 18, 35, 37 and 38 in your text.

   Consider the questions below and post a thoughtful reflection of your ideas, concerns, comparisons, and considerations to the threaded discussion in eLearning.

   • So what do you think about the synchronous CMC options available to you?  Did you even know you could make a long distance call via the Internet and never pay a long distance fee?
   • How about desktop videoconferencing? 
   • How do these technologies fit into the education/training/instruction arena? 
   • Are they simply a great way for you to save money or do they have instructional value? 
   • For what instructional purposes would they best be used? 
   • What strengths and weaknesses do they have compared to some of the asynchronous CMC tools or among themselves?
   • Do you see a real need for desktop video conferencing in online learning (such as this course)?
   • What other questions/considerations/concerns do you have when integrating these tools into online learning environments?

Research in Instructional Technology

As we continue to cover hot topics in the field we need to consider the role that research plays and can play in generating new hot topics as well as generating heat (good and bad) around an existing topic. As we have touched upon before, people often focus on the gee whiz toys aspect of instructional technology and not always the theoretical aspects and the instructional design aspects and other processes that are part of the field. Additionally, many people jump on the "newest toy" bandwagon and start purchasing before performing an investigation of its utility and effectiveness in the learning context for which it is being purchased. The role of empirical research is important in each of these situations.

For most with the best of intentions of researching a particular area of interest and identifying what research exists that can inform our practice, follow through is not always easy. Many are not comfortable reading empirical research with all the statistics and research mumbo jumbo and so would rather read more "practical" articles that provide anecdotes or how tos on a particular topic. However, as part of becoming a professional in any field, one should become accustomed to reading research and extracting the information that is most useful and has implications for your practice.

This week we are going to begin a drill that assists you in this process. The first thing I would like you to do is to go to the following site: http://www.prenhall.com/dabbagh/ollresources/chapter3/index.html and review the 8 different tables available to you. This site is a companion website for a textbook I recently read and enjoyed. The way they present research about online learning is excellent for those that do not find reading, analyzing, and summarizing research to be an easy task. The authors do a great job of showing you how you can break down and organize and analyze, compare, and contrast as well as synthesize findings from empirical research on a single topic. The benefits of providing a layout such as they do is that it assists you in identifying specific aspects of the research across each study which allows you to more easily make comparisons and contrasts. When you are trying to make summary conclusions about a group of studies on a single topic a table such as the one they provide can make it so much easier to identify the strengths and weaknesses across the studies and to make final judgments about the value of the line of research for informing practice. For those of you interested in online learning, some of the tables might be very interesting reads. The first two tables target our hot topics for this week and so should assist everyone in becoming more versed in research on those topics. For those of you with interests outside of online learning, I hope you can see the value of the organization and presentation of these topics.

Now that you have a model of sorts to follow, you are going to begin to create your own table containing samples of research of interest to you in the field of instructional technology. We are going to make slight variations in the table headings and content but for the most part you should have a good idea of your final product once you review these tables. Your final product, which will be due at the end of Week 11 and will eventually become a part of your web site, will be a summary of research table on a topic of your choosing within instructional technology. The table headings and content you will include are:

• A title for the research topic
• Complete reference in APA 5th edition format
• Description/Procedures - to include bullets associated with the research questions posed, data collected, participants, and other procedures
• Results - to include bullets covering major findings, limitations of the study
• Implications for Practice/Future Research - to include bullets identifying suggestions for implementation, strategies/activities suggested, future research suggestions

For this week, I would like for you to decide on the topic you will research. When you are considering a research topic, it is important not to select one that is too narrow or too broad. If your topic is too narrow, you may have difficulty finding published literature directly related to the topic. If the topic is too broad, you may have difficulty focusing on a particular aspect. To assist you in selecting your research topic, read the tutorial titled Defining and Refining a Research Topic (in either presentation format or PDF format [128 KB]).

One of the issues you should consider when deciding on a research topic, is whether the topic has already been heavily researched. For example, prior students in this course have been inclined to select topics such as "face-to-face versus online education". There are a few problems with selecting such a topic; it is too broad and it has already been heavily researched.

The topic you choose in this course must be related to instructional technology and K-12 learning or leadership in K-12 environments. You might investigate research on the effects of instructional software on science learning, you might want to investigate the research on the effects of technology configurations (labs vs. teacher laptops vs. computers in classrooms, etc.) and use and learning in schools. There are plenty of topics out there related to K-12 technology and learning and many that are topics that any educational leader should be well-versed on. Pick one that strikes your fancy and see where it takes you. Once you let me know what your topic is I will try to assist you in providing some possible directions for finding articles.

Once your topic is approved, you will be required to identify 5 empirical research studies on your topic and provide your analysis/summary within this table format. We will have future drills that will guide you in your search. For planning purposes, here is an overview of the steps in this research table project throughout the semester:

• Week 4: Identify Research Topic
• Week 5: Locate 2 Empirical Research Articles on Topic
• Week 6: Locate Final 3 Empirical Articles on Topic
• Weeks 7 - 10: Work on Summary Table for Each Article
• Week 11: Create Web Page of Research Table and FTP

Drill

1. Read the tutorial on Defining and Refining a Topic (in either presentation format [1.8 MB] or PDF format [128 KB]).
2. Decide on a topic of interest about which you can find empirical research.
3. Write a paragraph that describes your research topic. Include the following information in your paragraph:
   • A brief title (8 to 10 words) for your research topic
   • Why the topic is of particular interest to you
   • The educational problem that your research topic addresses
   • The potential audience for the research (i.e., people who would most likely benefit from having empirical research on the topic)
4. Post your research topic paragraph to the threaded discussion in elearning.

• HorizonWimba (great for considering live online learning environments)
• Webex (great for considering live online learning environments)
• Interwise (great for considering live online learning environments)
• Microsoft Windows NetMeeting (If you have Windows - you likely already have this so it could save you some download time here)
• Centra (great for considering live online learning environments)
• Skype (phone any computer for free)
• iVisit (free desktop videoconferencing software)

Drill

This week is a preface to next week when you will be actually utilizing one or more of these tools to experience synchronous CMC. So, this week you should take the time to familiarize yourself with the options I have for you and consider which one you might choose.  Download a few things if you think you want to try them out.  Consider buying a quickcam and a microphone if you do not have one already (this is not required but I bet you will use them both after this class and the cost is reasonable).  I have made general notes next to each one, but I hope that you will go to each site and read and look at demos and whatever is available this week so that you are ready to get going next week. This would make a great project for your team to work on together.  Maybe you could discuss which one you all want to try together.  That way you can serve as each other's resources for troubleshooting and such. Next week will be dedicated to getting you up and running on at least two of these CMC tools. If you want to get ahead for next week then download and print the CMC Tools Set Up Document I have developed for you for next week in Word or RTF format.  If neither of these work, email me and we will figure it out.  Do not panic if you look at this and think you have to do everything.  There are choices!  I am providing you with everything in this form to make it easier for you to print and use instead of working from my directions on the screen.

Drill

Your task this week related to this is to email me with the following information:

• Your operating system Your connection speed (28.8 modem, 56K, ISDN, Cable, DSL, etc.)
• Whether or not you have a microphone
• Whether or not you have a camera for capturing and sending video
• Which tool mentioned above intrigues you most and that you want to try or participate in a demo.

• Check the FAQ Page to see if your question has already been answered.
• Email Chief Curda.
• Email EMT Kelly.
• Email the firehouse crew and see if another firefighter knows the answer.

Now let's take a look at the Chief's
Inspection List for this week!