Grudin statest that his focus is on the effects of placing technology in the middle of these interactions. (Grudin, 2000).
Interpersonal communication is easy nowadays. Landline phones, cellphones, payphones, SMS's, e-mails, VOIP calls, IM clients, video calls. You name it, you got it. Common, nothing new.
Grudin states that:
Novel forms of mediation alter or remove critical aspects of context associated with
natural or familiar interactions. Words may be transmitted, but not the tone of voice; or voice may be transmitted, but not facial expressions; or voice and facial expressions without hand and arm gestures; or all of it may be transmitted, but from a different perspective than is available when present in person. (Grudin, 2000).
This statement is arguable. Video calling enables to transmit words, facial expressions, tone and even body language if participants choose to express it via the camera. The only thing that may not be transmitted, is smell.
Grudin proceeds to make an interesting point:
Greater visibility can increase efficiency, but it also creates complications, raising issues of anonymity,privacy, censorship, security, reciprocity, accountability, and trust. Cognition and emotion are intertwined throughout. (Grudin, 2000).
So, being online on Facebook (status is visible to the peers) may reveal that one is slacking off rather than doing hard work. But making business calls via Skype may result in more efficient communication and/or smaller expenses.
That's communication, the most basic interpersonal activity there is. But what if we were to look at communication in a specific context. Education for example.
E-learning has been around for years now. General education schools promote E-Kool (e-school) as a platform where the teachers and parents can communicate and inform one-another. Universities even have online-degrees, online-courses and various platforms for online interaction.
The best way to redesign education is to create a "networked school." Nowadays, there's no real need for physical infrastructure (e.g. the school itself). If a professor is employed, why not record his/her lectures and share them online. Students will gain the possibility to re-view videos when needed. Assignments can be handled via forums, wikis and blogs. Online-chats (and seminars) can be hosted via Skype. Professors and students can thus be geographically independent.
There's no real reason why this system wouldn't succeed eventually. Transportation will become more expensive (given that there's no alternative to fossile fuels) and online learning (as explained before) is a very viable alternative.
References:
Grudin, J. (2000). Digitally Mediated Interaction: Technology and the Urge System.
In G. Hatano, N. Okada & H. Tanabe (Eds.), Affective Minds, 159-167, 2000.
Interpersonal communication is easy nowadays. Landline phones, cellphones, payphones, SMS's, e-mails, VOIP calls, IM clients, video calls. You name it, you got it. Common, nothing new.
Grudin states that:
Novel forms of mediation alter or remove critical aspects of context associated with
natural or familiar interactions. Words may be transmitted, but not the tone of voice; or voice may be transmitted, but not facial expressions; or voice and facial expressions without hand and arm gestures; or all of it may be transmitted, but from a different perspective than is available when present in person. (Grudin, 2000).
This statement is arguable. Video calling enables to transmit words, facial expressions, tone and even body language if participants choose to express it via the camera. The only thing that may not be transmitted, is smell.
Grudin proceeds to make an interesting point:
Greater visibility can increase efficiency, but it also creates complications, raising issues of anonymity,privacy, censorship, security, reciprocity, accountability, and trust. Cognition and emotion are intertwined throughout. (Grudin, 2000).
So, being online on Facebook (status is visible to the peers) may reveal that one is slacking off rather than doing hard work. But making business calls via Skype may result in more efficient communication and/or smaller expenses.
That's communication, the most basic interpersonal activity there is. But what if we were to look at communication in a specific context. Education for example.
E-learning has been around for years now. General education schools promote E-Kool (e-school) as a platform where the teachers and parents can communicate and inform one-another. Universities even have online-degrees, online-courses and various platforms for online interaction.
The best way to redesign education is to create a "networked school." Nowadays, there's no real need for physical infrastructure (e.g. the school itself). If a professor is employed, why not record his/her lectures and share them online. Students will gain the possibility to re-view videos when needed. Assignments can be handled via forums, wikis and blogs. Online-chats (and seminars) can be hosted via Skype. Professors and students can thus be geographically independent.
There's no real reason why this system wouldn't succeed eventually. Transportation will become more expensive (given that there's no alternative to fossile fuels) and online learning (as explained before) is a very viable alternative.
References:
Grudin, J. (2000). Digitally Mediated Interaction: Technology and the Urge System.
In G. Hatano, N. Okada & H. Tanabe (Eds.), Affective Minds, 159-167, 2000.
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