portfolio entry 2 english
TRANSCRIPT
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PORTFOLIO ENTRY 2:
Journal Article 1: Susan Greener, (2009), "Talking online: reflecting on online communication
tools", Campus-Wide Information Systems, Vol. 26 Iss: 3 pp. 178 – 190.
As explored and looked for this article, it is about author’s viewpoint of online communication
tools. This article studied in terms of following roles- purpose, design, findings, research
limitation, practical implication and value.
1.1 Thesis Statement
Typically, the thesis statement is positioned at the end of the introductory paragraph so that it
will provide a forecast for the paper. Thesis statement of this study is to reflect on the value and
constraints of varied online communication tools from web 2.0 to e-mail in a higher education
(HE) teaching and learning context, where these tools are used to support or be the main focus
of learning. It is the thesis statement as it states the main idea of the article.
Apart from that, the second thesis statement appears in the following paragraph will look into the
introduction chapter where the author as cited in Bolman and Deal’s frames that present with
four different lenses for observing and reflecting on the problems and possible solutions to be
found in events or experiences within context in part and the frames are: structural; human
relations; political and symbolic.
1.2 Topic Sentence
Topic sentence, defined by the Oxford Dictionary, is the most important sentence in a paragraph.
Sometimes referred to as a focus sentence, the topic sentence helps organize the paragraph by
summarizing the information in the paragraph. In formal writing, the topic sentence is usually the
first sentence in a paragraph (although it doesn't always have to be). The first topic sentence in
this article is the structural frame requires a rational reflection on the structural frameworks
within which Computer Mediated Communication (CMC) happens; it is the simplest frame and
asks about evidence for central structural problems and ways in which structural changes might
improve things.
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Based from the thesis statement as the main idea for the article, one of the topic sentence is the
human relations frame requires reflection on how people seem to work together, asking for
evidence of interpersonal problems and ways to promote participation and engagement, focusing
on growth and exploring conflict .
Other than that, topic sentence in this article will be found in subtopic of the symbolic frames,
the symbolic frame requires reflection which focuses on a need for meaning, vision and purpose,
we are looking for evidence of difficulty identifying purpose and working out how to unify and
motivate, to make CMC meaningful in the learner‟s world.
Author “Talking Online: Reflecting On Online Communication Tools” uses the fourth topic
sentence in this article which is the political frame requires reflection on power relationships
and is particularly important in CMC where the art of the possible affects the status relationship
of teacher and learner.
1.3 Supporting Statements
Supporting details will illustrate the topic sentence. It gives deeper explanation to offer
elaboration to the topic sentence.
This article discusses four reflection frames and one of it is the structural frames and this idea
supported by this supporting statement that this frame involves realigning roles and
responsibilities or better co-ordination of resources, or possibly structural redesign. The author
show the outcome using Table 1 is the first of four, each of which uses the relevant frame to
summarise reflective findings on this, albeit limited, experienced range and contexts of online
communication tools: e-mail groups used outside a LCMS, discussion forums used within LCMS,
synchronous conferencing (chat room) within LCMS, wikis within LCMS based on ELGGe
software, and group blogs within LCMS based on ELGGe software. In all cases, tools used were
within the context of taught modules in a management discipline. In each case the features or
issues identified – in the case of the first table the structural features – are the products of
reflection, issues which strike the author as varying amongst the online tools. The process of
structured reflection using the Bolman and Deal frames, which has resulted in the tables shown
below, offers a way of comparing the online tools in order to consider variations and
opportunities which they may present in learning and teaching. From Table 1, the results have
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been set out of reflecting from structural frame and the structural issues which have been seen to
affect communication for learning. It shows the relationship of offline communication tools with
LCMS. The way in which communication is linked into the LCMS can have a substantial effect
on usage by learners; particularly today‟s HE learners, who are often part - or full-time workers
and careers as well as students. A “one- stop shop” can simplify online interactions, provided the
LCMS is designed so that navigation to key areas such as discussion forums or wikis is simple
and clear (Dron, 2006). In future contexts of personalized learning environments, where
information from multiple sources can be tailored to a learner‟s web interface – be that „ or
mobile – this structural issue may matter less, but the current messy problem is that university
students, in the author‟s experience, often seek simplified interfaces, managed smoothly by the
university.
The human frames whereas about how people to working together, asking for evidence of
interpersonal problems and ways to promote participation and engagement, focusing on growth
and exploring conflict. For supporting the this topic sentence, the author using table I and II to
show the output of systematic reflection using this frame on the same online communication
tools and to support the immediacy of synchronous conferencing and the freedom offered by
wikis and blogs to develop individual identity and spontaneity in communication. She concludes
from the table of perspective that e-mail groups are stilted and formal, quite cumbersome ways
of communicating. Asynchronous conferencing (discussion forums,wikis, blogs and e-mail)
allows the teacher and learner to personalise their messages,but can easily lead to
disappointment over lack of response and conflict with others‟ learning approaches and
expectations. Engagement and motivation in human relationships seems better supported
through the web 2.0 freedom, provided learners cross structural barriers and participate, using
the affordances of the technology to express themselves freely and contribute to collective
learning.
From the article, the political frame requires of reflection about how possibly CMC will affect
the relationship of teacher and learners. From the table III, we can see the systematic reflection
through the political frame to the same online communication tools. By this new idea about the
tools, the author provided explanation such as to see a developing picture of empowerment and
increased potential status of learners in relation to teachers through web 2.0 tools, where new
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identities and opportunities for development of expert and referent power can be pursued to
become transformative as discussed by Stokes and Stokes (1996) who claim a “democratizing
literacy” (p. 4) in cyberspace. However, this requires considerable expertise and comfort with
web 2.0 in particular and learning online in general, whereas more traditional forms of
communication, through e-mail groups and discussion boards, can support and scaffold learners
in earlier stages of acquiring knowledge and facility of CMC, to some e xtent through the “direct
instruction” element of teaching presence presented by Anderson et al.(2001, p. 8). The support
of new online learners is vital to enable them to reach a point at which they are able to take on a
more powerful role in their own learning. This explanation also were supported by the
Macdonald‟s (2006) claims that account of affective, dialogic, focussing, reflective,
reversionable and accessible “qualities of intervention” for moderators is a helpful model for
reducing the negative effects of power imbalance between learner and teacher and is
particularly relevant for asynchronous and synchronous conferencing tools.
Based on this article, the fourth lenses for observing and reflecting on the problems and possible
solutions to be found in events or experiences within context in part and frames are the symbolic
frames. This idea in short is about clear role for CMC within teaching and learning. This topic
sentence supported by this statement, wikis and blogs belong to a concept of the web with which
some users are very familiar, but many existing mature students are not. They find it challenging
and, when taking a strategic approach to achieving qualifications, are less likely to wish to
engage with these tools, unless they have a clear reason for doing so. They are more likely to see
the point of discussion forums or e-mail groups which share information and experience in
simple formats with minimum effort, and offer a fast, simple and consistent way to ask questions
online.
1.4 Different strategies of introduction
In this article, the author begins the introduction using a quotation. That quotation may relatedirectly to the subject or it may be only indirectly related (and thus require further explanation).
This strategy is using in the first paragraph of introduction, Concepts of reflective practice based
on the work of Schon (1987) and Kolb (1984) lead us to a process of active reflection,
encouraging us to take notice and make sense of specific experiences, which may otherwise
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quickly fade from the mind and fail to work as active opportunities to learn (Moon, 2000). The
author using short direct quotation which are less than 40 words.
Another strategy that been used in this article is the introduction begin with a concession which
is it start with a statement recognizing an opinion or approach different from one that author plan
to take in her article for example, The human relations frame requires reflection on how people
seem to work together, asking for evidence of interpersonal problems and ways to promote
participation and engagement, focusing on growth and exploring conflict.
1.5 Different Strategies Of Conclusion
Pursue implications is a strategy that been used of the author to write the article. As we can see at
the end of this article, Whatever tools for learning communication are adopted, a consistently
supported, functioning and clearly navigable LCMS, together with the opportunity to introduce
learners to online writing, critical information evaluation and self-directed, collaborative
learning – demand further research, practical experiment and debate before we can climb to the
heights of “wisdom communities”. The author tries to ask reader to consider boarder issue that
has been discussing in this article.
Another strategy of conclusion we can see in the article is culmination strategy. The author try to
reasserting main points and at the end she assume that the readers now has a grasp of the facts.
The employability agenda (Davis‟s perceived usefulness) and rapid growth in mobile learning
and personal web access (Davis‟s perceived ease-of-use), plus the excitement associated with
web 2.0 concepts (supported by Elwood et al.‟s (2006) finding of another factor in the TAM
model: perceived favourable change) may drive greater acceptance of these tools in the near
future, but over the last few years, even the asynchronous discussion board has taken time and
effort to be introduced into teaching and learning strategies.