E-Learning: Communication Theory, Pedagogical Methods, and the Rapid

Development of Internet Technologies. Aristea Slikas Med. aslikas@hotmail.com 11-B

Aparti Street, Iraklion Attikis 14122, Chris Koutsogeorgis PhD.

E-Learning: Communication Theory, Pedagogical

Methods, and the Rapid Development of Internet
Technologies
_______________________________________________
Session: C.N. Koutsogeorgis
Aristea Slikas aslikas@hotmail.com , Chris Koutsogeorgis T.E.I Piraeus
Mathematics Department

Abstract:
The question of whether computers have improved test scores and learning is
answered negatively in that they havent. Students skills are being lost, in that computers are
doing skills for them. There is no individual processing of information and no actual
learning in the established way of note taking and re-writing out the information after it has
been thought out and organized by the student.
The abundance of information has also significantly altered this non-linear
perspective of handling information through the use of media, which for this purpose we are
referring to a computer based classroom as the mediated device. Will the technology dictate
the teaching method or will the teaching method simply utilize the technology in order to
teach like in the past?
With todays learning equipment and the wide use of media richness, the capabilities
are much more advanced within virtual classrooms (instant text, video image, and voice
communication). Students and instructors must have some efficacy with research: searching
for information, retaining information, knowing where to go and find it, and archiving. The
teachers may have some degree of efficacy with these types of information literacy skills, but,
are they teaching them to students? Do students have formal instruction in research and in
basically the acquisition of knowledge? Do they know how to learn, using all the mediated
technology available? Literature points to the fact that students arent instructed to use
information literacy skills. That is to say they dont know how to use the resources available
to do research. They dont know how to learn and are lacking information literate skills.

The concept of life long learning is also significant within this field of e-learning and
the future development of ubiquitous pervasive computing systems.

Key Words: Non-linear learning, Inherent properties of Mediated Devices,

Teaching Methods Dictated by technologies, Life-Learners, and Formalizing
communication technology skills

Introducing the inherent traits of mediated communication

The game of whisper down the lane or as it is called in Greek broken

telephone, is a good metaphor to illustrate, what the internet facilitates, within the
field of education from a communications theory perspective. The game is played as
such: there is a phrase or a word whispered into the ear of a child or adult and the
instruction is for this word to be repeater to the next person, passed down the lane,
until the last person repeats the word out-loud. The last person usually repeats a very
different word or phrase from the original one.
 The implication here is that the message was misinterpreted, and the
allowance for error and miss communication will have to be accounted for in
interactions. From a communications perspective what was significant was the
conductor, or channel, in this case the actual face to face exchange which is the
highest reliable form of communication but never the less an error occurred (Sung &
Cheng, 2007). If we take into consideration the medium for communication
scenarios that will facilitate learning, we have to consider its intrinsic functions with
this case, a new rapidly developing technology. The computer in all its technological
capacities, used as a channel or conduit is not error proof in its transmissions. This
type of medium must be given theoretical guides as to how to utilize it in e-learning
scenarios also, ones above simply being a pipe which delivers information.
A Fundamental trait of technology: It is giving us too much information.
Internet technologies have the capacity of relaying massive amounts of information.
From a communications standpoint and a pedagogical one, what means do we
employ, to decipher and evaluate this information as to what is valuable and what
isnt? A concept by religious scholar, Chris Arthur that addressed this was that we
need to achieve an ethical framework of somehow sifting through this abundance of
information. A means to distinguish which texts and ultimately which information is
significant.
Arthur uses a term, a peek a-boo world and research also differentiates
concepts of linear and non-linear juxtaposed worlds (Arthur, 2000). These terms
describe a world which is configured in a haphazard way; information is not
necessarily related to each other yet, exists together.
Never the less, these are framework from which to interpret and represent
information. Information and mediated information is given to us out of context,
consider a ten minute television segment which can contain famine followed by
advertisements of pain free beach scenes. These two drastic images of differing
importance, one of people suffering, and the other of people in a pain free
environment enjoying the sun, shown to us within the same segment of time. This
way of viewing and putting the world together, has become the norm. This peek a
boo world of Arthurs, and this non-linear juxtaposed contextual framework for ideas
to be streamed together, have presented challenges for people as to how to view, and
value mediated text. The rapidness of relayed information and inherent clustering
together of varied topics all at once that dont have anything in common have altered
our sense of how to decipher information. This is very much an inherent trait of
computer mediated learning scenarios, in which we can do things within these virtual
worlds that would not be able to exist in non virtual worlds.
A suggested way to deal with information overload and the sifting through
information with a way to frame which information is His article, Zen and the Art
of Ignoring Information, relates a story of a Buddhist monk who is told by his
mother to acquire enlightenment, rather than information. She tells him to go to the
mountain and meditate rather than sift through information about enlightenment since
there is too much information available (Arthur, 1993).
Further Arthur, states that information needs to go from a micro to a macro level of
concern, from small personal ideals that must be translated to global positions. What
he is positioning is the significance of a personal perspective, which must be
cultivated. Furthering this, he states that beyond technology and institutions are
human beings (Arthur, 2000). These human beings he is referring to are those
capable of sifting through this plethora of information and having a very self-
conscious or self-aware stance while working with so much information. Within, the
arena of e-learning and information which is mediated and transferred and processed
and learned through a computer. The intrinsic or inherent aspects of
communicating first and of the properties of these new means of technology must be
consciously in the forefront of the humans using them and in this case the students.
Finding a view point of ones own within this vast arena whose capacities for
information are limitless, is a significant goal when thinking with this theoretical
construct. The trick is not to become rigid within the prescribed boundaries of the
technology and the limitations of the communication process, to truly develop a view
of ones own. How does one truly do this, is essentially to look beyond the computer
and the internet as mere transporters of information, although they are conduits, this is
not their only function. Limiting computers as pipes to basically channel information
is really utilizing a fraction of the technological capabilities inherent of the computer.
The main body of this research paper will deal with just this concept and elaborate on
the computers as Generative tools.
Lack of social contact and the implications from a classical pedagogical methodology
perspective.
The theories of Bigots, a classic education theoretician, presented due to another
inherent function of e-learning which is the socialization concept. It is significant to
note that a vast debate is always going to exist on the drawbacks of e-learning through
the internet, in that socialization is not live it is mediated through a machine. The
debate to this type of learning will always have an argument for education as
becoming too isolated and anti-social? Furthermore, can any learning really occur
without socialization?
Vigotsky posits that human interaction is essential in the development of
consciousness. All the higher cognitive and consciousness functions would originate
as actual relationships between individuals. Within this theory a child would have
social interactions with peers and adults for communications purposes first. She later
would internalize these exchanges and allow for what Vigotsky, calls inner speech
(Vigotsky, 1962, 1978). The inner speech could be the consciousness development
of the child the actual processing of information from the social interaction and
making it ones own. This could be the point of learning, by the child from the
prior, social exchange. Significant in this theory is that all cognitive development is
limited to a certain range at any given age. Within this framework actual contact with
human beings is significant because the learning is based on the live exchange and
social relationships of persons.
An interesting scenario which can be only presented as anecdotal evidence is the
case of a small child not wanting to go to school in favor of playing a computer
generated game. The game is such that the child is a farmer, in a virtual farm. What
the main enticing factor for the child to stay home seems to be is the control factor:
the child controls this world. At school it is too noisy dont want to go there, she
may say. It requires maybe more effort to get such control of a setting in a real life
school setting. A topic for further study could be the perceived amount of control of
small children over virtual scenarios rather than live classroom scenarios, and what
the goal would be in their learning, from both worlds. This may be the case if
education is to become more and more mediated especially with small children.

Established E-Learning Scenarios: What is the best way to enhance the

communication and learning?
Given that e-learning is already an established field, Media richness theory
would give a perspective of enhanced communication within this filed. It would
reduce the uncertainty and ambiguity. With this theory, the criteria for a media rich
exchange would be: capacity for immediate feedback, capacity to transmit multiple
cues, language variety, capacity of medium to have a personal focus, personal
documents, opposed to impersonal voice, video, and face to face communication
being the richest experience (P.C. Sun, H.K. Cheng 2007).
The more complex the task the more uncertainty the communication would entail. To
reduce this uncertainty the richest form of media is required. Both communicators
and their experience is also significant in that both will try to interpret the information
communicated, mass communication can always occur also during the
communication the context and content and rules of the task is difficult to convey. In
these cases with mediated learning do we for go the actual exchange and focus on the
lack of error by now having only task which have a low need to be analyzed and
interpreted to be transported through he computer? Does the technology begin to
dictate the learning? And are we deskilling students by allowing for only these
seemingly error proof tasks?
Computers as cognitive media
Traditional education and what was valued throughout history in our society has
always been reading and writing to develop a linear logical thought process. A
primary example is the construction of a research paper which utilizes this method
(Hokenson & Hooper citing Bailey, 1996). This process however, is being altered by
cutting and pasting and incorporating information from mediated texts. The future of
education will be also altered and how we conceptualize education due to these new
ways of organizing our thought processes. The ability of humans to think and to use
words to represent complex ideas, the fact that they can manipulate and utilize diverse
symbols systems for ideas and thinking, these are traits that will be altered through
mediated computer skills. These new technologies will restructure our interests and
thoughts. (okenson & Hooper citing Postman, who is summarizing Innnis, 1992).
They will alter the character of our symbols: the things we think with, and
community the arena where these thoughts develop.
According to Hokenson & Hooper, the functions of these new technologies will
influence education in that they will be cognitively deskilling students, in that they
will use mediated technology to perform thought skills. Juxtaposed knowledge and
presentation in that the nature of the new technology is such that it is fast paced and
non linear, it is haphazard by its nature it is also flat due to its two dimensional nature
(Hokenson & Hooper summarizing, Innis 1992).
Learning from the past
The development of mass distributed coding systems has proven in the past
revolutionary in its ability to engage the masses. It has altered society such as with
the reformation, sciences, and philosophy altered by the printing press. (Hokenson, &
Hooper, 1996). The new technologies are not mere aids and treating them as vehicles
to deliver instruction will have no impact on pedagogy. They are interior transformers
of consciousness having societal effects.
The concept is developed that computers should be generative rather than
representational in their utility. The traditional behaviorist model of pedagogy will
not suffice in this case. The computer should not be only used to predict behavior
"learning", as a by product of delivery of instruction by using a computer. Teacher
dominated instruction will also alter the instruction would become more student
centered. All these are difference from classical pedagogical models (Hokenson &
Hooper, citing, Clark 1983).
 This learner centered approach will have to require students to construct their
learning while using computers to think and investigate. This approach is called
generative and students would have to generate knowledge by gathering information,
and representing it using the mediums capabilities, store information integrate into
further concepts later. Computing would allow for humans to address larger and more
complex problems (Hokenson & Hooper, 2000).
These concepts are also to be found in a post modern approach to constructing
meaning. That is to say...If one looks at modern art and notices for instance just
colors on a canvas with no real scene represented, then the viewer must have some
references or reserves of knowledge about art and the time period, perhaps the artist,
in order to discuss the significance of the art. Another, term that could be similar to
generative knowledge is the capacity for students to poly-reference their final projects
to be able to explain, and put into a context their ideas.
Hokenson & Hooper call this symbol knowledge, manipulation and reformulation, in
order to express or communicate a position. This is simply the capacity for a student
to think and to generate knowledge. The fundamental requirement in this case for the
student would also have to be the ability to be information literate and also the
commitment of being a life learner.
Teaching information literacy and a commitment to life learning.
The research points in this field to the fact that although educators seem to be
proficient in information literacy skills students are not being formally taught these
skills throughout their education. One study in New Z eland is representative of
many, school programs in that through their curriculum students are expected to pick
up these skills however, they are not officially taught them. These skills are listed as
such: question formation, brainstorming, categorizing, skimming, and scanning, use
of search engines, and databases, evaluations of online and printed materials, and use
of contents pages, and indexes, note taking methods, synthesis of information, and
methods of representation(E. Probert, 2009).
The students that have used these skills have learned how to learn (E. Probert
citing the America Library Association, 2009). Those that haven't resort to copy and
paste techniques and plagiarism for research gathering. The ability to process this
information requires formal instruction ( E. Probert, 2009). The research therefore
points to the significance of teaching these skills officially as course work as being
significant and also the lack of this being implemented. It would follow that students
are lacking in information literacy also to be a life learner one must constantly use
these skills.
Into the Future Inclusive Personalized E-Learning and the disappearing
computer AMI

It would seem that it would be more feasible with technology to develop

personalized e-learning, in that the technology could detect and attend to the learning
needs of students in a personalized and inclusive way. However, is this really the case
or are we just limiting learning, when we cater to personalized learning with
technology? Is it feasible for learning styles to emerge along side emerging e-learning
tools (Santos & Boucario, 2008)? We have already established a position for a user or
student centered approach, however, the student would have to be information literate,
and the research shows they are lacking in these skills. It would therefore, follow
that developing e-learning scenarios would be somewhat too limiting, at this stage, it
would be perhaps better to teach students to use the technologies for generative
purposes, as it was explained to teach them how to learn.
The final frontier
There is much talk about ubiquitous computing and ambient technologies, and while
these technologies exist, they are truly not being applied directly in everyday
situations. Take for example the fact that cars are not fitted with blue tooth devices
from which drivers can communicate with other vehicles directly as one drives. And
until just recently airplanes could not navigate and detect a mountain range in front of
them in with high tech methods. Also, consider, a hawk living near an airport is still
the best def fence against birds going into engines and taking down planes. This is
not exactly a ubiquitous technological landscape just yet! Although the terminology
seems quite promising. With such wonderfully human words as sentient technology,
ambient technology, responsive, sensitive, adaptive, transparent and intelligent. One
can't help but, to dream of a sensing, reasoning acting programmed algorithm.
Web phones, wearable computers, remind one of "Star Trek The Next Generation
Episodes", in which the "Borg", have basically over taken human life as we know it
by transplanting cyborg parts into human infant life from birth and onward, therefore
implanting us with artificial life. We become one with technology, we somatize it to
some degree.
Ambient computer life would have us believe in the idea that devices can be imbued
with an inherent consciousness. They can be programmed to be context aware to
recognize features of their environment. They would rely on interactions, and to some
degree slowly become invisible and even reduce the "human to computer
interactions. They would be able to direct interactions sought with systems to indicate
preferences and needs, and also to prevent ubiquitous clutter (D.J. Cook et al., 2009).
The maturing of technologies would produce smart technologies which are basically
at this point sensing technologies based on memory retrieval however , these are yet
to be applied to e-learning scenarios. However, the jargon is very emotive and
human, as to what is expected of these new ubiquitous technologies, what impact they
would have in the future would be something of a technological prophecy at this
point, it would make better sense to wait and see.

References

1. Arthur, C. (1993) "Zen and the Art of Ignoring Information", The Information
Society, Volume 9, pp. 51-60.

2. Arthur, C. (2000) "Seeing Beyond the Frame", Media Development, pp. 3-6.

3.Cheng, H.K., Sun, P.(2007) "The Design of Instructional Multimedia in E-Learning:

A Media Richness Theory-based Approach", Computers and Education Volume
49,pp.662-676.

4. Cook, D.J. et al.(2009) "Ambient Intelligence: Technologies, Applications and

Opportunities, "Pervasive and Mobile Computing Volume 5, pp. 277-298.
5. Hokanson, B., Hooper, S.(2000) "Computers as Cognitive Media: Examining the
Potential of Computers in Education", Computers in Human Behavior Volume 16,
pp. 537-552

6. Probert, Elizabeth,(2009) "Information Literacy Skills: Teacher Understanding

and Practice", Computers and Education, Volume 53, pp. 24-33.

7. Santos, Olga C., Boucario, Jesus G.(2008) "Intelligent Support for Inclusive E-
Learning", International Conference on Web Intelligent Agent Technology.

8. Vygotsky, L.S. (1962) Thought and Language, Cambridge, MA: MIT Press.

9. Vygotsky, L.S. (1978) Mind In Society: Cambridge, M: Harvard University Press.