Skip to main content

Home/ Diigo In Education/ Group items tagged verbal

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Susana plana

video de comunicación verbal - 1 views

www.youtube.com/watch

comunicación verbal tarea 21

shared by Susana plana on 12 Nov 12 - No Cached
    • Susana plana
      Susana plana on 12 Nov 12
       
      Video sobre la importancia de la comunicación no verbal
    • Susana plana
      Susana plana on 12 Nov 12
       
      La importancia de la comunicación
  • Susana plana on 12 Nov 12
     
    Video para explicar a los alumnos la comunicación verbal
Cindy Edwards

Electronic Journal for the Integration of Technology in Education - 60 views

ejite.isu.edu/...Stokes.html

learning_styles

shared by Cindy Edwards on 28 Apr 13 - Cached
  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
  • ...9 more annotations...
  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
Dallas McPheeters

Job Bank - 32 views

jobsetc.gc.ca/...pieces.jsp

shared by Dallas McPheeters on 20 Jul 10 - Cached
  • Are you verbal/linguistic? Then you make sense out of the world through language and can use words effectively either speaking or in writing. When you make puns and tell stories, you exhibit this intelligence.Learning strategies: read material before going to lectures; take notes of what you hear and read; describe what you have learned to others; listen to what others have learned;write out the steps/instructions to a procedure or experiment;use crossword puzzles, puns and imaginary conversations as memory devices;use your verbal/linguistic knowledge to help you study. For example, if you are taking a course in music, make up a story based on what you hear.
    • Dallas McPheeters
      Dallas McPheeters on 20 Jul 10
       
      Learning strategies for multiple intelligences. Nice list that can easily be used to create learning activities that span all learning styles in the classroom.
  • rank different items of information in order of their importance
  • predict outcomes
Roland Gesthuizen

Using iPad Screencasting for Feedback and Assessment - iPads in Education - 112 views

ipadeducators.ning.com/...screencast-assess

education screencast feedback assessment iPad

shared by Roland Gesthuizen on 20 Sep 13 - No Cached
  • Roland Gesthuizen on 20 Sep 13
     
    "If however we assume that interactivity and communication are important objectives of the modern classroom, then there's one feature however that's particularly interesting. Explain Everything links to a wide variety of cloud storage services thereby enabling screencasts to be uploaded and exchanged between students and teacher. For example, a student can create a screencast and the teacher can respond verbally within the same screencast while highlighting and marking it up for clarification"
Danielle Vogel

Education World ® Technology Channel: Wordle While You Work - 0 views

www.educationworld.com/...dyck030.shtml

Wordle WordClouds vocabulary EnglishEducation

shared by Danielle Vogel on 04 Aug 09 - Cached
  • Danielle Vogel on 04 Aug 09
     
    Thanks to a nifty web tool called Wordle, you can create your own word clouds and tap into the educational benefits this verbal-ranking, categorization tool offers.
Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
Deborah Baillesderr

WordSift - Visualize Text - 92 views

wordsift.com

vocabulary visualization wordCloud wordTag wordsift

shared by Deborah Baillesderr on 02 Apr 14 - Cached
  • Deborah Baillesderr on 02 Apr 14
     
    WordSift helps anyone easily sift through texts -- just cut and paste any text into WordSift and you can engage in a verbal quick-capture! The program helps to quickly identify important words that appear in the text.
Martin Burrett

What Makes an 'Authentic' Teacher? by @RichardJARogers - 19 views

ukedchat.com/...authentic-teacher

shared by Martin Burrett on 27 Mar 18 - No Cached
  • Martin Burrett on 27 Mar 18
     
    "It was lunchtime but I didn't mind. Neither did my German teacher. I ran upstairs and entered her room. She was free - success! I pulled out my listening exam script: a set of learned responses to verbal questions that could come up in my GCSE exam. I'm sure she was hungry and I'm sure she wanted lunch. I didn't think about that when I was 16 years old. I probably should have."
Steve Ransom

The complete list of problems with high-stakes standardized tests - The Answer Sheet - ... - 7 views

www.washingtonpost.com/...gIQA7fNyaM_blog.html

testing standardizedtesting reasons resistance education critique teachers

shared by Steve Ransom on 01 Jul 12 - No Cached
  • focus so narrowly
  • measure only “low level” thinking processes
  • they put the wrong people — test manufacturers — in charge of American education
  • ...9 more annotations...
  • simplify and trivialize learning
  • allow pass-fail rates to be manipulated by officials for political purposes
  • they provide minimal to no useful feedback
  • unfairly advantage those who can afford test prep
  • lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning
  • keyed to a deeply flawed curriculum
  • penalize test-takers who think in non-standard ways
  • radically limit their ability to adapt to learner differences
  • encourage use of threats, bribes, and other extrinsic motivators
Peter Beens

Raising the Ritalin Generation - NYTimes.com - 2 views

www.nytimes.com/...ng-the-ritalin-generation.html

education medical medication Ritalin NYTimes

shared by Peter Beens on 19 Aug 12 - No Cached
  • teachers fill out short behavior questionnaires, called Conners rating scales, which assess things like “squirminess” on a scale of one to five. In many cases, I discovered, diagnoses hinge on the teachers’ responses.
  • the formidable list of possible side effects included difficulty sleeping, dizziness, vomiting, loss of appetite, diarrhea, headache, numbness, irregular heartbeat, difficulty breathing, fever, hives, seizures, agitation, motor or verbal tics and depression. It can slow a child’s growth or weight gain. Most disturbing, it can cause sudden death, especially in children with heart defects or serious heart problems.
  • Peter Beens on 19 Aug 12
     
    "I REMEMBER the moment my son's teacher told us, "Just a little medication could really turn things around for Will." We stared at her as if she were speaking Greek. "Are you talking about Ritalin?" my husband asked."...
Christina Melly

A dozen ways to teach ethical and safe technology use - Home - Doug Johnson's... - 142 views

doug-johnson.squarespace.com/...l-and-safe-technology-use.html

shared by Christina Melly on 28 Dec 10 - No Cached
  • Responsible teachers recognize that schools must give students the understandings and skills they need to stay safe not just in school, but outside of school where most Internet use by young people occurs. Over-filtered school networks set up a false sense of security; the real world of the Internet is quite different from the Internet at school.
    • Rob Weston
      Rob Weston on 28 Dec 10
       
      Can't agree enough with this, the over-use of filters in schools is making everybody complacent when it comes to teaching students to self-filter.
    • Christina Melly
      Christina Melly on 02 Sep 15
       
      Right -- if students don't take ownership of their own messages, we see a lot more of those inappropriate messages when the "babysitter" is taken away.
  • A district’s current acceptable use policy should include language about posting private information about both oneself and others
  • A district’s current acceptable use policy should include language about posting private information about both oneself and others
  • ...5 more annotations...
  • Verbalization of how we personally make decisions is a very powerful teaching tool, but it’s useless to lecture about safe and appropriate use when we ourselves might not follow our own rules.
  • If you're not making mistakes, then you're not doing anything
  • 9. Create environments that help students avoid temptations
  • Assess children’s understanding of ethical concepts. Do not give technology-use privileges until a student has demonstrated that he or she knows and can apply school policies. Test appropriate use prior to students gaining online access.
  • Privacy - I will protect my privacy and respect the privacy of others. Property - I will protect my property and respect the property of others. a(P)propriate Use - I will use technology in constructive ways and in ways which do not break the rules of my family, church, school, or government.
  • anonymous on 28 Dec 10
     
    2. Stress the consideration and application of principles rather than relying on a detailed set of rules. Although sometimes more difficult to enforce in a consistent manner, a set of a few guidelines* rather than lengthy set of specific rules is more beneficial to students in the long run. By applying guidelines rather than following rules, students engage in higher level thinking processes and learn behaviors that will continue into their next classroom, their homes, and their adult lives.
  • Christina Melly on 02 Sep 15
     
    Teaching ethical and safe use of ICTs.
Jennifer Jensen

December Traditions - Collaborative Project - 79 views

www.theteacherscorner.net/collaboration-projects

collaboration winter December projects writing art digital_media holiday web_2.0

shared by Jennifer Jensen on 28 Nov 10 - Cached
  • Jennifer Jensen on 28 Nov 10
     
    This free project has students sharing their December Traditions. Students will create either a digital or paper/pencil representation of a December tradition their family celebrates. Using a Web 2.0 tool, students can add a verbal component to their drawing and then publish their work to share other students around the world. Finally, students and teachers will have the opportunity to view and comment on the work of other students.
Aly Kenee

Days Like This… | alytapp - 132 views

alytapp.com/...days-like-this

jing assessment screencast edtech

shared by Aly Kenee on 04 Oct 11 - No Cached
  • Instead of scribbling marks in the margins of printed papers, I opened each student’s paper in Google Docs, highlighted text and inserted comments to clarify my thoughts, and then turned on the screen recorder (Jing) to record my voice as I scrolled through the paper and pointed to items with my mouse. Right after recording, I uploaded the finished recording to Jing’s companion hosting site, and then I simply copied and pasted the link to the recording directly into the Google Doc.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Adding value in context rather than providing repetitive written comments in the summation.
  • After about four minutes, they began the next task, copying and pasting my reflection questions into the bottom of their docs, and then responding to those prompts as they reflected on their work and my feedback.
  • As I watched them, I couldn’t help but remember the way that I used to provide feedback. Students would receive their graded papers, flip past the comments I had scribbled in the margin, glance at the final grade, and then forget all about it.
  • ...7 more annotations...
  • I always knew there was more I wanted to convey to them about their writing, about how they had or had not created meaning for the reader.
  • It took me about 10 minutes per paper, times 68 papers, so the last week and a half have been intense. If you’re doing the math, that’s over 11 hours of paper grading. If I am going to put in that kind of time for grading, I must see my students growing as writers. Period.
    • brianhammel
      brianhammel on 04 Oct 11
       
      Technology tool is NOT a time saver. The main goal for using the tool is not increased productivity by the teacher, but instead increased understanding by the student.
    • Aly Kenee
      Aly Kenee on 05 Oct 11
       
      Yes! You state that so eloquently. We often think of tech as nothing more than a tool for expediency.
  •  I liked knowing that my essay got individual attention, individual feedback, and I feel like you cared about what I wrote.
  • A small number of students (actually, fewer than 5) said that they didn’t feel that the verbal comments were all that helpful.
  • hurtful to hear me say out loud what was wrong with their papers
  • Writing is personal, and feedback can feel like an attack.
    • brianhammel
      brianhammel on 04 Oct 11
       
      On the flipside, writing is personal, and receiving impersonal and confusing written feedback can also be hurtful. The student spends so much time writing the assignment, but only receives a small amount of scribbled comments in the margin.
  • tried out a new way of assessing student work — screencasting
Katie Nettles

Interactive Whiteboards Enhance Classroom Instruction and Learning | NEA Member Benefits - 18 views

www.neamb.com/...of-interactive-whiteboards.htm

shared by Katie Nettles on 17 Dec 14 - No Cached
Jeff Rhodus liked it
  • A teacher can create engaging lessons that focus on one task such as a matching activity where students use either their fingers or a pen to match items. Another teacher might integrate multiple items into a lesson plan such as websites, photos, and music that students can interact with, respond to verbally or even write comments on the board itself.
    • Katie Nettles
      Katie Nettles on 17 Dec 14
       
      Key-words… ENGAGING and INTERACT!  It's more than just a projector! 
  • Interactive whiteboards facilitate multisensory learning
mrscottb

When Everything Clicks | Hidden Brain : NPR - 23 views

www.npr.org/...ower-of-judgment-free-learning

behaviorism clickertraining education npr hiddenbrain 6711SM3

shared by mrscottb on 20 Mar 19 - No Cached
  • mrscottb on 20 Mar 19
     
    This is a segment from NPR's HIdden Brain about Dr. Martin Levy's use of a clicker, usually used to train dogs, to train surgical students. It's fascinating. Essentially, the argument is made that clickers work so well because it is a form of feedback that does not use any verbal signals - no praise, no reprimand, no "good job," no "not like that." Praise and criticism distract a learner from mastering the skill being taught, making a learner focus instead on pleasing the teacher. With nonverbal feedback, the learner doesn't focus on the teacher but on the skill being taught
jgarciama

Wall Street by julianagarciamaldonado on emaze - 3 views

app.emaze.com/@AOZZCCZTQ

Experiencia - Aprendizaje

shared by jgarciama on 17 Apr 20 - No Cached
  • Discriminación entre estímulos
  • aprendizaje ele las respuestas
  • Discriminación entre estímulos
  • ...38 more annotations...
  • aprendizaje las respuestas
  • Discriminación entre estímulos
  • Aprendizaje de las respuestas
  • Discriminación entre estímulos
  • Aprendizaje de las respuestas
  • Aprendizaje de las respuestas
  • conocill1iento de que respuesta acompafta a cual estimuh
  • Aprendizaje de las respuestas
  • Conocimiento de que respuesta acompaña a cada estímulo
  • Conocimiento de que respuesta acompaña a cada estímulo
  • Los sujetos reciben una lista de terminos y los recuerdan en cualquier orden.
  • Conocimiento de que respuesta acompaña a cada estímulo
  • los sujetos reciben una lista de terminos y los recuerdan en cualquier orden.
  • os sujetos reciben una lista de terminos y los recuerdan en cualquier orden.
  • Conocimiento de que respuesta acompaña a cada estímulo
  • Economic system
  • Global Cities
  • The system of producing and distributing of goods and services and allocating resources in a society.
  • según la cual vez q
  • pleto.
  • teoría e la inte1ierencia del alvido, segun la cual una vez que se aprenden las asociaciones, nunca se olvidan por co
  • The system of producing and distributing of goods and services and allocating resources in a society.
  • Interferencia proactiva
  • La de las asociaciones mas antiguas que obstaculizan el nuevo aprendizaje.
  • Interferencia proactiva
  • Interferencia proactiva
  • Interferencia proactiva
  • Tareas del aprendizaje
  • Interferencia proactiva
  • La de las asociaciones mas antiguas que obstaculizan el nuevo aprendizaje.
  • Teoria de la interferencia
  • Aprendizaje verbal
  • Asociaciones de estímulo y respuesta
  • Cada vez que prestamos atención a los sucesos del medio 
  • Cuando se codifica la información que se debe aprender 
  • almacena la nueva información en la memoria y la recupera cuancio la necesita (Shuell , 1986) .
  • Cuando se relaciona la información nueva con la  que se tenía anteriormente.
  • PROCESAMIENTO DE LA INFORMACIÓN
Dwight Woodley

Spelling & Vocabulary Website: SpellingCity - 68 views

www.spellingcity.com

elementary spelling language_arts

shared by Dwight Woodley on 01 Oct 09 - Cached
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as
  • Over
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as :Alphabetical Order, Unscramble, Parts of Speech, HangMouse, Crossword Puzzle, WordSearch, and Vocabulary Test. A free forum and newsletters
  • ...1 more annotation...
  • Over 42,000 spelling words with customizable sentences and definitions A REAL person who says each word and sentence Free home pages for teachers and parents to save lists Teacher training videos Free printable handwriting worksheets Free teaching resources with lists and lesson plans Twenty-five games to play online or to print such as : Alphabetical Order , Unscramble , Parts of Speech , HangMouse , Crossword Puzzle , WordSearch , and Vocabulary Test . A free forum and newsletters
  • Kimberly LaPrairie on 01 Oct 09
     
    SpellingCity.com has: - Over 42,000 spelling words and ten learning games! - A REAL person who says each word and sentence. - Free home pages for teachers and parents to save lists. - How To Videos to explain to teachers and parents how to use SpellingCity.com. - A free forum and newsletter with more vocabulary and spelling resources! - Ten spelling and vocabulary games to play online or to print. - Free printables for handwriting practice with your saved lists. - A Resources Section which highlights features and existing lists for Dolch words, compound words, sound-alikes (their, there, they're), contractions, possessives, and more. After taking the online spelling test, students can print out a report, retake the entire test, or get tested only on spelling words that they got wrong the first time. TeachMe spells and displays the word in ways that stimulate memory for visual and verbal learners. Printable Games include WordSearch, UnScramble, WhichWord?, Sentence UnScramble and MissingLetter. Printable Handwriting Worksheets for combined spelling and handwriting practice can be created from any saved list (this feature only works if the list is saved). Choices includes three sizes of lines, capitals or small letters, script or cursive, and with directional arrows on or off. How cool is that?
  • Linda Zwillick on 10 Dec 09
     
    All you have to do is type in the list of words and bam! at least 10 games are generated for the students! It also teaches and tests the students on the words. You can save the lists as a teacher and have students search for your lists or you can have students input their own lists without saving them.
  • Martin Burrett on 19 Jul 11
     
    A superb resource where teachers can sign in and input spelling lists for pupils to learn by playing games. Give pupils the link and they don't need to sign in to use it. Site only recognises US spelling when generating example sentences, but you can input your own easily. Free option should be enough for most users, but 'paid for' option is available. http://ictmagic.wikispaces.com/English
Adrienne Michetti

Where Everybody Knows Your (Screen) Name: Online Games as "Third Places" - 52 views

jcmc.indiana.edu/...steinkuehler.html

games gaming social

shared by Adrienne Michetti on 19 Nov 09 - Cached
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      This is, I think, why I'm more keen on today's social networks than I am on games -- games do not provide deep emotional support.
  • "bowling alone" hypothesis (Putnam, 2000), which suggests that media are displacing crucial civic and social institutions
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Putnam - need to check this article. Interesting; not sure I agree.
  • ...80 more annotations...
  • According to Putnam, time spent with relatively passive and disengaging media has come at the expense of time spent on vital community-building activities.
  • The evidence to date is mixed
  • A core problem on both sides of the debate is an underlying assumption that all Internet use is more or less equivalent
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      SO True
  • It would be more plausible and empirically rigorous, then, to consider how specific forms of Internet activity impact civic and social engagement as a result of their particular underlying social architectures
  • combining conclusions from two different lines of MMO research conducted from two different perspectives—one from a media effects approach, the other from a sociocultural perspective on cognition and learning.
  • By providing spaces for social interaction and relationships beyond the workplace and home, MMOs have the capacity to function as one form of a new "third place" for informal sociability much like the pubs, coffee shops, and other hangouts of old.
  • loosely structured by open-ended narratives
  • They are known for their peculiar combination of designed "escapist fantasy" and emergent "social realism"
  • from two research projects: one an examination of the media effects of MMOs, the other an ethnographic study of cognition and culture in such contexts.
  • the conclusions of both studies were remarkably aligned.
  • the assumption that the most fruitful advances are sometimes made when congruent findings are discovered through disparate means
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      Love this quote.
  • demonstrate the "effects" of game play vs. no game play.
  • first project was a traditional effects study
  • second project, a qualitative study of cognition and learning in MMOs (
  • ethnography
  • sociocultural perspective
  • as a way to tease out what happens in the virtual setting of the game and how the people involved consider their own activities, the activities of others, and the contexts in which those activities takes place
  • a reasonable level of generalizability (random assignment to condition in the first study) and contextualization (ethnographic description of existing in-game social networks and practices in the second)
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      but I wonder why he chose these games -- this is not specified. Only their success in US and abroad?
  • brick-and-mortar "third places" in America where individuals can gather to socialize informally beyond the workplace and home
  • the exaggerated self-consciousness of individuals.
  • In what ways might MMOs function as new third places for informal sociability?
  • virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts.
  • in this section we analyze the structural form of MMOs that warrants this "third place" assertion.
  • eight defining characteristics of third places
  • there is no default obligation
  • To oblige any one person to play requires that explicit agreements be entered into by parties
  • the default assumption is that no one person is compelled to participate legally, financially, or otherwise.
  • Unless one transforms the virtual world of the game into a workplace (e.g., by taking on gainful employment as a virtual currency "farmer" for example, Dibbell, 2006; Steinkuehler, 2006a) or enters into such agreement, no one person is obligated to log in
    • Adrienne Michetti
      Adrienne Michetti on 19 Nov 09
       
      and this is why, in my opinion, you will never see games in school. The game cannot be the Third Place because school is a Second Place.
  • Yee's (2006) interviews also reveal that individuals who game with romantic partners or family find that such joint engagement in the "other world" of MMOs allows them to redefine the nature and boundaries of their offline relationships, often in more equitable terms than what may be possible in day-to-day offline life
  • the relationships that play-partners have with one another offline are often "leveled" within the online world
  • an individual's rank and status in the home, workplace, or society are of no importance
  • appeal to people in part because they represent meritocracies otherwise unavailable in a world often filled with unfairness
  • conversation plays an analogous role
  • "In all such systems, linguistic interactions have been primary: users exchange messages that cement the social bonds between them, messages that reflect shared history and understandings (or misunderstandings) about the always evolving local norms for these interactions" (p. 22).
  • third places must also be easy to access
  • such that "one may go alone at almost any time of the day or evening with assurance that acquaintances will be there"
  • accessible directly from one's home, making them even more accommodating to individual schedules and preferences
  • barriers to initial access.
  • "What attracts a regular visitor to a third place is supplied not by management but by the fellow customer,"
  • "It is the regulars who give the place its character and who assure that on any given visit some of the gang will be there"
  • affective sense
  • As one informant satirically commented in an interview, "You go for the experience [points], you stay for the enlightening conversation.
  • engendering a sense of reliable mentorship and community stability.
  • Oldenburg argues that third places are characteristically homely, their d�cor defying tidiness and pretension whenever possible. MMOs do not fit this criterion in any literal sense
  • In neither of our investigations did the degree of formality exhibited by players within the game bear any relation to the degree of visual ornamentation of the players' immediate vicinity.
  • Thus, while the visual form of MMO environments does not fit Oldenburg's (1999) criterion of "low profile," the social function of those environments does.
  • Oldenburg (1999) argues that seriousness is anathema to a vibrant third place; instead, frivolity, verbal word play, and wit are essential.
  • The playful nature of MMOs is perhaps most apparent in what happens when individuals do bring gravity to the game.
  • the home-like quality of third places in rooting people
  • Participation becomes a regular part of daily life for players and, among regular gamemates such as guild members, exceptional absences (i.e., prolonged or unforeseen ones) are queried within the game or outside i
  • create an atmosphere of mutual caring that, while avoiding entangling obligations per se, creates a sense of rootedness to the extent that regularities exist, irregularities are duly noted, and, when concerning the welfare of any one regular, checked into
  • Are virtual communities really communities, or is physical proximity necessary?
  • Anderson (1991), who suggests that geographic proximity itself is neither a necessary nor sufficient condition for the emergence and preservation of "community."
  • Social capital (Coleman, 1988) works analogously to financial capital; it can be acquired and spent, but for social and personal gains rather than financial
  • operates cyclically within social networks because of their associated norms of reciprocity
  • bridging social capital is inclusive.
  • This form of social capital is marked by tentative relationships, yet what they lack in depth, they make up for in breadth.
  • On the one hand, bridging social capital provides little in the way of emotional support; on the other hand, such relationships can broaden social horizons or worldviews, providing access to information and new resources.
  • bonding social capital is exclusive.
  • social superglue.
  • it can also result in insularity.
  • shows that bridging and bonding social capital are tied to different social contexts, given the network of relationships they enable.
  • Virtual worlds appear to function best as bridging mechanisms rather than as bonding ones, although they do not entirely preclude social ties of the latter type.
  • One could argue that, if the benchmark for bonding social capital is the ability to acquire emotional, practical, or substantive support, then MMOs are not well set up for the task:
  • While deep affective relationships among players are possible, they are less likely to generate the same range of bonding benefits as real-world relationships because of players' geographic dispersion and the nature of third places themselves.
  • Despite differences in theoretical grounding and methodologies, our conclusions were remarkably similar across complementary macro- and micro-levels.
  • It is worth noting, however, that as gamers become more involved in long-term social networks such as guilds and their activities become more "hardcore" (e.g., marked by participation in large-scale collaborative problem-solving endeavors such as "raids" into difficult territories or castle sieges), the function of MMOs as "third places" begins to wane.
  • It may be, then, that the structure and function of MMOs as third places is one part of the "life cycle" for some gamers in a given title.
  • In such cases, MMOs appear to enable a different kind of sociability, one ostensibly recognizable as a "community" nonetheless.
  • However, our research findings indicate that this conclusion is uninformed. To argue that MMO game play is isolated and passive media consumption in place of informal social engagement is to ignore the nature of what participants actually do behind the computer screen
  • Perhaps it is not that contemporary media use has led to a decline in civic and social engagement, but rather that a decline in civic and social engagement has led to retribalization through contemporary media (McLuhan, 1964).
  • Such a view, however, ignores important nuances of what "community" means by pronouncing a given social group/place as either wholly "good" or "bad" without first specifying which functions the online community ought to fulfill.
  • Moreover, despite the semantics of the term, "weak" ties have been shown to be vital in communities, relationships, and opportunities.
  • is to what extent such environments shift the existing balance between bridging and bonding
  • In light of Putnam's evidence of the decline of crucial civic and social institutions, it may well be that the classification "lacking bridging social capital" best characterizes the everyday American citizen. T
  • Without bridging relationships, individuals remain sheltered from alternative viewpoints and cultures and largely ignorant of opportunities and information beyond their own closely bound social network.
  • it seems ironic that, now of all times, we would ignore one possible solution to our increasingly vexed relationship with diversity.
1 - 19 of 19
Showing 20▼ items per page