Thursday, December 06, 2001

Jeanette Ceniceros
Comm 202
Journal #4

Friday, November 16, 2001

Jeanette Ceniceros
Comm 202
Journal #3

Kotter, Schneider, and von der Embe wrote “Technically Speaking: Transforming Language Learning through Virtual Learning Environment (MOO's)” in which they described a foreign language (FL) learning experiment for college students in MOO’s. Kotter, English professor at the University of Munster united with American professors von der Emde and Schneider. Kotter wanted to measure tandem learning between language learners and native speakers, while von der Embe and Schneider wanted to find a solution to the difficulty of having a broad range of proficiencies in German and English language learning students and to add more content based learning in their German courses. Students were in contact for 16 hours with native speakers; about 8 hours in each language, English and German. The groups were made up of 2 Americans and 2 Germans. The outcomes were analyzed from student portfolios created from the project.

Five benefits were discovered in using the MOO for FL learning, of which one includes “Authentic Communication and Content.” Instead of focusing on grammar accuracy, students actually were able to focus on content communication, which was meaningful, especially with actual German students and vice versa. Students were able to discuss 3 short German passages, such a passage from Kafka’s “The Burrow.” They also constructed their own room through description. Intellectual learning was stressed in this MOO-FL experiment.

There are still four other brief benefits. Students were able to do “Autonomous Learning and Peer Teaching in a Student-Centered Classroom.” Students learned from the composition of the virtual world (room) and from patiently correcting each other. Thirdly, students had “Individualized Learning.” Logs helped slower learners go back to see what improvements could be made and shy students were able to express themselves more actively. In addition, the MOO stressed the “Importance of Experimentation and Play.” Playing and experimenting with their language aided students in their creative learning of language. Finally, the MOO allowed “Students as Researchers: The Intellectual Dimension.” Students were able to research the language and its cultures; examples include comparing the American and the German education system and discussion of the use and context of words, such as assimilate and integrate. The MOO-FL course shows that, with its many benefits, is an excellent learning experience for students.

Kotter, Schneider, and von der Embe’s experimental and educational MOO hints towards a more “real-like world.” The three researchers gave a student’s description of her room and all agreed, “Nevertheless, it is possible to read Carla’s room as a reaction to the challenges and uncertainties of life as a first-semester freshman” (215). Carla described a refrigerator with alcohol and a burning candle from which visitors can see her spirit. These examples give an aspect of the student’s deeper feelings. Students were able to incorporate their hidden feeling into MOO’s. Therefore, the loss of the real does not exist in this type of MOO.

The MOO is a positive learning experience for students. MOO, a MUD-object oriented helped students use their FL skills in order to utilize the language through description. Students were able to create their rooms and space. The MOO was more social oriented because students had meaningful communication about culture and new ideas, such as the different education systems. Less fantasy, such as in the incorporation of inner feelings, about life created a more real-virtual world.

Dutton’s theory, the Access Paradigm, very well fits with this MOO-FL experiment. The technological and social choices definitely shape access. The information was the foreign language learning and the people were college students. The services were language interchange, tutoring, and culture learning. The technology though Tel Net offers students the access of other technologies. The researchers claim that, “In fact, all objects created in the en Core system have unique Uniform Resource Locators (URL’s) and can be made accessed directly through the Web, making it easy to publish without any training in Hypertext Markup Language (HTML). Students and society in general can move around to other technologies by clicking; such locations include URL’s and HTML where they can create and publish information. Therefore, the MOO technology shaped an educational type of access.

This MOO and FL experiment conducted by Kotter, Schneider, and von der Embe refuted all the negative ideas that people stem are MOO consequences. They have proven that the MOO can actually be a positive technology and a more real-like world. Dutton’s Access Paradigm complemented in a positive manner this MOO-FL experiment. In its entirety, the experiment encouraged educational language in a fun way. Everything shows that the MOO can actually be used for educational activities.

Friday, October 12, 2001

Jeanette Ceniceros
Comm 202
Discussion-Wed. 1pm
Journal Assignment #2

In my case, I would say thirty percent of my communication is virtual. In my first semester at USC, I had no idea how to use the Internet, least likely how to interact with others using the Internet. Then, in one of my courses I was forced to use the Internet. The professor gave us online assignments through Blackboard. I had to face my fear and use the Internet. I had avoided it as much as I could because every single time I tried to use it, I would end-up getting lost. Thankfully, the professor helped me do the first homework assignment.

Little by little, I began using the Internet. My communication through the Internet is mostly through e-mail. That is how I contact my professors, T.A.’s, classmates, and even my friends. It is so strange! I used to be annoyed when someone
e-mailed me. Before, I hardly checked my e-mail. I did not have access to the Internet at home. Now I cannot live without the Internet or e-mail.

Virtual communication has changed how I see life. When I try to contact professors, T.A.’s, and classmates about homework assignments I rather e-mail them because I rather look at a written response. (Just in case I forget). By the way I hate leaving phone messages. I just do not like the sound of my voice. Also, it is easier to click than to push the skip button several times to listen to the exact message, word by word. When I receive such messages it is hard to remember every detail so I leave them on the answering machine until I have time.

I am amaze that I have done Instant Messaging quite a few times. I first did it with a friend, just for fun. I never thought about communicating through Instant Messaging. It just happened. My friend knew I was on the Internet and so just like that she decided to Instant Message me. It was strange, but cool. I even use e-mail at work. If I need a certain material to accomplish a duty or if I need to ask to leave early, I e-mail my boss. We even play around with Net-Hail, which is Instant Messaging, at work. (Even though we are not supposed to be playing around with Net Hail). Virtual communication has impacted all aspects of my life, in a good and fun way.

Friday, September 28, 2001

Jeanette Ceniceros
Comm 202
Journal Assignment #1

Heingartner’s article The Grid: The Next – Gen Internet discusses the “Grid” which will become the future Internet. The idea for the “Grid” began with the “desire to connect the supercomputer into a mega computer” (2). Therefore, making technology more efficient and with much more information. The Grid’s main goal is to share documents and MP3 files and also connecting computers to sensors, telescopes and tidal-wave simulators. According to Walter Hoogland, conference moderator of the Global Grid Forum, “The World Wide Web gave us a taste, but the Grid gives a vision of an ICT (Information and Communication Technology-enable world” (1). The Grid’s storage and transaction power will surpass our current Internet system.

In the week of March 3, 2001 many scientists took part in the Global Grid Forum in Amsterdam. Part of the Global Grid’s Forum’s objective was to talk about issues that will involve social and political dimensions. An example includes how to make easier the sharing of information among strangers. The “Grid” is being design to deal with security issues. Other issues included reliability. Such as, the amount of time it takes to download a file or sometimes one is unable to download a file. One more issue dealt with included the kinds of services people will be charged. The inclusion of a virtual observatory was discussed. As Heingartner said, “The Grid may give birth to a global file-swapping network or a members-only citadel for moneyed institutions” (2). The Grid has a great global power in the future. Heingartner’s article of the “Grid” deals with Postmodernism, the Access Paradigm, and the Utopian View.

The Grid is definitely a postmodernism Narrative. The Grid will show a decentered and nonlinear world. There is no huge and place that will control the grid. There will be so many companies and individuals involve and interconnected with this grid. As well, a multiple of programs will be included in the grid. The Grid will outline our post-modernist world.

As Dutton’s Theory suggests, the Access Paradigm, this type of technology along with social choices will shape the access of the grid. For one, the information one gets will be more reliable and faster. The “Grid” will be people’s choice of communication because of the many programs in one. The “Grid” will be made to facilitate people’s lives. The types of services will be many, either leisure or job related. This type of technology will allow us to access other technologies. Many other technology connections will be included with the “Grid,” such as telescopes. The availability to accessing the Grid’s many programs will be pleasing to many.

Furthermore, the “Grid” portrays a Utopian view Vision. The “Grid” will be ordered in a better manner than the Internet. It possesses the fundamental view that it is a human invention. It will Better Our Lives by making it a lot easier. People will not have to buy several programs. They will all be in one. It will portray that Progress, the “Grid,” is a good thing. Last of all, it will enhance freedom and privacy. The “Grid” will give us the view for accomplishing freedom by allowing us to surf more and at a better speed. The privacy issue will more secure than ever. The scientists developing the “Grid” are looking at the Internet as a basis for improving the inefficiencies of the Internet and placing them in the “Grid.” Above all, the Utopian Narrative of the “Grid” will play an important part for its progress.

Heingartner’s article is incredibly interesting. Recently, I had heard about a new computer program, in development, which will include many programs in one. Now I know what kind of program is in development. What I consider more interesting is the inclusion of just not programs, but other machines, computers, and financial institutions. The “Grid” will link the world in a more harmonious manner. Financial Institutions will also be allowed to uses the “Grid.” Of course, no one really knows the future of the “Grid”, but I believed that it will have a strong success in the future. In my view Post-modernism, the Access Paradigm, and the Utopian Vision of the “Grid” are all positive.,1282,42230,00.html.