Wednesday, September 5, 2012

The Day My Research Idea Was Conceived...

After talking with my advisors, I have finally started to identify and piece together some basic ideas/concepts that I want to focus on during my doctoral studies. For a while there, I was struggling through a swamp of possibilities. Finally, I just broke down and bought a crate-load of notebooks which I could fill maniacally with haphazard visualizations of my frustration. Surprisingly, I was able to pull some snippets of sanity from this muddle and meld them into my current idea for my dissertation.



What I figured out from the mess I had created was that I could actually make several connections between different interest areas of mine. I had originally wanted to address Krashen's (1981) Affective Hypothesis Theory, a theory that deals with the emotional factors present within a conducive learning environment; then I decide to include the technological element of video-conferencing; then somewhere I along the way, I got distracted with the innovativeness of the flipped classroom concept.


"Well, actually," I thought. "There is one way I do can this that would link all of these ideas." And so was born my research interest.

To test out some of my ideas, I have decided to create an ESL Conversation course that does not include great lengths of in-class, simulated discussions, as most typical courses do. Instead, students will take the conversation outside the classroom. I will connect them with an online language exchange partner who they must video-conference with for at least two hours each week. This is instead of vocab/grammar fill-in-the-blank homework. Students are required to take notes and write a report of what happened in each Skype conversation. Then, when they bring this to class, we can review real-life situations and problems that occur when the ESL students attempt to speak with and understand the speech patterns of native speakers.




Friday, August 31, 2012

The Gestalt Principles


The Gestalt Principles refer to the various ways we perceive particular visual elements. These principles are often utilized in document design. Company logos are a great example. Think of any business that's been around for at least a few decades. If you were to look up the original logo, you would likely find something that looks very clunky. In contrast, modern-day logos are often of a sleeker variety, operating on the concept of minimalism. 

Take--for instance--the evolution of the Starbucks brand. In less than half a century, Starbucks has managed to come from a colorless, bland logo to a very simple depiction of the classic Starbucks mermaid. While before the image was only a small part of the entire logo, now the logo requires the eye to complete the picture, using the Gestalt Principle of closure. Perhaps you could say that this evolution of the Starbucks logo matches consumer recognition of the brand's trademark icon. In other words, although earlier times when Starbucks was a more obscure cafe required the inclusion of the brand name, nowadays just the abbreviated presence of the famous siren is enough to stir up memories of burnt coffee and non-paying conversationalists.




Figure and Ground refers to our attempts at perceiving depth. Many examples of figure and ground include a simple black-and-white image where the eye will typically either instantly label all black areas as belonging to the background or vice-versa. For instance, the viewer will--at first--see a white vase, and then upon further inspection, the two black silhouettes of faces that border each side will become apparent. Sometimes looking to color differences to determine depth can become confusing.




Similarity describes the tendency to group together all items in an image that look alike. Essentially, we are unconsciously operating under the saying that "if you've seen one, you've seen them all." This is also how camouflage works. A soldier dressed in his battle dress uniform might not look exactly like a tree or a bush, but without further inspection, he is capable of fitting into the scenery.




Proximity/Contiguity refers to the fact that things which are closer together will be seen as belonging together. 




Continuity refers to the tendency to continue whatever line we initially saw. For instance, if there are four separate strands that meet together at a single intersection, we will likely see these instead as two lines criss-crossing.




Area is when the smaller item in an image is considered to be the figure (the item in the foreground) while the larger item is considered to be the ground (the background).


If you feel confident that you understand each of these various types of Gestalt Principles, feel free to test yourself. Spokane Falls Community College has a PDF posted on their website with various logos each of which you must label according to the Gestalt Principle utilized.

Friday, August 24, 2012

Schramm Model of Communication


Schramm Model of Communication


The Schramm Model of Communication diagram presents an interesting look at the processes involved in transmitting and receiving messages. To be honest, this week was the first time I had ever seen this model illustrated. (Although I am aware of the concept.) And when it rains, it pours. In Dr. Harmon's class, a few days later,  the Schramm Model reappeared in a class discussion session.

What struck me most about this diagram is how it can be applied to both literal situations and more figurative situations. Just as various types of interference can interrupt radio waves, so also can teacher-transmitted messages be interrupted by a noise source.

As an ESL teacher, I frequently encounter mini-versions of interrupted communication transmissions. In my case, many times the channel itself is more important than the message being conveyed. Using topic-based curriculum, I really am not as focused on whether or not the students understand the idea of leadership as much as I am whether or not they can effectively transmit/receive messages in general. 

Continuing in this same vein, I think that noise source can be defined as many things. Perhaps in an ESL classroom, this noise can be labeled as components such as accent variations, rate of speech, vocabulary knowledge, etc.