Meru University of Science and Technology Technological Communication 2024 PDF

+-----------------------------------+-----------------------------------+ | Publication Details | | +===================================+===================================+ | Name of University | **Meru University of Science and | |...

+-----------------------------------+-----------------------------------+ | Publication Details | | +===================================+===================================+ | Name of University | **Meru University of Science and | | | Technology.** | +-----------------------------------+-----------------------------------+ | School/Faculty | **School of Computing and | | | Informatics** | +-----------------------------------+-----------------------------------+ | Department | **Department of Information | | | Technology** | +-----------------------------------+-----------------------------------+ | Course Title | **TECHNOLOGICAL COMMUNICATION** | +-----------------------------------+-----------------------------------+ | Course Code | **CCU 3101** | +-----------------------------------+-----------------------------------+ | Year of Publication | **2024** | +-----------------------------------+-----------------------------------+ | Author(s) | **Lucas MWIRIGI** | +-----------------------------------+-----------------------------------+ | Reviewers | **Penina WAMBUI** | +-----------------------------------+-----------------------------------+ | Edition | **1^st^ Edition** | +-----------------------------------+-----------------------------------+ | Programmes taking the Course | 1. **Bachelor of Business | | | Information Technology Y1S1** | | | | | | 2. **BSc Information Technology | | | Y1S1** | | | | | | 3. **Bachelor of Information | | | Science Y1S1** | +-----------------------------------+-----------------------------------+ | Pre-requisite | **None** | +-----------------------------------+-----------------------------------+ | Class contact time (hours) | **45** | +-----------------------------------+-----------------------------------+ | Number of credit hours | **3 Credit Hours** | +-----------------------------------+-----------------------------------+ | Course Description | | +-----------------------------------+-----------------------------------+ | Course Learning Outcomes | | | | | |  | | +-----------------------------------+-----------------------------------+ | Teaching methodology | Tutorials, individual and group | | | assignments, exercises and | | | project work | +-----------------------------------+-----------------------------------+ | Learning Resources | **Computers, course modules, | | | online based materials, recorded | | | lecturers, assessment tools, | | | online videos, case studies, LMS, | | | eBooks, books, interactive | | | quizzes Smart phones, virtual | | | tools such as Zoom.** | +-----------------------------------+-----------------------------------+ | Reference Materials | | +-----------------------------------+-----------------------------------+ | Course Topics/Modules | | +-----------------------------------+-----------------------------------+ | Assessment | **CATTs -- 40%** | | | | | | **End of Semester exams -- 60%** | +-----------------------------------+-----------------------------------+ | Quality evaluation | - **Student evaluation surveys | | | at the end of the course** | | | | | | - **Feedback from student | | | learning activities** | | | | | | - **Performance in final | | | examination** | +-----------------------------------+-----------------------------------+ **MODULE 2;** **Communication Skills in Technology** +-----------------------------------+-----------------------------------+ | Module 2: TECHNOLOGY IN | | | COMMUNICATION SKILLS | | +===================================+===================================+ | School/Faculty | **School of Computing and | | | Informatics** | +-----------------------------------+-----------------------------------+ | Department | **Department of Information | | | Technology** | +-----------------------------------+-----------------------------------+ | Course Title | **TECHNOLOGICAL COMMUNICATION** | +-----------------------------------+-----------------------------------+ | Course Code | **CCU 3101** | +-----------------------------------+-----------------------------------+ | Year of Publication | **2024** | +-----------------------------------+-----------------------------------+ | Author(s) | **Lucas MWIRIGI** | +-----------------------------------+-----------------------------------+ | Reviewers | **PeninaWAMBUI** | +-----------------------------------+-----------------------------------+ | Edition | **1^st^ Edition** | +-----------------------------------+-----------------------------------+ | Programmes taking the Course | **Bachelor of Business | | | Information Technology Y1S1** | | | | | | **BSc Information Technology | | | Y1S1** | | | | | | **Bachelor of Information | | | Science** | +-----------------------------------+-----------------------------------+ | Module number | **2 of 10** | +-----------------------------------+-----------------------------------+ | Module title | **Technology in Communication | | | Skills** | +-----------------------------------+-----------------------------------+ | Module duration | **6 hours** | +-----------------------------------+-----------------------------------+ | Instructional hours | **3 hours** | +-----------------------------------+-----------------------------------+ | Module description | | +-----------------------------------+-----------------------------------+ | Module learning outcomes | By the end of the module, the | | | student should be able to; | |  | | | | 1.To explain the relationship | | | between technology and | | | communication skills. | | | | | | 2\. Explain digital | | | communication and how it can be | | | improved | | | | | | 3.Explain technical writing | | | | | | 4.Plan and make an effective | | | presentation. | +-----------------------------------+-----------------------------------+ | Introduction | **Introduction** | | | | | | The impact of technology on | | | communication skills is a topic | | | that has gained increasing | | | attention in recent years. As | | | technology has advanced, | | | communication has become faster, | | | more convenient, and more | | | accessible than ever before. | | | However, as with any change, | | | there are both positive and | | | negative consequences that come | | | with the integration of | | | technology into our daily lives. | | | While technology has undoubtedly | | | made communication more efficient | | | and accessible, it has also had a | | | profound impact on our ability to | | | connect with one another on a | | | human level. | | | | | | ------------------------------- | | | --------------------------------- | | | ----------- | | | **What are the negative impacts | | | of technology on communication s | | | kills ?** | | | ------------------------------- | | | --------------------------------- | | | ----------- | | | | | | While technology has undoubtedly | | | made communication more efficient | | | and convenient, there are several | | | negative impacts that it has had | | | on our communication skills. | | | | | | Some of the most notable negative | | | effects include: | | | | | | **1.Dependence on technology and | | | its effects on social | | | interactions:** As technology has | | | become more ubiquitous in our | | | daily lives, we have become | | | increasingly reliant on it for | | | communication. This has led to a | | | decline in face-to-face | | | interactions and a decrease in | | | the quality of our social | | | interactions. It has also led to | | | an over-reliance on technology as | | | a means of communication, which | | | can have negative consequences | | | when technology fails or is | | | unavailable. | | | | | | **2.The lack of emotional depth | | | and the potential for | | | miscommunication:** Technology | | | has made communication faster and | | | more efficient, but it has also | | | led to a lack of emotional depth | | | in our interactions. When we | | | communicate digitally, it can be | | | difficult to convey emotion and | | | nuance, which can lead to | | | misunderstandings and | | | miscommunication. | | | | | | **3.Decrease in face-to-face | | | communication and its | | | consequences**: As we rely more | | | on technology for communication, | | | face-to-face communication has | | | decreased. This can lead to a | | | lack of social skills and an | | | inability to connect with others | | | on a deeper level. It can also | | | lead to a lack of empathy and a | | | decrease in our ability to read | | | nonverbal cues. | | | | | | ------------------------------- | | | --------------------------------- | | | -------------------------------- | | | **What are | | | the positive impacts of technolo | | | gy on communication skills ?** | | | ------------------------------- | | | --------------------------------- | | | -------------------------------- | | | | | | While there are certainly | | | negative impacts to the | | | integration of technology into | | | our communication, there are also | | | several positive effects that it | | | has had on our ability to connect | | | with others. Some of the most | | | notable positive effects include: | | | | | | **1.The ability to connect with | | | people from all over the world:** | | | Technology has made it possible | | | to connect with people from all | | | over the world in ways that were | | | never before possible. This has | | | led to greater cultural | | | understanding and an increase in | | | global empathy. | | | | | | **2.The convenience of | | | communication through | | | technology**: Technology has made | | | communication more convenient | | | than ever before. We can now | | | communicate with others | | | instantly, no matter where they | | | are in the world. This has made | | | it easier to maintain | | | long-distance relationships and | | | stay connected with friends and | | | family who live far away. | | | | | | **3.The potential for enhanced | | | communication through | | | technology**: Technology has also | | | made it possible to enhance | | | communication in ways that were | | | never before possible. For | | | example, video conferencing has | | | made it possible to have | | | face-to-face conversations with | | | people who are far away, and | | | instant messaging has made it | | | possible to communicate in real | | | time with people all over the | | | world. | | | | | | ------------------------------- | | | ------------------------------ | | | **How do we maintain human conn | | | ection in a digital world?** | | | ------------------------------- | | | ------------------------------ | | | | | | While technology has undoubtedly | | | changed the way we communicate, | | | it is still possible to maintain | | | a sense of human connection. Here | | | are some strategies to keep in | | | mind: | | | | | | **1.The importance of intentional | | | communication and making time for | | | face-to-face interactions** | | | | | | It can be easy to get caught up | | | in the convenience of technology | | | and forget the value of | | | face-to-face interactions. | | | However, these interactions can | | | play a crucial role in | | | maintaining and strengthening | | | relationships. Intentional | | | communication, which means | | | actively making time for quality | | | conversations and spending time | | | together, can help prevent | | | technology from getting in the | | | way of human connection. | | | | | | **2.Learning to communicate | | | effectively through technology.** | | | | | | While face-to-face communication | | | should be prioritized, it's also | | | important to learn how to | | | communicate effectively through | | | technology. This means being | | | mindful of the tone and language | | | used in written communication and | | | paying attention to nonverbal | | | cues such as emojis or | | | punctuation. It's important to | | | recognize that written | | | communication can sometimes lack | | | the emotional depth of | | | face-to-face communication and | | | that miscommunications can easily | | | arise when relying solely on | | | text-based conversations. | | | | | | **3.Balancing the use of | | | technology with other forms of | | | communication** | | | | | | Maintaining a healthy balance | | | between technology and other | | | forms of communication can help | | | prevent dependence on technology | | | and keep the human connection | | | alive. This means finding ways to | | | incorporate more face-to-face | | | interactions into daily life, | | | whether it's through setting up | | | regular coffee dates with friends | | | or participating in community | | | events. It also means being | | | mindful of the amount of time | | | spent on technology, and | | | recognizing when it might be time | | | to unplug and prioritize other | | | activities. | | | | | | **Improving Communication Skills | | | in a Digital World** | | | | | | Whether you're communicating | | | through technology or in person, | | | here are some tips for improving | | | your communication skills: | | | | | | **Active listening** | | | | | | Active listening is the process | | | of fully concentrating on what | | | the other person is saying, | | | without distraction or | | | interruption. It involves giving | | | the other person your full | | | attention and responding | | | thoughtfully to what they are | | | saying. Active listening can help | | | prevent miscommunications and | | | strengthen relationships. | | | | | | **Being aware of nonverbal cues** | | | | | | Nonverbal cues, such as body | | | language or tone of voice, can | | | often convey more meaning than | | | the actual words being spoken. | | | Being aware of these cues can | | | help you better understand what | | | the other person is trying to | | | communicate and respond in a more | | | appropriate and effective way. | | | | | | **Being mindful of tone and | | | language in written | | | communication** | | | | | | Written communication can be | | | easily misinterpreted, as it | | | lacks the emotional depth of | | | face-to-face communication. Being | | | mindful of the tone and language | | | used in written communication, | | | such as emails or text messages, | | | can help prevent | | | miscommunications and maintain | | | positive relationships. | | | | | | **Regularly practicing and | | | improving communication skills** | | | | | | Communication is a skill that can | | | be improved with practice. This | | | means taking the time to reflect | | | on your communication style and | | | actively seeking out | | | opportunities to improve. This | | | can be through reading books or | | | articles on communication, | | | attending workshops or courses, | | | or simply reflecting on your own | | | communication patterns and | | | habits. | | | | | | How do we maintain human | | | connection in a digital world? | | | | | | ------------------------------- | | | ----------------------- | | | **WHAT IS | | | TECHNICAL WRITING ?** | | | ------------------------------- | | | ----------------------- | | | | | | Technical writing is a form of | | | communication that professionals | | | use to convey information about | | | specialized topics. | | | | | | Technical writing is a form of | | | writing that focuses on conveying | | | complex information in a clear, | | | concise, and easy-to-understand | | | manner. | | | | | | A technical writer might create | | | content to provide instructions | | | or explain technical concepts | | | regarding environmental | | | regulations, computer | | | applications or medical | | | procedures. Some of the most | | | common industries that rely on | | | technical writing include: | | | | | | Engineering | | | | | | Computer software and hardware | | | | | | Robotics | | | | | | Chemistry | | | | | | Finance | | | | | | Consumer electronics | | | | | | Forestry | | | | | | Aeronautics | | | | | | Medical and health care | | | | | | Biotechnology | | | | | | **Examples of technical writing** | | | | | | Instruction manuals | | | | | | E-learning content | | | | | | Software installation guides | | | | | | Product specifications | | | | | | Product descriptions | | | | | | Reports | | | | | | Press releases | | | | | | Business proposals | | | | | | Job descriptions | | | | | | Textbooks | | | | | | Company documents | | | | | | Case studies | | | | | | Unlike creative writing, | | | technical writing requires | | | clarity, conciseness, and a focus | | | on conveying information rather | | | than literary flourishes. | | | | | | Here are some fundamental | | | principles to keep in mind when | | | writing for a technical audience: | | | | | | **Clarity and Simplicity:** Use | | | clear and straightforward | | | language to ensure your readers | | | understand the content easily. | | | Avoid using complex sentences and | | | convoluted phrasing. | | | | | | **Conciseness and Brevity:** Keep | | | your writing concise and to the | | | point. Avoid unnecessary words or | | | phrases that do not add value to | | | the content. | | | | | | **Active Voice and Verb Tenses:** | | | Use active voice to make your | | | writing more engaging and | | | emphasize the sentence's subject. | | | Choose appropriate verb tenses to | | | convey the correct meaning. | | | | | | **Use of Technical Terms and | | | Jargon:** Use technical terms and | | | jargon only when necessary. | | | Define technical terms that may | | | be unfamiliar to the reader. | | | | | | **Formatting and Designing | | | Technical Documents** | | | | | | Formatting and designing your | | | technical documents is an | | | essential aspect of technical | | | writing that can significantly | | | impact how your audience receives | | | your content. | | | | | | **Here are some guidelines to | | | consider**: | | | | | | **Use a Consistent Format**: Use | | | a consistent format throughout | | | your document, including font, | | | spacing, headings, and bullet | | | points. This will help your | | | readers navigate your content | | | quickly and make it more visually | | | appealing. | | | | | | **Include White Space**: Use | | | ample white space in your | | | document to make it easier to | | | read and more visually appealing. | | | Avoid cramming too much text or | | | visual elements onto a single | | | page. | | | | | | **Use Clear and Legible Fonts**: | | | Use clear and legible fonts that | | | are easy to read. Avoid using | | | fonts that are too small or | | | difficult to read. | | | | | | **Use Visual Aids**: Use visual | | | aids such as tables, graphs, | | | charts, and images to make your | | | content more engaging and easier | | | to understand. | | | | | | **Use color Strategically:** Use | | | color strategically to highlight | | | important information or to add | | | visual interest to your content. | | | Avoid using too many colors, | | | which can be distracting. | | | | | | **Editing and Reviewing Technical | | | Documents** | | | | | | Editing and reviewing your | | | technical documents is essential | | | in ensuring that your writing is | | | clear, concise, and error-free. | | | | | | **Here are some guidelines to | | | consider:** | | | | | | **Review for Clarity**: Review | | | your document to ensure your | | | writing is clear and easy to | | | understand. Avoid using complex | | | sentences or jargon that may | | | confuse your readers. | | | | | | **Check for Accuracy**: Check | | | your document for accuracy, | | | including any technical terms or | | | data you may have used. Ensure | | | that your sources are reliable | | | and up-to-date. | | | | | | **Proofread for Errors**: | | | Proofread your document for | | | grammar, spelling, and | | | punctuation errors. Use tools | | | such as spell-check and | | | grammar-check to assist you. | | | | | | **Review Formatting**: Review | | | your formatting and design | | | elements to ensure they are | | | consistent and visually | | | appealing. | | | | | | Get feedback from other | | | colleagues or subject matter | | | experts to ensure that your | | | document meets the intended | | | objectives and effectively | | | communicates the required | | | information. | | | | | | By editing and reviewing your | | | technical documents thoroughly, | | | you can ensure that your writing | | | is of high quality and meets the | | | expectations of your audience | | | | | | **Technical documentation** | | | | | | Technical documentation is the | | | comprehensive and structured | | | compilation of information | | | related to a product, system, | | | process, or technology. It | | | communicates complex technical | | | details in a clear and | | | understandable way for a specific | | | audience, which may include | | | end-users, developers, or | | | internal stakeholders. This type | | | of documentation typically | | | includes user manuals, | | | installation guides, API | | | documentation, technical | | | specifications, and | | | troubleshooting guides. | | | Well-crafted technical | | | documentation plays a crucial | | | role in ensuring efficient | | | operations, promoting product | | | usability, and facilitating | | | knowledge transfer within an | | | organization. | | | | | | **Importance of Technical | | | documentation** | | | | | | i)It serves as a comprehensive | | | and structured source of | | | information that enables | | | effective communication and | | | collaboration within a company. | | | | | | ii)By documenting essential | | | processes, procedures, and | | | guidelines, technical | | | documentation facilitates | | | knowledge transfer among | | | employees, reducing the | | | dependence on individual | | | expertise and preventing | | | knowledge silos. This ensures | | | continuity and consistency even | | | when employees leave or change | | | roles. Iii) Clear and | | | well-organized technical | | | documentation assists in | | | streamlining operations, reducing | | | errors, and improving | | | productivity, ultimately leading | | | to cost savings and increased | | | efficiency. | | | | | | **Presentation skills.** | | | | | | ----------------------------- | | | **What is a presentation?** | | | ----------------------------- | | | | | | A presentation is a means of | | | communication that can be adapted | | | to various speaking situations, | | | such as talking to a group, | | | addressing a meeting or briefing | | | a team. A presentation can also | | | be used as a broad term that | | | encompasses other 'speaking | | | engagements' such as making a | | | speech at a wedding, or getting a | | | point across in a video | | | conference. A presentation | | | requires you to get a message | | | across to the listeners and will | | | often contain a \'persuasive\' | | | element. It may, for example, be | | | a talk about the positive work of | | | your organization , what you | | | could offer an employer, or why | | | you should receive additional | | | funding for a project. | | | | | | Presentation skills are the | | | skills you need in delivering | | | effective and engaging | | | presentations to a variety of | | | audiences. These skills cover a | | | variety of areas such as the | | | structure of your presentation, | | | the design of your slides, the | | | tone of your voice and the body | | | language you convey. To be an | | | effective presenter, step-by-step | | | preparation and the method and | | | means of presenting the | | | information should be carefully | | | considered. | | | | | | **Characteristics of Good | | | Speakers** | | | | | | 1.Have insight i.e they know | | | their strengths and weaknesses | | | | | | 2.Know their audience | | | | | | 3.Know why they are speaking and | | | what they hope to achieve | | | | | | 4.Always practice or do a dry run | | | of their speeches | | | | | | 5.Take the speech as if it was a | | | performance | | | | | | 6.Make a post speech evaluation | | | or critiques their presentation. | | | | | | **Planning your Presentation** | | | | | | It can be helpful to plan your | | | presentation in terms of key | | | steps, as follows: | | | | | | Set your objective. A simple | | | sentence can be a good means of | | | defining your purpose in giving | | | the presentation, and will begin | | | to determine the content. | | | | | | Objective is a short statement | | | which tells what you plan to | | | achieve. For example, you may | | | plan that) | | | | | | Try to complete the following | | | sentence: | | | | | | 'As a result of my presentation, | | | my audience will be able to..... | | | | | | c\) Understand your audience: | | | Try and have a basic idea of | | | the size of the audience and | | | who they are. Think about what | | | they will be expecting from the | | | presentation, but be realistic | | | about this. Find out what level | | | of knowledge and experience | | | those attending will have about | | | your topic, so that you know | | | where to aim the material. Is | | | the audience likely to have any | | | preconceptions or | | | misconceptions about the | | | subject that you need to | | | address and put right? How | | | might your audience use what | | | you have to say? | | | | | | d\) Know your setting: Find out | | | about the equipment | | | --audiovisual aids etc. that | | | will be available. Check out | | | the location of the | | | presentation; the size of the | | | room (to help you decide on | | | type of seating arrangements), | | | and other facilities. | | | | | | e\) Write down the 'central | | | theme' of the talk. | | | | | | f\) Write your outline: Ask | | | yourself: What are the main | | | points I need to make to get my | | | message across? What supporting | | | information will I need? Where | | | will I get this? How much time | | | will I need? | | | | | | g)Structure your talk. | | | | | | **Structuring Your Presentation** | | | | | | This is one of the most important | | | aspects of the presentation. The | | | structure should be clear to both | | | you and your audience. Develop | | | your visual aids: For example, | | | will you use a flipchart, | | | whiteboard power point, overhead | | | projector or data projector etc. | | | to clarify important points and | | | aid understanding? | | | | | | **NB: Do not use too many | | | slides/points.** | | | | | | Prepare your delivery notes, | | | according to the structured | | | outline. | | | | | | The structure of a presentation | | | should have an introduction, body | | | and conclusion. | | | | | | i\) **Introduction:** | | | | | | Through the introduction you | | | should grab your audience's | | | attention and set the scene. | | | | | | **Ways of getting your audience's | | | attention include;** | | | | | | asking a rhetorical or | | | intriguing question, | | | | | | providing a relevant and | | | interesting fact, | | | | | | giving an anecdote, | | | | | | outlining the valuable | | | information you hope the audience | | | will gain from the presentation, | | | | | | telling them why they need to | | | know the information, | | | | | | giving a quote or making a | | | dramatic prediction. | | | | | | Your theme should be made clear | | | from the start. Start the | | | audience thinking about the | | | subject matter of your | | | presentation by, for example, a | | | statement of your main objective. | | | It can also be helpful to present | | | the structure to your talk, by | | | explaining briefly how you plan | | | to proceed with it. | | | | | | ii)**The Main Body**:Select the | | | main points that support your | | | argument but only include as much | | | detail as your audience needs. | | | Also, be aware that people will | | | not remember too many points. | | | Once you have decided on the key | | | points, organize them into a | | | sequence that makes sense to you. | | | This sequence may take various | | | forms, including being | | | chronologically based, | | | problem-solution based, | | | simple-complex based etc. (Hargie | | | et al, 2004; Adler and Elmhorst, | | | 1999). | | | | | | iii)**Conclusion:** | | | | | | There are various ways of | | | concluding a presentation | | | including | | | | | | changing the pace, | | | | | | using a new visual aid, | | | | | | summarizing your main points, | | | | | | drawing the conclusion and its | | | importance, | | | | | | making recommendations, | | | | | | asking for questions, | | | | | | getting feedback, | | | | | | asking for or recommending | | | particular actions, | | | | | | getting some sort of commitment | | | from the group to the advocated | | | course of action, | | | | | | Finally end by thanking the | | | group for their time and | | | attention. | | | | | | Do not end suddenly. Give your | | | audience some idea that you are | | | coming to a close; eg. 'And now, | | | before I finish' or 'In | | | conclusion' etc. | | | | | | Try to end on a strong note | | | through the use of tactics | | | detailed above. Research has long | | | since shown that we tend to | | | remember the opening and closing | | | parts of a presentation over the | | | detail in the middle. | | | | | | **Techniques of Delivery** | | | | | | Hargie et al (2004, p. 72) | | | outline a number of features of | | | effective deliveries, summarised | | | as follows: | | | | | | **Use appropriate language and | | | avoid jargon**. If the audience | | | do not understand most of what is | | | being talked about, they will | | | become detached. | | | | | | **Be suitably paced.** | | | Inexperienced speakers have a | | | habit of speaking too quickly. On | | | the other hand, speaking too | | | slowly is a recipe for boredom. | | | Where speed of delivery may be a | | | particular concern, think about | | | placing an accomplice in the | | | audience primed to signal when | | | you get too slow or too quick. | | | | | | **Use visual aids without | | | placing them centre stage**. Even | | | the best of these are only aids | | | to assist the speaker. | | | | | | **Make use of sub-summaries, | | | signposts and links.** Pause at | | | transitional points in the flow | | | of ideas to briefly summarize the | | | material covered. Explaining how | | | this 'chunk' of information links | | | with what comes next helps to | | | signpost the path through the | | | presentation and increases its | | | coherence. | | | | | | **Emphasize key points | | | verbally, non-verbally and | | | vocally.** Emphasize verbally | | | through listing key points (e.g. | | | 'It is vital that you | | | recognise...'), repeating core | | | elements etc; non-verbally (e.g. | | | Gestures, changes in posture, | | | position); and vocally (e.g. | | | Altering volume, speed of | | | delivery, tone of voice). | | | | | | **Be verbally fluent.** Effective | | | public speakers do not have to be | | | word perfect. Nevertheless, lots | | | of 'umms' 'ahhhhs' and other | | | fillers such as 'you know' can be | | | highly distracting. | | | | | | Be concrete and precise, rather | | | than appearing vague and | | | indefinite. | | | | | | Be varied, e.g. intersperse | | | talk with graphs, slides or | | | pieces of video that the audience | | | can look at as a break from | | | listening. If appropriate, | | | encourage some discussion or ask | | | the audience to work on a brief | | | exercise. | | | | | | Include carefully chosen | | | examples -- as a bridge between | | | what the listener knows and is | | | familiar with and the new | | | material being introduced. | | | | | | Avoid distractions, e.g. pacing | | | around, playing with a pen or | | | pointer, over use of certain | | | stock phrases. Gain control of | | | body language. | | | | | | Seem natural and not contrived. | | | This can take some time and | | | practice. | | | | | | Rehearse what is going to be | | | said. | | | | | | Body Language during presentation | | | | | | Remember the importance of | | | non-verbal communication! | | | | | | Behave enthusiastically, | | | | | | make and maintain eye contact, | | | | | | smile, | | | | | | act 'as if' you are confident | | | and relaxed (even if you do not | | | feel it) and make your | | | introduction without reading from | | | your notes too much. | | | | | | The manner of speech is also | | | important. | | | | | | As well as ensuring that your | | | voice can be heard by the | | | furthest member of the group, | | | | | | speak clearly and at a | | | conversational, | | | | | | appropriate speed. | | | | | | Varying the tone, pitch, rate and | | | other vocal features can | | | communicate enthusiasm and can | | | create a sense of interest in the | | | listener. | | | | | | Pause before key points and | | | stress key parts of the sentence | | | by using change in tone. | | | | | | Techniques to resolve your | | | anxiety include the following: | | | | | | 1\. Accept that it is perfectly | | | normal to feel nervous or | | | anxious to some extent. | | | | | | 2\. Prepare well. | | | | | | 3\. Be realistic. Are your | | | standards too high? Take off | | | the unnecessary pressure that | | | comes from negative and | | | unrealistic thoughts by | | | challenging them and seeking | | | the more rational view. That | | | worst case scenario you imagine | | | is highly improbable, and if a | | | less than positive outcome does | | | occur, it is unlikely to be the | | | end of the world! | | | | | | 4\. Use relaxation exercises | | | such as deep breathing. | | | | | | 5\. Behave 'as if' you are | | | feeling confident; i.e. | | | | | | i\. Enter the presentation in a | | | very deliberate way, | | | | | | ii\. Rehearse your presentation, | | | but also how you will | | | | | | Stand, set out your notes, change | | | your slides etc, | | | | | | iii\. Use other non-verbal | | | behaviors to appear confident. | | | | | | ------------------------------- | | | ------------------------------ | | | **What is* | | | * **Digital communication?** | | | ------------------------------- | | | ------------------------------ | | | | | | Digital Communication is the | | | process of exchanging | | | information, messages, and ideas | | | using digital technologies and | | | platforms. It involves the | | | transmission and reception of | | | data through electronic devices | | | and networks. Digital | | | Communication enables real-time | | | interaction, instant messaging, | | | video conferencing, and sharing | | | of multimedia content across vast | | | distances. | | | | | | Digital Communication is also | | | important for various other | | | reasons as well which are given | | | below: | | | | | | a\) Better engagement of workers | | | | | | b\) Comfortable and convenient | | | experience | | | | | | c\) Universally acceptable | | | | | | d\) Transparency within the | | | organisation | | | | | | e\) Saves time, energy and money | | | | | | **Key elements of Digital | | | Communication** | | | | | | Digital Communication possesses a | | | range of unique features that | | | distinguish it from traditional | | | communication methods. | | | Understanding these key features | | | is essential to fully grasp the | | | power and capabilities of Digital | | | Communication. | | | | | | **1.Instantaneous interaction** | | | | | | One of the defining features of | | | Digital Communication is its | | | ability to enable immediate and | | | real-time interaction. Whether | | | it\'s through instant messaging, | | | video calls, or live chat, | | | Digital Communication allows | | | individuals to connect and | | | communicate with each other | | | instantly, transcending | | | geographical barriers. | | | | | | **2.Multimedia integration** | | | | | | Unlike traditional communication | | | methods that primarily rely on | | | text-based messages, Digital | | | Communication seamlessly | | | integrates various multimedia | | | elements. Users can share and | | | receive photos, videos, audio | | | recordings, and other forms of | | | media to enhance their | | | communication and convey messages | | | more effectively. | | | | | | **3.Asynchronous and synchronous | | | communication** | | | | | | Digital Communication offers the | | | flexibility of both asynchronous | | | and synchronous communication. | | | Asynchronous communication allows | | | individuals to send messages and | | | receive responses at their | | | convenience, such as through | | | email or social media posts. On | | | the other hand, synchronous | | | communication enables real-time | | | conversations through platforms | | | like video conferencing, where | | | participants can engage in | | | discussions without delays. | | | | | | **4.Accessibility and | | | convenience** | | | | | | Digital Communication has | | | significantly increased | | | accessibility and convenience. | | | With the proliferation of | | | smartphones and internet | | | connectivity, people can engage | | | in communication anytime and | | | anywhere. Whether it\'s sending a | | | quick message during a commute or | | | participating in a virtual | | | meeting from a remote location, | | | Digital Communication provides | | | unprecedented convenience and | | | flexibility. | | | | | | **5.Collaboration and | | | co-creation** | | | | | | Digital Communication facilitates | | | collaboration and co-creation | | | among individuals and teams. | | | Through shared documents, | | | cloud-based platforms, and | | | collaborative tools, people can | | | work together on projects, share | | | ideas, and contribute to a | | | collective effort, regardless of | | | their physical location. | | | | | | **6.Data preservation and | | | archiving** | | | | | | Unlike traditional forms of | | | communication that are often | | | transient, Digital Communication | | | allows for easy preservation and | | | archiving of conversations and | | | exchanges. This feature enables | | | individuals and organisations to | | | keep records of important | | | discussions, references, and | | | decisions for future reference | | | and accountability. | | | | | | **7.Personalisation and | | | customisation** | | | | | | Digital Communication empowers | | | users to personalise and | | | customise their communication | | | experiences. Individuals can | | | choose their preferred | | | communication platforms, tailor | | | notifications, and customise | | | settings to align with their | | | specific needs and preferences. | | | | | | **8.Scalability and reach** | | | | | | Digital Communication has the | | | ability to scale and reach large | | | audiences effortlessly. Social | | | media platforms, for example, | | | enable individuals and businesses | | | to communicate with thousands or | | | even millions of followers | | | simultaneously. This scalability | | | broadens the reach and impact of | | | communication efforts, making it | | | an invaluable tool for marketing, | | | information dissemination, and | | | community engagement. | | | | | | **9.Integration with other | | | technologies** | | | | | | Digital Communication seamlessly | | | integrates with various | | | technologies, like Artificial | | | Intelligence, Virtual Reality, | | | and Augmented Reality. These | | | integrations open up new | | | possibilities for immersive and | | | interactive communication | | | experiences, transforming how | | | individuals and businesses | | | connect and engage with one | | | another. | | | | | | **10.Global reach** | | | | | | Digital Communication provides a | | | platform for global connectivity. | | | People can connect with | | | individuals, organisations, and | | | communities from all corners of | | | the world with just a few clicks. | | | This global reach fosters | | | collaboration, knowledge sharing, | | | and cultural exchange on an | | | unprecedented scale. | | | | | | **Examples of Digital | | | Communication** | | | | | | **a) Instant messaging**: | | | Platforms like WhatsApp, Facebook | | | Messenger, and Slack enable us to | | | exchange messages in real time, | | | facilitating quick and efficient | | | communication. | | | | | | **b) Video conferencing:** Tools | | | like Google Meet, Zoom, and | | | Microsoft Teams have transformed | | | remote communication by allowing | | | face-to-face interactions and | | | virtual meetings. | | | | | | **c) Social media platforms:** | | | Facebook, Twitter, Instagram, and | | | LinkedIn connect people globally, | | | enabling them to share updates, | | | engage in discussions, and build | | | networks. | | | | | | **d) Email:** It remains a widely | | | used example of Digital | | | Communication method, providing a | | | formal and reliable means of | | | exchanging messages and files. | | | | | | **e) Collaborative tools and | | | cloud storage:** Platforms such | | | as Google Drive and Dropbox allow | | | users to collaborate on documents | | | in real-time, enhancing teamwork | | | and productivity. | | | | | | **f) Social networking | | | platforms:** Twitter and LinkedIn | | | offer avenues for professional | | | networking, knowledge sharing, | | | and indu