Communication Models PDF

**\ 3.6.3. Communication Models** Models provide a simplified view of something to be studied. As communication is a complicated, circular process, the use of model to analyze different components is inevitable. To date, many ready-made models are available, all of which agree, to some degree, on w...

**\ 3.6.3. Communication Models** Models provide a simplified view of something to be studied. As communication is a complicated, circular process, the use of model to analyze different components is inevitable. To date, many ready-made models are available, all of which agree, to some degree, on what seems t be the major Components of communication. They are:\ Sender (Originator/Source/Encoder) a. Message (Content) b. Channel (Medium) c. Receiver (Respondent/Destination/Decoder) These four components intermingle as a whole in the process. For example, it is essential to choose the right or the appropriate medium to convey a particular message to a particular audience. To buttress the above elements, the following are hereby considered among others as communication models; **1. Aristotle model\ **One of the earliest recorded models is attributed to one of the ancient Greek philosophers called Aristotle. Aristotle represented communication as an orator who speaks to a large audience. His model incorporates few elements i.e. Speaker, Message and Listener. **2. Shannon and Weaver Model** Another viewpoint on communication is offered by Shannon and Weaver (1949). This model is focused on information theory, and in particular the transmission and reception of messages. The model introduces three elements not found in Aristotle's model: a transmitter, a receiver, and sources of noise. In telecommunications the transmitter and receiver would he the hardware used by the sender and receiver during the act at communication. Noise may come from static sources (like solar flares), unusual weather conditions, or electron equipment that interferes with the signal. Although at first glance, this model seems to be geared strictly for telecommunications such as radio and television, some of the elements are easily generalized into other fields of interest. Consider that in any face-to- face situation, there may be environmental or other sources of noise that interfere with the communication. **3. The Schramm Models** One contribution Schramm made was to consider the fields of experience of the sender and receiver. The sender encodes the message, based upon the sender's field of experience. The extent to which the signal is correctly decoded (that is, decoded so that is it the same as the original message prior to decoding) depends on the extent of the overlap of the two fields of experience. For instance, a lecture on neurophysiology delivered to an audience of primary school pupils may result in little or no communication. The lecturer has background knowledge of chemistry and biology, and also very specialized knowledge of biochemical processes in the nervous system. The audience (i.e. the pupils) would lack the vocabulary, if nothing else, to make sense of the information. There are many ideas in this models that should apply for examination of communication under a wide variety of circumstances. Schramm's 2^nd^ model suggests the idea of feedback from the receiver to the sender. In this model, communication becomes a continuous process of messages and feedback. This model allows for interaction. **4. Berlo's Model of communication** Berlo (1960) took a different approach to Constructing a communication model. Rather than attempting to identify elements of interest, and relationship between those elements, he created what he called a model of the ingredients of communication and these are: Source, Message. Channel, and Receiver. This model promises to be helpful in identifying specific factors to use in experimentation. **3.6.4. Teaching and Learning as a Communication Process** In many respects there are similarities in the art of teaching and the process of communication. Teaching is a creative art which influences the learning of an organism, and communication is intended to effect changes in human behavior. Thus, effective communication can therefore be defined as the utilization of ideas, objects, techniques, devices and people for planning, designing, carrying out and evaluating human learning and communication. From the above definition, it can be concluded that the value of educational instruction lies in its ability to actively assist learners to learn faster, understand deeper, retain longer and apply accurately what has been learned as compared with other existing approaches. As a summary, the diagram below explains the process of communication in Teaching-Learning process. In a nutshell the basic elements of communication as it relates to teaching--- learning process include: the teacher, the lesson, the instructional media, and the learner. **3.6.5. Feedback and Teaching-Learning process** In the context of education and in particular in the classroom instruction, feedback is a response or reaction by a learner to the effect/ impact of a used technology (teaching aid). Thus it is an element of a communication that is used for assessing teaching and learning outcomes. Thus it is that interaction in response to questions by either the teacher or students. **3.6.5. The Relevance of Feedback to Students** - Gives satisfaction to students - Serves as a corrective measure - Challenges students to seat-up - Improves students' performance **Relevance of Feedback to the Teacher:** - Good for self-evaluation - Used for tracking students' progress - Good for evaluating the effectiveness of the used technology - For onward report to education planners and for vendors for redesigning and development of a technology **Relevance of Feedback to Education planners:** - for curriculum re-designing and development - for effective and requisite deployment of the appropriate technology **3.7. The Educational Technology Resources** Broadly speaking there are two basic resources of educational technology necessary for effective classroom instruction, and these are: 1. Human resources 2. Non-Human resources. **3.7.1. Human Resources** The Human Resources as it relates to instruction and creation of a Conducive teaching-learning environment and effective deployment of relevant and effective technology are: **- The teacher** The teacher potentialities are important as it relates to right choice of technology, knowledge and the use of the technology, pedagogy, environment in which the teaching takes place, learning content and the kind of feedbacks required **- The Learners** The learners are also resources as their contributions can be of knowledge to both the other learners and to the teacher himself. Some time they are used as demonstrative agents e.g. acting to display certain unwanted or good characters during drama play; grouping them for task-based problem solving, etc. **The Community stakeholders**; these constitute the inspectors of schools of the Ministry of Education, the School Authority, the parents Teachers Association (PTA), the Community leaders, donor agents, etc. each of the above mentioned has direct or indirect contributions towards successful teaching and learning as the deployment of facilities, equipment, materials and technology depends largely on the stakeholders. **3.7.2. Non-Human Resources** The Non-Human Resources are necessary for efficient, effective and conducive self-promoting learning. In the past, like in the 60s, teachers used apparatus, later it was replaced with teaching aids in the 70s. Today we use the term educational media or instructional media. The difference between teaching aids and instructional media is that teaching aids are tools for the teacher to use in teaching, instructional media can instruct on their own. Teaching aids connotes that it aids the teacher in teaching. It is supplementary in the teaching-learning process; it is administered and controlled by the teacher and only aid in instruction. Today, most instructional media can teach on their own when properly programmed and when presented to students in an environment of enquiry/conducive for learning. They can present a complete body of information and can be largely self---supporting. The non-human resources can broadly be classified into: 1. Instructional Aids/Materials 2. Instructional Media 3. Instructional Multimedia **Teaching aids/visual materials,** teaching aids is teacher-controlled, teacher-managed or teacher-centered whereas instructional media is learner-centered. However, some of the teaching aids are: **Bulletin boards** also known as notice boards or billboard. Boards can be used in various ways to serve your instructional needs. It intended to stimulate students' interest, promote creative expression, and encourage students' participation. They are used to display visuals related to class work, e.g. the best learner's work, current events, etc. can he displayed for other students to see. However, items to be displayed on the bulletin board should be carefully selected and arranged. **Models and Regalia:** Models are 2 or 3-dimensional (three dimensional materials are those materials that have thickness. length, height or depth) representation of real things situation or scene. Regalia refers to real models and objects such as coins, tools, artifacts, plants, animals, etc. Regalia give direct purposeful learning experience. However, it is not usually possible to use the real things because they are not always available when and where they are needed. At times they may be too big, too complex, too heavy, too costly or too dangerous to use or be brought to class. Teachers have to turn to models which are representations of real things. Cartoons and Comics: Cartoon is a pictorial representation or a caricature of a person, idea or situation that is designed to influence public opinion or to entertain. Most cartoons are humorous and help to ridicule and expose the evils in society. They employ caricature, exaggeration, symbolism and humor. They drive their influence from their compactness, simplification of issues and sharply drawn illustrations mixed with humor. Cartoons are found in newspapers, magazines, and periodicals or posted on walls of respective buildings. They are easily and quickly read and appeal to children and adults alike. Generally, cartoons can be used to promote good behavior, and discourage undesirable habits or behaviors. When properly utilized they can be made to stimulate the interest of the students and encourage them to participate in class activities. Teachers should ensure that the message is right and is communicated to the right audience at the right time and in the right place. A comic is a form of cartooning in which a cast of characters enacts a story in a sequence of closely related drawings designed to ---entertain the reader. It has been observed and suggested that comic books and magazines stimulate the reading habits of young people.