Why Synchronous? Why Asynchronous?

NETEACH Nook
------- ----
A spacious classroom with a comfortable, lived-in feeling to it. In
addition to all the decorations brought by teachers from all parts
of the globe, there is a large, up-to-date world map with brightly
colored push-pins showing where NETEACHers have connected from. So
far, there are pins in Japan, Korea, Hong Kong, Australia, Greece,
UK, Brazil, Israel, Canada, France, Germany, Kuwait, Cyprus, and all
over the US.
You see Gregor, Colega, Venny, Smoody, and Lesley here.
You see Teacher's Desk, Big Table, Bulletin Board, Beanbags, Fireside Bearskin, Kitchen Table, Wading Pool, and Hot Tub.
You see LCD Panel.
Obvious exits: out
Lesley looks exaggeratedly at her watch
Gregor says, "Hiya, Lesley!"
Colega has tears of laughter in her eyes.
Gregor [to Lesley]: I'm....ummm.... jetlagged, yeah, that's it!
Colega says, "Yeah, right!"
Lesley bows all round and is working in several windows...
Colega [to Venny]: what time is it where you are?
Colega says, "The time in the beautiful lake country around Syracuse is now
10:12 a.m. on Thursday, 11/30/00"
Venny says, "The time in Taipei, Taiwan is now 11:12 p.m. on Thursday, 11/30/00"
Smoody says, "The time in Hong Kong is now 11:12 p.m. on Thursday, 11/30/00"
Gregor makes a point of listening to his watch, shakes it as if it weren't
working, listens again.
Colega doesn't believe a word of it.
Colega says, "Ouch!  Just burned my tongue on hot tea!"
Colega holds her tongue.
Gregor says, "Let's start this thang."
Venny patpats Colega.

Gregor puts Transparency No.1 on the stage.

On the screen you see...
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             Welcome to NETEACH-L's MOO discussion sessions!

             (with much appreciation to schMOOze University
             and its fine players, programmers, and wizards!)

               Please note! Our sessions are always logged.
      By participating, you give permission to Greg Younger to allow
    access to the transcripts for research purposes at his discretion.
    Before using any part of our logs for research or publication, please
      obtain the permission of Greg Younger at youngerg@colorado.edu

                For a transcript, please see our web page:
                   http://www.dyvic.com/~greg/netmoo

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Colega [to Venny]: Thanks, I needed that.
Fiziwig is going to try to join you.
Venny grins at Colega.
Fiziwig has arrived.
Gregor greets Fiziwig.
Todzilla is going to try to join you.

Gregor puts Transparency No.2 on the stage.

On the screen you see...
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                      ***      INTRODUCTIONS      ***

     You are of course welcome to remain anonymous, but at this time
     we invite all of you who wish to do so to identify yourselves by
     your name and affiliation.
 

-------------------------------------------------------------------------------
Todzilla has arrived.
Colega waves at Fiziwig.
Colega says, "Hi, Tod!"
Gregor says, "Howdy, todz!"
Todzilla says, "Howdy y'all."
Gregor is Greg Younger, Director of Instructional Systems Integration for Dyvic
Innovations.
Smoody is Suzan Moody from the Chinese University of Hong Kong.
Lesley is Lesley Shield, Lecturer in Language Learning and Technology, Open
University UK
Colega is Lonnie Turbee, Director of Educational Environments Development at
Dyvic Innovations.
Kipp [Guest] is going to try to join you.
Kipp [Guest] has arrived.
Colega says, "Good mornin', Kipp!"
Venny is Cheng-chao Su from NTJCPA college, Taiwan
Kipp [Guest] says, "Mornin'."
dema [Guest] is going to try to join you.
Fiziwig waves at everyone
dema [Guest] has arrived.
Colega [to Kipp [Guest]]: We're just doing introductions.
Althusar has arrived.
Kipp [Guest] waves to Fiziwig.
Colega greets Althusar.
Todzilla says, "I'm from the University of Tennessee--I'm an advisor there for
International Students."
Venny waves at Kipp [Guest].
Althusar takes a seet, sheepish at his tardiness.
Colega [to Althusar]: We're just doing introductions now.
Gregor says, "Hi, Dema and Althusar! We're just having introductions, if you feel
like sharing your RL persona."
Althusar sits, even though he can't spell.
Colega [to Althusar]: Not to worry!  Gregor *just got here* himself!
Neter is going to try to join you.
Colega pokes Gregor in the ribs.
Kipp [Guest] says, "I'm in Charlotte, NC.  Vice-president of Dyvic Innovations."
Neter has arrived.
Gregor blushes and glares at Colega.
Kipp [Guest] tsk tsks at Gregor.
Gregor says, "Hi, Neter. We're just all introducing ourselves."
Fiziwig says, "Fiziwig is Paula Ward, Director of Sales & Marketing for Dyvic
Innovations"
Althusar says, "I'm Keith Otto. I teach ESL at State University of NY at
Buffalo."
Colega says, "Hi, Neter!  We're in the middle of introductions... you're just
in time!"
Neter says, "Hi"
Colega [to Althusar]: Neighbor!!!  I'm in Syracuse.
dema [Guest] says, "Ruth here from DuDyvic Innovations"
Neter says, "What are you doing??"
Althusar smiles at his new-found neighbor, Colega.
Neter says, "What's do here??"
Gregor [to Neter]: we're having a discussion about......
dema [Guest] says, "er Dyvic Innovations that is."

Gregor puts Transparency No.3 on the stage.

On the screen you see...
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                *** Why Synchronous? Why Asynchronous?  ***

Proponents of asynchronous communication (webboards, email, etc.) for
language learning sometimes dismiss chatrooms and MOOs as being "less
effective" than asynchronous environments. MOOmaniacs and chat
aficionados may be equally ardent in arguments that realtime
communication is "better."

The argument begs the question: "Better for WHAT?"

A thorough understanding of specific goals and objectives for any online
activity should clarify which mode is better for which activity. Please
join us in discussing selection of appropriate technologies for specific
language learning tasks.

-------------------------------------------------------------------------------
Colega [to Neter]: this is a meeting of teachers who use the Net for language
teaching.
Neter says, "OH"
Neter says, "GOOD"
Neter says, "I'm korean"
Colega [to Neter]: ... and who might you be?  Nice to see someone from Korea
here!
Gregor [to Neter]: Are you a teacher?
Althusar says, "I'm going to sit quietly, if it's OK, since I'm technically
trying to supervise a small group of kids right now. I'll be in and out."
Neter says, "No"
Neter says, "I'm not teacher"
Colega nods quietly to Althusar.
Neter says, "I join today~"
Gregor [to Neter]: Certainly! Welcome!
Neter says, "Thank you~"
Gregor nods to Althusar. "No problem."
Gregor says, "At the session last night (12 hours ago!) we were easily able to
agree that there is no SINGLE type of activity (in the physical classroom or
online) that can be used to reach every language learning/teaching objective!"
Gregor says, "This seems obvious when we look at it like that..."
ChrisF [Guest] is going to try to join you.
ChrisF [Guest] has arrived.
Gregor says, "But in training I've done, I've often had teachers reject a
technology-based activity because it doesn't seem to fill *every* instructional
need. "
mike1 [Guest] says, "mike1 is Michael Krauss from Lewis & Clark College in
Portland, Oregon.  Sorry to be tardy."
Lesley nods at Gregor.
Fiziwig waves at mikel
Lesley says, "There seems to be a tendency to see computers as a panacea rather
than a simple tool"
Gregor says, "And as in the posted topic, I often hear teachers say "chat is BETTER
than webboards" or vice versa, without ever mentioning what they're trying to
DO with it."
Colega [to ChrisF [Guest]]: Hi!  Please tell us who you are.
Gregor grins at Mike1. "Good to see you, Michael!"
Colega says, "So we want to think first about what we're trying to accomplish,
yes?"
Gregor says, "I used the example in last night's discussion of teachers reject MOO
because it doesn't allow students to practice pronunciation."
Lesley nods at Colega.
mike1 [Guest] grins back at Gregor
Colega says, "And then think about which applications/tools work best for that?"
Lesley [to Colega]: Indeed - the right tools for the job
Colega listens raptly to Gregor.
Gregor says, "Which to me is like saying that students whould do reading homework
because it doesn't improve their pronunciation!"
mike1 [Guest] says, "My first timein a MOO and I've got your instructions in
hand!"
Colega smacks her head, astounded at the beauty of that metaphor.
Colega [to mike1 [Guest]]: Doing great!
Gregor [to mike1 [Guest]]: Good! The instructions are working! You're
communicating! :o)
Smoody [to Gregor]: "And how many people make good use of both asynchronous and
synchronous activities?
Venny grins at Colega.
Gregor says, "oops, typo... Which to me is like saying that students should NOT do
reading homework because it doesn't improve their pronunciation!"
Colega says, "Okay, so the one of the things we want learners to do is to
communicate in the target language, yes?"
Gregor [to Lesley]: Can you answer YES to Smoody's question?
Colega nods head vigorously at Gregor's statement.
Kipp [Guest] says, "I've also notice that pronunciation suffers greatly when a
student is not confident about what they're saying."
Colega says, "I think there's not a lot of understanding of how to design
synchronous activities."
Gregor [to Smoody]: In our online courses at EI, we attempted to do so... we
had writing assignments that allowed enough time careful reflection that the
students could concentrate on grammatical correctness...
Venny nods at Colega.
Kipp [Guest] says, "In other words, it's possibly better to learn grammar
before pronunciation."
Colega [to Kipp [Guest]]: Good point.  In synchronous environments, you can
practice speech discourse without having to worry, yet, about pronunciation.
Smoody says, "I don't mean to get side-tracked here, but it does seem like
teachers have to have a LOT of knowledge/skills to make good use of
asynchronous and synchronous activities.  It isn't really like knowing a couple
of textbooks from cover to cover. "
Gregor [to Smoody]: and then we had chat assignments in which they held
business meeting simulations. The point of those activities was to get them
trying out functional phrases they'd learned in the web environment, shooting
for clear communication more than for accuracy.
Colega agrees with Smoody.
Smoody realizes that there are some exceptional teachers in this room, of
course.
Todzilla says, "why thanks smoody, arf arf"
Colega says, "And this gets down to the need for all sorts of new  material in
teacher training curricula."
Lesley [to Gregor]: I wonder if we could actually dump the term 'chat'?  It
really has very negative connotations for many teachers, and what you're
describing is *not* what I, for one, would call 'chat'
Althusar basks silently in the glow from all the exceptional teachers.
Gregor nods to Smoody. "I'd say that for teachers to use technology, they do
indeed need to have good skills. And to add tools to their repertoire takes
time and effort."
Todzilla says, "but both teacher and student benefit from the extra effort"
Colega [to Lesley]: I think we need to differentiate between simple chat and
all the other synch comm applications, from MOO to GMUCKs to Iphone etc.
Gregor [to Smoody]: No doubt about it. And teachers who don't take the time to
learn those skills have very bad experiences when they attempt to use
technology, and then they give the tech a bad review. ;o)
Gregor [to Lesley]: Good point... the software we were using (webct) calls the
tool a "chat room" though, so it was easy shorthand to call it a "chat
assignment." What do you use?
Lesley [to Colega]: Yes...
Todzilla says, "There were teachers who fought against overhead projectors when
they came out..."
Gregor [to Todzilla]: I agree wholeheartedly.
Lesley [to Gregor]: In terms of tools or in terms of terms?
Colega laughs a Tod's comment.
Gregor [to Lesley]: What do you say instead of "chat?"
Colega says, "and tape recorders!  And email!"
Gregor grins at Colega.
Todzilla says, "that's right Colega"
Gregor says, "Probably printed books, too, when they came out. :o)"
Todzilla says, "Internet Discussion?"
Colega says, "Who here remembers being the Weird One of the Department because
he/she used email as a part of language teaching?"
Kipp [Guest] blinks at Gregor.
Neter says, "I Want One question"
Colega [to Gregor]: Absolutely true!
Gregor laughs and raises his hand.
Neter says, "TEACHER WHO???"
Kipp [Guest] [to Gregor]: When printed textbooks came out?  Is this something
you remember? :)
Gregor [to Kipp [Guest]]: No, it's something your mama told me about.
Gregor grins and ducks and runs away!
Kipp [Guest] peers at Colega.
Colega rotfl!
Fiziwig holds her belly laughing
Neter has disconnected.
dema [Guest] says, "intercourse"
Colega holds all comments.
Neter has connected.
Colega thinks dema has hit the nail on the head.
Kipp [Guest] says, "Yes, back to intercourse and interaction..."
Neter has disconnected.
Neter has connected.
Gregor [to Lesley]: I'm still looking forward to hearing what word you use
instead of CHAT
Althusar . o O ( dubious metaphor... )
Neter has disconnected.
Colega looks intently at Lesley, breath baited.
Gregor says, "Poor Neter. Having severe net-hiccups."
Lesley [to Gregor]: Ah, I'll tell you now... we don't use that term at all.  We
think in terms of learning events and learning activities.
Colega looks at Althusar, shocked.  "What *else* is it besides the flow of
communication between two humans?"
Colega grins evilly.
Althusar says, "i'm amazed that I'm on the bleeding edge among most of my
colleagues because I have used bulletin boards!"
Kipp [Guest] stares in awe.
Gregor [to Lesley]: And the events refer to realtime? And activities to solo or
asynchronous?
Lesley says, "I wouldn't expect to sit a student in a classroom and say 'chat
to your colleagues' - learning has to be purposeful and meaningful.  'Chat' has
a meaninglessness about it for me."
Kipp [Guest] agrees with Lesley.
Colega [to Lesley]: Hmmm... Are we talking about applications or activities
here?
Gregor nods to Lesley. "It sounds very unserious."
Kipp [Guest] says, "You need to tell a student to create something, complete
something, or accomplish something..."
Colega [to Althusar]: So you're in one of Those Departments.  ;-)
Lesley [to Gregor]: For me, primarily synchronous audio and audiographics,
though I also use synch and asynch text.
mike1 [Guest] says, "Wish I could stay.  Gotta go to work.  I'll check out the
logs."
Neter has connected.
Gregor [to mike1 [Guest]]: Thanks for coming!
Smoody usually gives students a task for "chat" so it is purposeful and
meaningful.  "Chat to me isn't like something that we used to call "free talk"
in China
Colega [to Kipp [Guest]]: Yes, using a particular application?  Or do we go so
far as to leave it up to them to decide how to get it done?
Lesley says, "Activities are all based within a constructivist framework and
group based with individual work within that.  Lots of autonomy development."
mike1 [Guest] has disconnected.
A campus caretaker arrives, and escorts mike1 [Guest] to bed.
Lesley [to Colega]: I was talking about activities, not applications.
Colega thinks a second....
Kipp [Guest] [to Colega]: Either one is more motivating than telling students
simply to "chat".
Kipp [Guest] says, "Of course, MOO is something that allows students to do
those things."
Colega says, "I like that focus.  It's one that many administrators don't get -
they'd rather buy hardware and software to show off, and never mind what the
teachers have to do with it (like, figure it out!)"
Fiziwig says, "Applications and activities you mean?"
Todzilla says, "Here comes the fuzz! See y'all!"
Todzilla has disconnected.
Gregor laughs, "Todzilla's MOOing at work. His boss will think he's playing."
Smoody smiles
Colega says, "I love it!  That was a *fast* disconnect!"
Colega agrees with Kipp.
Gregor says, "But a polite one, with proper leave-taking language. I'm proud of
Todz. :o)"
Colega says, "I've made the mistake (every one of them, in fact) ... of sending
students in-MOO to "talk with someone."  They get lost, mad, and 90% of them
end up wondering what the other 10% is having so much fun doing."
Kipp [Guest] chuckles.
Kipp [Guest] [to Colega]: I wrote that idea down :)
Venny grins at Colega.
Colega laughs.
Althusar says, "My first attempts sending students to SchMOOze have resulted in
similar confusion, Colega."
Venny [to Colega]: I had the same experience :)
Gregor [to Colega]: A better assignment would be to send them in to find out
what 10% are raving about. ;o)
Althusar says, "Especially since we used the enCore interface..."
Fiziwig says, "So what is the solution?  What is the best way to teach people
how to use MOO?"
Smoody just had a "ping" in her brain.  "Maybe I like schMOOze and MOOing
because of the spontaneity.  Like the tagling for David Letterman's Show,
"anything could happen and probably will"
Lesley didn't... sorry, she set a very flexibly-frameworked task...
Gregor [to Lesley]: Go on... please tell us about it.
Smoody says, "the asynchronous forms don't have that spontaneity, do they?"
Kipp [Guest] [to Smoody]: There is nothing to accomplish on them.
Lesley [to Gregor]: Well, first of all, I asked myself what I'd do with
students in a classroom...
Venny says, "I like MOOs because of the immersion environment"
Gregor [to Smoody]: Ah, so what types of assignments that don't require
spontaneity will benefit students? In which tasks is spontaneity a DRAWBACK?
Lesley says, "And what I could do with them here that would add to that
experience..."
Lesley . o O ( drill'n'kill... )
Bentoh has arrived.
Gregor says, "Here's where we can start to sort out which activities will work best
in which mode."
Bentoh says, "can i join???^_^"
The housekeeper arrives to cart Todzilla off to bed.
Gregor [to Bentoh]: Of course!
Fiziwig waves at Bentoh
Fiziwig says, "Hi!"
Bentoh  bows at Fiziwig
Gregor [to Bentoh]: Type PEEK 3 IN LCD
[Kipp [Guest] peeks into No.3.]
[Bentoh peeks into No.3.]
Lesley decided that rather than make learners go through hoops to become
builders the first time round, to give them a topic area in which to work on a
project (with a related website)...
[Venny peeks into No.3.]
Gregor [to Lesley]: Amd what did you come up with?
Gregor listens.
Colega says, "Any activity in which students will enjoy and benefit from time
to quietly think and compose - those work well in asynch environments."
Lesley ... then got volunteers from around the world to join and to work in
groups...
[Fiziwig peeks into No.3.]
Smoody [to Gregor]: "Well, I often use WebCT's Bulletin Board function for
groups to post the results of tasks that they do in class.  After class, we can
all read what the groups did.  For those assignments, I really don't use the
bulletin board in a "typical" way.
Lesley wrote the whole thing up with Markus (who isn't here today) and moved on
to develop the paradigm further with Godzilla...
Bentoh [to Gregor]: sorry.....can i know how to add dictionary......forget....
Lesley says, "I found MOO very useful because it allowed both reflective,
asynchronous aspects to be developed, while providing synch brainstorming and
wordplay and socialisation too..."
Gregor nods to Lesley.
ChrisF [Guest] has disconnected.
A campus caretaker arrives, and escorts ChrisF [Guest] to bed.
Lesley says, "So, tools like MOOmail, inMOO bulletin boards etc. are very
useful tools in terms of leaving information/messages, drafting text,
redrafting etc."
Neter steps out.
Neter stumbles.
Gregor [to Lesley]: I said something like that last night... that MOO provides
all the elements except for an easy intuitive interface. :o)
Bentoh appreciate to gregor
Colega says, "The last semester I taught, my students took to a simple web
board big time, and used it to do what they would have done anyway - make dates
for dinner, talk about the best movies in town, find out who was driving to
Long Island that weekend, as well as make plans to meet in-MOO to chat with
someone from Mexico... and they did it all in the target language.  "
Lesley [to Gregor]: Depends whether or not you're using something like enCore,
if you don't mind my saying so.
Gregor smiles at Bentoh.
Lesley finds that that interface is rather more intuitive than the client she's
currently using - but it is, of course, a different tool and good for other
purposes.
Gregor [to Lesley]: You're just about the only person I know who likes enCore.
:o)
Colega says, "I am positive my students used the web board because of the
interface - it was very familiar to them.  And they put up with the MOO
interface because of what they got out of MOOing."
Bentoh [to Gregor]: I forget how to checkup .... too......type "checkup
XXX"????^_^
Gregor [to Bentoh]: Do you mean LOOKUP?
Bentoh shouts "Oh!!!!I see...."
Venny says, "Mooing is interesting and educational, but it's not easy to
movitate students before they find these interesting things"
Lesley [to Gregor]: It depends so much what you do with it.  There are a *lot*
of people using it in Europe.  We're about to do a simulation globale for
French learners with it.
Lenny is going to try to join you.
Lenny has arrived.
Venny waves at Lenny.
Gregor waves to Lenny. "Good to see you! We're having a teacher's discussion
here... you're welcome to join if you would like to.
Colega says, "Maybe it's important to show students one very cool thing in-MOO
the very first time, so they get an idea of the possibilities."
Colega says, "Few people can imagine any of the possibilities of MOO until they
try it.  And then, many don't understand what it means for the language
learner."
Lenny bows.
Venny says, "Once students can get a sense of community here, they'll come here
often"
Smoody [to Colega]: "and would the fact that we are talking with people in
other parts of the world be cool enough?  That still puts a smile on my face
Bentoh sighs
Fiziwig says, "Or perhaps have regular sessions and add a new thing each
session and practice using it."
Neter steps out.
Bentoh says, "i found my English is bad at here....."
Venny nods at Fiziwig.
Colega [to Smoody]: To a certain extent, but that novelty is wearing off with
newer generations.  My youngest is not as impressed by it as ... as I have
been.  I won't speak for my oldest son.
Colega grins.
Lesley [to all]: There'd be no point in practising using anything without
having a reason to do so, you know...
Smoody says, "and for those of you using MOOs, do students often refer to what
you're doing as "playing"?  If yes, what is your response?"
Colega [to Venny]: I think you're right - once they feel they belong, they
don't want to stay away.
[Bentoh peeks into No.3.]
Lenny agrees wholeheartedly.
dema [Guest] [to Bentoh]: I understand you fine =o)
Lesley says, "I wonder if sometimes we allow the technology to get in the way
of the communication or the learning event or the community?"
Bentoh hugs dema.
Smoody has another "ping".  "Do bulletin boards also foster that sense of
belonging?
Gregor nods to Colega. "And I think setting a clear task with a clear purpose
is the key... they might MISS the "one cool thing" if they're distracted by
their frustration with the pointlessness of what they're doing/
Colega [to Bentoh]: You're doing fine!
Lesley says, "In other words, are we hung up on what we *can* do and not on
whether it's worth doing pedagogically speaking?"
Colega [to Venny]: It takes time, and introducing students to others in the
community is important, just as it would be IRL.
Bentoh [to Colega]: ......i am doing fine?????....really????
Colega [to Bentoh]: Of course!  I'm sure everyone here understands everything
you've said.
Smoody [to Lesley]: "and what's not worth doing?  Can you give me an example?
Lesley says, "Now, there's just been an announcement that Eudora mail is going
to incorporate Hearme technology to allow voice messages.  My question would be
- aren't the two things mutually exclusive to some extent?  How would we use
those in a pedagogically sound way?"
Lesley [to Smoody]: Using something just because it's there.
Bentoh thank to Colega.
Lesley says, "So, getting students to sit in labs "chatting" to each other when
they could benefit far more from face-to-face interaction."
Smoody [to Lesley]: "oh!  Well, that happens when people just use technology
for the thrill of using technology
Colega [to Smoody]: Bulletin boards can foster a sense of belonging but not a
sense of place, in my opinion.  And the ability to round out the communication
in-community with the creation of spaces, personal and public, makes the
experience and the language learning possibilities much richer in-MOO than on a
bulletin board.
Lesley [to Smoody]: No, I disagree with that analysis.  It happens because
people haven't thought it through.
Bentoh says, "but.....may i know what are you discussing?^_^"
Lesley says, "Now, the two things may often be the same, but sometimes they
aren't."
Gregor [to Bentoh]: We're discussing uses of technology for language teaching.
Smoody just loves to listen to colega, lesley, and gregor.
Miao is going to try to join you.
Colega [to Bentoh]: We're talking about how to use different kinds of Internet
programs to help students learn a language.  Most of us are language teachers.
Miao has arrived.
Gregor says, "Have you ever read Barlow's article "Is there a THERE in Cyberspace?""
Lenny waves at Miao.
Lesley says, "So, for example, someone who says, "Wow, look at this
voice-over-Internet tool.  Wouldn't it be great to put students in contact with
each other and then does so without thinking through *what* they're going to do
when they *are* in contact is being blinded by the technology rather than
thinking of the pedagogy."
Venny waves at Miao.
Colega hugs smoody.
Bentoh says, "then...it is not suitable for me....."
Gregor greets Miao.
Colega [to Bentoh]: You're welcome to stay, but if you'd rather look for others
to talk with, that's fine, too!
Miao bows at Gregor.
Colega [to Gregor]: Do you have a URL for that?
Colega is sure she's read it... now where the heck did she put it?
Venny says, "technology is only a tool; tasks for students are the most
important"
Colega [to Venny]: YESSS!
Miao nods agree.
Gregor [to Colega]: Why, in fact, I do. :o)
http://www.eff.org/pub/Publications/John_Perry_Barlow/HTML/utne_community.html
Venny grins at Colega.
Bentoh [to Colega]: well i just came to this university about 3 weeks
ago.....havent have chat with some1 except gregor...haha
Gregor says, "Barlow talks about community and sense of place, and if I remember
right, he's mostly talking about the WELL, which was *only* bulletin boards. I
don't know if they've added synchronous elements in the meantime; I rather
suspect that they have."
Colega says, "Towell and Towell did a nice piece on presence, too. "
Gregor says, "But I have to say that I've always found a sense of place online,
whether in MOO or in an email discussion."
------- Colega pastes info to the screen ---------
Towell, J. and Towell, E. (1997). Presence in Text-Based Networked Virtual
Environments or "MUDS". Presence, 6(5) (pp. 590-595). [Also online] Available:
http://www-unix.mcs.anl.gov/~towell/presence.html [11/24/00].
------- Colega stops pasting ---------
Gregor says, "MOO certainly kicked it up a notch or 2 (or 100) though. ;o)"
Colega [to Gregor]: I see it's getting toward the end of the hour.  What
question(s) have we not answered yet?
Bentoh knocks politely to see if he may enter.
Gregor reflects Colega's question to the rest of the room.
Venny says, "what kinds of tasks/activities can offer students such a feeling?"
Colega says, "A feeling of community? Of "being there"?"
Colega grins.
Gregor glares at Colega. "Stop it!"
Gregor grins.
Colega says, "Making a friend in the community - getting  to the point at which
that friend helps you build your house."
Venny says, "of community ,  of being part of hree"
Venny corrects a typo:  here
dema [Guest] says, "helping other people in the environment is great at
encouraging community"
Miao nods at dema [Guest].
Gregor [to Venny]: Oooh, dema took the words right out of my mouth! Asking them
to help someone else.
Gregor grins at dema.
Smoody says, "well, please post answers to unanswered questions or continue
this discussion on NETEACH-L."
dema [Guest] says, "It is also a great way to learn"
Colega [to Gregor]: Yeah - continue discussion on Neteach?  Could you post
unanswered questions there?
Colega has to leave in about 1 minute.
Gregor [to Smoody]: Why don't you post that question for further discussion? I
think having the list owner carry this discussion over to the list would be
very inspiring to get other people to come to these sessions.
Colega blushes.  "Oh, yes.  Jolly good idea, Greg!"
Gregor grins. "If you don't mind, Smoo."
Smoody [to Gregor]: "sure, I can post the question.  Can you help me with a bit
of a sum up of the two discussions since I missed the one this morning?
Colega looks forward to continuing with this asynchronously.  So she can have
more time to ponder and pontificate.

Gregor puts Transparency No.5 on the stage.

On the screen you see...
-------------------------------------------------------------------------------

                              A REMINDER...

               Please note! Our sessions are always logged.
      By participating, you give permission to Greg Younger to allow
    access to the transcripts for research purposes at his discretion.
    Before using any part of our logs for research or publication, please
      obtain the permission of Greg Younger at youngerg@colorado.edu

                For a transcript, please see our web page:
                  http://www.dyvic.com/~greg/netmoo.html

              Contact Greg Younger to suggest future topics!

             ******     Thanks for participating!     ******

-------------------------------------------------------------------------------
Gregor says, "I'll post this log right away... last night's session log is already
up there."
Venny . o O ( Time flies )
Althusar says, "i think the issue of using classtime for a computer/writing
activity instead of speaking is intriguing...time's up!"
Smoody [to Gregor]: "I'm impressed
Lesley nods.
Colega [to Althusar]: You're on neteach, yes?
Althusar nods at colega
Colega says, "Anyone is welcome to write me at lonnie@dyvic.com .   This has
been such fun, and y'all are so great!"
Colega [to Althusar]: Do keep posting there - add more questions from today's
thoughts to that list.
Gregor nods. "Yeah, everyone, if y'all can help me carry this discussion onto
the list, it'll help involve other people. Otherwise it just looks like me
ranting. ;o)"
Smoody laughs at the image of Greogr ranting
Colega waves to everyone.
 
 

Please send comments to Greg@Dyvic.com.