Asynchronous Video

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.

This paper reports on how asynchronous mobile video messaging presents users with a challenge to doing ‘being ordinary’. 53 participants from three countries were recruited to try Skype Qik at launch for two weeks. Some participants embraced Skype Qik as a gift economy, emphasizing a special relationship enacted through crafted self-presentation. However, gift exchange makes up only a small proportion of conversation. Many participants struggled with the self-presentation obligations of video when attempting more everyday conversation. Faced with the ‘tyranny of the everyday’, many participants reverted to other systems where content forms reflected more lightweight exchange. We argue that designing for fluid control of the obligations of turn exchange is key to mobile applications intended to support everyday messaging.

Our world is transformed by Decision Sciences, tools that optimize management of operations, networks, and systems in our daily activities. Decision Sciences solve complex problems with large numbers of variables; decision variables (ones we control), and environmental variables (factors that influence outcomes that we cannot control). Decision science is based on operations research, system design, and a mathematical tool called Linear Programming (not to be confused with computer programming). It is the basis of powerful search and selection tools such as Google and the American Airlines booking system. It is used to optimize regional and global transportation networks and supply chains (road, rail, sea and air), inventories (food, raw materials, and consumer goods), and electronic networks (telephone systems, power grids). Decision sciences optimize routing (USPS, UPS, FedEx) and travel (Google Maps, Sigalert.com and Geographic Positioning Systems (GPS)). Decision sciences support business and financial operations (investing, market research, new product development, optimizing planning and management to maximize profit and minimize risk.) Surely these powerful management tools have a role to play in transforming education! Where do we start? Begin by defining relevant goals and objectives to prepare students for their role in advancing social, political, and economic needs of their world, both present and future. Follow up by optimizing our learning systems to ensure high motivation, relevant learning experiences, and effective implementation.

In this paper we consider some non stationary relaxed synchronous and asynchronous multisplitting methods for solving the linear complementarity problems with their coefficient matrices being H−matrices. The convergence theorems of the methods are given,and the efficiency is shown by numerical tests.

Die natürlichen Bewegungen des Körpers - und vor allem die Gesten - begleiten die verbale Sprache in jeder Sprechsituation. In audiovisuellen Bewegtbildern, insbesondere solchen die für die Dissemination von Wissen produziert werden, steht heute oft der Sprecher mit seinem sichtbaren Körper im Mittelpunkt. Insbesondere wenn diese Videos online verbreitet werden, tritt dabei häufig Asynchronität zwischen der Bild- und Tonspur auf.

Im vorliegendem Beitrag wird anhand dreier Videobeispiele aufgezeigt, wie asynchrone Versatze von Geste (Bild) und Wort (Ton) eine Bedeutungsveränderung erzeugen. Als Beispiele dienen erstens Interview-Videos mit Slavoj Zizek , einem geübten Redner, der deutlich ausgeprägte Gesten verwendet. Zweitens wird Bezug auf eine Aufnahme eines Interviews mit Michael Tomasello genommen. In diesem Beispiel wird durch den Bild- und Ton-Versatz eine autoperformative Repräsentation seiner Aussage generiert. Tomasello spricht über die kontextuelle Relevanz der Zeigegeste, während sein Zeigen ironischerweise temporal versetzt zu der verbalen Sprache geschieht.

Im Sinne einer Verkörperung des Wissens können solche temporalen Verschiebungen die Bedeutung der Sprache sowohl verändern oder auch teilweise annihilieren, indem sie zu unbeabsichtigten Rekombinationen von Geste und Wort führen.