SWCOLT2011 - Three modes of communication
In a recent webinar discussion, we covered the building blocks of training and a method for how to design training by using a process for selecting the most effective modes of communication. If you missed the webinar on , the recording is now available.
Modes of Communication - Jacksonville State University
The advantages and disadvantages of the primary modes of communication that hospitalists use to communicate with providers are outlined below:
Every training group consists of people who benefit from different learning styles, so the best training solutions incorporate multiple modes of communication and should never rely on only one.
To maximize learning, the three modes of communication must be considered as three parts of a single goal: communication. Keep the visual images of the NAEP and the Wisconsin model in mind. It is possible to consider the modes separately, but their strength is in their interrelatedness. Keep in mind also, that assessing the interpretive, interpersonal and presentational modes in a standards-based integrated performance assessment occurs throughout the unit of instruction, not necessarily at the end of instruction. The building blocks of related grammar and vocabulary will be formatively assessed throughout the instructional unit providing feedback to both students and teachers about how well the students know and can use the target language. By looking at a project through the three modes of communication, the opportunities for students to use the language related to the theme multiply. Because the three tasks are interrelated, the learning links in the brain are strengthened. And all three modes of communication are valued in the assessment.Consider some projects that are often part of a world language classroom. For example, students often prepare a travel brochure or poster about a city or country where the target language is spoken. Think of the project with the three modes of communication in mind. The brochure or poster is the Presentational mode. To adhere to the characteristics of the presentational mode, the student needs to submit draft documents for feedback. The goal is a polished brochure or poster that can be displayed or shared with others because it has gone through revisions until it is “ready to publish.” Using a system like this would do two things. First, for recipients it would allow them to receive communications using the medium of their choice based on the time of day, their presence status, how busy they are at a given time, etc. For senders, it would free them from having to guess how recipients want to be contacted or the most efficient way to contact them, and it would free them from having to know all of the modes of communication that a recipient has available to them. For example, if all a sender knows is the recipient's e-mail address, the directory would be able to send the message to any device the user has available based on that user's preferences.Savvy marketers use all three modes of communication. But how do you know the right time and the best way to use each? Here are five tips to get you started:In its original form, the IPA model proposes a cyclical approach to the development of performance assessment units. These units are designed around a major theme and are composed of tasks that correspond to the three principal modes of communication. is presented as a key component in the process of creating IPA units.Emails, phone calls, voicemails, faxes, traditional paper memos, internet chats and video calls are all modes of modern communication that have to fit into a worker’s day-to-day workflow. Workers have to pick and choose the right way to connect, often leading to redundant use of multiple channels.The IPA model provides opportunities for students to demonstrate their ability to communicate around a specific theme across these three modes of communication while constantly having the opportunity to receive feedback and improve. One core feature of the IPA, a feature we think is also key to any assessment model for CBI, is its emphasis on a “cyclical approach” to assessment, which combines continuous modeling, practice, performance, and feedback. A “feedback loop,” a key component of the framework, helps provide continuous feedback to learners throughout the assessment process (Glisan et al., 2003). For example, students receive feedback from the teacher on their performance on the interpretive task before they start on the next task. After completing the second task, they again receive feedback before continuing on to complete the cycle. The presentational task provides more opportunities for feedback as students are engaged in preparing for the task (via drafts on which students receive feedback from the teacher and possibly peers) and after they complete the task.