Theories of Communication in Education

Theories of Communication in EducationThe application of theories, principles and baffles of communication in education and training launchingCommunication is a physical process of ex motley of f flakes, ideas, opinions and a way of life that individuals or organizations sh be the meaning and intellect with wholeness another.2.1. Analyse theories, principles and models of communicationTwo schools of thoughts are recognised in the study of communication and these entangle The Semiotics SchoolThe basis for semiotics was laid by Morris-1946, for addresss or tokens theory. This school deals with communication as a mixture of reduce, symbol and pass, which the sender wishes to carry and wants a particular reaction from the recipient of the messages-the sign itself. The semiotics schools focus is categorised into three areas of general study syntactic (study of relationship in the midst of symbols), semantics (study of symbol to referent relationship) and pragmatics (study of re lationship of people with symbol).The Process School perceivescommunication as a process, a simple messages contagion and meanings which the sender intends to carry not minding the reaction of the. Instances include art works, culture and music since messages are not formed with any reason, but as an expression of the senders thoughts. The recipient can translate the message the right smart he wants. The process school of thought is also c entirelyed Linear School.Communication TheoriesSome studies are ground on the influence of communication and media on the merciful society. One of the earliest studies in this group issodium thiosulphate/Bullet Theory whichrelies on the powerful principle of media and its consumers are passive and nave. Furthermore, it states that messages passing by means of media are like magic bullets which strikes the audience as quickly as possible but also impacts them to carry the required action as quickly as possible.Two Step Flow of nurture TheoryP aul Lazaefled Elihu Katz, Berelson and Hazelduadet were at the forefront of this theory which states that caboodle media did not exert the types of impact on the audience as was generally believed. The audience came to an agreement not directly under the impact of mickle media but more by means of association amongst themselves. This was the finding of an investigation carried out in the forties during Americas presidential elections.Models of Communication Aristotles Model This model was developed some 2000 years ago. Aristotle (the Greek philosopher) includes in this model the five necessary factors of communication Speaker, Speech/message, Audience, Effect and Occasion. Aristotle suggests that the speaker should construct a speech for dismantle audiences on separate instance for separate purpose. This model is applied in public speaking.Lasswells Model (1948) states that for potbelly communication process to be understood, each of the phases has to be understood. This model elaborates on the effect instead of the message itself. Effect implies observable change in the receiver. It also proposes that any change in the elements will change the effect.Shannon and Weavers Model (1949) also termed the engineering model of communication is an exemplary of the process school of thought. It is also cognise as the mathematical theory of communication as it gave a technique to the problem of how to convey utmost information in a given channel. It proposed the noise concept. As engineers during World War II, Shannon and Weavers main gainsay was in finding out the most efficient human communication means.Newcombs Model- 1953 This is the premier of the models to propose the knead of communication in a society. The main function in accordance with Newcomb is to sustain equilibrium in a society.For exampleTutors come up with a new policy of increasing the school clock from 5 hours to 7 hours.A Teachers B Learners X Policy or issueIf some(prenominal) learners and tutors are okay with this policy then the communication prevents its equilibrium status between them. Else the communication flow between A and B becomes trouble in the social system. If A or B is not automatic to accept the policy then it will directly impact the social system and cant maintain the equilibrium status. So TutorsA can convince learners B as much as possible. Else they have to propose some amendments in the Policy X and convince them towards the policy.Charles E. Osgoods Model- 1954 In this case, communication is a dynamic process where a healthy interactive association exist between the source and the receiver.Wilbur Schramms Model Schramm continued from a simple human communication model to a more complex model that justified the supply experiences of two people trying to engage in communication and then to a model that considered human communication with interaction between two people.In his second model, Schramm suggests the idea that only what is shared i n the aspects of experience of both source and destination is actually communicated, because only that size of the signal is common to both of them.The third model views communication as an interactive process where both the receiver and the sender act as encoder, interpreter, transmitter and receiver of signals.It is a Circular Model, so that communication is something circular in nature.2.2. ship canal in which theories, principles and models of communication can be applied to teaching, encyclopedism an assessmentDifferent people oppose to varied forms of communication, when we teach we give consideration to the varying types of learners, Visual, Aural, Readers, Kinaesthetic (VARK), we try to design our lessons to include all of the styles. Learners learn in different ways depending on the results produced by a sensory input. Making acknowledgement to a condition known as synaesthesia, in which one sensory input produces unexpected results for instance, a synaesthete may see t he colour red when they see the turn of events 2 and blue if they see number 3, in some cases sound caused a optical effect for the synaesthete. This may explain why one person responds better when information is given in a verbal format, another responds better if it is visual and so on.The connections between these different sensory areas of the brain mean that we all have our own singular way of perceiving what is being taught or communicated. This allows for empathy with learners of different styles and this is a good reason to consider how to communicate to learners with different learning styles.Communication is the art of successfully sharing meaningful information with people by means of an interchange of experience. The important word is successfully, which implied that a desired behaviour change results when the receiver takes the message (Walklin 1993, p. 164). fit in to Walklin, it is not enough to communicate the instructions, it is also important to deliver praise o r constructive critical review in order to encourage and guide the learner into new discovery, if you ask the learner to complete a task a feeling of accomplishment will encourage behaviour conducive to further learning. This is inwrought to me when teaching as my own learners can often be hostile to the learning process, feeling it has been enforce upon them. It is also important to listen to the students, if you set tasks that are above the students current abilities then you are apt(predicate) to create a communication barrier whereby the student will close in on themselves not wishing to admit they cannot continue and the learning process will stop.Achieving two way communications with our learners is not straightforward. Barriers can often present themselves. It is crucial that a tutor can identify barriers and help learners get well them. Petty (2009) proposes that unsuitable level of work, jargon, vocabulary, environmental factors, fear of failure and inapproachable tutor can be barriers to learners learning experience. Whilst I agree in principle to this, I also believe that introducing new vocabulary and language usage is necessary to the learners further development.ReferenceArs Rhetorica. Edited by W.D.Ross. OCT. Oxford Oxford UP, 1959.Bizzell, P. and Bruce Herzberg. (2000). The Rhetorical Tradition Readings from Classical quantify to the Present. NY Bedford/St. Martins. p. 3.Chomsky, Noam (1956) , Three models for the description of language. Ire Transactions on Information theory, 113-124.Golden, James L., Goodwin F. Berquist, William E. Coleman, Ruth Golden and J. Michael Sproule (eds.). (2007). The grandiloquence of Western thought From the Mediterranean world to the global setting, 9th ed. Dubuque, IA (USA) p.67.Gross, Alan G. and Arthur E. Walzer. (2000). Rereading Aristotles Rhetoric. Carbondale, IL (USA) Southern Illinois University PressLasswell, Harold D. (1948) The Structure and utilisation of Communication in Society.Morris, C. (1 946) REVIEWS. Signs, Language, and Behavior. New York, Prentice. Hall Inc., Pp. xi, 365.Murphy, John J. (1983). Introduction, Peter Ramus, Arguments in Rhetoric against Quintilian. C. Newlands (trans.), J. J. Murphy (ed.). DeKalb IL (USA) Univ. of Illinois Press.Petty G (2009) Teaching Today (4th Edition), Nelson Thornes.Shannon,C Weaver, W (1949), The mathematical theory of communication, University of illinois press Urbana.Scramm, W. (1954) Procedures and effects of mass communication in Henry, N.B.(1954)Mass, media and education University of chicago Press Chicago.Walklin, A. (1993) Teaching and Learning in Further and mature Education. Cheltenham Stanley Thornes (publishers) Ltd.