So we have at last finished the Eisenberg Chapter; Defining Organizational Communication. Though the first half went very well, I found that the second half of the chapter was more tedious and though many students seemed to understand the broad concepts, I could see that the more complex and perhaps subtle theories on organizations as dialogues was difficult for them to grasp.
We were able to establish a strong connection at one point between the notion of Self, Other and Context and the modern work world when I challenged the students to demonstrate to me that their generation was the most self oriented generation yet. Many agreed and a few disagreed but it began to dawn on them that the notion of Self was not just me, me, me, that it was also the constant demand to define oneself at work, at play, and online. And that this happens in relation to the other; organization or individuals.
As is often, the minute we brought in the notion of defining oneself through face book or through secret coding in text messages, the students really began to theorize on their own. Phew! I finally got them there but after an hour of redirecting and refining and reminding them to read the article!!!!!!!
So I am thinking again, as Caryn mentioned, about how to prep for the coming chapters on new technologies and Organizational Communication. I think relating it to the use of social networking and the workplace will be a subject area the students will be able to relate to…
On another note, I am going to make a glossary page and start putting up terms that I have been using and defining in my COM3068 course as I think it might be a nice future reference for other faculty or even myself to see what were dominant terms during this semester.
Hey suzanne —
You’re talking about Chapter 2 right? I just realized that i only included chapter one by mistake, but am going to put this back in after my first exam (this next thursday) as a way to revisit the conversation about defining communication.
So, i wish i had better ‘data’ to share from my classroom, but i will after the upcoming holiday days off.
On the issue of new technologies, i’m glad you brought it up. We started off thinking about ways to incorporate new technologies as a way to ‘show’ them theories. What day do you do Chapter 13? (I’m assuming that is what you’re referencing?:) Maybe we can work together to b-storm how to look at the use of social networking as a means of both talking about technology but also, to your earlier point, to also get back to new technologies.
I have chapter 13 on for 11/11.
talk soon, c
Suzanne —
almost forgot – i’m putting one of my spetras in your mailbox with an example of the ‘assign this’ feature. pardon if you already receive it, but i thought you might like to see an example .. .
Hi,
So I slated Chapter 13 for 11/24. Bt Maybe I’ll move it up. I also just realized that I added chapter 2 of the miller book to my syllabus when we had and I had wanted to leave it out.
Thanks for the spetras example that will help a lot.
hey there;)
btw, i was at a teaching seminar that i’m attending monthly for the next year at Columbia so warning:) ha! you both get to hear me think about all of the issues in relation to 3068:)
but, one thing from the first session. we were talking about ‘liberal education’ and the tensions between asking the ‘big questions’ per se vs. the specifics of particular theories, concepts etc. and it made me think about this the purpose of this ‘rhetoric of work’ idea we’re playing around with and the autiobio assignment. in short, i’m trying to get students to make sense out of communication in organizations in a more personal way – trying to ask the question, ‘what is the meaning of work?’ across the ages and today as well as ‘what is the meaning of work to you?’ that in some ways is a ‘big question’ that we’re trying to then connect and/or simply ‘use’ as an entre into a conversation about specific managerial and organizational communication ideas and questions – so, no conclusion there on this issue for me, but it gave me encouragement to keep thinking this way.
we were also talking about what are the ‘big ideas’ you want students to take away from a class — so, it made me think about our list of topics visa vie, a list of what issues do you want them to ‘wrestle with’ or reflect upon in relation to the course material? and, that learning goals may also include issues to reflect upon in their own lives and jobs . . .
so, what are the ‘big’ issue for 3068? i leave that for further discussion with wine and/or coffee . . .
talk soon, c
Hey ladies —
Just FYI if you haven’t finished your sunday NYTs;) There’s an interesting article on technology and language onn p. 4 called ‘technology doesn’t dumb us down. it frees our thinking’ by damon darlin – can’t figure out which section (ha!) sorry, took it out, but i’ll put copies in your boxes this week – might be interesting for a class discussion. i’ll hunt down the atlantic article it references . . .