Cues Filtered in, Cues Filtered out, Cues Cute, and Cues Grotesque: Teaching Mediated Communication with Emoji Pictionary

Autor/inn/en	Brody, Nicholas; Caldwell, Lesley
Titel	Cues Filtered in, Cues Filtered out, Cues Cute, and Cues Grotesque: Teaching Mediated Communication with Emoji Pictionary
Quelle	In: Communication Teacher, 33 (2019) 2, S.127-131 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brody, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2017.1401730
Schlagwörter	Leitfaden; Unterricht; Lehrer; Computer Mediated Communication; Interpersonal Communication; Communications; Educational Games; Visual Stimuli; Cues; Telecommunications; Handheld Devices; Nonverbal Communication; Teamwork; College Students + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Computerkonferenz; Interpersonale Kommunikation; Nachrichtenwesen; Educational game; Lernspiel; Stichwort; Telekommunikationstechnik; Non-verbal communication; Nonverbale Kommunikation; Collegestudent
Abstract	Courses: Any course that examines mediated and/or online communication, including but not limited to--Computer-Mediated Communication, Communication Theory, Interpersonal Communication, Introduction to Communication, and Organizational Communication. Objectives: In this single-class activity, students apply their knowledge of mediated communication theory by playing a twist on the classic party game Pictionary. Students attempt to communicate messages using only emojis. In doing so, they refine their understanding of how individuals adapt their mediated messages to account for the lack of nonverbal cues in many online environments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01