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How to Facilitate Skilled Communcation

1. 4 Steps to Achieve Skilled Communication

So the next big thing for MCE is skilled communication. In 2014, it was estimated that nearly 2 billion of allIDE users in the world live in just 20 countries. However, today, there are more than 7 billion mobile phones in the world. Imagine that. It's almost one for every person on the planet, and it has only taken 20 years for this to happen. So with all these recent developments, such as cloud technology and smartphones, people can now access the internet and engage in multiple forms of communication while they're on the move. So they can email; they can send text messages; they can even do video conferences. And they can do all these things with powerful tools that provide new ways to communicate that are not only more effective but also far more cost efficient.As a result, they enable us to communicate in a variety of formats, either asynchronously via text messages, blogs, and emails, or in real time over the phone via instant messaging services such as Twitter or Skype. All we need is a device, an Internet connection, and a way to go. So skilled communication has four big things that you have to remember. The first thing is that it's multimodal. The second one is that it has extended communication and Google analyses it later. The third one is communication for a particular audience. And the fourth one is that it requires supporting evidence. We have four big things that we will analyse later.

2. Extended Communication

So let's start with extended communication. Extended communication is required when students must produce communication that represents a set of connected ideas, not a single simple thought. This is very important. Extended communication is required when students must produce communication that represents a set of connected ideas, not a single simple thought. So we have a set of interconnected ideas that we want to produce in order to arrive at the final thought, the final result. Not just this thought, but a set of connected ideas. And why I'm saying this because let'ssee what is not extend communication? a single text message that kids nowadays know to send or assemble. A tweet does not extend communication if students are engaged in electronic communication. This is only considered extended communication if it produces an outcome that requires students to connect the ideas they discussed. I repeat, only if it produces an outcome that requires students to connect the ideas they discussed. The duration of an electronic chart is not considered in evaluating extended communication.

3. Multimodal Communication

So the next big thing is to be multimodal. Multimodal means that when it includes more than one type of communication mode or tool to use to communicate coherently, the communication should be multimodal for students. If the learning activity offers students the opportunity to choose the tool or tools they can use to communicate, we consider it to be a multimodal communication opportunity. So this means we can use text, we can use voice, we can use email, we can use synchronous and asynchronous messages, and we can use multimodal communication to achieve the result of the activity of the exercise. The next big thing is that it requires supporting evidence. Supporting evidence Communication requires supporting evidence when students must explain their ideas or support their thesis with facts or examples. A thesis for MCE is a claim, is a hypothesis, is a conclusion—it could be either a hypothesis or a conclusion or a claim, but the most important thing is that students must have a thesis when they are asked to state a point of view or to make a prediction or to draw a conclusion from a set of facts using a chain of logic. So this communication requires evidence if students must describe their reasoning, provide supporting facts, or provide specific examples, so the evidence should be sufficient to support the claim that the student is making.

4. Communication Designed for a Particular Audience

So communication designed for a particular audience is the fourth big thing. So students are required to design their communication for a particular audience when they must ensure that their communication is appropriate for the specific readers, the specific listeners, the specific viewers, or others with whom they are communicating. It is not sufficient for students to be communicating to just a general audience on the internet. They should always keep in mind that they are communicating with a specific group with specific needs that want to hear specific things in order to shape their communication appropriately. So when they are communicating with a particular audience, students must select the tools, the content, and the style that they use to reach the audience. They may be required to consider not only the tools that the audience has access to or uses on a regular basis, but also the relevant information that they must present in order for the audience to understand their thesis or belief, as well as the formality or informality of the language they use in order to be appropriate to the audience. So the learning activity should specify a particular audience, or students could be allowed to select their own audience, but they should always know their audience. So it is ideal but not essential if the communication will always be actually seen by that audience. So communication design for a particular audience means that the requirement is that the students develop the communication with that audience in mind. Imagine that we have some students that should develop some type of presentation to teach younger students about how to divide fractions. So they will have to decide what medium to use to reach those students. For example, they could use a podcast, they could use a blog, they could use a presentation, they could use a PowerPoint presentation, or PowerPoints presentation.They could use social media and see what type of language and content the students would relate to and understand. So for example, if we have students that will teach other students, especially younger kids, they might not have access to social networks, or they could just use a fancy presentation for kids to communicate their methods. So this satisfies the requirement, even if the podcast is never used by younger students.

5. Skilled Communication Rubric

So now let's see the skilled communication rubric. We have four points here. We have four levels. The first level is when students are not required to use multimodal communication. This is the first one. This is the basic course. This is what we would not have to achieve. Level one. We want something more. If students are required to produce extended communication or multimodal communication, but they are not required to provide supporting evidence or design their work for a particular audience, then we are at level two. If we are at level three, this means that students are required to produce extended communication or multimodal communication like in the previous days, in the previous level, level two. But they are also required to provide supporting evidence. They must explain their ideas or support their thesis with facts. For example, they are required to design their communication for a particular audience. Be careful. They could either provide supporting evidence or explain their ideal supporting thesis. Or they are required to design their communication for a particular audience. but not both. Because we have level four, where students in level four are required to produce extended communication or multimodal communication, they are required to provide supporting evidence, and they are required to design their communication for a particular our dims.So if we have all these fourths, we are at level four.

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