Beruflich Dokumente
Kultur Dokumente
relationships
with
public
relations
practitioners.
Most
students
need
coaching
in
creating
the
habit
to
read
blogs
regularly,
using
an
RSS
feed
reader,
and
commenting
on
blogs.
• Increase
student
motivation
–
Intrinsic
motivation
is
also
a
very
important
part
of
learning,
according
to
self-‐determination
theory
(Deci,
Koestner,
&
Ryan,
2001;
Niemiec
&
Ryan,
2009;
Ryan
&
Deci,
2000).
Public
relations
practitioners
who
make
guest
appearances
into
the
classroom
can
reinforce
the
instructor’s
messages
and
inform
students
about
specific
skills
needed
in
the
professional
public
relations
world.
Because
they
are
immersed
in
public
relations
practice,
guest
speakers
often
seem
to
have
more
credibility
than
the
teacher
when
it
comes
to
establishing
what
skills
are
important.
Skype,
or
other
Web-‐based
video
calling
applications
(iChat,
Google
Talk,
etc.)
enable
guest
speakers
who
are
not
in
physical
proximity
to
interact
with
students.
An
evaluation
of
this
particular
social
media
solution,
as
used
in
a
series
of
undergraduate
public
relations
courses,
shows
that
using
these
tools
as
indicated
here
has
significant
positive
effects
on
student
motivation,
learning,
career
success,
and
relationship
with
teacher
(Vorvoreanu,
M.
&
Sears,
D.,
2010).
In
addition
to
collaboration
at
the
class
level,
students
in
the
public
relations
campaigns
course
can
use
a
combination
of
tools
that
enable
them
to
work
together
efficiently.
This
solution
is
presented
next.
Team
level
collaboration
The
solution
for
technology-‐supported
team
collaboration
proposed
here
is
based
on
a
theoretical
model
of
computer-‐supported
cooperative
work
(Neale,
Carroll,
&
Rosson,
2004).
The
model
explains
the
process
of
computer-‐supported
cooperative
work
and
the
factors
that
enable
it.
It
lists
five
types
of
activities
that
need
to
be
supported
in
order
for
effective
cooperative
work
to
take
place.
The
five
types
of
activities,
and
the
corresponding
tools
that
public
relations
students
can
use
to
engage
in
each
of
them,
are
explained
next.
1. Light-‐weight
interaction
–
informal,
light-‐weight
interaction
is
important
in
collaborative
ground
because
it
helps
team
members
establish
common
ground.
The
better
team
members
know
each
other,
the
better
able
they
are
to
understand
each
other.
Light-‐weight
interaction
can
also
contribute
to
creating
activity
awareness
–
the
awareness
of
what
other
team
members
are
currently
working
on.
This
knowledge
is
tacit
in
a
shared
office
environment,
but
if
students
work
from
different
locations,
technology
can
enable
the
establishment
of
common
ground
and
activity
awareness
through
light-‐weight
interaction.
Microblogging
tools
are
very
well
fit
for
this
type
of
interaction.
In
fact,
Twitter
was
created
for
the
purpose
of
maintaining
activity
awareness
among
team
Vorvoreanu,
M.
(2010).
Technology-‐supported
collaboration
for
the
public
relations
campaigns
course.
4
members
(Israel,
2009).
For
private
light-‐weight
interaction,
team
members
can
use
Yammer.
Facebook
is
another
obvious
solution,
but
since
many
instructors
choose,
rightfully
so,
not
to
interact
with
students
on
Facebook,
it
may
be
difficult
to
monitor
and
be
a
part
of
the
student
team’s
interactions.
2. Information
sharing
–
Storing
information
in
one
location
that
can
be
accessed
and
edited
by
all
team
members
is
superior
to
having
several
databases
of
citations,
resources,
and
references.
Team
members
can
use
social
bookmarking
and
social
citation
management
(Zotero)
to
collaboratively
create
a
set
of
shared
resources.
A
team
blog
can
help
document
and
share
ideas,
instructions,
and
reminders
among
team
members.
A
shared
notebook
(Evernote)
can
be
used
for
clippings,
photos,
articles,
and
other
sources
of
inspiration.
3. Coordination
–
Coordination
refers
to
the
obvious
need
to
schedule
and
coordinate
work.
Shared
online
calendars
can
be
used
to
keep
all
team
members
on
the
same
schedule
and
to
reduce
the
probability
of
scheduling
misunderstandings.
4. Collaboration
–
In
this
particular
model,
collaboration
refers
to
a
mode
of
work
where
individual
team
members
work
independently
on
pieces
of
the
project,
which
are
later
assembled
into
the
finished
product.
Collaborative
document
editing
using
Google
Docs
or
another
wiki
platform
can
be
more
advantageous
than
writing
independent
documents
and
assembling
them
at
the
end.
If
all
members
have
access
to
the
same
document,
even
if
they
work
on
their
assigned
section,
they
can
see
what
other
team
members
have
written
and
adapt
their
writing
style
accordingly.
Google
Docs
also
enables
collaborative
editing
of
spreadsheets
and
presentation
slides.
It
presents
the
major
advantage
of
doing
away
with
several
versions
of
files
that
need
to
be
kept
track
of
and
emailed
back
and
forth.
It
also
enables
multiple
team
members
to
edit
the
same
file
simultaneously.
5. Cooperation
–
According
to
(Neale,
Carroll,
&
Rosson,
2004),
cooperation,
which
they
define
as
intensely
interactive
and
creative
collective
work,
is
not
easily
supported
by
existing
technologies.
There
are
few
substitutes
to
people
brainstorming
around
a
white
board.
Even
though
they
may
not
be
able
to
match
face-‐to-‐face
interaction,
multi-‐way
video
chat
(such
as
Skype)
and
Web
conferencing
applications
(such
as
DimDim)
enable
synchronous
communication,
file
sharing
and
commenting,
and
even
a
virtual
whiteboard
for
note-‐taking.
This
brief
paper
presented
a
two-‐level
collaboration
solution
for
the
public
relations
campaigns
course.
The
class-‐level
collaboration
solution’s
potential
for
helping
students
is
supported
by
research.
The
team-‐level
collaboration
solution,
based
on
a
theoretical
model
of
computer-‐supported
collaborative
work,
has
not
been
evaluated
yet
in
the
education
context.
Vorvoreanu,
M.
(2010).
Technology-‐supported
collaboration
for
the
public
relations
campaigns
course.
5
References
cross-‐tab.
(2009).
Online
Reputation
in
a
Connected
World.
Deci,
E.
L.,
Koestner,
R.,
&
Ryan,
R.
M.
(2001).
Extrinsic
rewards
and
intrinsic
motivation
in
education:
Reconsidered
once
again.
Review
of
Educational
Research,
71,
1-‐27.
Israel,
S.
(2009).
Twitterville:
How
Businesses
Can
Thrive
in
the
New
Global
Neighborhoods.
Neale,
D.
C.,
Carroll,
J.
M.,
&
Rosson,
M.
B.
(2004).
Evaluating
computer-‐supported
cooperative
work:
Models
and
frameworks.
Paper
presented
at
the
Computer
Supported
Collaborative
Work
Annual
Conference.
Niemiec,
C.
P.,
&
Ryan,
R.
M.
(2009).
Autonomy,
competence,
and
relatedness
in
the
classroom:
Applying
self-‐determination
theory
to
educational
practice.
Theory
and
Research
in
Education,
7,
133-‐144.
Ryan,
R.
M.,
&
Deci,
E.
L.
(2000).
Intrinsic
and
extrinsic
motivations:
Classic
definitions
and
new
directions.
Contemporary
Educational
Psychology,
25,
54-‐67.
Vorvoreanu,
M.,
&
Sears,
D.
(2010).
Teaching
with
Web
2.0:
Case
study
and
analysis.
Paper
presented
at
the
Campus
Technology
Annual
Education
Technology
Conference.
Citation
information
If
you
would
like
to
cite
this
paper,
please
use
the
following:
Vorvoreanu,
M.
(2010).
Technology-‐supported
collaboration
for
the
public
relations
campaigns
course.
Panel
presentation
at
the
2010
Annual
Convention
of
the
National
Communication
Association,
San
Francisco,
CA.
Vorvoreanu,
M.
(2010).
Technology-‐supported
collaboration
for
the
public
relations
campaigns
course.
6
Some
Social
Media
Resources
for
Research
Collaboration
(all
free
of
cost)
One-‐on-‐one
video
calling
• Skype
http://www.skype.com
• Google
Chat
http://www.google.com/chat/video
Group
video
calling
• Skype
5.0
for
Windows,
http://www.skype.com
online
video
chat
rooms,
no
download
or
installation
necessary:
• http://tinychat.com/
• http://www.tokbox.com/
Web
meetings
(voice,
screen
sharing,
some
collaborative
document
editing)
• http://www.showdocument.com/
• http://www.dimdim.com/
• https://www.yugma.com/
Collaborative
citation
management
• Zotero
(plugin
for
Firefox
and
some
text
editors)
http://www.zotero.org/
• http://www.citeulike.org/
• http://www.connotea.org/
• http://www.bibsonomy.org/
Collaborative
document
editing
• Google
Docs
(word
documents,
slide
decks,
spreadsheets)
• http://writeboard.com/
• other
free
wikis:
pbworks.com,
wetpaint.com,
wikispaces.com,
wikidot.com
Vorvoreanu,
M.
(2010).
Technology-‐supported
collaboration
for
the
public
relations
campaigns
course.