Posts Tagged ‘E-learning’
Â Muy interesante artÃculo de Psy Blog sobre la influencia que tiene en el auditorio el hablar mÃ¡s o menos rÃ¡pido, dependiendo de las expectativas de la audiencia.
Posted: 24 Nov 2010 05:47 AM PST
Beware the fast-talker, the person with the gift of the gabâ€”the friendly salesman, the oily politicianâ€”running through the ‘facts’ faster than you can keep up. Rat-a-tat-tat.What does all that fast talking do to us? Are we more persuaded by their apparent confidence and grasp of the subject? Or are we less persuaded because all the information comes at us too fast to be processed.
When psychologists first began examining the effect of speech rate on persuasion, they thought the answer was cut-and-dried. In 1976 Norman Miller and colleagues tried to convince participants that caffeine was bad for them (Miller et al., 1976). The results suggested people were most persuaded when the message was delivered at a fully-caffeinated 195 words per minute rather than at a decaffeinated 102 words per minute.At 195 words per minute, about the fastest that people speak in normal conversation, the message became more credible to those listening, and therefore more persuasive. Talking fast seemed to signal confidence, intelligence, objectivity and superior knowledge. Going at about 100 words per minute, the usual lower limit of normal conversation, was associated with all the reverse attributes.These results, along with a couple of other studies, lead some researchers to think that speaking quickly was a potential ‘magic bullet’ of persuasion. Perhaps we should watch out for people who speak quicklyâ€”who knows what we might agree to.
By the 1980s, though, other researchers had begun to wonder if these results could really be correct. They pointed to studies suggesting that while talking faster seemed to boost credibility, it didn’t always boost persuasion. The effects of talking fast might not all be positive; for example, when someone talks quickly it can be hard to keep up with what they are saying, so the persuasive message doesn’t have a chance to take hold.By the 1990s a more nuanced relationship between speech rate and persuasion emerged. Stephen Smith and David Shaffer, for example, tried to convince one group of student participants the legal age for drinking should be kept at 21 (Smith & Shaffer, 1991). Another group they tried to persuade the age should not be 21 (this was shortly after the legal age for drinking in the US was raised to 21).Fast, slow and intermediate speech rates were employed and this time a telling twist emerged. When the message was counter-attitudinal (you’ll be amazed to hear that college students don’t like the idea they can’t legally drink in bars), fast talking was more persuasive than the intermediate, with slow talking being the least persuasive of all.Exactly the reverse effect was seen when the message was pro-attitudinal. When preaching to the converted, it was slow speech that emerged as the most persuasive.The question became: why does the effect reverse when the audience is hostile to the message? Here’s what seems to happen. When an audience starts hearing a message it doesn’t like (no beer for you), but slowly, it has time to come up with counter-arguments, so less persuasion occurs. However when the speech is quicker there’s less time to come up with these counter-arguments, so more persuasion.It works the other way around when the audience does like the message (loads of beer for you). When the message comes in too quickly, there isn’t time to evaluate and agree with it more. But, when it comes in slow, there’s plenty of time to evaluate the arguments, agree and be even more persuaded that you should be able to drink in bars.
Beware the silver tongued
So it seems we might well have reason to fear fast talkers if they are delivering a message we’re not inclined to agree with. It seems the fast pace is distracting and we may find it difficult to pick out the argument’s flaws. Similarly when faced with an audience gagging to agree, the practised persuader would do well to slow down and give the audience time to agree some more.All this assumes the audience is interested in the topic in the first place. If it isn’t relevant, people are likely to judge it based solely on much more peripheral matters, like how fast they are talking. So once again, when talking to a disinterested audience, the fast talker is likely to be more persuasive.Image credit: Torley
Tres ideas acerca de la educaciÃ³n
vÃa A. Schuschny
Â Vivimos en un tiempo revolucionario, de cambios, de alteraciÃ³n de paradigmas. La cultura digital alterarÃ¡ todo, aÃºn falta. Tenemos que reinventar la educaciÃ³n, no alcanza con reformarla. Estamos enseÃ±ando para una cultura pre-digital. Pronto las computadoras comenzarÃ¡n a pensar…
Debajo el video completo
Sir Ken Robinson from NYSCATE on Vimeo.
Algunas herramientas Ãºtiles para la detecciÃ³n de plagio en la educaciÃ³n.
Â Â Seminario internacional Â â€œCorto y Pego. Dilemas de la educaciÃ³n hoyâ€
Key words: Corto y pego, plagio, manejo de la informaciÃ³n, pedagogÃa informacional, educaciÃ³n, subjetividad mediÃ¡tica
ElÂ sÃ¡bado 25 de julioÂ en el Hotel BalmoralÂ St. PatrickÂ´sÂ College junto alÂ Preuniversitario Carrasco, dentro delÂ Programa link.spcÂ organizan en Montevideo, el Seminario:
El Seminario comenzarÃ¡ con unaÂ conferencia centralÂ a cargo de:
Pablo Rodriguez (FLACSO, Argentina)Â *
Posteriormente compartiremos materiales audiovisuales especialmente generados para este seminario por profesionales de Argentina, MÃ©xico y EspaÃ±a:
- RaÃºl Trejo Delarbre (MÃ©xico)
- Flavia Ricci (Argentina)
- Mariana Affronti (Argentina)
- Juan Mascardi (Argentina)
- Ma. Victoria Aguiar (EspaÃ±a)
Finalmente se trabajarÃ¡ en unaÂ mesa redonda a la que se incorporan:
Lic. Javier Lasida
Director Depto. EducaciÃ³n de la Universidad CatÃ³lica del Uruguay
Licenciado en Ciencias de la EducaciÃ³n, Master en Ciencias Sociales. Director del Departamento de EducaciÃ³n de la Universidad CatÃ³lica.
Prof. Graciela RabajoliÂ
Profesora Especializada en TIC,
Coordinadora del Ãrea de Contenidos del Portal Educativo del Plan CEIBAL,
Ps. Roberto Balaguer Prestes
PsicÃ³logo, Investigador TICs y Subjetividad
Autor de varios artÃculos, capÃtulos y libros sobre TICs
Coordinador Programa link.spc
Lic. Manuel Varela
Director Bachillerato Pre-universitario Carrasco
Posgrado en GestiÃ³n y ConducciÃ³n del Sistema Educativo
Integrante ComisiÃ³n PedagÃ³gica AIDEP
*Â Pablo Rodriguez
Doctor en Ciencias Sociales y Magister en ComunicaciÃ³n y Cultura, por la Universidad de Buenos Aires, y Master en ComunicaciÃ³n, TecnologÃas y Poder por la UniversitÃ© de Paris I (PanthÃ©on-Sorbonne).
Ha publicado varios artÃculos en revistas de Argentina, Chile, MÃ©xico, Brasil y EspaÃ±a. Se desempeÃ±a como docente e investigador en la Universidad de Buenos Aires y en la Facultad Latinoamericana de Ciencias Sociales (FLACSO), donde dicta el curso virtual â€œSubjetividades mediÃ¡ticas y educaciÃ³nâ€. Actualmente es becario posdoctoral del Consejo Nacional de Investigaciones CientÃficas y TÃ©cnicas argentino (Conicet)