0:14 this is ADT 1160 you digital
0:17 communication technologies the title of
0:19 this particular video clip is the
0:23 Shannon in we've remodeled communication
0:26 is quite complex we saw in the previous
0:28 video clip that when communication
0:30 passes through technology it gets more
0:33 complicated there are several competing
0:36 explanations to this some of the causes
0:38 of misunderstandings arising from
0:40 communication have been coined several
0:43 decades ago the analysis questions for
0:44 this particular video clip are as
0:49 follows who were Shannon and Weaver what
0:51 purpose does the Shannon Weaver model of
0:54 communication surf what are the eight
0:59 variables that interplay in 1948 an
1:01 American mathematician named Claude
1:03 Shannon wrote an article he published in
1:06 the bell electrical journal the article
1:08 titled a mathematical theory of
1:11 communication proposed an explanation of
1:15 communication later on Shannon partnered
1:18 with an electronic engineer named Warren
1:20 Weaver to better apply history to
1:23 communication the to put their skills
1:25 together to create what became known as
1:27 the Shannon Weaver theory of
1:32 communication at that time communication
1:34 was understood in its simplest mode
1:37 there was a transmitter whose role was
1:39 to send a message and a receiver whose
1:42 role was to decode the message Shannon
1:45 and Weaver's objective was to explain
1:47 that concept a little bit more in depth
1:50 Shannon Weaver presented the following
1:52 model to explain the steps of
1:55 communication according to their model
1:57 there are eight variables that play on
2:03 communication there is the source the
2:07 encoder the message
2:13 the channel the decoder the receiver
2:18 noise and feedback in order to
2:20 understand this model thoroughly we need
2:24 to define each key element this model
2:25 begins with the source of a
2:28 communication this is where the origin
2:31 of the communication stands the source
2:34 can be an individual or a group that has
2:36 a reason to communicate something in
2:39 other words the communication process
2:42 begins when an individual or a group
2:44 want to give a message to another
2:47 individual or group the encoders role
2:49 comes in after the source of
2:52 communication has been decided the
2:54 encoder will transform a concept that
2:57 the source wants to send into a format
3:00 that will reach the audience who needs
3:03 to interpret it the message is the
3:05 information that is being communicated
3:08 from the transmitter to the receiver
3:11 whether or not this message has a
3:14 substance does not really matter what
3:17 matters is that a message is transmitted
3:20 the channel is a means to transmit the
3:22 message from the transmitter to the
3:24 receiver for a message to be transmitted
3:27 it is essential that a proper means of
3:30 transmission be selected it is a routes
3:32 that the message takes to reach the
3:35 receiver this route can be verbal
3:39 written electronic audio video etc as
3:42 the message travels in a channel noise
3:45 comes into play this noise is an
3:48 interference or distortion that can
3:50 modify the message being sent by the
3:52 transmitter or the sender in such a way
3:56 that it is misconstrued noise can be
3:59 physical semantics pragmatics or
4:03 rhetoric before the message reaches this
4:06 receiver it has to be decoded in a form
4:09 that the receiver understands this is
4:12 the other side of the sequence as when
4:15 the transmitter encodes the concept he
4:19 or she wants to transmit the receiver is
4:20 the recipient of the
4:23 that was set out by the transmitter or
4:26 the sender feedback is when the receiver
4:29 tells the transmitter that he or she
4:31 received a message and interpreted it
4:34 accurately Shannon and weaver put the
4:35 emphasis on this section of the model
4:38 because it is the only way for the
4:40 transmitter or the sender to know if the
4:43 communication process was effective this
4:46 is where the model becomes cyclical up
4:49 until the 1990s this model helped
4:52 explain why it was so difficult to take
4:55 distance education courses for about 1
4:58 century there were two models of
5:00 distance education one consisted of
5:03 sending a package to the student who
5:05 would read text and answer questions and
5:07 then send back the modules back for
5:12 marking the auto modelled consisted of a
5:13 teacher who would transmit a course
5:16 through radio waves in which he or she
5:18 was giving explanations about work to do
5:21 to students such as the school of the
5:24 air and remote learning in Australia at
5:26 this point you can go to course outline
5:29 and find a link to their website where
5:32 to talk about the history and how they
5:33 evolved with the technological
5:36 advancement in both cases there was only
5:39 minimal interaction as if the students
5:42 had questions they either had to write
5:44 to the teacher or call the teacher if
5:47 such service was available when the
5:50 internet came everything changed the
5:52 synthesis questions for this video clip
5:55 are as follows do you think that Shannon
5:57 Weaver's model applies to digital
6:00 communication technologies other
6:02 components of the model that apply more
6:04 than others can you identify other
6:06 problems although the noise or feedback
6:09 arising from digital communication
