Posted by Jim Cade Shannon Weaver Model Communication is the essence of the educational process. To find out how best to communicate with students in the classroom, a model needs to be developed whereby we can know exactly where problems exist in the system. This creates the opportunity to change certain parts to insure that the message is being received the way we intended it. Robert Gwynne. Communication Models. University of Tennessee at Knoxville. May 6, 2004 R. Max Wideman . Communication Models. 10/31/02. Maxs Issacon. May 6, 2004. Shannon-Weaver Model. Communication, Cultural, and Media Studies. May 7, 2004
on 5/11/2004, 7:54 pm
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Communication Model Research
The Shannon Weaver Model of Communication was developed in 1949. It attempts to outline all the elements of communication and explains the role each element in the total process. This research also reveals some of the problems that are encountered with the model and in the process as a whole.
The Shannon Weaver Model proposes that all communication must include six elements: a source, an encoder, a message, a channel, a decoder, and a receiver. The emphasis is largely on the transmission and reception of information is a strictly linear form. It looks at communication as a one-way process.
All human communication begins with a source; a person with a given purpose with a reason for engaging in communication. When we communicate, we usually want to give someone some information, get them to do something, or persuade them to our point of view. We also could be showing them we are simply a friendly person. The source expresses his purpose in the form of a message formulated in some kind of code. This requires an encoder.
The encoding process is performed by the motor skills of the source. These include inflections in the voice, facial expression, gestures, and body movement. It is clear that these motor skills have a huge impact on the message in regard to the meaning interpreted. Other factors such as social context, assumptions, and past experiences in turn impact meaning. The message also must be delivered on the appropriate channel.
In order for a message to be received, it must be communicated on a channel that is interpretable to the receiver. You dont communicate with the blind through sign language any more than you would have a poor reader read chapter five and do exactly what it tells you to do. That particular channel is simply not going to work. The meaning is lost and communication fails. Physical noise can deter signal transmission as well. We experience a lot of noise in and outside the classroom. I dont know why all students cant just sit quietly and listen. There seems to always be a certain amount of noise in the classroom overloading the channel and distorting the message. This makes it difficult to decode what has been encoded.
Shannon Weaver investigates technological communication and was greatly concerned with the physical noise factor. The model best fits human communication because of its introduction of an encoder and decoder. This fits well in the realm of teaching. When you add noise to the system you generally end up with something non-linear, complex, and unpredictable.
Another type of noise described by Shannon Weaver is semantic noise. It is related to peoples level of knowledge, experience, individual prejudices, as well as their communication skills. Some examples of semantic noise would include: distraction of any kind, emphasis of the wrong part of the message, attitude toward the sender or message, or the level of the receivers understanding. Decoding isnt always easy, especially if the channel of message is affected be such noise.
The notion of a decoder reminds us that it is possible to have all the equipment to receive the messages sent us and not be able to decode or understand it. Moreover, it would be false to assume that receivers decode messages in the same way we do. There are differences in age, class, cultures, and interests. People simply do not think alike. It cannot be expected that high school students think like adult teachers. And if they happen to not show up on a certain day they cant be considered receivers.
There must be somebody at the other end of the channel or communication cannot occur. They receive the decoded message sent from a source through a particular channel around all the physical and semantic noise and they understand it. Communication has just occurred. Now, what to do with the information?
Shannon Weaver believe feedback to be a vital part of communication. As we are sending our information, the receiver is sending back information in the form of feedback. How we interpret this feedback can guide us in sending the right messages through the right channels to ensure better understanding through our communication.
By having communication models it is possible to break down the system and examine where the problems may lie when we fail to get our message across to others. This is particularly useful when taking a look at the different ways we teach in our classrooms. Are we getting the message across? What works the best? Why isnt this working? These are all questions we need to answer. Looking at our communication style through the use of models make it easier to find which parts need adjustment.
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