Instructor Wrap Up - Harris & Sherblom Chapter 15

Computer Mediated Group Communication 

This chapter covers:
*Understanding the Technology and Its Influences on Small Group Communication 
*Influences of the Medium on Communication
*Choosing a Medium for the Effective Use of CMC
*Adopting Effective Group Communication Strategies for CMC

Chapter Objectives:
1). Define computer mediated communication (CMC)
2). Describe the electronic meeting system characteristics of group support systems (GSS) and of audio and videoconferencing.
3). Discuss the effects of CMC undercurrents on group processes.
4). Describe social presence and the effects of media richness, synchronous communication, and other influences of the medium on it.
5). Describe methods for choosing an appropriate communication medium using the communication task, the language demand - technology fit, and the communication function techniques.
6). Discuss group process and leadership responsibilities for effective small group CMC.

Understanding the Technology and its Influences on Small Group Communication
Technology affects our Communication, Relationships, and Lives.
It's not a question of if we will use technology to communicate;
It's a question of when, how, and how well.
Millions of people currently share documents by email, post information on the web, use electronic bulletin boards, share videotapes of presentations, and engage in on-line computer chats, telephone audio-conferences and internet video-conferences to carry on their group discussions.

The Importance of Understanding Influential Undercurrents
Communicating through a computer medium is much like swimming in the ocean. It is helpful to understand the undercurrents of the technology in order to plan an strategy for achieving effective small group communication. Ignoring the undercurrents of the medium may mean that finding ourselves out at sea.

Computer Mediated Communication (CMC)
Computer mediated communication (CMC) describes communication that takes place through media and provides distributed group members with video, audio, or text-based messaging capabilities. These facilities include computer, audio, and video conferencing systems, computer chat rooms, electronic mail, bulletin boards, list-servers and newsgroups. Many of these systems have software, called "groupware," specifically designed to help groups discuss issues, make decisions, and communicate effectively.

Performance Outcomes of CMC Groups
1. CMC groups take longer to complete a task.
2. In limited time CMC groups produce fewer remarks than FTF.
3. CMC groups perform better than FTF on idea generation tasks.
4. There is greater equality of participation in CMC groups.
5. In limited time, CMC groups perform better than FTF on less involving tasks.
6. In limited time, CMC groups perform worse on social-emotional tasks, but given time perform as well as FTF groups.
7. There is reduced normative social pressure in CMC groups.
8. Perception of partner and task is poorer in CMC groups.
9. In limited time, CMC communication partner perceived less charitably than FTF.
10. CMC groups have higher incidence of uninhibited behavior induced by a sense of anonymous de-individuation.
11. CMC groups demonstrate less attitude change.

Electronic Meeting Systems
Electronic Meeting Systems are groupware systems designed to facilitate small group communication and meeting processes.
Electronic Meeting Systems are of two types:
GSS (Group Support Systems) enhance a group's decision-making abilities and facilitate communication through the computer medium.
Conferencing Systems (computer, audio, video conferencing) provide a structured communication medium for group communication.

Influences of the Medium on Communication
Social Presence: perception that a communication medium facilitates the social-emotional-relational communication and dynamically shared feedback necessary to co-construct a shared meaning among group members.
Media Richness: a rough continuum. Media that do not carry information simultaneously considered leaner in informational capacity; don't facilitate development of social-emotional-relational dimensions of communication as fast. Face-to-face the richest media, then video, audio, and text-based computer-conferencing leaner communication media.

Synchronous-Asynchronous Communication:
Synchronous: simultaneous speaking listening, interactive feedback
Asynchronous: a one-way conveying of information, then back

Synchronous
face-to-face discussion
videoconferencing
audioconferencing
computer chats

Asynchronous
nominal group technique
video recording playbacks
voice mail
email

Some Effects of CMC Undercurrents on Group Process:
The Interaction of CMC with Group Size, Diversity, and Proximity
Larger groups benefit more; may help increase diversity of groups and ideas; groups in the same room using the technology more aware of personal-social identities; Groups at greater geographical distance less socially connected.

Facilitating Effective CMC Group Communication
As in face-to-face, CMC groups should:
1. Encourage responsibility, promote member ownership of group process and results.
2. Maintain self-awareness and self-expression.
3. Listen to, clarify, and integrate information and ideas.
4. Ask appropriate, well-timed questions, encourage thought and participation.
5. Help keep group focus on, and move toward their goals.
6. Create and reinforce open, positive, participatory environment.
7. Actively build rapport and relationship.
8. Present clear concise information and well-developed ideas.
9. Demonstrate flexibility, willingness to adapt to situation and other group member needs.
10. Help achieve a clear meeting process and outcome.
11. Constructively manage conflict and expression of negative emotions.
12. Encourage expression of multiple and diverse perspectives.
13.Adhere to meeting time limits and discussion ground rules.

In addition CMC groups must also:
1. Have conceptual understanding of technology and capabilities.
2. Have ability to effectively communicate through technology.
3. Be able to create comfortable understanding of technology among other group members.

Letter

Hi Folks,

I have received a few questions about the letter that needs to be submitted with your final project.  My suggestion would to be write the letter yourself, and simply have your group leader sign the letter.

The letter can be fairly short, stating that you are not currently a part of the group you have been observing, and then list the dates of the meetings you attend.  Please be sure to include the contact information of your group leader so I can contact them if I have any questions about the group, or about your attendance.

Let me know if you have questions about this.

The Blogging Prof.

Week of October 29 - November 4

Hello Folks!

Here is what is listed on the Schedule and Participation Pages from D2L for this week.  The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively.  In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.

Due this week:
*Read Chapter 15: Computer Mediated Group Communication
*Participate in the discussion (see questions below)
*Start Writing your final project.  At this point in the semester, you should be done with your observations and should be starting to write your final paper.  As a reminder, your final project is due on or before November 18th @ 11:59pm.
 
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.

1). How does CMC differ from f2f communication? (Think outside the box).

2). How do anonymity, group size, and proximity influence participation and communication in CMC groups?

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

Remember to post 3 responses to your colleagues blogs.  (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments.  Once a discussion week is over, it's over.  So please make sure you are commenting on a relevant blog post.  In other words, pay close attention to the post, and date.
 
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.

Instructor Wrap Up - Harris & Sherblom Chapter 8

Group Evolution: Teams

This chapter covers:

Organizations and Teams
Teams
     Parallel Teams
     Self-Directed Work Teams

Chapter Objectives:
1). Explain employee involvement as a part of team development.
2). Define terms.
3). Discuss the importance of teams.
4). Distinguish the characteristics of parallel structures.
5). Explain the limitations of parallel teams.
6). Outline the characteristics of self-directed work teams.
7). Discuss the benefits and costs of self-directed work teams.

As quoted from the text: "Senge et al. (1994) trace the origin of the word team to the Indo-European word deuk, which means "to pull".  The modern sense of the team, meaning a group of people pulling and acting together, emerged in the sixteenth century.  From these origins, Senge et al. (1994, p. 354) define a team as "any group of people who need each other to accomplish a result"." 

"How does a group become a team?  When there is consensus on the group's purpose, task, operating procedures, or process, group develop a sense of syergy that moves beyond individual efforts, or even those of the group as a whole, to a new level of creativity and task accomplishments.  While sports may provide an obvious example of teamwork, "in high pressure workplaces, such as nuclear plants, aircraft cockpits, or the military, teamwork is essential to survive" (Appleby & Davis, 2001, p. B2).  An equally stressful environment, health care organizations, "increasingly rely on interdisciplinary teams for comprehensive diagnosis and treatment of patients" (Ellingson, 2003, p. 93).  Fast-paced or stressful environments offer dramatic examples of teamwork.  Moreover, as we observed earlier in this book, the majority of U.S. corporations use teams that have provided significant gains in productivity, effectiveness, and employee satisfaction with their jobs (Shockley-Zalabak, 2002)."  All of this is quotes directly from the book, pages 147 and 148.

You might be asking yourself WHY The Blogging Prof. decided to copy two entire paragraphs from the text.  Well, it's because those two paragraphs outline the basics of a team.  We have learned a lot of concepts so far from our course text.  This chapter is no exception!

The first major section of this chapter is titled, Organizations and Teams.  Go ahead and read through this section, but I want to point out one statistic at the bottom of page 148:  "...many dramatic examples of successful teamwork in organizations exist.  Between 70% and 82% of all U.S. firms have teams, and the number is increasing (Sweeney & McFarlin, 2002).  This makes "teamwork skills one of the most commonly required skills in the work environment" (de Janasz, Dowd & Schneider, 2002, p. 311).  The keys to team effectiveness are explained in Firgure 8.1."

The terms in Figure 8.1, page 149 are:
*Clear mission, vision, goals, purpose.
*Effective Communication.
*Limited size.
*Skill levels appropriate for the complexity of team actions.
*Trust.
*Appropriate and supportive external leadership.
*Defined roles and responsibilities.
*Links between team activities and rewards.

The next section the book talks about is Teams.  This section starts out by defining teams as, "Teams are formal work groups consisting of people who work together to achieve common goals."  Pretty simple, right?  Yep, but good to know nonetheless.

Table 8.1 The Evolution of Teams: From Involvement to Self-Direction is a great table.  Don't skip reading it.  The concepts contained within can be very useful for your final paper/observation.

The book then goes on to explain the idea of Parallel Teams, which is then broken down into subsections: Individual rewards, Inappropriate Management Styles (one of my favorite sections), and Segmentalism. 

Parallel teams - a very important concept to understand.  While parallel teams have inherent limitations, they are useful.

The next section covers the idea of Self-Directed Work Teams.  Subsections include: Characteristics of a Self-Directed Work Team (where the idea is defined and explained), and Overcoming the Barriers to Building a Self-Managing Team.

In the box on page 153 there is a quote that I thought was pretty cool:  "We were learning to put team success ahead of our own egos."  Wow, if only we could do that consistently in our personal relationships as well as our team relationships!

This brings us to the end of the chapter, but not before covering Figure 8.2:  Ethics for the Team Workplace.  This figure describes a few things:
*Truthfulness, Honesty, and Fairness
*Confidentiality
*Integrity
*Respect for Others
*Professional and Social Responsibility
Read through Figure 8.2 for a full explanation of each of these things.

Pretty cool chapter, huh?  Basic?  Yes!  But definitely worth the read.  This chapter, as well as other chapters in the course text, will help guide your analysis for your final paper.


Have a great day everyone!

The Blogging Prof.

Week of October 22-28

Hello Folks!

Here is what is listed on the Participation Page from D2L for this week.

NOTE: The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively.  In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.
Due this week:
*Read Chapter 8: Group Evolution: Teams
*Quiz in D2L.  Please log into D2L to take the quiz for Chapters 7 & 8.
*Reminder: The final project in the class is due at the end of the month on November 18th.  Please continue working on your final project, as it is a lengthy project resulting in an essay.  Email me with any questions you might have about the project.


 Reminder:  I hold office hours of Tuesday's and Thursday's from 9:30am to 11:30am on Yahoo Messenger.  I can also chat with students over the phone during that time, or at your convenience.  We can always make an appointment to chat over the phone in case you need clarification about something in the class.  And of course, I'm always available through email.

:)
The Blogging Prof.

Instructor Wrap Up - Harris & Sherblom Chapter 7

Listening and Feedback:  The Other Half of Communication

I love, love, love this chapter.  It's all about Listening and Feedback. Two very essential aspects of communication.  When someone first comes into the field of communication, this is probably not what they think of when they say the word 'communication'.  However, it is essential to our everyday communication with other people.  This chapter covers:

Motivation
The Four Components of Listening
Active Listening
Feedback:  Responding to the Message

Chapter Objectives:
1). Explain the importance of listening.
2). Identify the role played by motivation in effective listening.
3). Outline the four components of listening.
4). Identify the barriers to effective listening.
5). Define active listening.
6). Clarify the barriers to  active listening.
7). Discuss the eight guidelines for feedback.
8). Describe constructive feedback techniques.

The chapter starts out by introducing the idea of effective listening, by giving you a transcript of one of my very favorite skits of all time:  Abbott and Costello's "Who's on First?".  Pages 128-129 give an introduction to the ideas covered in the chapter, and those pages also include material to give some context to the principles the authors will cover throughout the chapter.

Page 130 covers the very first major concept in the chapter:  Motivation!  One MUST have motivation to become a better listener.  It doesn't just happen by accident, although that would be nice, wouldn't it?  There are many life-enhancing experiences because of active listening that your authors point out.  Go ahead and read about it.  :)

The next concept the book covers is:  The Four Components of Listening.  These components are:
1). Sensing (Hearing the Message)
2). Interpreting the Message
3). Evaluating the Message Content
4). Memory: Retaining and Responding to the Message
Each of these are necessary phases of the listening process.  Understanding each step, or section, can be beneficial to diagnose our lack of listening at times (or others).  Familiarity with each step of the Four Components of Listening can help you in your course projects, but can also help you in everyday life with folks around you.

This section segues nicely into one of my favorite aspects of listening:  Active Listening!  The book defines active listening as, "When we engage in active listening, we respond verbally and nonverbally to the other group members, letting them know we are paying attention.  We become part of the transaction and take responsibility for understanding their meanings."  What a great concept for both small group communication, while interacting in groups, but also for wider use.  I'm sure that if you have taken any other communication class in the past, active listening was a part of that class.  Heck, I teach the concept in a lot of my classes, simply because it is an incredibly useful tool in dyadic communication (and also small group communication).  I'm sure you will be able to observe active listening while observing your small groups for the final project in this course.

While Active Listening is key, there are some barriers to active listening.  The book goes on to describe the following barriers:
1). Lack of Interest
2). Distracting Delivery
3). External and Internal Noise
4). Arrogance and Disrespect
5). Preprogrammed Emotional Responses
6). Ambusing
7). Listening for Facts
8). Faking Attention - Psudolistening
9). Thought Speed
10). Other Barriers
Hmmmmmm, could there be a reason why your authors use multiple pages to cover listening?  Active listening?  Barriers to Active Listening?  Active Listening Response Methods?  (Had this been an in person class, I would have inserted some type of joke here _______ ).  ;)

But honestly, there is a huge section of this chapter dedicated to Active Listening.  Why?  Because understanding different issues associated with active listening is incredibly important to the process of communication across a number of different areas.

The next section explains Active Listening Response Methods.  These include:
1). Paraphrasing
2). Expressing Understanding
3). Asking Questions
4). Using Nonverbal Communication
Have you ever had a misunderstanding with someone?  I'm talking BIG misunderstanding?  Did you ever employ any of these methods?  Personal Note:  A couple of my best friends are Marriage and Family Therapists.  They use these methods all the time when it comes to counseling folks, whether that be family members having a hard time communicating, partner relationships (husband/wife, and the like), best friends going through a conflict, etc...  In short, these methods are relevant and they really do work!  Sometimes being a bit more attentive to the process of listening and active listening is key to understanding the other person.

And finally we come to Feedback, both Providing Constructive Feedback and Receiving Feedback.  Providing constructive feedback is essential when communicating.  We do this constantly, although we may not label it 'constructive feedback'.  But that's not where I want to camp for a second.  When reading through this chapter again (for the millionth time throughout my career *noI'mnotbitter* - kidding of course), the first sentence of the section on receiving feedback kind of struck me.  It says, "When you are receiving feedback, the first thing to do is to breathe."  Again, had this been a f2f class I would have inserted a joke of sorts *here", but honestly, this can be great advice, right?  Let's face it folks, receiving feedback can sometimes be a bit difficult, right?  I remember receiving a 'less than stellar' grade from a professor when I was in college.  I was one of those students who generally earned high grades (surprise, right?).  On a paper that I thought was pretty good, I earned a lower grade than expected.  Heck, having earned mostly "A's" through college, anything less than an "A" was lower than expected.  But I digress.....  When I received the feedback from my professor (a wonderful professor in our department at SJSU who is now retired), I was shocked.  But I maintained my composure and asked the professor to clarify the grade and to let me know what I could do on the next paper/project to improve my grade.  We had a short, but great conversation.  I did not 'get offended', rather I listened to what the professor had to say and employed the ideas and suggestions given.  I used the techniques suggested in the 'receiving feedback' section of the text.  It works folks!  :)

I hope that you have learned and/or reviewed some concepts in this chapter that will help you in your future communication interactions, both in small group and in dyads.


(Can you tell I really loved this chapter? Yeah, I'm a bit of a communication geek).  :)

Week of October 15-21

Hello Folks!

Here is what is listed on the Schedule and Participation Pages from D2L for this week.  The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively.  In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.

Due this week:
*Read Chapter 7: Listening and Feedback:  The Other Half of Communication
*Participate in the discussion (see questions below)
*Continue working on your semester long project, Observation of an Outside Group
 
Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.

1). Think of a recent situation in which you found listening difficult. Which one (or more) of the four phases presented the most difficulty for you? Why? How could this have been overcome?

2). Give a personal example where you have had selective attention. Why do you think that is? Is there a way you were able to overcome it?

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

Remember to post 3 responses to your colleagues blogs.  (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments.  Once a discussion week is over, it's over.  So please make sure you are commenting on a relevant blog post.  In other words, pay close attention to the post, and date.
 
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.

Week of October 8-14

Hello Folks!

The only thing due this week is the Midterm Exam on D2L.  Please log onto D2L to take the exam.  It is open book, open notes and it covers Chapters 1-6, 9 & 14.  Remember that the midterm is timed, and it needs to be submitted by 11:59pm on Sunday night.  Please do not share answers or test questions with fellow classmates.


There is nothing else due this week!


Have a good week everyone!
:)
The Blogging Prof.

Grades Updated in D2L

Hello Fabulous Students,

I have entered grade into D2L for the following items:


Discussion Week of Sept. 24-30

As a reminder, it is your responsibility to check your grades often (at least once a week), and email me if you have any questions.

Have a great day everyone!
:)
The Blogging Prof.

Instructor Wrap Up - Harris & Sherblom Chapter 6

This week's chapter reading is on verbal and nonverbal communication. As an educator in the communication field, this is one of my favorite topics to discuss. I'm very excited to see what you all have come up with as personal examples for the second discussion question.

I have spent some time overseas in Kazakhstan, Peru and Russia. I have also spent a bit of time in Mexico and Canada, but of course those locations are not 'overseas'. Observing other cultures and how they interact with both verbal and nonverbal communication is quite interesting. What is comfortable with to you may not be comfortable for someone else and vice versa. This can be especially noticeable when you are in a cross-cultural situation.

The concepts of proxemics (the study of measurable distances between folks as they interact) and chronemics (the study of the use of time in nonverbal communication) are especially interesting to me. Here's where I'm going to let my communication 'freak flag fly'.......

Each of the cultures I have spent time in apply or use these concepts a bit differently. I have had folks stand so close to me when we were engaged in a conversation, that I can tell what they had for lunch.......yesterday. (I'm kidding of course). But when it comes to the concept of proxemics, each person has a distance they feel comfortable with when speaking to another person.

Although I do not condone using wikkipedia as a source when researching due to its current state of flux, I do think it is useful as a jumping off point for gather information (as long as the information can be verified as true). Having said that, wikkipedia is a good source for understanding the concept of proxemics. Click here to go there. It shows a diagram of personal reaction bubbles. It shows intimate space (1.5 feet), personal space (4 feet), social space (12 feet) and finally public space (25 feet). These distances will be different for every person, but an observable difference can be seen across cultures.

It is the same principle for chronemics. Since I gave you the wikkipedia page for proxemics, I may as well provide the one for chronemics. Click here to go there. People of cultures other than our own interpret time a bit differently than we do here in the US. From your experience in traveling or of observing other cultures, what could some of these be?

I have experienced firsthand the differences of time as it relates to nonverbal communication. The one that sticks out the most is, of course, my interaction with time schedules. As the book states on page 119, "Western cultures are particularly oriented toward clock-based times as an organizing principle in the work world (Dobkin & Pace, 2006)." Would you agree?

As you can see, both concepts are highly interesting to me as it relates to communication and as it relates to small group communication. I can't wait to read what you all come up with this week for the discussion.

Prof. on Campus

Hello Fabulous Students,

I will be on campus Wednesday and Thursday of this week if you would like to meet with me f2f.  That means that my online office hours on Thursday will be canceled because I will hold office hours in person. 

I should be in my office from about 11:00am to 12:00pm if you would like to stop by.  However, please let me know if you will be stopping by so that I can make sure I will be in my office when you get there.  I have a number of meetings to go to, and will likely be running around the department during that time, so please contact me to let me know you'll be stopping by.

My office location is HGH 216

See y'all soon!
TBP

Week of October 1-7

Hello Folks!

Here is what is listed on the Schedule and Participation Pages from D2L for this week.  The schedule for the entire semester, and the discussion questions for the entire semester are listed on the Schedule and Participation Pages, respectively.  In case you do not want to wait for the "Monday Post", you are more than welcome to get started by looking at those two pages on D2L.

Due this week:
*Read Chapter 6: Verbal and Nonverbal Communication
*Study for the midterm (test is next week)
*Participate in the discussion (see questions below)
*Continue to work on Assignment #1 - This project is due by October 7th @ 11:59pm.  You are more than welcome to submit papers early.

Class Discussion:
Answer one question in its entirety in each of your three separate posts, at least 12 hours apart. Please make sure you are creating a NEW POST for each question on your blog. You MUST WAIT at least 12 hours from the first post in order to create a second post. The same is true for the second and third post. I will record dates and time of your posts, so make sure they are at least 12 hours apart. EACH POST MUST BE 150 WORDS OR MORE.

1). Return to the eight principles of nonverbal communication. Pick two principles, and provide new examples of how they operate in a group or team.

2). Explain proxemics and chronemics. Are there universal rules for all cultures regarding these concepts? Give personal examples if possible. Give examples of personal experience in other cultures regarding these two concepts.

3). Pick one concept from the assigned reading this week, not already discussed, that you found useful or interesting and discuss it.

Remember to post 3 responses to your colleagues blogs.  (As a reminder, comments will only be counted for the current discussion week. I do not go back to past discussion weeks to look for comments.  Once a discussion week is over, it's over.  So please make sure you are commenting on a relevant blog post.  In other words, pay close attention to the post, and date.
 
Comments - Remember to post ONE comment ON THREE DIFFERENT BLOGS between 12:01am on Monday and 11:59pm on Sunday. This means that you will log onto MY BLOG at: http://comm141p.blogspot.com/ and look on the right hand side of my blog to see a list of your colleagues blogs. Click on those blogs, read what was posted for this week and respond. You need to make sure you are responding to only what was discussed THIS WEEK (starting Monday and ending Sunday of the current week). Comments posted to blogs that were NOT within this week will not be counted for points. Each comment must be a minimum of 100 words.