A few years ago I was in a great seminar on new technologies where the leader was offering us more opportunities for creativity than I'd experienced in years. Back channelling (a way of texting or Instant Messaging or weblogging to some or all of the other participants in the room but not to the main speaker or teacher addressing the group) was one of the options avaiiable at the event. The speakers were great. And the back channel had a constant flow of commentary from some of the wittiest people I've encountered. Pretty soon two conversations developed at the seminar, one live conversation that was intense and serious and exciting, and then the back channel that was hilarious, silent, and also (of course: it's part of the genre!) snarky. I loved both conversations but not the bifurcation of emotion that arose from the simul-talking and back-talking. People in the room were doing a lot of silent, texting "lol" but, in fact, no one in the room itself was actually Laughing Out Loud. If someone standing in the doorway had observed the room without knowing about back channelling, she would have thought we were at a funeral. All the fun was reserved for the then relatively new practice of back channelling.
I was unsettled by the back channel diversion of wit at that time but I don't think I actually registered, back then, the front channel silence or the extreme disparity between the serious mood live and the jokey one texting. And I certainly, at that time, would not have realized the causal role that texting hilarity might have on lowering face-to-face hilarity. A few people would laugh in the room but most people were so intent on getting the first back channel witticism on line that it almost seemed as if the front channel was becoming a "straight man" for the back channel. Laurel and Hardy on Wireless. Without appreciating the social psychology being produced by avid use of a new technology, I was finding the social experience unsettling and unsatisfying, as if both conversations were deprived by the parallel conversations, rather than each being enhanced by the other. It reminded me, even then, of what in pre-verbal children is called "parallel play," simultaneous fun activity without much actual interaction between the children. Parallel play is a developmental stage, between the solipcism of earliest childhood and a sociality that develops around age three or four, where kids actually play together, learn to share, bond, interact, and enjoy being together more than they enjoy being by themselves. In other words, in our texting one another while seated around the same table, we were playing together like two year olds.
Tonight I happened to be reading the chapter on laughter in Steven Johnson's Mind Wide Open (2004) and suddenly flashed back to that seminar and understood much more of what had happened there. I like Johnson's Emergence quite a lot so was eager to read his book on the neuroscience of everyday life. I don't agree with all of his evolutionary psychology--it's too fictionalized and non-evidential for my taste (as is much of the field in general)--but I'm impressed and intrigued by his thoughtful and complex readings of classic psychology experiments and I am a fan of anyone who can look at a brilliant experiment and see aspects of it missed even by those who constructed the experiment. (Readers of this blog know I dwell a lot on the mismatch between often ingenious experimental design and then reductionist conclusions, some of which seem tailored to granting agencies and far below the intelligence and subtlety of the experiments themselves. Johnson doesn't hesitate to draw his own conclusions from experiments he reports on.)
What caught my eye tonight was Johnson's account of a retreat he attended of twenty software communications designers where part of the conversation happened in f2f (face-to-face) and part on a back channel. The same pattern that evolved at my seminar some years ago happened among the software designers. Since his book came out in 2004, I am guessing the seminar he describes happened around the same time as the one I attended, where back channelling was still pretty new but also (significantly) where texting and twittering had not become a national obsession the way they are now. So some of his conclusions may be even more relevant to our texting culture today than it would have been five years ago.
What Johnson notes is that in some ways the lol silent wit on the back channel, in neurological terms, robbed the front channel meeting he attended of social bonding. A major function among primates of laughter is not response to funniness but lubrication of a social situation. Laughing also modifies brain chemistry, shooting good things like stress-reducing oxytocin into the brain. That's one reason why the person speaking laughs more than the person listening; the speaker's job is partly to lower the stress in a sociable encounter. (Good) bosses also initiate laughter more than employees for the same reason, teachers more than students. Laughter is about social interaction which is inevitably about status and implicit social rules. (NB: Most of these studies are based on Western culture with our highly socialized rules and hierarchies for who laughs first and who laughs longest and who laughs last. You can get yourself in trouble in any culture by not knowing status-based laugh-rules.) But if you, as a speaker, are working hard to lower the stress by starting with the standard joke ("A funny thing happened on the way to this lecture . . . ") and if no one laughs at your joke because they are too intent on communicating to the back channel, the whole rhythm of the event can be thrown off. Not only for the speaker but for those who feel as if they are participating by back channelling.
LOL--when it really is out loud in a group setting--is a group harmonizer. There is a de-stressing effect that happens with group laughter that serves to calm hostility and aid communication. There were more actual jokes per minute because of the back channel at Johnson's retreat but Johnson's room--like the seminar room I was in a few years ago--was so eerily silent that people intuited the mood as hostile even when it wasn't supposed to be. If speakers laugh to lower hostility and if the people around the room aren't laughing too, everyone gets tense--even when they are telling more jokes than ever online.
Johnson notes that, at the end of the gathering, when they turned off all the electronics, people returned to laughing together and the retreat was instantly more cohesive and collegial. He makes the point that the back channel was funnier, if measured in witticisms, than most gatherings but the room was happier when the back channel was turned off and the lol was actual, acoustical, socially shared, and bubbly with de-stressing oxytocins.
[Image courtesy of Flickr user TWM1340. For full documentation, please click on the image.]
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Posted on May 12, 2008-12:21am by Mechelle
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Posted on May 12, 2008-04:30am by Cathy Davidson
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Thanks, Mechelle. And everyone, for a hilarious but also sobering look at the pedagogy of multitasking, check out Howard Rheingold's most recent vlog. This is a follow-up to his earlier vlog on attention in the classroom where he videos his students multitasking (and distraction). In this one, he tries to both type and surf the web and record his video at the same time . . . not a success! Then he comes on again, as the single-tasking narrator, and notes that his students in this class did their own surveys of multitasking and, in the end, in their course evaluations, say they wish he had been more dictatorial about making them shut off their laptops so that they HAD to pay attention. He says next time he teaches the course, he may use the laptops only for interactive communication and collaboration and have the laptops closed for other discussion and real f2f interaction.
http://vlog.rheingold.com/
Posted on May 13, 2008-12:29am by Cathy Davidson
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Posted on May 13, 2008-05:14pm by Howard Rheingold
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I didn't mean for it to be hilarious, but it turned out that way -- only because I don't really have a brain injury, although it looks like that is what I am struggling with.
Two quick notes:
1. Japanese believe that a public talk or lecture by a teacher involves an exchange of Ki between lecturer and group (attention, energy, breath). I think that loss of eye contact between audience and speaker breaks the flow of ki. I think there are uses for the backchannel, and as Cathy notes, it can be fun as well as useful, but I wish we could develop norms about returning to eye contact with the speaker frequently.
2. More than half of my students this year, who I subjected to various experiments regarding attention and closing their laptops, when asked how to improve the course next time, asked for me to be MORE proactive about telling them to close their laptops! I'm working on a way for them to do collaborative work online in groups that take turns opening and closing their laptops -- make it more of an exercise in collaboration than policing of attention.
Posted on May 14, 2008-05:33am by Cathy Davidson
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What I love so much about your vlog, Howard, is that it is clear that you are performing for the camera exactly what all of us go through all the time. Lots of neurological studies show that, in fact, we do not multitask even when we think we do. We're actually constantly multi-distracting (did I just coin a new term?) ourselves and then multidistracting ourselves again, often back to the first task from which we multidistracted ourselves. It is the opposite of the best professional advice I was given by one of my mentors (btw, I don't always take it): never read mail twice. He meant, don't open until you are ready to respond and then respond and get rid of it. His point was that you are most focused when you first read something, if you don't respond it keeps you focusing even when you are trying to do other things, eventually you come back to it and have to refocus, etc etc. Multidistracting leads to a lot of that self-interruption.
Different note:
Posted on May 15, 2008-02:50am by Cathy Davidson
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One of Howard Rheingold's students at Berkeley has kindly allowed us to publish her list of some good online discussions of the issue of attention, laptops, and classrooms . She asked not to be named but here's a shout out and thanks from HASTAC to L. for this bibliography (an odd word, I'm thinking, for a list of online sources--but that will be a blog topic for some other day):
The Fight for Classroom Attention: Professor vs. Laptop http://chronicle.com/free/v52/i39/39a02701.htm More professors ban laptops in class Attempt to end computer distractions, rekindle discussion http://www.msnbc.msn.com/id/12609580/ Laptops vs. Learning--David Cole, Georgetown law professor http://www.washingtonpost.com/wp-dyn/content/article/2007/04/06/AR200704... Clemson study, click on pdf link: http://portal.acm.org/citation.cfm?id=611942&coll=GUIDE&dl=GUIDE&CFID=66... The Laptop and the Lecture: The Effects of Multitasking in Learning Environments, Cornell http://hci.cornell.edu/projects/pdfs%20of%20pubs/Multitasking_Hembrooke.pdf Also an interesting one that I did not use about a Westpoint study: http://connect.educause.edu/Library/EDUCAUSE+Quarterly/MiracleorMenaceTe...