Voice Recognition in the Era of Virtual Reality: Disruption of Normative Social Meaning Making
##plugins.themes.bootstrap3.article.main##
Keywords
Resumo
The teaching and working world has been disrupted by developments known as the 4th Industrial Revolution. As we grappled with the Covid-19 epidemic the world saw massive disruptions in how and where we work, teach, learn and socialize. As moves to continue the social via virtual platforms increased as a result of Covid-19 restrictions we saw disruptions in everyday social meaning making. This article via reflections from personal observation and conversations with colleagues engages with the idea of voice recognition as an important social cue in virtual interactions. The article shows how taken for granted social markers of engagement can be rendered useless in context were the only connector to the people you are interacting with is their voice. The article challenges us to engage with the following questions: What impacts does the move to virtuality have on social engagements that allow us to humanize each other? What can we do to maintain the important social cues important for meaning making in context of teaching, counseling, consultation as we see many of these roles move to the virtual space?
Referências
Dobbin, F. (2009). How Durkheim’s theory of meaning-making influenced organizational sociology. in Adler, P.S. (Ed.), The Oxford Handbook of Sociology and Organization Studies, Oxford University Press, Oxford, 200-222. https://doi.org/10.1093/oxfordhb/9780199535231.003.0009
Dorr-Bremmer, D.W. (1990). Contextualization Cues in the Classroom: Discourse Regulation and Social Control Functions. Language in Society. 19(3), 379-402. https://doi.org/10.1017/S0047404500014561
Fritz, J. (2021). Introduction. In J. Fritz (Ed.). International Clinical Sociology (2nd ed.). Dordrecht: Springer. https://doi.org/10.1007/978-3-030-54584-0_1
Fritz, J. (2021). The Basics: From Concepts to Model. In J. Fritz (Ed.). International Clinical Sociology (2nd ed.). Dordrecht: Springer. https://doi.org/10.1007/978-3-030-54584-0_2
Gergen J.K. (2002). Cell Phone Technology and the Challenge of Absent Presence. In J.E. Katz & M.A. Aakhus (Eds.). Perpetual Contact: Mobile Communication, Private Talk, Public Performance. (227-241). https://doi.org/10.1017/CBO9780511489471.018
Hlatshwayo, M. (2021). Botched Technological Revolutions and the South African Proletariat. In T. Ngwane & M. Tshoaedi (Eds.). The Fourth Industrial Revolution: A Sociology Critique. Johannesburg: Jacana Media 49-60.
Hunsinger, J. (2008). The virtual and virtuality: Toward dialogues of transdisciplinarity. In N. Paneli & M. Chiasson (Eds.). Exploring Virtuality Within and beyond Organizations. London: Palgrave MacMillan London, 269-285. https://doi.org/10.1057/9780230593978_13
Ionita, C. (2008). Building Domain Specific Languages for Voice Recognition Applications. Revista Informatica Economică. (46), 105-109.
Khunou, G. (2002). Massive Cut-Offs: Cost Recovery and Electricity Services in Diepkloof Soweto. In D.A. McDonald & J. Pape (Eds.). Cost Recovery and the Crisis of Service Delivery in South Africa. Pietermaritzburg: University of KwaZulu-Natal. 61-77
Khunou, G. (2018, 1 July) Fourth industrial revolution: possibilities for thinking of simultaneous father absence and presence. The Sunday Independent.
Kraemer-Mbula, E. & Mazibuko-Makena, Z. (2021). Framing the Fourth Industrial Revolution in the Context of Africa. In Z. Mazibuko-Makena & E. Kraemer-Mbula (Eds.). Leap 4.0: African Perspectives on the Fourth Industrial Revolution. pp 1-30 Mistra: Johannesburg.
Marwala, T. (2020). Closing the Gap: The Fourth Industrial Revolution in Africa. Macmillan: Johannesburg. https://doi.org/10.1163/9789004465619_014
Pariyadath, R. & Kline, S.L. (2016). Bridging Difference: A Sense-Making Study of the Role of Communication in Stereotype Change. In Camara_S_K_and_Drummond_D_K_Eds_ Communicating prejudice: An appreciative inquiry approach. Hauppauge_New_York_Nova_Science, 1-26.
Pillay, R. & Agherdein, N. (2021). Inclusivity, Equality and Equity: Student (Em)power(ment) through ICT mediated learning. In Empowering students and maximising inclusiveness and equality through ICT,11-26. Brill. https://doi.org/10.1163/9789004447226_002
Rathi, A. (2022, July 8). Why South Africa is in the Dark Again: Winter is here, and the Country is facing its worst-ever energy crisis. Foreign Policy. https://foreignpolicy.com/2022/07/08/south-africa-energy-crisis-eskom-power-cut/ Accessed10/27/2022 .
Satar, H.M. (2016). Meaning making in Online Language Learner Interactions via Desktop Videoconferencing. ReCALL, The Journal of the European Association for Computer Assisted Language Learning. 28(3), 305-325. https://doi.org/10.1017/S0958344016000100
Scardina, J. (2018). Voice Recognition (Speaker Recognition). Tech Target Network. https://searchcustomerexperience.techtarget.com/definition/voice-recognition-speaker-recognition Accessed 10/27/2022.
Schwab, K. (2016). The Fourth Industrial Revolution. UK: Penguin Random House.
Sindoni, M.G. (2014). Spoken and written discourse in online interactions: A multimodal approach. Routledge. https://doi.org/10.4324/9780203587935
Swartz, H. (2000). The Hidden Work in Virtual Work. Working Paper #30. Programme in Science, Technology Society. MIT.
Wikipedia: the free encyclopedia. https://en.wikipedia.org/wiki/Haptic_technology Accessed 04/12/2023.
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.details##
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial 4.0 International License.
Licensing information
Creative Commons CC Attribution-NonCommercial 4.0 International Public License
© Author(s)