1. Anne Margareth O.Chavez /BMC III-3 SCHRAMM’S LINEAR MODEL OF COMMUNICATION (1954)

2. BACKGROUND THE PROPONENT  Wilbur Schramm ( 1907-1987 )  The founder of the academic field of communication  First Professor of communication

3. Schramm’s Communication Model Based on Shannon & Weaver’s prior mathematical model. the Fields of Experience Role of Exchangeability Feed back loops

4. Definition of Terms Encoding Decoding Interpreting Message Source Destination Signal Feedback

5. Schramm’s Model of Communication Message Encoder Interpreter Decoder Interpreter Encoder

6. Schramm’s Model of Communication with Feedback Message Encoder Interpreter Decoder Interpreter Encoder

7. Feedback “the return process in which the originator of a message also acts as the recipient of a message resulting directly from the first message” – Tannenbaum Two Sources of Feedback The message returning to the originator of the first message from the recipient (originated with Ferdinand de Saussure – 1915) People are constantly monitoring their personal communication behavior and evaluating it – what is sometimes called “self-monitoring”. * Feedback can initiate from sender or receiver.

8. Schramm’s Model of Communication with Feedback Message Encoder Interpreter Decoder Interpreter Encoder

9. Schramm’s Field of Experience Model Field of Experience SourceDestination EncoderDecoder Signal

10. STRENGTHS The model provides an additional perspective which is the ‘field of experience’ Included feedback, context and culture Adapted by other model designers

11. WEAKNESS Does not include multiple levels of communication

12. Why is this important? Applying Communication to Educational Communication Being able to identify noise Helping Create Overlapping fields of experiences

13. Schramm’s model for everyday use gaining attention (reception) informing learners of the objective (expectancy) stimulating recall of prior learning (retrieval) presenting the stimulus (selective perception) providing learning guidance (semantic encoding) eliciting performance (responding) providing feedback (reinforcement) assessing performance (retrieval) enhancing retention and transfer (generalization).