Functionality of Learner-Based Video Communication System Design

Current Learner-based video communication designs involve human-machine relationships that involve communication between actors at different hierarchical levels, either vertically in a top-down or bottom-up manner, or form part of horizontal communication processes which expect changes in the practices of audiences as direct effects of video on the audience. This notion downplays the contributions of various system design inputs towards functionalities and outcomes of learner-based video communication system design in literature. The contributions of system design inputs by social, technical and contextual subsystems towards behaviors of video communication system design are examined in mathematical models as outputs of sub-subsystems that feed major subsystems towards innovative outcomes of video. The functionality of learner-based video communication system design was derived from mathematical models that showed views of various system design inputs including: (1) social, technical and contextual subsystems which contributed towards outcome, (2) audiences and non-audiences which impacted negatively on general system behaviors whenever video operated solely as a technical product or process, and (3) influences of the shared contexts of video and audiences which constituted external design inputs that generated risks towards technological failures of video, and thereby posed limits to the system design and altered achievement of desired system goals. The models of the system design extend principles in socio-technical systems and social construction of technology theories, and expand the general body of knowledge and prior research work in Science and Technology Studies.