167-0403/02 – Communication Skills in Virtual Environment (KDVP)
Gurantor department | Innovative Education Institute | Credits | 4 |
Subject guarantor | RNDr. Danuše Bauerová, Ph.D. | Subject version guarantor | RNDr. Danuše Bauerová, Ph.D. |
Study level | undergraduate or graduate | Requirement | Choice-compulsory |
Year | 1 | Semester | winter |
| | Study language | Czech |
Year of introduction | 2008/2009 | Year of cancellation | 2012/2013 |
Intended for the faculties | EKF | Intended for study types | Follow-up Master |
Subject aims expressed by acquired skills and competences
This is a general education course designed to introduce students to principles of effective communication with a specific focus on group problem solving. Class meetings involve considerable attention to group dynamics, teamwork, and effective communication within groups. Through in-class activities, peer critiques, and analysis of both process and product, this course is designed to allow students to actively work in groups and engage in self-analysis of their own group processes. This course enables students to work more effectively in groups, develop teams, and make effective group and individual presentations. Public presentations are evaluated for content, organization, and presentation while group work is evaluated for process effectiveness and outcomes.
Teaching methods
Summary
This is a general education course designed to introduce students to principles of effective communication with a specific focus on group problem solving. Class meetings involve considerable attention to group dynamics, teamwork, and effective communication within groups. Through in-class activities, peer critiques, and analysis of both process and product, this course is designed to allow students to actively work in groups and engage in self-analysis of their own group processes. This course enables students to work more effectively in groups, develop teams, and make effective group and individual presentations. Public presentations are evaluated for content, organization, and presentation while group work is evaluated for process effectiveness and outcomes.
Compulsory literature:
Doporučené studijní materiály
ELearningový kurz studijního předmětu pro podporu studia přístupný přes webové
rozhraní v řídícím vzdělávacím systému Moodle (http://moodle.vsb.cz), jež
obsahuje zejména
- průvodce studiem (metodický návod pro studium) ke studijnímu předmětu
(v tištěné i elektronické podobě),
- jednotlivé vzdělávací objekty multimediálního charakteru, studijní
opory,
- komunikační nástroje (diskuse, rozhovory, fóra v řídícím vzdělávacím
systému),
- zadání (a prostor pro odevzdávání) korespondenčních úkolů přes webové
rozhraní a jiné nástroje webového vzdělávání.
Aktuální studijní materiály a fóra přístupná na internetu.
Další doporučená literatura – vyberte si, co Vás láká
• Brown, A. & Davis, N. (2004). Introduction. In A. Brown & N. Davis
(Eds.), Digital Technology Communities and Education (pp.1-12). London:
RoutledgeFarmer.
• Collis, B., & Moonen, J. (2001, second printing, 2002). Flexible
learning in a digital world: Experiences and expectations. London: Kogan Page.
ISBN Hardback: 07494 33728, Softback 07494 3371X.
• Fibiger, B., Nielsen, J., Riis, M., Sorensen, E.K., Dirckinck-
Holmfeld, L., Danielsen, O., Sørensen, B.H. (2004). Master in ICT and
Learning – Project Pedagogy and Collaboration in Virtual eLearning. In Dan
Remeney (Ed.): 3rd European Conference on E-Learning. Paris. November 2004.
Reading UK. CD-rom + Booklet. ISBN: 9547096-7-5. Retrived, January 5, 2005,
from http://www.imv.au.dk/medarbejdere/bfib/publ.
• Mason, R. (1998). Globalising Education. Trends and Applications.
Routledge: London, UK.
• Ó Murchú, D. & Sorensen, E.K. (2004). Online Master Communities of
Practice: Collaborative Learning in an Intercultural Perspective. In European
Journal of Open and Distance Learning, Vol. 2004/I. Retrieved June 3, 2006
from http://www.eurodl.org/.
• O´Reilly, Tim, Web 2.0; Retrieved July 07, 2006 from
(http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-
20.html.
• Scardamalia, M. & Bereiter, C. (1996). Computer Support for Knowledge
Building Communities. In T. D. Koschmann, R. Hall & N. Miyake (Eds.), CSCL
Theory and Practice of an Emerging Paradigm (pp. 249-268). Mahwah, New Jersey:
Lawrence Erlbaum Associates Publishers.
• Sorensen, E. K. & Takle, E. S. (2002). Collaborative Knowledge
Building in Web-based Learning: Assessing the Quality of Dialogue. The
International Journal on E-Learning (IJEL). Vol. 1, Issue. 1. (pp. 28-32).
• Sorensen, E. K. (2003). Designing for Online Dialogue and Discussion
in Collaborative Knowledge Building Networks. In SOFF report No. 1, (pp. 21-
34). Tromsoe, Norway: SOFF – Centralorganet for fleksibel laering i Hoegre
utdanning.
• Sorensen, E.K. (2004b): Developing E-Learning Communities for a
Democratic World: Building Bridges Through Dialogue and Shared Knowledge
Construction. Keynote paper for the EDEN Third Research Workshop and
conference in Oldenburg, March 5, 2004.
• Sorensen, E.K. & Ó Murchú, D. (2004). Designing Online Learning
Communities of Practice: A Democratic Perspective. Journal of Educational
Multimedia. Vol 29, Issue 3.
• Sorensen, E.K. & Takle, G.S. (2004). Diagnosing Quality of Knowledge
Building Dialogue in Online Learning Communities of Practice. World Conference
on Educational Multimedia, Hypermedia and Telecommunications (pp. 2739-2745),
Vol. 2004, Issue. 1
• Tolle, E. (1999). The Power of the Now. London: Hodder & Stoughton.
• Wilson, B.G. (1997). Reflections on Constructivism and Instructional
Design. In C. R. Dills & A. A. Romiszowski (Eds.), Instructional Development
Paradigms (n.p.). Englewood Cliffs, NJ: Educational Technology Publications.
Retrieved March 16, 2005 from
http://carbon.cudenver.edu/~bwilson/construct.html.
Recommended literature:
Webové aplikace
Way of continuous check of knowledge in the course of semester
E-learning
Other requirements
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Prerequisities
Subject has no prerequisities.
Co-requisities
Subject has no co-requisities.
Subject syllabus:
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Conditions for subject completion
Occurrence in study plans
Occurrence in special blocks
Assessment of instruction
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