151-0545/01 – Komunikační dovednosti ve virtuálním prostředí (KDvVP)

Didactic Goals (teaching effects and competences): What is Web 2.0? What are the characteristics of Web 2.0 tools that facilitate interactive communication? How can we use blog tools as Journals to document communication over time? How do we use RSS feeds to keep track of changes in web pages? How do we use Wiki, GoogleDocs, GoogleSites, Google+, Twitter, Picasa, YouTube etc. to cooperate in problem solving effectively? How do Web 2.0 tools support informal and social communication? How can we use Web 2.0 tools to create virtual Personal Learning Portfolio? How can we set up an online Personal Credit Portfolio and Team or Course Credit Portfolio for our digital life? How have we learned about Web 2.0 tools that can be used to support lifelong and life wide learning and communication? * This is a general education course designed to introduce students to principles of positive digital identity development and 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. A part of student outputs is a project. The implementation of particular objectives support related to virtual communication, e.g. preparation and arrangement of a personal meeting of a great number of participants from several countries. In the course of the project it is necessary to apply the acquired knowledge and skills of virtual communication using a variety of tools, Google applications above all.

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. A part of student outputs is a project. The implementation of particular objectives support related to virtual communication, e.g. preparation and arrangement of a personal meeting of a great number of participants from several countries. In the course of the project it is necessary to apply the acquired knowledge and skills of virtual communication using a variety of tools, Google applications above all.

* Bauerova, D. and Sein-Echaluce, M.L. (2007): Open dialog as a tool for university education, In: ITI 2007, Proceedings of the 29th International Conference on Information Technology Interfaces, Cavtat, Croatia, June 25-28, 2007, IEEE Catalog Numer 07EX1589, ISBN 978-953-7138-09-7. ISSN 1330-1012, University of Zagreb. 33-38/792. * Bauerová, D., Sein-Echaluce, M. L. (2008) Are We Ready for the "Paradigm 2.0" in Education. Association for the Advancement of Computing in Education, Chesapeake, USA. ED-MEDIA 2008, World Conference on Educational Multimedia, Hypermedia & Telecommunications, [Cit. 2008-07-01]. Downoaded from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=28945. ISSN 1-880094-65-7. Pp. 4025-4031. * Downes, Stephen, 2005. E-learning 2.0. (2006). In: eLearn Magazine. [Cit. 2006-04-20]. Http://www.elearnmag.org/subpage.cfm?section=articles&article=29-1. National Research Council of Canada * Jackson Norman. (2004): Exploring the Concept of Metalearning, Paper from seminar on MetaLearning, Middlesex University, Downloaded from www.iclml.com, University of Surrey and UK Learning and Teaching Support Network Generic Centre [Cit. 2007-05-20]. * National Academy Press. (2000), How People Learn- Brain, Mind, Experience and School, (Expanded Edition), Washington DC. * O´ Reilly, T. What is Web 2.0. (2006): Design Patterns and Business Models for the Next Generation of Software. [Cit. 2006-11-09]. Downloaded from http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html. * Schaffert, Sandra, Hilzensauer. (2008) Wolf. On the way towards Personal learning Environments: Seven crucial aspects. ELearning Papers, Nº 9, July 2008. [cit. 2008-05-14]. Downloaded from http://www.elearningpapers.eu, ISSN 1887-1542. * Sclater, N. (2008) Web2.0, Personal Learning Environments, and the Future of Learning Management Systems. Research Bulletin, Iss. 13. Boulder, CO: EDUCAUSE Centeer for Applied Research. Downoaded from http://www.educause.edu/ecar. [Cit. 2008-09-25] * Siemens G. (2006), Knowing Knowledge. Retrieved 10 January 2007 [online]. [cit. 2007-12-14]. Downloaded from http://knowingknowledge.com/. * Wikipedia. (2008). History of personal learning environments. [Cit. 2008-06-25]. Downloaded from http://en.wikipedia.org/wiki/History_of_personal_learning_environments.

Teams semester thesis: - Web space administrated and created by all team members by basic tools of chosen LMS, or other tools of Web2.0; space to creation, collection and presentation of team work outcomes. - Creation of the objects specialized to content of the professional interest field as a basis to solve the chosen problem. - Presentation of personal environment for self-learning, i.e. Personal Learning Environment. - Mutual evaluation of outcomes including the presentations.