167-0303/01 – Communication Skills in Virtual Environments (KDvVP)
| 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 | summer |
| | Study language | Czech |
| Year of introduction | 2006/2007 | Year of cancellation | 2012/2013 |
| Intended for the faculties | EKF | Intended for study types | Bachelor, 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
Lectures
Individual consultations
Tutorials
Project work
Other activities
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:
* Actuall papers available on the Internet
• 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.
• 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.
• 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.
• 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.
* 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.
Recommended literature:
* 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.
Way of continuous check of knowledge in the course of semester
Personal Credit Portfolio, resp. Team Learning Portfolio Creation
E-learning
Other requirements
Personal and Teams semester thesis:
- Web space administrated and created by all team members by basic 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.
- Presentation of team environment for self-learning, i.e. Team Learning Environment.
- Positive digital identity development, Personal Credit Portfolio creation.
- Mutual evaluation of outcomes including the presentations.
Prerequisities
Subject has no prerequisities.
Co-requisities
Subject has no co-requisities.
Subject syllabus:
* 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.
Conditions for subject completion
Occurrence in study plans
Occurrence in special blocks
Assessment of instruction