167-0303/02 – Communication Skills in Virtual Environments (KDvVP)

Gurantor departmentInnovative Education InstituteCredits4
Subject guarantorRNDr. Danuše Bauerová, Ph.D.Subject version guarantorRNDr. Danuše Bauerová, Ph.D.
Study levelundergraduate or graduateRequirementChoice-compulsory
Year3Semestersummer
Study languageCzech
Year of introduction1999/2000Year of cancellation2013/2014
Intended for the facultiesEKFIntended for study typesBachelor, Follow-up Master
Instruction secured by
LoginNameTuitorTeacher giving lectures
BAU20 RNDr. Danuše Bauerová, Ph.D.
HRU61 RNDr. Jana Hrubá, Ph.D.
Extent of instruction for forms of study
Form of studyWay of compl.Extent
Full-time Credit 2+2

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

Průběžná prezentace semestrální práce

E-learning

LMS Moodle

Další požadavky na studenta

Další požadavky na studenta

Prerequisities

Subject has no prerequisities.

Co-requisities

Subject has no co-requisities.

Subject syllabus:

SPECIFIKA nových metod a forem komunikace KLASIFIKACE komunikačních nástrojů ve virtuálním prostředí z hlediska - využití médií - času - technologií Filosofie SDÍLENÍ informací a znalostí,READ-WRITE technologie (web 2.0) PRAKTICKÉ osvojování si virtuální komunikace PŘÍPADOVÁ STUDIE: TÝMOVÁ semestrální práce - Webový prostor spravovaný všemi členy týmu pomocí základních nástrojů vybraného LCMS - Tvorba obsahově zaměřených objektů z oblasti zájmu jako základu pro řešení vybraného problému - Kolaborativní práce na řešení samostatně vybraného problému z oblastí studijního předmětu - Prezentace výsledků na webu - Osobní prezentace výsledků - Hodnocení výstupů včetně prezentací METODY práce Tvůrčí osvojování si látky prezenční formou s podporou internetu - pod osobním vedením vyučujícího, - prostřednictvím Průvodce studiem, - se soustavným využíváním studijních opor přístupných přes webové rozhraní v LCMS Moodle. Metody práce uplatňované v kurzu se co nejvíce přibližují současnému pojetí vzdělávání se, kde se stírá výlučná role pedagoga a posiluje se význam vzájemného DIALOGU. Studenti mají velký vliv na konečnou podobu kurzu, neboť ta spočívá zejména ve kvalitě dialogu, jež je v kurzu veden všemi jeho účastníky. Důraz je kladen na KOLABORATIVNÍ formy práce s vyústěním v týmové semestrální práci. Online kurz studijního poředmětu je URČEN - tzv. „knowledge workers“, „dělníkům znalostí“, ať jsou jimi vědci, výzkumníci, studenti nebo kdokoliv další, kdo má zájem zapojit se do komunity informační společnosti pod diktátem chaosu webu, - všem, kteří se chtějí seznámit s komunikačními nástroji webu, chtějí se zdokonalit v jejich využívání nebo jen chtějí konfrontovat, jak totéž dělají jiní a inspirovat se pro další zefektivnění své práce.

Conditions for subject completion

Conditions for completion are defined only for particular subject version and form of study

Occurrence in study plans

Academic yearProgrammeField of studySpec.FormStudy language Tut. centreYearWSType of duty
2013/2014 (N6202) Economic Policy and Administration (6202T095) Economics and Law in Journalism P Czech Ostrava 2 Choice-compulsory study plan
2012/2013 (N6202) Economic Policy and Administration (6202T095) Economics and Law in Journalism P Czech Ostrava 2 Choice-compulsory study plan
2012/2013 (N6202) Economic Policy and Administration (6202T040) Regional Development (00) Regional Development P Czech Ostrava 1 Choice-compulsory study plan
2006/2007 (B6208) Economics and Management (6208R062) Marketing and Business (01) Marketing and Business P Czech Ostrava 3 Choice-compulsory study plan

Occurrence in special blocks

Block nameAcademic yearForm of studyStudy language YearWSType of blockBlock owner