DBLOK4 The Learning Organization in the Age of the Internet

Faculty of Informatics
Autumn 2012
Extent and Intensity
0/0. 2 credit(s) (plus 1 for the colloquium). Type of Completion: k (colloquium).
Teacher(s)
prof. Renate Motschnig (lecturer)
Antonio M. Santos (lecturer), prof. RNDr. Tomáš Pitner, Ph.D. (deputy)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer), prof. RNDr. Luděk Matyska, CSc. (deputy)
Ing. Eva Matějková (assistant)
RNDr. Jaroslav Škrabálek, MBA (assistant)
Guaranteed by
prof. RNDr. Tomáš Pitner, Ph.D.
Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.
Supplier department: Faculty of Informatics
Prerequisites (in Czech)
SOUHLAS
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15
fields of study / plans the course is directly associated with
there are 8 fields of study the course is directly associated with, display
Course objectives
Generally speaking, the objective is an advancement of interpersonal competences while working and collaborating in an organizational contexts that encompasses presence and employs or develops services using the Internet . The essence lies in introducing, experiencing, practicing and reflecting principles of the learning organization and those of the person-centered approach in the context of ICT.
At the knowledge level. “knowledge at the most advanced frontier of” the following fields is aimed to be constructed and put into practice: Learning organizations Senge’s 5 disciplines of the Learning Organization and their relationship to the Person-Centered Approach Selected aspects of knowledge construction and management Web 2.0 services and technologies in the context of collaboration and learning,
Skills “to extend and redefine existing knowledge or professional practice” include: Dialogue, active listening, transparent articulation in an international context Moderation, group work/facilitation, Modeling and abstraction skills Developing a shared vision Strengthening of sensing skills, i.e. sharpening of skills for accurate perception Systems thinking, personal mastery, team learning, leadership/facilitation
Attitudes to provide a value-based, relationship-driven commitment to socio-technical innovation Having and developing personal and shared visions Aiming for a deep, comprehensive understanding of the current context Openness to the experience of oneself and others Respect and acceptance, e.g. of the other and their culture, of diversity Comprehensive, empathic, and systems understanding
Competencies to “demonstrate the development of new ideas or processes at the forefront of work or study contexts including research” include: Co-actualization, meaning the interdependent moving forward together with others and building well-functioning relationships as well as models, tools, theories Enabling innovation Pro-active behavior Holding constructs/patterns flexibly while being able to include the encompassing system into one’s thinking Living in “constant learning mode”, in tune with the five disciplines of the learning organization and the person-centered socio-environmental conditions, face-to-face and online
Syllabus
  • Peter Senge’s 5 disciplines of the learning organization
  • Carl Rogers’ Person-Centered Approach in the context of organizations
  • Features of well-functioning relationships
  • Co-actualization in well-functioning work-relationships
  • Being a leader/facilitator in a learning organization - what is essential?
  • Organizational knowledge and learning
  • The process of innovation and Kotter’s steps to change
  • Collaboration and teams in the context of diversity and web 2.0 tools
  • Dialogue versus discussion: features, practices, case-examples face-to-face and online and practice/exercises plus group-reflection
  • Building a shared vision (for the course; potentially also for iCom last year, 8th practice-research workshop and follow-up activities)
  • Current context in the iCom project and participants’ PhD theses
  • Further themes according to participants’ inputs
Teaching methods
The duration of the course: 3 days as a block-course, accompanied by on-line phases and team-work. Learning in the course will typically include the following settings:
Interactive presentations
Group dialogue and discussion
Team work, team presentations
Elaborating cases
Open space – for collaborative problem solving and learning, preferably in the context of participants’ PhD theses
Watching a video and subsequent reflection
Online Reflections
Assessment methods
Active participation in the course
Online reflections: after the second course day and after the end of the course
Course-thesis: Brief summary (about 300 – 500 words) in which way(s), in the participant’s view, the course influenced
The participant’s further cooperation and development in the iCom project,
The evolution of the participant’s PhD thesis,
The awareness of system’s dynamics and personal potentialities as a member of an organization.
Language of instruction
English
Further comments (probably available only in Czech)
The course is taught only once.
The course is taught: in blocks.
Information on the extent and intensity of the course: 3 days as a block-course, accompanied by on-line phases and team-work.
The course is also listed under the following terms Autumn 2013.
  • Enrolment Statistics (Autumn 2012, recent)
  • Permalink: https://is.muni.cz/course/fi/autumn2012/DBLOK4