PV209 Person Centered Communication

Faculty of Informatics
Spring 2013
Extent and Intensity
2/1. 3 credit(s) (plus extra credits for completion). Type of Completion: k (colloquium).
Teacher(s)
prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Ing. Eva Matějková (assistant)
Guaranteed by
doc. RNDr. Vlastislav Dohnal, Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.
Supplier department: Department of Computer Systems and Communications – Faculty of Informatics
Timetable
Thu 21. 2. 14:00–18:50 G107, Fri 22. 2. 9:00–16:50 G107, Thu 14. 3. 14:00–18:50 G107, Fri 15. 3. 9:00–16:50 G107, Thu 11. 4. 14:00–18:50 G107, Fri 12. 4. 9:00–16:50 G107
Prerequisites
Previous experience at a level of “Communication and Soft-skills” course is highly recommended. Otherwise a teacher’s approval is required.
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
The capacity limit for the course is 20 student(s).
Current registration and enrolment status: enrolled: 0/20, only registered: 0/20, only registered with preference (fields directly associated with the programme): 0/20
fields of study / plans the course is directly associated with
there are 18 fields of study the course is directly associated with, display
Course objectives
The primary goal of this course is to allow students to communicate more sensitively and effectively. This encompasses the ability to listen actively and to express oneself in ways that facilitate understanding.
The course is highly student-centered in so far as the instructor acts as a facilitator to the group by providing resources and, most importantly, a facilitative atmosphere. Students are expected to contribute actively by attentive listening to one another as well as sharing their feelings, meanings and thoughts, while sitting in a circle to ease mutual perception. It is the way participants communicate with each that is pivotal. Students are invited to be bringing in themes according to their personal and/or professional concerns. Examples of concerns are various conflicts, decisions, particular challenges to meet, problems, opportunities, or just anything participants (students and facilitators) consider important from their personal and subjective point of view.
Syllabus
  • Course goals: General. Participants acquire personal experience, skills, and background knowledge in situations of professional and everyday communication (such as listening, articulating, speaking in a group, conflict resolution, decision making, etc.). Participants build a learning community around the concern for better communication and understanding. Level of knowledge and intellect. Students acquire knowledge about the basics of the Person Centered Approach and Person Centered Encounter Groups. Level of skills and capabilities. Students gain active listening skills and improve their abilities in spontaneous communication and decision making in a group setting. Level of attitudes and awareness. Students gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others. They experience active listening and develop their own attitude towards it. Students become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs. Students move towards acceptance and better understanding of themselves and others. Students move from more stereotyped behavior and facades to more personal expressiveness.
  • Course content: Person Centered Communication; Active Listening; Congruence, acceptance, empathic understanding; Person Centered Encounter Groups: group process; Decision making, conflict, reflection
  • Theoretical background: Person Centered Approach by Carl Rogers; Person centered, technology enhanced learning as developed at the Research Lab for Educational Technologies at the University of Vienna, Austria
  • Learning Methods: Group dialog; Self experience; Reflection, self evaluation; Literature study
Literature
  • PITNER, Tomáš, Jaroslav RÁČEK and Renate MOTSCHNIG. Person centered, technology enhanced learning as exemplified in a course on communication and soft skills at the MU in Brno. In Sborník konference ICTE 2007. 1st ed. Ostrava: University of Ostrava, 2007, p. 25-36. ISBN 978-80-7368-388-7. info
  • MOTSCHNIG-PITRIK, R. and Ladislav NYKL. The Application of Technology Enhanced Learning in Person Centered Education Including Encounter groups. In Proceedings of ICTE'07, International Conference on Information and Communication Technology in Education. 2007. info
  • BAUER, C., M. DERNTL, R. MOTSCHING-PITRIK and R. & TAUSCH. Promotive Activities in Face-to-Face and Technology-Enhanced Learning Environments. The Person-Centered Journal. ADPCA, 2006, vol. 13, (1/2), p. 12-37. ISSN 0889-7018. info
  • MOTSCHNIG-PITRIK, R. The Effects of a Blended Course Including Person Centered Encounter Groups on Students' Learning, Relationships, and Teamwork. In Proceedings of Networked Learning Conference 2006. Lancaster (UK), 2006. ISBN 1-86220-182-X. URL info
  • MOTSCHNIG-PITRIK, R. Two Technology-Enhanced Courses Aimed at Developing Interpersonal Attitudes and Soft Skills in Project Management. In Innovative Approaches for Learning and Knowledge Sharing, Proceeding of EC-TEL 2006. Springer-Verlag Berlin Heildeberg, 2006, p. 331-346. ISBN 978-3-540-45777-0. info
  • HOLZINGER, A. and R. MOTSCHNIG-PITRIK. Considering the Human in Multimedia: Learner-Centered Design (LCD) & Person-Centered e-Learning (PCeL). In P. Micheuz, P. K. Antonitsch & R. Mittermeir (Eds.), Innovative Concepts for Teaching Informatics. Vienna: Carl Ueberreuter, 2005, p. 102-112. ISBN 3-8000-5167-2. info
  • MOTSCHNIG-PITRIK, R. and K. MALLICH. Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm. Journal of Educational Technology & Society. 2004, vol. 7, (4), p. 176-192. ISSN 1436-4522. info
  • KATZENBACH, Jon R. and ET AL. Harvard Business Review on Teams That Succeed. Boston: Harvard Business School Publishing Company, 2004, 208 pp. ISBN 1-59139-502-X. info
  • NYKL, Ladislav. Pozvání do rogersovské psychologie - přístup zaměřený na člověka. Brno: Barrister & Principal, 2004, 140 pp. ISBN 80-86598-69-1. info
  • RYBACK, D. Putting Emotional Intelligence to Work - Successful Leadership is More Than IQ. Boston, Massachusetts: Butterwoth-Heinemann, 1998, 208 pp. ISBN 0750699566. info
  • ROGERS, Carl R. Způsob bytí :klíčová témata humanistické psychologie z pohledu jejího zakladatele. Translated by Jiří Krejčí. Vyd. 1. Praha: Portál, 1998, 292 s. ISBN 80-7178-233-5. info
  • ROGERS, C., R. and R., E. FARSON. Active listening. 1987. info
  • ROGERS, C. R. Freedom to Learn for the 80's. Columbus, Ohio: Charles E. Merrill Publishing Company, 1983. info
  • ROGERS, Carl. Carl Rogers on Encounter Groups. 1970th ed. New York: Harper & Row, Publishers, 1970, 172 pp. info
  • ROGERS, Carl Ransom. On becoming a person : a therapist's view of psychotherapy. London: Constable & company limited, 1967, xi, 420. ISBN 0094604401. info
Teaching methods
Group dialog Person-Centered self experience Work in small teams Theory presentation Reflection Self evaluation Literature study
Assessment methods
Besides participating in the group sessions, students will work in teams of 2-3 persons to elaborate theory topics in a self-directed way. The course assessment will take into account the students’ active participation in face-to-face sessions, online reflections, a brief seminar thesis, and will include an element of self-evaluation.
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on the extent and intensity of the course: Blocks 1.5 day each.
Teacher's information
http://www.pri.univie.ac.at/courses/pcc/ss08/
The course is also listed under the following terms Spring 2008, Spring 2009, Spring 2010, Spring 2011, Spring 2012, Spring 2014, Spring 2015, Spring 2016, Spring 2017, Spring 2018, Spring 2019, Spring 2020, Autumn 2022, Autumn 2023, Spring 2024, Autumn 2024.
  • Enrolment Statistics (Spring 2013, recent)
  • Permalink: https://is.muni.cz/course/fi/spring2013/PV209