Course Information

PV209 Person Centered Communication

Extent and Intensity

2/1/0. 3 credit(s) (plus extra credits for completion). Type of Completion: k (colloquium).
In-person direct teaching

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Mgr. Katarína Palubová (lecturer)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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 17. 10. 14:00–19:00 A319, Fri 18. 10. 9:00–17:00 A319, Thu 14. 11. 14:00–19:00 A319, Fri 15. 11. 9:00–17:00 A319, Thu 19. 12. 14:00–19:00 A319, Fri 20. 12. 9:00–17:00 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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: 17/20, 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 38 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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/ss14/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.

PV209 Person Centered Communication

Extent and Intensity

2/1/0. 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)
Mgr. Katarína Palubová (lecturer)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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 22. 2. 14:00–19:00 A319, Fri 23. 2. 9:00–17:00 A319, Thu 7. 3. 14:00–19:00 A319, Fri 8. 3. 9:00–17:00 A319, Thu 4. 4. 14:00–19:00 A319, Fri 5. 4. 9:00–17:00 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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: 5/20, 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 57 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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/ss14/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.

PV209 Person Centered Communication

Extent and Intensity

2/1/0. 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)
Mgr. Katarína Palubová (lecturer)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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 5. 10. 14:00–19:00 A319, Fri 6. 10. 9:00–17:00 A319, Thu 19. 10. 14:00–19:00 A319, Fri 20. 10. 9:00–17:00 A319, Thu 2. 11. 14:00–19:00 A319, Fri 3. 11. 9:00–17:00 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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: 1/20, only registered: 1/20, only registered with preference (fields directly associated with the programme): 0/20

fields of study / plans the course is directly associated with

there are 57 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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 last offered.
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/ss14/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.

PV209 Person Centered Communication

Extent and Intensity

2/1/0. 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)
Mgr. Katarína Palubová (lecturer)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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 22. 9. 14:00–18:50 A319, Fri 23. 9. 9:00–16:50 A319, Thu 6. 10. 14:00–18:50 A319, Fri 7. 10. 9:00–16:50 A319, Thu 3. 11. 14:00–18:50 A319, Fri 4. 11. 9:00–16:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 57 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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/ss14/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.

PV209 Person Centered Communication

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

prof. RNDr. Tomáš Pitner, 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 27. 2. 14:00–18:50 A319, Fri 28. 2. 9:00–16:50 A319, Thu 19. 3. 14:00–18:50 A319, Fri 20. 3. 9:00–16:50 A319, Thu 16. 4. 14:00–18:50 A319, Fri 17. 4. 9:00–16:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 56 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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. Eva Hladká, 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 28. 2. 14:00–19:50 A319, Fri 1. 3. 9:00–17:50 A319, Thu 21. 3. 14:00–19:50 A319, Fri 22. 3. 9:00–17:50 A319, Thu 11. 4. 14:00–19:50 A319, Fri 12. 4. 9:00–17:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 19 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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. Eva Hladká, 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 22. 2. 14:00–18:50 A319, Fri 23. 2. 9:00–18:50 A319, Thu 15. 3. 14:00–18:50 A319, Fri 16. 3. 9:00–18:50 A319, Thu 5. 4. 14:00–18:50 A319, Fri 6. 4. 9:00–18:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 19 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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. Eva Hladká, 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 23. 2. 14:00–18:50 A319, Fri 24. 2. 9:00–17:50 A319, Thu 16. 3. 14:00–18:50 A319, Fri 17. 3. 9:00–17:50 A319, Thu 6. 4. 14:00–18:50 A319, Fri 7. 4. 9:00–17:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 19 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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/ss14/

PV209 Person Centered Communication

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. Eva Hladká, 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 25. 2. 14:00–18:50 A319, Fri 26. 2. 9:00–16:50 A319, Thu 10. 3. 14:00–18:50 A319, Fri 11. 3. 9:00–16:50 A319, Thu 31. 3. 14:00–18:50 A319, Fri 1. 4. 9:00–16:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 19 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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. Eva Hladká, 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 19. 2. 14:00–18:50 A319, Fri 20. 2. 9:00–16:50 A319, Thu 5. 3. 14:00–18:50 A319, Fri 6. 3. 9:00–16:50 A319, Thu 26. 3. 14:00–18:50 A319, Fri 27. 3. 9:00–16:50 A319

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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 20. 2. 14:00–18:50 G123, Fri 21. 2. 9:00–16:50 G123, Thu 20. 3. 14:00–18:50 G123, Fri 21. 3. 9:00–16:50 G123, Thu 10. 4. 14:00–18:50 G123, Fri 11. 4. 9:00–16:50 G123

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• 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)

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/ss14/

PV209 Person Centered Communication

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/

PV209 Person Centered Communication

Extent and Intensity

2/1. 3 credit(s) (fasci plus compl plus > 4). Recommended Type of Completion: k (colloquium). Other types of completion: zk (examination).

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Luděk Matyska, CSc.
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 1. 3. 14:00–18:50 G107, Fri 2. 3. 9:00–15:50 G107, Thu 29. 3. 14:00–18:50 G107, Fri 30. 3. 9:00–15:50 G107, Thu 19. 4. 14:00–18:50 G107, Fri 20. 4. 9:00–15:50 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 19 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 only once.
Information on the extent and intensity of the course: Blocks 1.5 day each.

Teacher's information

http://cewebs.cs.univie.ac.at/pcc/ss12/

PV209 Person Centered Communication

Extent and Intensity

2/1. 3 credit(s) (fasci plus compl plus > 4). Recommended Type of Completion: k (colloquium). Other types of completion: zk (examination).

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.

Timetable

Thu 24. 2. 14:00–18:50 G107, Fri 25. 2. 9:00–15:50 G107, Thu 10. 3. 14:00–18:50 G107, Fri 11. 3. 9:00–15:50 G107, Thu 7. 4. 14:00–18:50 G107, Fri 8. 4. 9:00–15:50 G107, Thu 21. 4. 14:00–18:50 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: 1/20, 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)

The course is taught only once.
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/

PV209 Person Centered Communication

Extent and Intensity

2/1. 3 credit(s) (fasci plus compl plus > 4). Recommended Type of Completion: k (colloquium). Other types of completion: zk (examination).

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
PhDr. Ladislav Nykl, Ph.D. (lecturer)
Mgr. Bc. Petra Komárková, Ph.D. (seminar tutor)
RNDr. Jaroslav Škrabálek, MBA (seminar tutor)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.

Timetable

Mon 1. 3. 14:00–17:50 G107, Wed 7. 4. 14:00–17:50 G107, Thu 8. 4. 9:00–17:50 G107, Fri 9. 4. 9:00–17:50 G107, Fri 21. 5. 14:00–17:50 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 27 student(s).
Current registration and enrolment status: enrolled: 0/27, only registered: 0/27, only registered with preference (fields directly associated with the programme): 0/27

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 only once.
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/

PV209 Person Centered Communication

Extent and Intensity

2/1. 3 credit(s) (fasci plus compl plus > 4). Recommended Type of Completion: zk (examination). Other types of completion: k (colloquium).

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
PhDr. Ladislav Nykl, Ph.D. (lecturer)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.

Timetable

Mon 23. 2. 16:00–19:50 B517, Tue 24. 2. 9:00–17:50 B517, Mon 16. 3. 16:00–19:50 B517, Tue 17. 3. 9:00–17:50 B517, Mon 6. 4. 16:00–19:50 B517, Tue 7. 4. 9:00–17:50 B517

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 15 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

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)

The course is taught only once.
Information on the extent and intensity of the course: Blocks 1.5 day each: Feb 23-24, Mar 16-17, Apr 6-7.

Teacher's information

http://www.pri.univie.ac.at/courses/pcc/ss08/

PV209 Person Centered Communication

Extent and Intensity

2/1. 3 credit(s) (fasci plus compl plus > 4). Type of Completion: k (colloquium).

Teacher(s)

prof. Renate Motschnig (lecturer)
prof. RNDr. Tomáš Pitner, Ph.D. (lecturer)
PhDr. Ladislav Nykl, Ph.D. (lecturer)
Ing. Eva Matějková (assistant)
RNDr. Ing. Tomáš Ludík, Ph.D. (assistant)

Guaranteed by

prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Department of Computer Systems and Communications – Faculty of Informatics
Contact Person: prof. RNDr. Tomáš Pitner, Ph.D.

Timetable

Thu 28. 2. 16:00–19:50 B411, Thu 22. 5. 16:00–19:50 B411, Fri 23. 5. 8:00–19:50 B410, Sat 24. 5. 8:00–15:50 B410, Thu 5. 6. 16:00–19:50 B411

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.
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.

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

Language of instruction

English

Further comments (probably available only in Czech)

Study Materials
The course is taught only once.
Information on the extent and intensity of the course: Blocks: 28.2. (half-day), 22.-24.6. (two days), 5.6. (half day).

Teacher's information

http://www.pri.univie.ac.at/courses/pcc/ss08/

PV209 Person Centered Communication

The course is not taught in Spring 2022

Extent and Intensity

2/1/0. 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)
Radmila Čermáková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 56 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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)

The course is taught annually.
The course is taught: in blocks.
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/ss14/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.

PV209 Person Centered Communication

The course is not taught in Spring 2021

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)
Radmila Čermáková (assistant)
Ing. Eva Matějková (assistant)

Guaranteed by

prof. RNDr. Tomáš Pitner, 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

Prerequisites

Previous experience at the level of PV206 Communication and Soft-skills course or similar is highly recommended. 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 56 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. The students will learn how to listen actively and to express oneself in ways that facilitate understanding.
Course goals in details: 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.

Learning outcomes

After a successful completion of the course, the students will be able to:
- professionally communicate using capabilities such as active listening, articulating, speaking in a group, resolve conflicts, make decisions;
- express oneself in ways that facilitate understanding;
- explain principles of Person Centered Approach and Person Centered Encounter Groups and apply them;
- spontaneously communicate and make decisions in a group setting;
- gain self-experience while expressing own feelings, meanings, and intentions and perceiving those of others;
- become more sensitive and open to their own experience and loosen preconceived, rigidly held constructs;
- move from more stereotyped behavior and facades to more personal expressiveness.

Syllabus

• 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

• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Applications of the Person-Centered Approach, Springer, 2013
• Jeffrey H. D. Cornelius-White, Renate Motschnig-Pitrik, Michael Lux: Interdisciplinary Handbook of the Person-Centered Approach: Research and Theory, Springer, 2013
• 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
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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)

The course is taught annually.
The course is taught: in blocks.
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/ss14/

• Enrolment Statistics (recent)