PV209 Person Centered Communication

Fakulta informatiky
jaro 2011
Rozsah
2/1. Blocks 1.5 day each. 3 kr. (příf plus uk plus > 4). Doporučované ukončení: k. Jiná možná ukončení: zk.
Vyučující
prof. Renate Motschnig (přednášející)
prof. RNDr. Tomáš Pitner, Ph.D. (přednášející)
Ing. Eva Matějková (pomocník)
Garance
prof. RNDr. Václav Matyáš, M.Sc., Ph.D.
Katedra počítačových systémů a komunikací – Fakulta informatiky
Kontaktní osoba: prof. RNDr. Tomáš Pitner, Ph.D.
Rozvrh
Čt 24. 2. 14:00–18:50 G107, Pá 25. 2. 9:00–15:50 G107, Čt 10. 3. 14:00–18:50 G107, Pá 11. 3. 9:00–15:50 G107, Čt 7. 4. 14:00–18:50 G107, Pá 8. 4. 9:00–15:50 G107, Čt 21. 4. 14:00–18:50 G107
Předpoklady
Previous experience at a level of “Communication and Soft-skills” course is highly recommended. Otherwise a teacher’s approval is required.
Omezení zápisu do předmětu
Předmět je nabízen i studentům mimo mateřské obory.
Předmět si smí zapsat nejvýše 20 stud.
Momentální stav registrace a zápisu: zapsáno: 1/20, pouze zareg.: 0/20, pouze zareg. s předností (mateřské obory): 0/20
Mateřské obory/plány
předmět má 18 mateřských oborů, zobrazit
Cíle předmětu
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.
Osnova
  • 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
Literatura
  • PITNER, Tomáš, Jaroslav RÁČEK a 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. 1. vyd. Ostrava: University of Ostrava, 2007, s. 25-36. ISBN 978-80-7368-388-7. info
  • MOTSCHNIG-PITRIK, R. a 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 a R. & TAUSCH. Promotive Activities in Face-to-Face and Technology-Enhanced Learning Environments. The Person-Centered Journal. ADPCA, 2006, roč. 13, (1/2), s. 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, s. 331-346. ISBN 978-3-540-45777-0. info
  • HOLZINGER, A. a 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, s. 102-112. ISBN 3-8000-5167-2. info
  • MOTSCHNIG-PITRIK, R. a K. MALLICH. Effects of Person-Centered Attitudes on Professional and Social Competence in a Blended Learning Paradigm. Journal of Educational Technology & Society. 2004, roč. 7, (4), s. 176-192. ISSN 1436-4522. info
  • KATZENBACH, Jon R. a ET AL. Harvard Business Review on Teams That Succeed. Boston: Harvard Business School Publishing Company, 2004, 208 s. ISBN 1-59139-502-X. info
  • NYKL, Ladislav. Pozvání do rogersovské psychologie - přístup zaměřený na člověka. Brno: Barrister & Principal, 2004, 140 s. 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 s. 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. a 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. 1970. vyd. New York: Harper & Row, Publishers, 1970, 172 s. info
  • ROGERS, Carl Ransom. On becoming a person : a therapist's view of psychotherapy. London: Constable & company limited, 1967, xi, 420. ISBN 0094604401. info
Výukové metody
Group dialog Person-Centered self experience Work in small teams Theory presentation Reflection Self evaluation Literature study
Metody hodnocení
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.
Vyučovací jazyk
Angličtina
Informace učitele
http://www.pri.univie.ac.at/courses/pcc/ss08/
The course will be held in Czech and English (mixed mode) depending on the preferences of the participants.
Další komentáře
Předmět je vyučován jednorázově.
Předmět je zařazen také v obdobích jaro 2008, jaro 2009, jaro 2010, jaro 2012, jaro 2013, jaro 2014, jaro 2015, jaro 2016, jaro 2017, jaro 2018, jaro 2019, jaro 2020, podzim 2022, podzim 2023, jaro 2024, podzim 2024.