Learning Communication Skills through Non-verbal Interactions and Process Analysis – A None-tradit...
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Learning Communication Skills through Non-verbal Interactions and Process Analysis – A None-traditional ICT related Teaching Approach for Teaching Education. Gunnar Andersson , Sissel Larsen , Hong Wu Østfold University College, Norway Faculty of Education, Halden

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Gunnar Andersson , Sissel Larsen , Hong Wu Østfold University College, Norway

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Gunnar andersson sissel larsen hong wu stfold university college norway

Learning Communication Skills through Non-verbal Interactions and Process Analysis – A None-traditional ICT related Teaching Approach for Teaching Education

Gunnar Andersson, Sissel Larsen, Hong Wu

Østfold University College, Norway

Faculty of Education, Halden

Faculty of Engineering, Sarpsborg

[email protected]

[email protected]

[email protected]


Gunnar andersson sissel larsen hong wu stfold university college norway

  • Two major aspects are presenting for this paper:

  • Exercising and learning communication skills through an acting and reacting play as a none-traditional teaching approach

  • Using Learning Management System (LMS) to restore the course documents, including students’ work assignments, and generate a virtual classroom for on campus and remote students


Gunnar andersson sissel larsen hong wu stfold university college norway

  • The current study exemplifies a case of teaching communication topic for education students at Østfold University College

  • The course itself is a traditional course related to the organizational topics, named as “Communication, leadership and interactions”

  • Targeting for regional remote students, approximately 1/3 of entire class of 30.

  • Focusing on exercising and practicing on communication and interaction skills for students

  • This will be undertaken and practiced by the stage and acting play with process analysis to follow with


Gunnar andersson sissel larsen hong wu stfold university college norway

  • The organization of course

  • A combination of

  • face-to-face teaching lectures

  • individual study (including literature review and assignments)

  • project based teamwork and self-conducted studies

  • Every student has to contribute his/her efforts to the project teamwork, such as,

  • acting and reacting play on video clip

  • written analysis documents (reports and assignments)

  • oral presentation


Gunnar andersson sissel larsen hong wu stfold university college norway

  • Teaching communication and interactions through stage and acting play

  • A background description on the persons or actors in the case (their positions and roles in acting)

  • A situation description that includes circumstances, where and when this happened

  • Topic: Related to the syllabus or theories, for example, different expresses or signals on lack of communication?

  • Conflict: What is a conflict? Wherever more than two persons at the same place, there must be a potential for different or contra-dictionary wishes

  • A single person’s position and role will always motivate his/her actions


Gunnar andersson sissel larsen hong wu stfold university college norway

  • Working process and methods

  • The case through an acting play lasts normally 10 minutes per a session

  • For multi-aspects learning effects, it is expected that every group member will act differently and play as vary actors/roles in such a communicative situation

  • The intention of the stage and acting play is not necessarily for students to solving the misunderstanding or conflict, but demonstrate and understand the happening of such a situation

  • An opponent group is involved in so that the interaction process can be demonstrated “alive”, especially when a “everything went wrong” case was occurred and discussed


Gunnar andersson sissel larsen hong wu stfold university college norway

  • Video session for acting play record

  • A video session in 3-5 minutes to record an acting play

  • The students will analyze what was happened in this video session

  • They will also summarize their analysis for other students

  • Their opponent group will make the same analysis (but might be same or different views or conclusions)


Gunnar andersson sissel larsen hong wu stfold university college norway

  • Technology application and media based learning approaches – new openings and paradigm

  • It is topic and case focused, but curriculum based reading

  • It deals with pictures, situations and non-verbal communication with short and repeated video sessions

  • It consists of a number of written documents, mainly analysis reports and evaluations as the basic corn for the final exam

  • It opens and needs changing options during the process (video sessions) and interactions (the opponent group’s analysis)


Gunnar andersson sissel larsen hong wu stfold university college norway

The Need of Flexibility for Learners – Experiences and Evaluations

A survey summary on course evaluations throughout course period


Gunnar andersson sissel larsen hong wu stfold university college norway

The Need of Flexibility for Learners – Experiences and Evaluations

A survey summary on course evaluations throughout course period


Gunnar andersson sissel larsen hong wu stfold university college norway

  • A great number of students work mostly t home and very few work at workplace

  • Gathering seems to be an important event, also as working place and available time for working with lectures

  • Other places such as libraries seem not to be the most common place for working with lectures

  • Students tend to work gradually more and more in evening or weekend, and less in ordinary working hours

  • Students tend to make greater and greater efforts for their lecture work

  • Stduents’ expectations to the course were best at starting, but down gradually until the last evaluation


Gunnar andersson sissel larsen hong wu stfold university college norway

A summary of comments from the course evaluations


Gunnar andersson sissel larsen hong wu stfold university college norway

A summary of comments from the course evaluations


Gunnar andersson sissel larsen hong wu stfold university college norway

A summary of suggested improvement from the course evaluations


Gunnar andersson sissel larsen hong wu stfold university college norway

  • The Importance of Acting Play for Learning Communication Skills

  • Citations from the student surveys about acting play:

  • “Exciting and interesting lectures in communication”

  • “Exciting (but also scared) with video filming, which is a good assignment for us”

  • “Lectures are fun and beneficial, especially acting play part”

  • “I think lecture in “communication” part was pretty good”

  • Acting play seems to be the most exciting, but also efficient approach for learning communication skills for students


Gunnar andersson sissel larsen hong wu stfold university college norway

  • LMS in Non-verbal Interaction Based Learning Approach – Openings and Challenges

  • Openings

  • This LMS applied non-verbal interaction learning pattern provides new openings for pedagogical experiments and debates. The study also opens a possibility to combine the fulltime and part-time students to attending a same class and work together.

  • In a pedagogical aspect, this will also create a wider and vary composition of an online community, and activate the class debates and learning processes

  • Challenges

  • Purely technical hurdling of LMS

  • The proper balancing of LMS application and the lecture content


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