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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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slide1

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]

slide2

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
slide3

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
slide4

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
slide5

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
slide6

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
slide7

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)
slide8

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)
slide9

The Need of Flexibility for Learners – Experiences and Evaluations

A survey summary on course evaluations throughout course period

slide10

The Need of Flexibility for Learners – Experiences and Evaluations

A survey summary on course evaluations throughout course period

slide11

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
slide15

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
slide16

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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