Download Communication - a definition

Project Organised Problem
Based Learning (POPBL)
Agenda
• Communication
• Oral presentation
• P0 experience exchange
5: Communication and group dynamics
+ P0-experience exchange
Master of Science – Introductory Semester (E7)
Lecturer:
Lars Peter Jensen
E7 Intro - E07
Communication
1
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Ways of communication
- a definition
- from ancient Latin: communis - ”common”
One-on-one
Few-on-few
One-on-many
Two-way
’Multi-way’
One-way
Discussion
Group discussion
Presentation
Working papers
Notes for a
course
- sharing, making commonly known
Participants
Merriam-Webster: ( www.m-w.com )
a:
to convey knowledge of or information about :
make known <communicate a story>
b:
to reveal by clear signs <his fear communicated
itself to his friends>
to transmit information, thought, or feeling so
that it is satisfactorily received or understood
c:
E7 Intro - E07
Characteristic
Oral
Written
3
Letters, e-mail
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Two means of human communication:
Dialogue
Dialog versus diskussion
Dialogue
and Discussion
Dialogue is an expansive
process - your knowledge is
increased.
How is the ’mind map of the
world’ for the others??
Discussion is a narrowing
process - you agree on a
collective ’mind map of the
world’
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•
The objective is to understand what others understand –
understand their ’mind map of the world’
•
The means are: listening – passively and actively.
•
The characteristics are: to be curios; open minded; eager to
learn.
•
Cultural sensitivity requires dialogue !!
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1
Positive communication
Discussion
How to achieve positive communication to
support learning?
• The objective is to agree upon a decision – a
common ’mind map of the world’
• The means are: shift between listening, reflecting,
developing ideas and speaking
• The characteristics are: holistic judgements (see it
as a whole) and reasonable decisions
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Positive dialogue
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Active Listening
Aktiv lytning
Active Listening
Builds on the ability to:
Coding
Decoding
• ’Mirror’, (repeat with your own words) what the
other person says
• Communicate on the other person’s premises
• Show understanding and respect for the other
persons opinion
• Interpret – not judge or condemn.
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Body language of a listener
Passive Listening
A listening person:
Has eye contact
Builds on the ability to:
Has an open posture
• Be silent
• Express acknowledgement
• Invite others to go into details using
encouraging words: ”Yes”,”No”,”I
see”,”Hmmm” and
• openers: ”Tell more”, ”How would you” etc.
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Is leaning slightly forward
Nods at intervals
Is conscious of own and receiver’s body language
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2
Positive discussion
Contributions furthering discussion
•
•
•
•
•
•
Positive discussion
Contributions improving ’climate’
climate’
Make proposals
Search for information via questions
Give information
Summing up the discussion
Elaborate and further develop ideas
Test own and others’ understanding of the topic
under discussion
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•
•
•
•
•
•
Praise and encourage others
Support others in being listened to
Follow and support ideas of others
Openly express change of opinion
Show openness
Listen actively
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Negative discussion
Contributions blocking discussion
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Positive communication
When you have to make a decision…
4 phases involved:
•
•
•
•
•
Disagree without constructive alternatives
Attack proposals of others
Defend own proposals aggressively
Speaking all the time without listening
Talk about other subjects
1.
2.
3.
Making suggestions – ’drawing different maps’.
Elaborating, explaining – ’understanding the maps’.
Developing further, comprehensive assessment – ’heading for a
better map’.
Deciding – ’drawing the (best) collective map’
4.
Phase 1 – 2 is the dialogue. Phase 3 – 4 is the discussion.
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Positive communication
Reflexive writing and ‘marking rounds’
•
•
•
•
Positive communication
Reflexive writing and ‘marking rounds’
Can be used before, during and after a decisionmaking process:
..are good tools in team work because they:
Five minutes ’time-out’, where
All speaking in the group is forbidden and
Each student spontaneously writes down his or her thoughts
about the form of the discussion and the issues discussed at the
moment
After 5 minutes take a ‘marking round’ where everyone explains
their thoughts
•
•
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•
17
Give those who have ’dropped out’ of the discussion a possibility to
come back in.
Give everybody a possibility to put forward their views and opinions.
Make the communication process open and visible because of the
writing.
GOOD ADVICE: Let the less speaking student start!!
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3
Positive communication
Constructive feedback
Positive communication
A good advice to remember !!
Feedback must:
•
•
•
•
•
•
•
•
Describe behaviour – not interpret motives
Express your own feelings directly – not indirectly
Be specific – not general
Only address issues which can be changed
Make room for change
Be non-judgmental
Only be given when asked for/agreed upon – not uninvited
Be motivated by a wish to help others – not to hurt
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• Be towards others as you wish them to be
towards you!!
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Oral presentation
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Group discussion
Watching the video
• To make a ’do’ list for making oral
presentation
• To make a ’donot’ list for making oral
presentation
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Break for 10 minutes
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The short presentation plan
1.
2.
3.
Tell them what you are going to tell them!
Tell them!
Tell them what you have told them!
Deadline is deadline !
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4
The longer presentation plan- 2
The longer presentation planplan- 1
Things to think about:
!Content - message, structure
Questions to ask:
•
•
•
•
•
•
•
Who is to know?
What is my point?
Why do I want to tell?
How much do I know?
How should I tell it?
Where/when to tell?
How do I behave?
Receiver, code, power
Message
Motivation
Competence
Focus, media
Situation
Attitude
!Appearance - confident, open, lively (eye-contact, hands)
!Articulation - clear, fluent, correct terminology (write)
!AV-aids - blackboard, OHP, PowerPoint, posters, film
!Time-management - organise, message
!Group collaboration - organise, message
Plan - rehearse - evaluate – review – rehearse etc.
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Oral presentations - body language
Body language
Elements in body language
• eyes
• facial mimic
• gesture
• posture
• position
• dressing
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Superior and selfconfident; don’t turn your
back to the audience
Signals defence and
insecurity despite the
smileE7 Intro - E07
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•
Be aware of your body language – often there is a
contradiction between what you say and what your body
tells
•
Some examples which may well be culturally biased??
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Confident, committed and
confidence-inspiring
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Defensive and keeping
his distance
A little nervous; holding
a pencil or a pointing
device will look more
natural
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Aggressive, determined
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Nervousness . . . . . .
.Everyone is nervous, insecure and/or exited the only thing that helps is practice.
• Prepare
• Rehearse
•In front of friends
Open and honest
Insecure, holding his own
hand
Cautious and a little
insecure
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Lecture: On reflection and learning
•In front of mirror
• Write introduction + conclusion
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WHAT is reflection?
Examples of reflection:
1.
2.
3.
4.
A student is reflecting when:
• She notices that important information is missing in a
text, thinks about possible reasons for leaving out the
info and looks up the info in other places.
• She realises that the given math exercise is different
from the standard exercises in the book, identifies the
difference and knows what to do differently.
• He looks back at an overruled time plan, identifies the
time-consuming activities and makes allowances for
these kinds of activities in the next time schedule.
WHAT is reflection?
WHY use reflection?
HOW to reflect?
Introduction to cross-group work
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WHY use reflection?
WHAT is reflection?
Oxford English Dictionary
The action, on the part of surfaces, of throwing back
light or heat (rays, beams, etc.) falling upon them;
But also
• The action of turning (back) or fixing the thoughts on
some subject; meditation, deep or serious
consideration.
Engineers of today need methodological
competencies, such as:
Flexibility and capacity for change.
Such competencies are closely connected with ’lifelong
learning’ which can be achieved through awareness about
learning processes. Awareness about learning processes
can be achieved through reflection upon learning
processes.
From the examples:
• Notice
• Think about
• Look back at
• Identify
• Plan based on experience
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Introduction to cross-group work
HOW to reflect?
Make conscious observations by asking questions:
1.
WHAT went well in P0? … and WHY did it go well?
WHAT went wrong in P0? and WHY did it go wrong?
The reflection is embedded in the WHY? questions
Reflection as a tool for development and improvement
of methodological competencies can be used in
connection with learning processes within all areas of
engineering but in the POPBL course we focus upon
learning processes in the area of project organised
group work.
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Start out with a round of presentation, giving name,
P0-project topic and supervisor
2. Do a series of rounds describing how your project
group organised the following: Project management,
team work, co-operation with your supervisor.
3. Do a series of rounds of analysing and assessing your
project process, taking your point of departure in the
questions:
WHAT went well in P0? … and WHY did it go well?
WHAT went wrong in P0? and WHY did it go wrong?
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Introduction to cross-group work
(cont.)
4. From the answers to the above questions
generalise in the following format:
…and now the cross-group work!
! What we will continue to do in P1
! What we will do differently and better in P1
5. Give ’Good advice’ to yourself and your fellow
students (and possibly also to your supervisors)
aimed at improving the project work process in P1
6. Write down the ’Good advice’ on a slide (e.g.
Power Point) and prepare a short presentation in
room B2-109.
At 3 p.m. the presentation starts –
please select one member from each
cross group to present your slides.
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Deadlines for personal portfolio
• A first version of the personal portfolio should
be sent to Lars Peter Jensen: [email protected]
not later than november second (2/11-2007)
• The final version of the personal portfolio
should be sent to Lars Peter Jensen:
[email protected] not later than december 13th
(13/12-2007)
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