Transcript P0 erfaringsopsamling

Project Organised Problem
Based Learning (POPBL)
5: Communication and group dynamics
+ P0-experience exchange
Master of Science – Introductory Semester (E7)
Lecturer:
Lars Peter Jensen
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Agenda
• Communication
• Oral presentation
• P0 experience exchange
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Communication
- a definition
- from ancient Latin: communis - ”common”
- sharing, making commonly known
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:
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Ways of communication
One-on-one
Few-on-few
One-on-many
Two-way
’Multi-way’
One-way
Discussion
Group discussion
Presentation
Letters, e-mail
Working papers
Notes for a
course
Participants
Characteristic
Oral
Written
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Two means of human communication:
Dialogue and Discussion
Dialog versus diskussion
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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Dialogue
• 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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Discussion
• 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 communication
How to achieve positive communication to
support learning?
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Positive dialogue
Aktiv lytning
Active Listening
Coding
Decoding
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Active Listening
Builds on the ability to:
• ’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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Passive Listening
Builds on the ability to:
• 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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Body language of a listener
A listening person:
Has eye contact
Has an open posture
Is leaning slightly forward
Nods at intervals
Is conscious of own and receiver’s body language
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Positive discussion
Contributions furthering discussion
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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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Positive discussion
Contributions improving ’climate’
•
•
•
•
•
•
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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•
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Disagree without constructive alternatives
Attack proposals of others
Defend own proposals aggressively
Speaking all the time without listening
Talk about other subjects
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Positive communication
When you have to make a decision…
4 phases involved:
1.
2.
3.
4.
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’
Phase 1 – 2 is the dialogue. Phase 3 – 4 is the discussion.
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Positive communication
Reflexive writing and ‘marking rounds’
Can be used before, during and after a decisionmaking process:
• 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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Positive communication
Reflexive writing and ‘marking rounds’
..are good tools in team work because they:
•
•
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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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Positive communication
Constructive feedback
Feedback must:
•
•
•
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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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Positive communication
A good advice to remember !!
• Be towards others as you wish them to be
towards you!!
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Oral presentation
Watching the video
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Group discussion
• 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
Deadline is deadline !
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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!
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The longer presentation plan- 1
Questions to ask:
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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
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The longer presentation plan- 2
Things to think about:
Content - message, structure
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
Elements in body language
• eyes
• facial mimic
• gesture
• posture
• position
• dressing
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Body language
• 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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Superior and selfconfident; don’t turn your
back to the audience
Signals defence and
insecurity despite the
smileE7 Intro - E07
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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Open and honest
Insecure, holding his own
hand
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Cautious and a little
insecure
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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
•In front of mirror
• Write introduction + conclusion
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Lecture: On reflection and learning
1.
2.
3.
4.
WHAT is reflection?
WHY use reflection?
HOW to reflect?
Introduction to cross-group work
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WHAT is reflection?
Examples of reflection:
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.
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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.
From the examples:
• Notice
• Think about
• Look back at
• Identify
• Plan based on experience
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WHY use reflection?
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.
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HOW to reflect?
Make conscious observations by asking questions:
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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Introduction to cross-group work
1.
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:
 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.
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…and now the cross-group work!
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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