Communication in the Educational Process

Communication in the Educational Process
Μάθημα: Communication in the Educational Process
Course Number: 2Ε17
Ώρα:
Προαπαιτούμενα:
Μονάδες: 5
Αίθουσα:
Ημέρα:
Component(s):
Χάρτης: Map

COURSE OUTLINE

  1. GENERAL
SCHOOL SCHOOL OF EDUCATION
DEPARTMENT DEPARTMENT OF PRIMARY EDUCATION
LEVEL OF STUDIES Undergraduate
COURSE CODE 2Ε17 SEMESTER 6ο
COURSE TITLE COMMUNICATION IN THE EDUCATIONAL PROCESS
TEACHING ACTIVITIES
If the ECTS Credits are distributed in distinct parts of the course e.g. lectures, labs etc. If the ECTS Credits are awarded to the whole course, then please indicate the teaching hours per week and the corresponding ECTS Credits.		 TEACHINGHOURSPERWEEK ECTSCREDITS
3 5
 
 
Please, add lines if necessary. Teaching methods and organization of the course are described in section 4.
COURSE TYPE

Background, General Knowledge, Scientific Area, Skill Development

 SCIENTIFIC AREA
PREREQUISITES:

 

 NONE
TEACHING & EXAMINATION LANGUAGE: GREEK
COURSE OFFERED TO ERASMUS STUDENTS: YES
COURSE URL: https://eclass.duth.gr/ /
  1. EXPECTED LEARNING OUTCOMES
Learning Outcomes
Please describe the learning outcomes of the course: Knowledge, skills and abilities acquired after the successful completion of the course.
After the successful completion of the course or its subunits, it is expected students to:

 

• describe the concept of “communication” and “communicative literacy” and state its main forms, specifying the criteria for separating them(ΜΑ11),

• understand the value of verbal communication in education and analyze the strategies used by the teacher to enrich and improve it (Μ5, Μ7, Μ12, Μ14),

• recognize the possibilities of non-verbal communication in education and utilize its parameters (Μ5, Μ12, Μ14),

• distinguish the types of education that result from the teacher-student communication relationship and to classify the communication types of teachers based on their pedagogical and teaching behavior (Μ1, Μ5, Μ14),

• identify the animate and inanimate factors that co-shape the school communication context and determine its dynamics (Μ5, Μ6),

• know the causes and forms of hidden and overt conflicts that are part of the daily life of a school unit and indicate ways of preventing and effectively managing them (Μ10, Μ12, Μ14).

 
General Skills
Name the desirable general skills upon successful completion of the module:
Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

 Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning
 

• Search, analyze and synthesize data and information, using the necessary technologies.

• Decision making.

• Autonomous work.

• Work in an interdisciplinary environment.

• Autonomous work.

• Working in a multidisciplinary environment.

• Respect for diversity and multiculturalism.

• Promotion of free, creative and inductive thinking.

 

 

  1. COURSE CONTENT
1: Communication. Concept, meaning, definition.

2: Forms of communication.

3: Communication literacy.

4: Verbal communication. Cultivation strategies.

5: Non-verbal communication in education.

6: Obstacles, problems and communication disorders in the school environment.

7: Educational Communication. Fields of study.

8: Organization of pedagogical communication. The types of education.

9: Factors shaping the communication framework in the school environment.

10: Communication types of teachers.

11: School communication counseling.

12-13: Communication conflicts within school. Causes, forms, ways of management.

 

 

  1. LEARNING & TEACHING METHODS – EVALUATION
TEACHING METHOD
Face to face, Distance learning, etc.		 Face to face sessions with students
USE OF INFORMATION & COMMUNICATIONS TECHNOLOGY (ICT)
Use of ICT in Teaching, in Laboratory Education, in Communication with students		 Use of ICT in teaching, laboratory training and communication with students

 
TEACHING ORGANIZATION

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

 

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.
Activity Workload/semester
Lectures 13×3=39
Bibliographic research & analysis  

36
Laboratory exercises 10
Written assignment 40
Total Course 125
Student Evaluation

Description of the evaluation process

 

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

 

Please indicate all relevant information about the course assessment and how students are informed 

Assessment with:

·         Final written exam (70%).

·         Planning and presentation of individual work assignment (30%).

 
  1. SUGGESTED BIBLIOGRAPHY
1.    Suggested teaching books

Stamatis, P. I. (2013). Epikoinonía stin Ekpaídefsi [Communication in education]. Athens: Diadrasi.

Kontakos, A. Th. & Stamatis, P. I. (Ed.) (2014). Mi Lektikí Epikoinonía stin Ekpaídefsi: Theoría & Praxi [Non-Verbal Communication in Education: Theory & Practice.]. Athens: Diadrasi.

 

2.    Additional suggested bibliography

Greek bibliography

Bakirtzis, K. (2003). I Dynamikí tis Allilepídrasis stin Epikoinonía. [The Dynamics of Interaction in Communication]. Athens: Gutenberg.

Bakirtzis, K. (2006). Epikoinonía kai Agogí[Communication and Education]. Athens: Gutenberg.

Gotovos, A. (2002). Paidagogikí Allilepídrasi. Epikoinonía kai Koinonikí Máthisi sto Scholeío. [Pedagogical Interaction. Communication and Social Learning at School]. Athens: Gutenberg.

Kontakos, A. & Polemikos, N. (2008). I Mi Lektikí Epikoinonía sto Nipiagogeío.  [Non-Verbal Communication in Kindergarten]. Athens: Ellinika Grammata.

Kontakos, A. Th. & Stamatis, P. I. (Ed.) (2017). Theoríes kai Montéla Epikoinonías stin Ekpaídefsi. [Theories and Models of Communication in Education]. Athens: Diadrasi.

Konstantinou, Ch. (2001).  I Praktikí tou Ekpaideftikoú stin Paidagogikí Epikoinonía. O Aftarchismós os Kyríarcho Gnórisma tis Yparktís Scholikís Pragmatikótitas. [The Teacher’s Practice in Pedagogical Communication. Authoritarianism as Dominant Knowledge of Existing School Reality]. Athens: Gutenberg.

McQuail D.&Windahl,  S. (2009). Modern models of communication. Athens: Kastaniotis.

Polemikos, N. & Kontakos, A. (Ed.), (2002). Ι Lektikí Epikoinonía. Sýnchrones theoritikés kai erevnitikés prosengíseis stin Elláda [Non verbal communication. Contemporary theoretical and research approaches in Greece]. Athens: Ellinika Grammata.

Stamatis, P. I. (2005). Paidagogikí mi lektikí epikoinonía. O rólos tis aptikís symperiforás stin proscholikí kai protoscholikí ilikía [Pedagogical non-verbal communication. The role of tactile behavior in preschool and primary school age]. Athens: Atrapos.

Stamatis, P. I. (2009). Paidagogikí Epikoinonía stin Proscholikí kai Protoscholikí Ekpaídefsi.[Pedagogical Communication in Preschool and Primary Education]. Athens: Atrapos.

Stamatis P. I. (2015). Proscholikí kai Protoscholikí paidagogikí. Epikoinoniakés diastáseis tis ekpaideftikís diadikasías [Preschool and Primary school pedagogy. Communicative dimensions of the educational process]. Athens: Diadrasi.

Vrettós, I. (2004). Mi Lektikí Symperiforá Ekpaideftikoú – Mathití. [Non-Verbal Teacher-Student Behavior]. Athens: Atrapos.

 

Foreign bibliography

Gestwicki, C. (2012). Home, School and Community Relations. USA: Cengage Learning.

Kuder, J. S. (2007). Teaching Students with Language and Communication Disabilities. USA: Allyn & Bacon.

Latham, C. & Miles, A. (2001). Communication curriculum and classroom practice. London: David Fulton Publishers.

Littlejohn, S. W. (2002). Theories of Human Communication. Belmont, C.A.: Wadsworth Publishing Co.

Miller, P. W. (2000). Nonverbal communication in the classroom. USA.: P. W. Miller & Associates.

Racine, N. (2002). Visual Communication. USA: Learning Experts.

Scott, L. M. (2000). A Survey of Communication Disorders for the Classroom Teacher. USA: Allyn & Bacon.

Simonds, C. J. & Cooper, P. J. (2011). Communication for the Classroom Teacher. USA: Pearson, Allyn & Bacon.

Ysseldyke, J. & Algozzine, B. (2006). Teaching Students with Communication Disorders. A practical guide for every teacher. USA: Corwin Press.

 

3.    Relevant scientific journals(Greek and foreign)

·  Ekpaideftika(in Greek)

·  Epistimes tis Agogis (in Greek)

·  KINITRO(in Greek)

·  Mentoras(in Greek)

·  Nea Paideia (in Greek)

·  Paidagogiki Epitheorisi(in Greek)

·  European Journal of Communication

·  Canadian Journal of Educational Communication

·  International Journal of Communication

·  Educational Research for Policy and Practice

·  Education Journal