Communication Processes and Education

Recommended Prerequisites

The student should have writing and reading competences.  

Teaching Methods

In the theoretical component, the method is mainly expositive and there is also a debate on the issues. Students are asked to read the texts indicated during the previous session. The debate has the function to develop critical and reflective capacities as well as the argumentative competence. In the practical component, students analyze situations or solve exercises related to the theoretical part, learn how to use software to create a personal website, writing for the Web 2.0 and create an interactive educational resource. 

Learning Outcomes

The student should:

- Know the communication models, the functions of language , communication codes, netiquette, recommendations for writing for the Web, the characteristics of verbal and nonverbal communication, the teaching functions of image, audio and video and the requirements in the creation of interactive educational resources.

- Understand the evolution of communication models, nowadays marked by immediacy and connectivism; the importance of semiotics in understanding different communication codes; the importance of verbal and nonverbal communication in interpersonal communication and educational contexts ;

- Understand the difference between traditional writing and writing for the Web; the relevance of feedback on learning;  and didactic functions of educational resources in various formats.

- Be able to make public presentations;  maximizing resources in different formats; Be able to write for the Web;

- Create educational resources.  

Work Placement(s)

No

Syllabus

1. Communication and Education

1.1. Communication models

1.2. Semiotics and communication codes

1.3. Functions of  language

1.4. Problems of  language decoding

2. Communication online

2.1. Netiquette

2.2. Writing for the Web

2.3. Writing for the social network

3. Communication and interpersonal relationships

3.1. Non verbal communication

3.2. Verbal communication

3.3. Active listening

3.4. Public presentations

4. Communication in educational contexts

4.1. The importance of feedback in educational contexts

4.2. Didatic functions of images, audio and video

4.3. Development of interactive learning resources.   

Head Lecturer(s)

Ana Amélia Costa da Conceição Amorim Soares de Carvalho

Assessment Methods

Continuous evaluation
website e podcast. : 20.0%
Project: 40.0%
Frequency: 40.0%

Final evaluation
Exam: 100.0%

Bibliography

Carr, N. (2011). Os Superficiais - O que a Internet está a fazer aos nossos cérebros. Lisboa: Gradiva.

Carvalho, A. A. A. (2013). Aprender através dos Recursos online. Lisboa: RBE.

Cloutier, J. (1979).  A era de EMEREC. Lisboa: Instituo de Tecnologia Educativa.

Krug, S. (2008). Não me faça pensar. Rio de Janeiro: Alta Books.

Lévy, P. (2000). Cibercultura.  Lisboa: Piaget.

Maestro, G. G. (2010). Como Falar em Público. Lisboa: Estampa.

Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate, 5 (3).

Rodrigues, A. D. (2000). Introdução à Semiótica. Lisboa: Editorial Presença.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, 2.

Silva, B. (1998). Educação e Comunicação.Braga: CEEP,Universidade do Minho.

Vieira, H. (2000). A Comunicação na Sala de Aula. Lisboa:Editorial Presença.