Communication Skills - Science topic

The development of communication skills in the sports context is fundamental for the success of teams and conflict management. A deep understanding of communication not only enhances interaction among team members but also allows for better negotiation of roles and responsibilities, which is crucial for the harmonious functioning of any group (Carron & Hausenblas, 1998). Effective communication fosters an environment of trust, where athletes feel comfortable expressing their ideas and concerns, which can lead to a more efficient resolution of conflicts (Jones, 2006). Furthermore, communication skills are essential for effective leadership within a team. A leader who communicates clearly and empathetically is capable of inspiring and motivating their peers, which in turn promotes a resilient and adaptive team (Meyer & Turner, 2002). This type of leadership is not solely based on authority but on the ability to listen and respond to the needs of the team, generating a sense of belonging and cohesion. Finally, the ability to resolve conflicts constructively through communication can transform a team's dynamics, allowing athletes to focus on their common goals and improve their collective performance (Benson & Duffy, 2005). In this sense, investing in the development of communication skills emerges as a key strategy to strengthen both sports performance and interpersonal relationships within the team.@

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For small classes where the class size is less than 20 students:

Each week, each student may be asked to present one of their weekly homework solutions in front of the whole class on the board for 5 minutes (per student).

I added questions on the assessment section (tasks like learning project or Investigation)

1. what have you done during the project?

2. what have you learned? what math knowledge/methods/content did you use when solving the problem?

3. describing and analyses the solutions( like graph, value table, does your solutions are reasonable? etc)

4. any challenges? what do you want to improve ?

Take a look at this research - just published!

Dear Mr. Accardi!

I consider that healthcare workers are one of the groups of employees that can be considered to look at:

1) Nia HS, Salimi SS, Charati FG, Azimi-Lolaty H, Shafipour V. Validation of the Persian Version of Health Professionals Communication Skills Scale. Iran J Nurs Midwifery Res. 2022 Jan 25;27(1):47-53. doi: 10.4103/ijnmr.IJNMR_205_19. PMID: 35280185; PMCID: PMC8865241. Available at:

2) Genoveva Granados-Gámez, Isabel M. Sáez-Ruiz, Verónica V. Márquez-Hernández, M.Carmen Rodríguez-García, Gabriel Aguilera-Manrique, Manuel Luís Cibanal-Juan, Lorena Gutiérrez-Puertas, Development and validation of the questionnaire to analyze the communication of nurses in nurse-patient therapeutic communication, Patient Education and Counseling,

Volume 105, Issue 1, 2022, https://doi.org/10.1016/j.pec.2021.05.008, Available at:

Yours sincerely, Bulcsu Szekely

Edited: I have received the experts. Thanks.

Gary Wietgrefe I think the issue for me is a balance, not all digital and of course not all analogue (paper and blackboard never get old). It´s the way forward to cultivate flexibility and versatility. Given the turbo flux of mid21st Century, the ability to switch from the demands of one situation to another is key to one´s survival in the epoch of Liquid Modernity.

I'm ready

Mohammed Edan Alkhazraje yes, it is an open access double-blind peer-reviewed no-fee academic journal with indexation in Erih Plus, PKP, DOAJ and GScholar

You are absolutely right in what you are pointing out dear Professor Stanislaus Ayyadurai. ESP practitioner should research about the speciality he/she is teaching and should relate the teaching of English to the interests of his/her learners.

In addition, the ESP practitioner should find texts, dialogues, readings, tasks related to this specility and to the interests of the learners just to motivate them learn the language, learning with a purpose.

نعم ممكن ذلك

Dear Dr. Vieira!

You spotted a relevant topic. May I argue that critical thinking is an essential tool for any university student and researcher whereas creative thinking is about innovating critical thinking. In so I argue that these two segments of thinking are embedded in each other into certain extent. COVID-19 has increased the need to link the two types of thinking:

1) A case-study: Georgiou, A., Li, J., Pearce, C. et al. COVID-19: protocol for observational studies utilizing near real-time electronic Australian general practice data to promote effective care and best-practice policy—a design thinking approach. Health Res Policy Sys 19, 122 (2021). https://doi.org/10.1186/s12961-021-00772-4 Open access:

2) Papanagnou D, Jaffe R, Ziring D. Highlighting a curricular need: Uncertainty, COVID-19, an health systems science. Health Sci Rep. 2021;4:e363.

https://doi.org/10.1002/hsr2.363 Open access:

May I argue that COVID-19 forces us humans to be all the time critical and creative to find new treatments for people suffering from novel emerging variants of this virus. Yours sincerely, Bulcsu Szekely

Follow our editorial project "The Development of Competencies for Employability. Focus - Digital Сompetencies"

the Proceedings Book "The Development of Competencies for Employability"

And the Book Chapter on Digital Competencies

A new teaching approach:

It doesn't matter if students and teachers are in class or connecting remotely from home - robust digital collaboration solutions can give teachers the ability to inspire and students the tools to learn. Educational institutions that have already made major investments in digital learning technologies do not have to start from scratch to improve the effectiveness of their teaching. A solution based on current technologies in your institution can minimize the need for additional investments while multiplying the effectiveness of existing tools.

For example, the Intel Unite® solution for learning spaces is an open and extensible platform that works with a wide range of hardware and software that educational institutions already use and expand their capabilities, especially for real-time interaction. It enables IT teams to unify and leverage the diverse inventory of devices, operating systems, and applications that educators, managers, and students use to create a seamless collaboration experience for all users, no matter where they are.

Its easy setup, remote management, and built-in security features give IT professionals peace of mind. Schools can deploy the Intel Unite® solution on premises or they can opt for the Intel Unite® cloud service, which is a cloud-hosted PIN service. The Intel vPro® platform offers hardware-level security features and encryption that protect data, content, and file sharing, as well as Intel® Active Management Technology (Intel® AMT) and Intel® Assistant endpoint management (Intel® EMA) that enables IT services to perform remote management.

Instructors can connect wirelessly and share information with students, regardless of device or operating system, and use multiple teaching modes to engage students in collaborative discovery. Intel Unite® works with a wide variety of classroom tools, such as touchscreens and digital cameras, without the need to manage multiple keys, adapters, or cables. Instructors and managers can also use the Intel Unite® solution to facilitate more efficient meetings.

The peer-to-peer connection feature eliminates the need for a dedicated conference room or computer by allowing anyone with an Intel vPro® platform on their device to attend a virtual meeting. The point-to-point connection feature is perfect for one-on-one virtual meetings that do not require a meeting place, for example a group of students working together on a project, a teacher with virtual tutorials, or an intra-campus committee meeting. online.

Whether in a virtual classroom, a meeting with the rest of the staff or individual interactions, participants will enjoy a consistent and easy-to-use user experience wherever they are.

I would classify what you describe as a Likert scale, which I view as (usually) subjective questions about the subject's perceptions along a continuum (most often from strongly disagree to strongly agree). If they are rating their own skills rather than agreeing with statements, then I still view it as a Likert scale as it's just a matter of semantics (you could word the statements to reflect a level of agreement if you want, e.g. "I show strong communication skills in the office").

You could create the scale so that all the items can add up to form a single score, or if the questions measure different, unrelated skills, then the scale would have different clusters of constructs. For instance, creativity and communication are different constructs and they may be mutually exclusive so combining the scores for them would not provide a meaningful metric (someone could have good communication skills but not be creative or vice versa so they shouldn't be averaged together). Instead, you would have 3 or 4 items that ask students about their perceived level of creativity and 3 or 4 items that ask them about their communication skills. You would probably want to reverse code (or negatively code) some of these. Because you would have several questions related to each construct, this would allow you to generate an alpha coefficient for each construct, which would in turn give you some measure of how reliable each construct cluster was.

So you might end up with a scale that had 20 items that assessed a total of 5 different constructs, and each of the 5 constructs would have its own alpha coefficient that reflects its reliability. If one or two of the constructs showed insufficient reliability, you would remove those items and constructs from further analysis.

-I-

In general, the Social Skills Training Model -SST- is followed, but adapting them to the circumstances of EACH CHILD WITH ASD; Thus, below we present a Guide offered by the COGNITIVE DEVELOPMENT Center (RED CENIT) of Valencia, Spain:

Social Skills (HHSS) are considered a set of capacities or skills that allow us to develop a repertoire of actions and behaviors that make people develop in the social sphere. But these are very complex because they are formed by a wide range of ideas, thoughts, beliefs and values ​​that are the result of learning and experiences. This will cause a great influence on the behaviors and attitudes that the person has in their relationship and interaction with others, since they are capacities that we all have to understand in the context that we unwind and adapt to that moment in which we are situated.

And, what about social skills in children with ASD?

They often fail in social competence; It is difficult for them to be able to use the different visual cues, being these fundamental in the social contexts in which they operate, especially in school: The common characteristic in people with ASD is their difficulty in understanding social relationships and situations, and therefore Therefore, the failure to develop social skills. Social skills in children with ASD are difficult to develop because they have difficulties understanding appropriate social behavior and understanding the implicit rules of social behavior, since their social learning is often rigid and not fully understood.

But, this does not mean that they do not want to have friends, socialize, play or bond with their peers, but that biological barriers do not allow it. Sometimes they do not understand social patterns or do not know how to respond to displays of both affection and anger, given their difficulty in understanding the actions of other people. And that is where we must intervene to be able to help them, from a young age, to achieve all their objectives in different areas, to promote their communication with society and that they can get to interact with their environment.

"One of the main features of the human being is to be an" object with a mind ", who is able to understand the mind and attribute it to others" (Rivière 1991). For this reason, it is necessary to handle what we call theory of mind, that is, to give the other one's own thoughts and feelings, different from one's own. People within the TEA have difficulties in this area, so it is necessary to work on this aspect first so that they are more competent in the area of ​​social skills; But it is also important for the development of these skills to make good use of executive functions (to be able to attend to the signs of the environment and of the people with whom one interacts, to plan actions, to be able to solve possible problems that may arise and to be flexible to find more than one solution evaluating the consequences of each one).

What are the essential components of social skills?

They are essentially acquired through learning (through observation, imitation, rehearsal). They contain verbal and non-verbal behaviors. They involve effective and appropriate initiatives and responses.

They increase social reinforcement, they are reciprocal by nature and involve an effective and appropriate correspondence and their practice is influenced by the characteristics of the environment

What can we do to help people with ASD understand their social environment and be successful in the social world we live in ?:

It will be necessary to direct his social and emotional learning by teaching him the essential skills to develop social and emotional competence. This includes social skills training in the areas of problem solving, conversation skills, identifying and managing feelings and emotions, and stress management.

Thus, we offer, in "-II-" 10 ideas or tips for improving social skills in children with ASD

Measure the impact of curriculum on student, the teacher can see the student assessment is an important aspect of curriculum evaluation which helps to facilitate the understanding of the impact and outcome of education program. A fundamental measure of the success of any curriculum is the quality of student learning. Knowing the extent to which students have achieved the outcomes specified in the curriculum is fundamental to both improving teaching and evaluating the curriculum

Thank you for sharing the paper, Dr. Yuliya Shtaltovna

I will read it as I promised as soon as have some time available.

Best Regards.

Dear Prof. Hadiyanto!

You spotted a key point. I argue that in the future due to possible new pandemics soft skills are going to be even more important:

1) Green, C., Mynhier, L., Banfill, J. et al. Preparing education for the crises of tomorrow: A framework for adaptability. Int Rev Educ 66, 857–879 (2020). https://doi.org/10.1007/s11159-020-09878-3, Citation: "The key components of educational adaptability are: (1) cooperation, (2) inclusion, and (3) flexibility.", Open access:

2) A case-study from the USA: Heather Krasna et al. (2021).Labour market competition for public health graduates in the United States: A comparison of workforce taxonomies with job postings before and during the COVID‐19 pandemic, International Journal of Health Planning and Management, Early View, Special Report, 24 February 2021, Citation: "By more fully understanding this workforce, leaders can advocate to effectively harness the energy and commitment of new PHGs to contribute to EPHOs to heal our world.", Open access:

3) A case-study: Shintaro Sato et al. (2021). Graduate employability and higher education’s contributions to human resource development in sport business before and after COVID-19, Journal of Hospitality, Leisure, Sport & Tourism Education, Volume 28, June 2021, Open access:

4) Elisabeth Bennett, Rochell, R. McWhorter (2021). Virtual HRD’s Role in Crisis and the Post Covid-19 Professional Lifeworld: Accelerating Skills for Digital Transformation, Advances in Developing Human Resources, Volume 23, Issue 1, 2021, Available at:

5) Victoria Masterson (2021).The post-pandemic future of work - according to 3,000 CEOs from around the world, 15 February 2021, Citation: "Leadership – outperformers consistently show “decisive strategic leadership”, with 85% citing leadership as critical to business performance." © 2021 World Economic Forum, Open access:

Yours sincerely, Bulcsu Szekely

Take a look at the research that is just out on Soft Skills Assessment

Maybe some ideas of references might be of use!

After reading your question I'm left with more questions. To me this is too broad of a question. Is the question to help the public, the designers, government or for publication in an academic journal...or others. Also, I'd be sure I asked how the answers in this study will help them.

I. agree with Francklin

As you mentioned, Autism is a spectrum and that is key here. Some people autism are verbal, some are not. Autism is not correlated with decreased intelligence quotient though behaviors can reveal developmental milestones that have not been mastered. PECS boards are absolutely necessary for nonverbal autism, starting at a young age. It provides these children and adults a way to mand “ask for” what they need out of a list of necessary daily activities and preferred activities. It negates problem behavior that results from that person’s inability to communicate on their own behalf. Providing a PECS board will not of itself instill development of verbal communication, that is a different behavior protocol, in the case you are asking if a PECS board will present you an individual with autism who communicates and acts more like the status quo. PECS are tailored to the the individual, as are all therapeutic efforts. if implemented correctly (successfully non-aversive) it WILL enhance preexisting/enable new communication skills that will decrease problem behaviors that result from unmet needs and I infer, frustration and stress. I have seen pediatric clients show a significant decrease in SIB and aggression once PECS boards are added to their treatment plan. Parents must be on board with the protocol and have a full understanding of the full access a student needs to the PECS board at all times. My data shows increases in SIB and physical aggression when PECS boards are misplaced or left at home.

Interesting

عبدالله البريدي Abdullah Al-Beraidi: Believe me or not, it is a way of casting.

Yes, sustainable leadership requires improved communication skills, in terms of learning, feedback, step-by-step strategies and deep rethinking of existent information flow in human organizations. ICT can definitely help to facilitate this ecological leadership model for the information society.

You might find these two websites helpful:

https://t7-live-cyfar.nyc3.cdn.digitaloceanspaces.com/cyfar.org/files//PsychometricsFiles/Communication%20Scale%20(ages%2012-18).pdf

I know this is not an answer to your question Ian yet I think the conversation has moved ( thankfully so) to 21st century dispositions ( habits of mind) rather than skills. The discourse is around the importance of developing these dispositions to allow individuals to live and work successfully and fully. Bill Lucas advocates theses dispositions. I agree that they must be developed both in teachers and their students. They are qualities such as emotional and ethical intelligence, resilience, criticality, life-long learning.

The questions presented were the end questions and the answers of the questions will provide you the output. I'm more interested in input. I think the inputs are the points ranging from 1-10 for different questions asked to the students. One of the many possible ways of predicting the answers could be the weighting of each input question (asked to students). Provide a weight to each column and sum up the total points to take the decision. In that case, it doesn't matter whether you're taking categorical or numerical data in consideration, it'll always produce a numerical value which will eventually predict the answers of the questions. If you regroup the 10 categories, it may hamper the goal of the study. But for deciding that, need to know more about the problem domain because the answer remains in the relation between actual input and final output.

It's always pretty difficult to separate skills out, and also this depends to an extent on the organisation/role. I think though that it is important to get on with others, which involves communication but also respect and self-control. Secondly it is important to be a good problem solver and to be able to adapt to new circumstances. This helps you to use past experience to tackle new problems, and allows you to be an asset to the team (a closely-related point is being creative in your approach).

Communicative skills are not measured, but assessed on a level scale based on the results of multi-stage assessment procedures

Samrat, assessing training needs, usually via a training needs analysis (or TNA) for a group of individuals (in your case students) needs to take into consideration a number of key aspects. These include, but are not limited to, for example what are the causal conditions leading to the TNA (see Aguinis & Kraiger, 2009; 2004), what the objectives are (see Karthik, 2012), what the targeted knowledge, skills, attitudes and behaviours that need to be changed (see Mullins, 2010). A combined approach will potentially increase the likelihood for the training's effectiveness when evaluated using the widely known four levels of Kirkpatrick's model.

In my opinion, Diversify Learning Materials like live video lectures, video and audio media, and online tools allow students to interact in virtual learning environments in multiple ways to improve poor interaction between instructors and students.

Thank you all for your answers!

I'm working on rehabilitative programs to promote adaptive behaviors in individuals with severe to profound developmental disabilities and multiple disabilities. I usually use the VABS to assess the severity of the disability and found it valid and reliable. Accordingly, I feel that the VABS constitutes a solid way to evaluate multiple disabilities. I wonder whether a german version is actually available in the literature.

Dear Santosh R. Gaikwad

There are many possible ways to communicate between graduates through smart phones, as it is one of the most important advantages that it provides the process of communication easily and at any time so it is possible through the work of a special application for that so that it connects all graduates according to the year and specialization

Very nice answer from Eugen Schochenmaier ; complete and comprehensive)

Dear Shler,

Please go through the ILA and Aptis test. You may find somethings that can answer a part of your question.

Thank you,

Please see the following articles

Best Regards Assad Iqbal

It's not going to work with 'everything' but hand gestures, facial expression, maybe pictures/diagrams on your phone/tablet? My doctor's office has sheets for the more common ailments and injuries he deals with, and those sheets explain in lay terms what the problem is, and how it is treated. By writing these out, you'll also be learning how to explain it to your patients, AND give them the sheet to review, in case they don't get it all from that one conversation. If you have patients who are not well-versed in English, you might want the sheets in languages of people who most frequently visit your office. Best of luck in your endeavors!

Hi Debra,

Health communication is an interest area of mine. Six years ago, I asked the question of health communication an its relationship within a health promotion paradigm - as the link below. It was very much a theoretical, rather than a practical construct back at the time. Six-years on - it's good to see that full texts are being devoted to the subject - and it is becoming increasingly more visible within the social (marketing) media and health literacy literature.

Around the same time, I asked a related question about the relationship between health promotion and health education - which continues to be well read and answered. The context of health communication has also come up quite regularly within this thread as below.

It is important to know that the integration of technology in itself does not achieve an inverted learning strategy, so it is necessary to identify the basics or criteria on which effective inverted learning is based, including:

- Learn flexible in which the learner can learn at any time and anywhere.

- A culture of learning where it is centered around the learner and becomes the focus of the educational process.

There are a number of features that must be possessed.

- Intelligence:

- The existence of internal motivation to learn

- Ability to make decisions

- Ability to transfer skills

- Ability to participate in teamwork

- Ability to display his knowledge in different ways

- Provide the appropriate environment

If you have not already, you can try using their favourite social media such as Facebook and choose topics that connect to their prior experiences/reading/local or global issue. See this example for a successful strategy:

Best,

Debra

I agree. Translations play a prominent role in cultural transfers, ideological immersion, propaganda, politics, religious indoctrination e.t.c.

Konstantinos Karampelas

Thanks a lot for your help and sharing your idea.

Well with the real practices you can measurent

ingrid

Communication skills are skills that help develop verbal and nonverbal communication for students, and then employ them to serve the learning process. To communicate four skills: listening, speaking, reading and writing. Nonverbal communication is another way of sending communication messages, including body, voice, location, body movements, facial expressions, eye, sound coloration, silence, and other senses. Listening - the right expression and expanding relationships with others. In short, all strategies based on cooperation can have an effective role for these skills.

Dear Christopher Nock Thank you for your response. Apparently human race has a tendency of suicide. I mean human kill other human or causes death and destruction to people which is actually suicide. In spite of many bad features it has ability to learn and change, seek and find that may take him to words higher levels by controlling its inherent weaknesses. Once again I Thank you for considering this question for response

Emily Treichler - I haven't been able to get hold of RIAS yet. A colleague informed me that it is no longer accessible. Will continue to search.

Thank you so much Dear Angel Torres-Toukoumidis

I will download and read all this paper, thanks a lot for your help.

Oubibi.

Pretty interesting.

I wonder where our interest can meet at some point -- that is, if you tale a look at my projects.

Thanks, regards.

Shahrouz - I am not entirely sure whether organizational behavior is in itself a good field for EEG studies, considering what EEG can and can't tell you - it is a rather indirect measure of cortical brain activity, each electrode capturing the synchronized activity of many neurons (or their postsynaptic potentials, to be more precise). When you do a combined behavioral and EEG study, you typically want to study a clearly defined EEG correlate of the behavior (for example, increased alpha power when the subject is at rest with eyes closed). But there are measurable EEG correlates only for basic behaviors, such as limb movements, and only under standardized experimental conditions. In fact, there are some correlates for basic social behaviors as well, but you will have a hard time finding correlates for complex behaviors or beliefs such as personality traits or professional ethics. Another question that should be flagged is whether you will find many managers or employees of the same or similar companies willing to participate in an EEG study - after all, it's quite an effort for the participant.

So, my suggestion would be to formulate some concrete research questions on the behavioral level, and then ask yourself whether you really need EEG to answer these questions or whether a questionnaire or behavioral experiment would also work for the moment.

Cheers,

Marius

Autism Spectrum Disorder (ASD) is a complex developmental disorder that affects the brain's normal development of social and communication skills. Common features of ASD include impaired social interactions, impaired verbal and nonverbal communication, problems processing information from the senses, and restricted and repetitive patterns of behavior.also

People with autism—the core form of ASD—tend to appear indifferent and remote and are unable to form emotional bonds with others. In addition, they will often have unusual responses to sensory experiences, such as the noise of a leaky faucet becoming extremely disruptive whereas most people will eventually show forms of habituation or adaptation to the persistent noise.

I think a blend of technology and examination of patient could be the best option, as the computer has the capacity to tabulate tests results etc. that can be helpful to the clinician and reduce the amount type spent in the actual clinical analysis: Here's are related links in RG:

Best regards,

Debr

Good question - I may be slightly biased as I was trained as a Psychiatric Nurse... but initially I was a Cardiac Nurse in an ICU..... there were some physicians & nurses who fit the observation you mention... very focused on the "heart" and all its complications... but I was nicely amazed that there were others like myself who were more interested in the person/patient... and who also understood that unless you are able to engage the patient it is very hard to effectively treat the ailment..... so like in many industries there are a variety of personalities with different approaches....

Great submission

Dear Carla Klava

Thanks for your reaction! I think the Attentional Function Index is not about interactions between parents and their baby/infant and the early communication skills of the very young children, or did I misunderstood your message?

Is it useful for the assessment of the interaction style of the parents or the communication skills of the child?

We provide a variety of experiences for our students because our profession demands it. The graduate speech-language pathologist must be prepared to pass both National Certification exams and State Licensure in order to practice the profession upon graduation. In addition to graduate coursework our students must complete a minimum of 400 clock hours of earned clinical practica under superivision of an ASHA Certified Speech-Language Pathologist.

We model appropiate workplace decorum and expect that our students will comply. We have a Clinical Student Manual that explains the expectations of the Clinical Practicum Student in all clinical setting.

We work hard to provide our students with a wealth of experiences, which will prepare them for the workplace environment. Many were offered jobs as a result of earning their clinical hours at that site.

The constructivist theory, with its educational philosophy, offers a better education, which is desirable to apply in the various human, applied and mathematical sciences. It is imperative for us as teachers not to rush to provide students with information on gold or silver dishes.

• They should be assigned some work to obtain information such as searching for them in various sources of information available such as library, home, internet, etc., and the work of scientific research appropriate to their age.

• Raise their skills in communication with others in all its traditional forms, verbal and electronic.

• Exchange information and experiences and provide a rich information environment and sources.

• Create a degree of motivation and motivation to ensure that students continue to work.

• This theory is very appropriate in the teaching of mathematics and the construction of mathematical concepts.

Hi,

The personality is very important in developing communication skills. in the library scene, for instance, if your personality does not allow you to communicate effectively with library visitors, you will not work at the reference desk. Here are several papers to help with this subject:

Effective Teacher Dispositions: Personality Traits and Communication Skills

By: Rahman, Khairul Anuar A.

AKADEMIKA   Volume: 86   Issue: 2   Pages: 37-44   Published: 2016

Operating theatre teams assembled using personality profiles improves predicted team working and communication skills

By: Horwood, J.; Maw, A.

BRITISH JOURNAL OF SURGERY   Volume: 97   Supplement: 2   Pages: 37-37   Published: 2010

Personality and communication skills as predictors of hospice nurse performance

By: Riggio, RE; Taylor, SJ

JOURNAL OF BUSINESS AND PSYCHOLOGY   Volume: 15   Issue: 2   Pages: 351-359   Published: WIN 2000

Intercultural communication is important also to avoid cultural insensitivity. The attach is an example of the latter in an online context.

Many thanks,

Debra

Hi Sharam, the attachment will only answer partly to your question but point out some other benefits of (e)Portfolios.

Mozelius, P. (2013). Learning by Building–the Lunarstorm Generation Constructing Their own ePortfolios. In 12th European Conference on e-Learning (ECEL 2013), 30-31 October 2013, Sophia Antipolis, France (pp. 319-322). Academic Conferences and Publishing International.

Kind regards,

/Peter

Hi Weng,

I used the following scale to measure oral performance. I hope you find this useful. You might also be interested in my research on communication.

Regards,

Mohammad Jahangiri

Foreign Language Oral Skills Evaluation Matrix (FLOSEM)

·        Jahangiri, M. , Rajab, A. B. , Jahangiri, A., Honarvar, A. & Sharif, H. R. (2014). Disambiguating the Relationship between Language Learning Anxiety (LLA) and Oral Performance: A Reconceptualization of Facilitative vs. Debilitative Anxieties, Journal of Psychiatry. (IF=0.871).

·        Jahangiri M. & Rajab A. B. (2014c). Language Learning Anxiety (LLA) and Gender.        Proceedings of LSP-GABC Conference, Kuching, Malaysia. 27-29 May              2014.

·        Jahangiri M. & Rajab A. B. (2014 d). Anxietal Oral Performance: Clarifying the Anxiety-Achievement Relationship, Proceedings of the LSP-GABC Conference,             Kuching, Malaysia, 27-29 May 2014.

·        Jahangiri M. & Rajab A. B. (2014), Development of the Anxiety Questionnaire (AQ): the Facilitating Anxiety Perspective. Aust. J. Basic & Appl. Sci., 8(2): 321-330, 2014

·        Jahangiri M. & Rajab A. B. (2014). Defining Facilitative Anxiety in Strategic Terms: A Delphi Study. J Am Sci. 10 (1): 74-80.

Sandwiched learning in University of Limerick, Limerick, Ireland

As part of the programme, students will take core modules on methodology each semester, and will choose one language (French, German or Spanish) to carry through the programme. For each language there will be a language practice and applied language module in both semesters. Students also choose either a technical communication or an e-learning elective in both semesters.

two issues for me here. First, if you are looking at the impact of a teaching strategy, why do you need to extend this to parents? Have they been present in your lessons? Just a note of caution because impact measurement through a third party can be difficult. Having said this, I suggest that you design your own instrument. Are you looking to do a purely quantitative study? I would have thought that you would be more aware of the variables in your setting and would, therefore, benefit more from a tailor-made instrument.

Good luck

Hi Nichola Jane Gray;

Interpersonal communication is more than explicit denotation of words, the information or message conveyed. It also comprises implied communications, whether deliberate or not, which are articulated through non-verbal conducts. Non-verbal communication includes facial countenances, pitch and tone of voice, gesticulations exhibited through body language (kinesics) and the tangible expanse amongst the correspondents (proxemics).

The PVCS (Preverbal Communication Schedule) emphases upon checklist elements because it is anticipated that the educational practitioner will finalize it in juxtaposition with other individuals who are familiar with the child such as: families, caregivers, support staff, etc. Observational measurements are at times, laborious and can hinder with daily instruction pursuits and do not automatically pick up on behaviors which can be comparatively rare in circumstance or which merely happen under specific happenings

I’ve attached some links for you. I hope that they are of use to you. Good Luck in your research!

P. Debbie

Tamsyn,

I have no idea.

Best.

Gerry

HI Evans,

here are some ideas - attached as a link please find a good overview of possible aspects.

Have fun - wishing you lots of success:

Heiner

Students run a campus paper, advised by you or professors, offering all kinds of information. Readers can also follow on Twitter. Create an account there.

Student can compete for glory in these contests by writing any kind of stories to improve their English skill, also in teams. Winners of the contests get published in Persona, see above.

Students can run a campus radio station, advised by you or professor, they serve as djs and speakers/readers of all kinds of texts.

Students can organize a gallery walk/ an exhibition with their own scientific posters.

Beate:

Definitely! Communication is a vital skill in your interaction with co-workers and clients even more so in the clinical setting. Here's a link to research related to your topic in ResearchGate:

I hope this helps to answer your question.

Best regards,

Debra

We tend to break the class down to groups of 4-6 and have them rotate role-playing.

As program director, I must strive to model the behavior that I expect to develop within my students.  Therefore, I have certain communication components that are incorporated within the curriculum to emphasize the importance of proper professional and ethical communication and behavior.  My evaluation tools not only evaluate the clinical competencies of the students, but also their ethical and professionalism as it develops throughout the months of study.  I have added another tool in which the student evaluates their clinical instructor on the same set of professional criteria, in order for oversight of proper instruction to occur.  That has been most effective, since the clinical staff knows that they are being evaluated as well, which has really raised the bar on ethical and professional expectations.  I hope this helps! 

The questions of the Communicative Effectiveness Index (CETI, Lomas et al., 1989) and the Communicative Activity Log (CAL, Pulvermüller et al., 2001) can be used to assess the caregivers’ opinion on the language abilities in everyday life of a person with aphasia. 

Lomas, J., Pickard, L., Bester, S., Elbard, H., Finlayson A., & Zoghaib,C. (1989). The communicative effectiveness index: Development and psychometric evaluation of a functional communication measure for adult aphasia. Journal of Speech and Hearing Disorders, 54, 113-124. http://www.ncbi.nlm.nih.gov/pubmed/2464719

Pulvermüller, F., Neninger, B., Elbert, T., Mohr, B., Rockstroh, R., Koebbel, P., et al. (2001). Constraint-induced therapy of chronic aphasia after stroke. Stroke, 32, 1621-1626. http://www.ncbi.nlm.nih.gov/pubmed/11441210

creative problem solving methods have a set of powerful tools for communicate with all stakeholders.