InteractionLaajuus (5 cr)

Objective

The students will be able to describe the importance of active listening to promote interaction, differentiate between me and you communication and consider how significant such communication is in their own interactions. The students will be able to describe interaction related terminology based on theory and lead goal-oriented interaction exercises according to a plan.

The students will be able to communicate appropriately in various communication and interaction situations. They will master different speaking situations and develop their written communication skills as a part of their professional competence. They will master the principles of referencing and can use these skills when compiling their own texts.

The students will master the principles of using Office 365, gaining versatile word processing and spreadsheet calculation proficiency, as well as being able to compile digital publications for study and work purposes.

Content

Safe group
Emotional intelligence and empathy
Interaction skills (listening, self-expression)
Cooperation and problem-solving skills
Interaction instruction exercise practice

Preparing for speaking situations, delivering and analysing a presentation
Compiling academic texts and the features of a good document
Use of references and compiling a list of references while writing texts

Office 365
Word processing
Spreadsheet calculation
Basics of PowerPoint and Sway in creating a publication
Basics of WordPress

Assessment criteria, excellent (5)

The students are able to use and combine interaction concepts with expertise and can analyse, reflect upon and critically assess their own interaction competence. The students are able to analyse and select information on interaction and can present alternative methods of implementing instruction sessions. The students are able to work independently, responsibly, flexibly and with initiative in different types of learning and operational environments. The students are able to work in a goal and customer-oriented manner and as a member of a group/team, promoting and developing the work of the group.

The students will understand the significance of language in terms of how it creates and strengthens their professional identity and can use language as a part of their professional skills set. They participate in feedback situations actively and constructively. The students share their expertise within the community using appropriate tools and methods of communication and can compile and deliver a goal-oriented presentation that demonstrates their expertise. The students are able to put forward arguments and points of view effectively and in a versatile and appropriate manner. The students are also able to question their community’s language practices and strive to reformulate them when there is reason to do so. The students are able to summarise source material to compose new, fresh thoughts and can edit an academic text into a different form that is appropriate to the communication context. The students independently search for the newest information in their field and retain their curiosity concerning new knowledge. The students are able to assess academic work ethically and from a cultural perspective and can create an encouraging atmosphere.

Assessment criteria, good (3)

The students are able to systematically use, name and describe interaction concepts and justify their use. They are able to reflect upon and assess their own interaction competence. The students are able to select appropriate methods of implementing instruction sessions based on acquired knowledge and instructions. The students are able to work independently and responsibly in different types of learning and operational environments. The students are able to work in a goal and customer-oriented manner and as a member of a group to achieve common goals.

The students are able to list their weaknesses and strengths as communicators. They can assess the significance of their own work as a part of the communication process and can receive and give constructive feedback. The students understand the importance of register in professional activity and take target groups into account during presentations, being able to use different communication tools. The students are able to compile concise and clear texts related to their field of study, making use of descriptive and simple language and taking the reader into account. The students know how to compile and compile texts according to the guidelines of their organisation. The students are able to make versatile and critical use of source material in their own texts and can combine the thoughts of sources with their own to create a systematic and cohesive body of text.

Assessment criteria, satisfactory (1)

The students are able to use, name and describe appropriate interaction concepts. They are able to work in an appropriate manner in instruction sessions though their activity may display some uncertainty. The students are able to work under supervision in different types of learning and operational environments. The students are able to work as required and can work as member of a group taking others into consideration.

The students are aware of the impact of their communication style in the communication process. They can compile a work related text for a specific target group. They are able to present topics relevant to their field of studies and to give examples and illustrations during the presentation. The students are able to use academic style in their texts and the central norms of editing, while being able to differentiate between their own ideas and those borrowed from source material. The students are able to construct a cohesive text based on a problem but their source referencing is mechanical. The students are able to describe the impact of culture in communication situations.