DisCo 2013: Renate Motschnig - Person Centered Communication

29. Juli 2013 1
renate.motschnig@univie.ac.at
Universität Wien, CSLEARN - Educational Technologies
PERSON-CENTERED COMMUNICATION
– Including new media to foster the
acquisition of competences
Renate Motschnig
Universität Wien, CSLEARN - Educational
Technologies,

29. Juli 2013 2
Context
Master-level education in “communication“
* Computer Science
* Teacher Education
Motivation
Illustrate and promote PCeL (Person-Centered
technology-enhanced Learning)
Goals for today
Research Lab for Educational Technologies of University of Vienna

29. Juli 2013 3
Significant Learning
“Significant learning combines
the logical and the intuitive,
the intellect and the feelings,
the concept and the experience,
the idea and the meaning.
When we learn in that way, we are whole.”
(Rogers, 1983) S. 20.
Our goal: Significant, technology enhanced learning
(PCeL)

29. Juli 2013 4
PCeL goal:
Improving learning/growth by sensitively
employing techology

© renate.motschnig@univie.ac.at
University of Vienna, CSLEARN – Educational Technologies
Blended Learing System Structure (BLESS)
Layer 5:
Learning Platforms
Layer 1:
Blended Learning
Courses
Layer 2:
Course scenarios
Layer 3:
Blended Learning
Patterns
Layer 4:
Web Templates
Visualization,
Modeling
Modularization,
Decomposition
Selection,
Implementation
Instantiation,
Application
Application
Design,
Composition
TECHNOLOGY
LEARNING
THEORY
Features
Support
TECHNOLOGY
LEARNING
THEORY
platform-independent
platform-dependent

29. Juli 2013 6
PCeL: The Vision
Students and educators will find learning/facilitation
an inspiring, meaningful, growthful experience;
Basis: Person Centered Learning, Co-actualization
Allow for active participation, self-organization, critical
thinking, team work, promotive activities, based on
realness, acceptance/respect and understanding
(Rogers, 1983; Barrett-Lennard, 1998; Cornelius-
White & Harbaugh, 2010; Motschnig & Nykl, 2011)
and a thoughtful integration of web 2.0 technology
Combine facilitation of courses with research on
progress, quality, added value
Improve employability, reduce drop-out

Case Example: Communication (3 ECTS)
• Course goals: Students acquire at
– Level of knowledge and intellect: Knowledge about the basics
of the Person Centered Approach, significant, person-centered
learning and encounter groups.
– Level of skills and capabilities: Active listening, dialoging, and
feedback skills in face-to-face as well as online settings. They
improve their abilities in spontaneous communication and
decision making in a group setting.
– Level of attitudes and awareness. Students gain self-
experience while expressing their feelings, meanings, and
intentions and perceiving those of others. They experience
active listening and develop their own attitude towards it.
Students become more sensitive and open to their own
experience and loosen preconceived, rigidly held constructs.
Students move towards acceptance and better understanding of
themselves and others. Students move from more stereotyped
behavior and facades to more personal expressiveness.
07/29/13 7

Examples for working together
face-to-face
07/29/13 8

University of Vienna, CSLEARN – Educational Technologies 07/29/13 9
Blending face-to-face
with online phases
face-to face: online:

Workshops (1/2 day)
1. Orientation
2. Active Listening Workshop
3. Encounter Workshop
4. Applying Person-Centered
Communication (PCC) in the participants’
work context
5. Dialogue Workshop
6. Final Workshop – Group decision making
7. Feedback Workshop (2 hours)
07/29/13 10

Students‘ reactions (online)
• (1) I really liked the round in which we introduced ourselves since
one could get to know the other participants and what they expect
form the course. [..] Later, the exercise in which we shared in small
teams about features of good communication – in my view
contributed much to learning about the various perspectives
regarding this topic.
• (2) The second unit was started very actively as we played a ball-
game in which we tried to recall our names. I liked it very much and
it was effective since afterwards …. The exercise on active listening
in 3 phases and the reflection in the plenum was very interesting
and revealing. Even though we as students had known each other
only for a short time, we shared experiences and themes that
occupy one’ mind and that otherwise tend to be shared only with
good friends. The experience of being listened to actively when
sharing something personal is really very positive and motivates one
to share even more and to fully subscribe to the conversation.”
07/29/13 11

•(3 - enconter) According to my taste, this unit was a bit too “open”. …
For the next time I’d prefer exercises in small groups because,
personally, I can benefit more from the small groups than from the
conversations in the plenum.
•(3) Although I was kind of skeptical in the beginning, already after a
short time I joined the process as an active listener and also as a
speaker.
•(3) It was also intriguing to see how the opinions between teacher
candidates and computer scientists differed. Moreover I appreciated to
hear the view of someone who already had some real work experience.
•(3) I found the different views fascinating and many of them opened up
a new view in me and lead to new ideas. In any case, this unit was a
great enrichment.
07/29/13 12

• (4) I liked today’s unit very much. For me it was highly interesting to
talk to a young graduate, who already started to teach, about
teacher education and to close up this topic.
• (5) This time I didn’t talk so much to give more space to my
colleagues. This is also why I missed to express how important a
constructive atmosphere is. So let me say that this is the first time at
the University that I have the feeling to be able to address issues
during a course that occupy me or are of concern to me.
Furthermore I experienced how nice it feels to be in an environment
where all respect one another and collaborate. You know, in other
courses I keep back a lot more in order to say something that
doesn’t fit in and would be evaluated negatively by the professors.
[..] In particular, in my view the ability to create a trustful atmosphere
is essential in the context of school education, because otherwise
one can’t trust to be oneself in the group and to try something new.
• (5) What I liked best was the exercise in small groups to dialogue
about how men and women could understand each other better.
07/29/13 13

• (6) I found our dialogue about ”study and work“ highly interesting
and realized, again, how strongly we grew together as a group
during the whole course. Participants indeed shared personal
experiences and let us participate in parts of their private lives. This
is something very nice for me and I hope that all of us will stay in
contact somehow even if this course is coming more or less to an
end now.
• (6) Our feeling of community, the growing together of so different
people is gigantic! I have never experienced something like this so
far. I liked it very much that, on the whole, we understand one
another so well.
07/29/13 14

Challenges
• Strategies on how to achieve and assess course
goals and how to motivate others.
• How to capture and transmit Blended Learning
wisdom?
– Staff development
– Presence at conferences, international-projects.
Journals
– International courses, curricula, materials
Discuss: First step towards international
cooperation; virtual community: PCA/HE:
http://elearn.pri.univie.ac.at/pca

Thank you for your participation!
• Each perspective is welcome.
http://www.cs.univie.ac.at/renate.motschnig

29. Juli 2013 17
Significant Learning
“We know ... that the initiation of such learning
rests not upon the teaching skills of the leader,
not upon scholarly knowledge of the field, not
upon curricular planning, not upon use of
audiovisual aids, not upon the programmed
learning used, not upon lectures and
presentations, not upon an abundance of books,
though each of these might at one time or
another be utilized as an important resource. No,
the facilitation of significant learning rests upon
certain attitudinal qualities that exist in the
personal relationship between the facilitator and
the learner." (Rogers, 1983, S. 121);

Basic Nature of the Human Being
• It will be evident that another implication of the view I have been
presenting is that the basic nature of the human being, when
functioning freely, is constructive and trustworthy. For me this is an
inescapable conclusion from a quarter-century of experience in
psychotherapy. When we are able to free the individual from
defensiveness, so that he is open to the wide range of his own
needs, as well as the wide range of environmental and social
demands, his reactions may be trusted to be positive, forward-
moving, constructive. We do not need to ask who will socialize him,
for one of his own deepest needs is for affiliation and
communication with others. As he becomes more fully himself, he
will become more realistically socialized. Rogers, 1961, p. 194
• Proposed reasoning: Actualization is in the direction of co-
actualization and it is a relational process.

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