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Home Postgraduate Programmes Course Units MD247

Graduate School of Education

MS247 Interpersonal Communication in Education
Credits: 20
Tutor: Dr Sue Ralph

Aims

• to develop students’ understanding of interpersonal communication;
• to examine and analyse the process of experiential learning.

Learning outcomes

On completing this module students will have developed their critical abilities and skills in:

• exploring social perspectives on interpersonal communication;
• providing an enhanced understanding of their on patters of communication;
• enhancing their understanding of experiential learning by reflecting on their
• experience;
• working in groups;
• understanding patterns of cross-cultural communication;
• identifying and exploring in depth a relevant topic of their own choice.

Content

The detail content of the module will be negotiated with students and possible topics for study include:

• non-verbal communication;
• group dynamics;
• methods of training in interpersonal communication
• cross-cultural communication;
• theories of counselling;
• models of reflection;
• patterns of communication by gender, age, race and culture;
• identification and management of stress;
• facilitating experiential learning;
• communicating in electronic space.

Method

This module is participative and employs the model of the experiential learning cycle. Communication processes in groups are best understood by participating in groups and observing communication processes as they occur. Understanding communication behaviour develops out of reflection on that experience. This module allows for experimentation with new forms of behaviour which can become the object of further reflection and theory-building.

Time Allocation and Credits

A single module is worth 20 credits under the UCET Credit Rating Scheme. 180 credits represents a full MEd.

Assessment

One essay of 4,000 words to be submitted within four weeks of the end of the semester in which the module is taken.

Core Publications

Argyle, M, (1994) The Psychology of Interpersonal Behaviour. Harmondsworth. Penguin.

Boud, D., Keogh, R., and Walker, D. (eds) (1985) Reflection: turning experience into learning. London: Kogan Page.

Boud, D., Cohen, R., and Walker, D. (eds) (1993) Using Experience for Learning. Buckingham: Open University Press.

Brookfields, S. (1995) Becoming a Reflective Teacher. San Francisco: Jossey-Bass.

Burton, G. and Dimbleby, R. (1997) Between Ourselves: an introduction to interpersonal communication. London: Edward Arnold.

Indicative Reading

Belenky, M. and Clinchy, B., Goldberger, N. and Tarule, J. (1986) Women’s Way of Knowing: The Development of Self, Voice and Mind. New York: Basic Books.

Brookfields, S. (1999) Discussion as a Way of Teaching. Buckingham: Open University Press.

Brown,, M. and Ralph, S. (1995) Managing Stress in Schools. Plymouth: Northcote House.

Brown, M. and Ralph, S. (eds) (in press) Interpersonal Communication for Managers. Plymouth: Northcote House.

Featherstone, M. and Borrows, R. (eds) (1995) Cyberspace, Cyberbodies, Cyberpunk: Cultures of Technological Embodiment. London: Sage.

Jacques, D. (1991) Learning in Groups. London: Kogan Page.

Knight, P. (ed) (1997) Masterclass: Learning, Teaching and Curriculum in Taught Master’s Degrees. London: Cassell.

Miller, N. (19954) “How the T-Group Changed my Life: a sociological perspective on experiential group work” in Boud, D. Miller, N. (eds). Learning from experience. Buckingham: Open University Press.

Neill, S. and Caswell, C. (1993) Body Language for Competent Teachers. London: Routledge.

Restrictions and Availability

This module is open to all registered students to a maximum of 25 students.

Use of Equipment

Students registered on any of the modules in the degree of MEd in Communications, Education and Technology are encouraged to use the audio-visual equipment at any time, Subject to availability; use is not restricted to official class times.