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Course Design - Coggle Diagram

- - - - a. Appreciate the social implications of computer systems.
      - b. Obtain, interpret and select written information.
      - c. Exchange non-written information.
      - d. Produce information in an appropriate and effective form.
      - e. Analyse and apply methods of persuasion and argument.
        
        e1. Identify the use of emotional and non-rational approaches in persuasion and argument.
        
        e2. Rationalise opinions as a basis for argument.
        
        e3. Engage in constructive discussion in both formal and informal situations.
      - f. Understand the relationship between the structure of an organisation and the dissemination of information.
      - g. Understand the benefits and constraints of working in groups.
    - - Given a set of prescribed objectives, theoretically attainable by native speakers, how feasible or desirable is the attainment of these objectives by a specific group of second language learners?
  - - - Situational requirements
        
        1-The manifest needs of the parties concerned with the project
        2- The latent needs - those not stated by the parties
        
        Situation Analysis
        
        attempts to include a description of how communication is actually used in the training environment and in the target occupational environment.
        
        Environments
        
        The classroom environment.
        
        The vocational training environment - the computer room.
        
        The occupational environment.
        
        The socio-political environment.
  - - - Elements
        
        Result
        
        Mismatches occuring between course
        content and actual situational requirements.
        
        Types of mismaching
        
        Illustrated with reference
        to one's own experience.
        
        Analysis and result
        
        3 more items...
        
        Illustration derives from experiences gained designing and teaching communication skills.
        
        Evaluation
        
        To increase the student’s awareness of the social implications of computer systems
        
        To develop the student’s ability to communicate effectively with both computer and non computer users.
        
        Knowing why you want to say somtathing.
        
        Assessing your audience.
        
        Effective presentation.
- - - - Objectives
    - - Focus
  - - - Evaluation
        
        The ability of the customer services representatives (CSRs) to communicate well in English by phone, thus ensuring the quality of these services.
  - - - Elements
        
        Result
        
        Communication failure has less to do with the traditional notions of poor language skills, and more to do with poor interactional and discoursal skills and cultural appreciation of the nuance of what the customer is saying.
        
        Incorporating the phases of defining
        needs and goals
        
        selecting methodological and delivery processes
        
        delivery and evaluation process
        
        assessing and evaluating the outcomes.
    - - Accent training