1. Intercultural Learning in a PBL Environment Xiangyun Du Department of development and planning Aalborg University xiangyun@plan.aau.dk

2. 27-08-07PBL course2 Overview Intercultural competencies Intercultural competencies Intercultural issues at international programs Intercultural issues at international programs Reflection and discussions Reflection and discussions

3. 27-08-07PBL course3 What are the most surprising experiences you have had with in an intercultural context?

4. 27-08-07PBL course4 Globalized context Intercultural competencies for future engineers Diverse capabilities Lifelong learning Project management Social, environmental, and ethical concerns Effective communication Designing and conducting experiments - National Academy of Engineering, The Engineer of 2020, 2004 - EUR-ACE (Accreditation of European Engineering Programmes and Graduates, http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm http://www.feani.org/EUR_ACE/EUR_ACE_Main_Page.htm - ABET: http://www.abet.org/http://www.abet.org/ Identity and solve applied science problems Team work Application of mathematics and science knowledge Analytical skills Interdisciplinary knowledge Intercultural competencies

5. 27-08-07PBL course5 Engineering programs are no longer just dominated by native young men. Increase of diversity

6. 27-08-07PBL course6 Potential advantages from international programs at AAU New experiences and eye-opener Development of process competencies Development of intercultural competencies Prepare to become a global engineer

7. 27-08-07PBL course7 Challenges and identified problems 1 Miscommunication arises due to –Use of second language (English) as a means of communication –Learning and working styles –Personality

8. 27-08-07PBL course8 Challenges and identified problems 2 Different beliefs on/ways of learning – different expectations Opinions? Educational background

9. 27-08-07PBL course9 Challenges and identified problems 2 Different beliefs on/ ways of learning  Nobody knows the exact answers until the project is finished  Students are responsible for managing their own learning  Learners are creating new knowledge Studying in a PBL environment, Denmark

10. 27-08-07PBL course10 Challenges and identified problems 3 Can group work be an efficient way of learning? YES, we can meet at 8 tomorrow morning NO, I can’t get up anyway Will they believe me because I am a girl?? Listen to me, I am very experienced If we don’t follow the supervisor’s suggestion, will he allow us to pass? They don’t understand even such easy things!! It is my turn to talk? He complains of my garlic, but he has coffee and carrots all the time!!!

11. 27-08-07PBL course11 Challenges and identified problems 4 Different expectations between students and teachers Foreign students’ perceptions The lecturers’ role: Transferor Is responsible for course contents and organization The students role: Receivers Reproduction of knowledge at examination Danish lecturers’ perceptions The lecturers’ role: Enter into a dialogue refrains from giving answers moves activity onto students The students role: Participation in formulation of course content commitment and self- management (Reimann & Ulsig 2005)

12. 27-08-07PBL course12 An example: Major differences confronting Chinese students in PBL A new way of living: from being arranged to being independent A new way of being a student: from fitting to established expectation to setting up one’s own learning goals and self management A new way of learning: from lecture based, theories focused, obligation orientated to student-centred, practice focused, interest oriented A new way of handling relations with teachers and students

13. 27-08-07PBL course13 ` I have never worked in a group in my educational life… In group work, I preferred to listen when some students discussed intensely, because I could not understand why it was a question to discuss. Sometimes I could not follow their ideas or thinking. I need to change and actively work in the group.´ (Chinese female master student) Student’s reflection

14. 27-08-07PBL course14 How to understand? Model of asymmetrical cultural convergence Context: The students’ perceptions of the relations between them- selves and the lecturers New context - Mediated by the classroom dialogue Context: The lecturers’ perceptions of the relations between them- selves and the students (Reimann & Ulsig 2005)

15. 27-08-07PBL course15 How to understand? Model of asymmetrical cultural convergence in a multi-cultural learning environment New context - Mediated by the classroom dialogue Context: The lecturers’ perceptions of the relations between them- selves and the students (Reimann & Ulsig 2005)

16. 27-08-07PBL course16 How to understand? Bigg’s (2003) model of cross-cultural teaching The focus on… What teachers do What students do What students are Level 3 educating: involving cognitive process Level 2 accommodating: involving teaching techniques Level 1 assimilating: involving student differences ‘Exotic’ educational system Western educational system Teaching as… Cross-cultural teaching ladder Student adapt – a ‘good’ student Teachers adapt to students’ cultural expectations Good teaching activate the learning process as appropriate to the objectives Cultural differences Beyond culture Cultural differences

17. 27-08-07PBL course17 Handling Strategies - a new (shared) platform for cultural meeting Shared perceptions on Learning objectives Educators’ role Learners’ role Communication methods Teaching Learning

18. 27-08-07PBL course18 Handling Strategies - Two approaches to teaching international students Bigg’s (2003) Focuses Use the context established to extract the appropriate learning behaviour from students – all students Identify skills and knowledge that the target students ’lack’ and mainstream them Adapting teaching techniques to meeting the preferred ways of learning Level 3 educating The context approach Level 2: accommodation Level 1: assimilation The deficit approach Two approaches The context approach Three levels

19. 27-08-07PBL course19 Facilitative activities Project organized Learning Courses as a means of facilitation

20. 27-08-07PBL course20 Is ethnicity the only reason that makes us different? Muslim Philosopher Animal doctor Young girl butcher artist wolf farmer

21. 27-08-07PBL course21 Reflections on ‘culture’ and ‘intercultural’ What are the factors that influence intercultural communication in teaching and learning? -Ethnical culture -Disciplines/programs – professions -Educational background (system, institutional environment) -Gender, religion, age, generation, etc -Personality, individual interests and learning styles -…-…

22. 27-08-07PBL course22 Reflections on teaching and learning How to obtain a better understanding of interaction and communication in different learning activities at multicultural contexts? How to handle issues arising from intercultural communication so as to maximize learning and prepare students for the complex and changing world?

23. 27-08-07PBL course23 Discussions Based on your experiences, please identify the main issues confronting teaching and learning in a multicultural context