Presentation on theme: "Internationalisation: learning and adapting Edufair 2012 Conference David Bowker, Anne Lawrie, Edward Moran CELT School of Education."— Presentation transcript:
Internationalisation: learning and adapting Edufair 2012 Conference David Bowker, Anne Lawrie, Edward Moran CELT School of Education
Overview Setting the scene Cross-Culture: Experiences and expectations Learning and Adapting The dissertation: what do we say?
Cross-Culture: Experience and Expectations Group work –Cross-cultural mix European, home, international –Previous cross-cultural experience None Previous study –Positive /negative Travel
Cross-Cultural Shocks as perceived by P/G students Facial expressions (Polish, Spanish; UK ) Volume of voice (Malaysian) Gestures (Thai; Chinese; Arabic; Malaysian) –Pointing –Speaking to students Personal space (Chinese) Tattoos and piercings (Malaysian; Japanese) Smell (Chinese)
Homesickness – a sad tale… “I used to text my classmate in my home-country if I did not understand something. But here, one day, I texted one of the native-speaking students I studied with on one of the modules because I did not understand something on Succeed. She was very angry, and then the next day she was very frank saying to me “stop texting me after classes”! I was really shocked and even embarrassed because she said it in front of my classmates. To be honest, those actions really influenced my performance in the first weeks because I was not willing to prepare, participate or attend classes! I felt lost and confused because I was in need of some help since I am new to the system here especially using Succeed” (Arabic student).
How do we learn and adapt ?
Learning and adapting How to: Maintain or increase quality/quantity of delivery Maintain or increase learner engagement with input Integrate students from a wide range of cultural backgrounds
Delivery Previous format: Three-hour workshops Replaced by –30 – 50 minutes video tutorials using Camtasia Studio Posted in Succeed with the Powerpoint file and seminar notes. Semester 1: Videos posted in a blog with discussion questions and ss given collaborative writing tasks in wikis as preparation for assessment. –90 minute seminars Increased quality of input resulted from: –Extra care necessary in giving clear explanations –No red herrings –Giving very clear indications where input was related to other modules increased course coherence –Opportunity to update and reflect on content
Student Engagement Increased engagement resulted from: –Opportunity to replay video: Increased comprehension of language for non-native speakers Increased comprehension/recall of ideas for all students Consequent increase in confidence particularly for NNS –Participation in seminar enhanced by: Better comprehension of input Opportunity to go through seminar notes beforehand Ability to bring in ideas from other modules –Access: Students with disabilities, students living at a distance, students with families found it much easier to get the input and prepare.
Evaluation Questionnaire findings were very positive overall but: –Some NNSs still report difficulty with seminar participation –Native speakers and Europeans still frustrated when grouped with E. Asians Staff-student committee –Strong perceptions of course coherence –High level of satisfaction with delivery mode, but they also like variety of delivery mode Succeed statistics: High level of use (e.g. Lecture 3 viewed 277 times, mean = 4.4 per student) Anecdotal –Some frustration with online collaboration –Higher levels of NNS confidence to discuss new ideas/ask questions –Less frustration with understanding of input than in previous years
Problems Students –Low level of participation in online collaboration Poor timing of introduction – start of semester 1 Need for student training in how to use blogs and wikis Wiki function and interface –Occasional access problems –Developing strategies –Might not watch the tutorial if it’s not directly related to assessment (e.g. Lecture 8 on writing questionnaires – viewed 48 times, but full attendance at seminar) Teaching –Developing necessary skills –Preparation and coordination
Communication in Masters supervision meetings Conversation Analysis of audio-recorded meetings between 3 supervisors and 7 international students from non-English speaking backgrounds Business-related topics Different stages of dissertation planning and execution Group and individual supervision meetings
Admitting non-understanding ‘Could you rephrase that, I don't understand.’ ‘Hybrid? What's that?’ But students are rarely so explicit.
Noticing understanding problems 1 Sup: Alternatively, you can construct a model, out of the issues that you find important. (Pause) But the easier thing to do, is just to use a model. (Pause) Yeah? (Pause) Student:The model
Noticing understanding problems 2 Sup:What I would suggest that you do now, Student:Uh huh, Supervisor:is refine the research question. (Pause) Supervisor:Okay? (Pause) Student: Refine.
Noticing understanding problems 3 Sup:it must be tighter. (Pause) Student:[Tighter.] Sup:[Yeah?] You understand? Student:Yeah. Sup:Yeah. So...... Student:You mean, I must be more narrow?
Some issues for supervisors (and other university staff?) Why the subtle signal? Why ‘Refine.’ and not ‘Refine?’ or ‘What do you mean, exactly, ‘refine’? Reluctance to admit non-understanding as a student and as a non-native speaker. Uncertainty as to where the problem lies, especially with ‘not unfamiliar’ terms. Contrast hybrid with refine, tighten and model. ‘Let it pass’ strategy. Don’t let it pass – tease it out!
So… Internationalisation has many facets - we have touched on a few related to teaching and learning Reflect and build on what we have learned this year On-going process of learning and adapting