In transit: Conquering linguistic and cultural changes in education Emma Durham Higher Colleges of Technology Dubai Men’s College Hazel Owen ICT Enhanced Learning Consultant, New Zealand

Emma Durham

Higher Colleges of Technology

Dubai Men’s College

Hazel Owen

ICT Enhanced Learning Consultant, New Zealand

Overview Background on secondary/tertiary approaches and policies Consequences - learning needs Training solution + rationale Recommendations for future conduct of orientation

Background on secondary/tertiary approaches and policies

Consequences - learning needs

Training solution + rationale

Recommendations for future conduct of orientation

Academic Transition High School Goals & Policies College Goals & Policies ‘ The Gap’

Issues – the teachers’ perspective Variations of L1 and L2 literacy levels and literacy awareness Students expected to take responsibility Variations of L2 language levels Disunity between content and language (metalanguage) Skills transfer weak

Variations of L1 and L2 literacy levels and literacy awareness

Students expected to take responsibility

Variations of L2 language levels

Disunity between content and language (metalanguage)

Skills transfer weak

Problems - Administrative Wasting time in first two weeks Confusion Lack of overview for students Technical and ‘log in’ problems Groups changing Sense of not belonging / disorientation Student attrition rate

Wasting time in first two weeks

Confusion

Lack of overview for students

Technical and ‘log in’ problems

Groups changing

Sense of not belonging / disorientation

Student attrition rate

The Goals - Departmental Utilize the early weeks better Increase student confidence Introduce developmental education Present college as a holistic concept Develop strong bonds within the department Develop a sense of belonging Lower the attrition rate

Utilize the early weeks better

Increase student confidence

Introduce developmental education

Present college as a holistic concept

Develop strong bonds within the department

Develop a sense of belonging

Lower the attrition rate

General Skills – Teachers’ views Not subject specific Cross-curriculum transfer Ownership of materials Holistic awareness

Not subject specific

Cross-curriculum transfer

Ownership of materials

Holistic awareness

Balancing needs & requirements Speaking to stakeholders: Third year students Foundations students New entry students Supervisors Management committee Academic Chair Director

Speaking to stakeholders:

Third year students

Foundations students

New entry students

Supervisors

Management committee

Academic Chair

Director

Other sources of feedback What did you learn? What was most helpful? Do you have questions for the teacher? Concept checking Opening lines of communication Teacher ownership / 'buy in' Building learning community

What did you learn?

What was most helpful?

Do you have questions for the teacher?

Concept checking

Opening lines of communication

Teacher ownership / 'buy in'

Building learning community

Comments from 2006 students Do not be absent Organize yourself Do independent work Concentrate in class لا تتغيب اجعل نفسك منظم قم بالتعليم ذاتياً ركز في الصف

Do not be absent

Organize

yourself

Do independent

work

Concentrate in

class

لا تتغيب

اجعل نفسك منظم

قم بالتعليم ذاتياً

ركز في الصف

Graduate Outcomes 5. Self-management & Lifelong Learning work independently Demonstrate effective work habits Reflect on, & evaluate own learning processes 1. Communications & Information Literacy b) Communicate concepts, ideas & opinions effectively

5. Self-management & Lifelong Learning

work independently

Demonstrate effective work habits

Reflect on, & evaluate own learning

processes

1. Communications & Information Literacy

b) Communicate concepts, ideas & opinions effectively

Policy in practice Time management Using course outline & on-line materials independently Taking notes for learning Asking (clarification) questions Repeating, practising & recycling for learning

Time management

Using course outline & on-line materials independently

Taking notes for learning

Asking (clarification) questions

Repeating, practising & recycling for learning

Scaffolding learner needs Binder Arabic Timetable SAC Template Feedback at all stages

Binder

Arabic

Timetable

SAC

Template

Feedback at all stages

Complex policies – basic application Binder College policies (academic and practical) Lesson plans for ALL subjects Notes pages Map of college

Binder

College policies (academic and practical)

Lesson plans for ALL subjects

Notes pages

Map of college

Bilingual support Welcome brief General study skills Education and academic metalanguage (timetable to plagiarism) College terminology, eg Learning Centre

Welcome brief

General study skills

Education and academic metalanguage (timetable to plagiarism)

College terminology, eg Learning Centre

Student Council Learning community Peer support Holistic college experience Life experiences to aid future professional advancement

Learning community

Peer support

Holistic college experience

Life experiences to aid future professional advancement

Evaluation Process Feedback Areas to improve Eg workshops aimed at ‘readiness to learn’

Feedback

Areas to improve

Eg workshops aimed at ‘readiness to learn’

Recommendations Teach across classes Present results/findings–all stakeholders Simplify institution / college policies Use ICT – e.g. interactive CD Review of teaching resources regularly Use concept checking questions specific to session Implement official exam policies- clarify

Teach across classes

Present results/findings–all stakeholders

Simplify institution / college policies

Use ICT – e.g. interactive CD

Review of teaching resources regularly

Use concept checking questions specific to session

Implement official exam policies- clarify

Conclusion Vision 20/20 Teacher training Institutional responsibility (not just L2 issues) Readiness to learn (Richard Harrison 2007)

Vision 20/20

Teacher training

Institutional responsibility (not just L2 issues)

Readiness to learn (Richard Harrison 2007)

Thank you Any questions? [email_address] [email_address]

[email_address]

[email_address]

Reference List Ali, Ghada. (2006). "Math 070 Module 1 Results." Recipients: David Moran, Hazel Owen and Emma Durham. Dubai: Dubai Men’s College. Email. Harrison, Richard. “Academic skills: What Are They and How Do We Teach Them?” Perspectives ISSN 1813-1913 ser. 14 .2 (Jan. 2007): 7 - 11. United Arab Emirates. Ministry of Training, Education and Youth. Vision for Learning 2020 . N.p.: n.p., 2000.

Ali, Ghada. (2006). "Math 070 Module 1 Results." Recipients: David Moran, Hazel Owen and Emma Durham. Dubai: Dubai Men’s College. Email.

Harrison, Richard. “Academic skills: What Are They and How Do We Teach Them?” Perspectives ISSN 1813-1913 ser. 14 .2 (Jan. 2007): 7 - 11.

United Arab Emirates. Ministry of Training, Education and Youth. Vision for Learning 2020 . N.p.: n.p., 2000.