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C-~SAP e-learning forum: Developing student-centred international communication


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C-~SAP e-learning forum: Developing student-centred international communication

  1. 1. Developing International Student-centred Collaboration C-SAP e-Learning Forum - London July 2010 Dr Liz Frondigoun, Glasgow Caledonian University, UK [email_address] Dr Helen Jones, Manchester Metropolitan University, UK [email_address]
  2. 2. Aims of this presentation <ul><li>Discuss some of the features and characteristics of e-learning projects in Criminology and Criminal Justice programmes </li></ul><ul><li>Reflect on the development of two specific projects: the ‘International E-communication Exchange’ and the ‘Gender Agenda’ </li></ul><ul><li>Look at some examples of student interaction </li></ul><ul><li>Examine how we can engage with platforms to increase internationalisation, to promote cross-cultural learning, and to enhance students’ critical, communication and employability skills </li></ul>to demonstrate how the diverse needs of 21st century students can be met - Frondigoun & Jones
  3. 3. Genesis – getting started <ul><li>Overview: </li></ul><ul><li>2004 - 2005 E-mail pilot versions: 1 UK and 1 US university. </li></ul><ul><li>2006 – 2009 WebCT platform: 4 UK and 4 US Universities </li></ul><ul><li>7 weeks asynchronous discussion involving around 500 students each year </li></ul><ul><li>Skills development: ICT, communication, autonomous learning, reflection, critical thinking. </li></ul><ul><li>Expanding knowledge and awareness of cultural and national differences; understanding criminal justice in other jurisdictions. </li></ul><ul><li>Gender Agenda developed in 2008 with increased orientation to future careers – more task orientated. </li></ul>Both projects have secured support from C-SAP - Frondigoun & Jones
  4. 4. Why online collaboration? <ul><li>Provides students with a ‘no-cost’ option to traditional international exchange programmes </li></ul><ul><li>Produces a demanding yet rewarding experience for students </li></ul><ul><li>Creative use of technology enhances the student experience </li></ul><ul><li>Collaboration across institutions is not easy but there is pedagogic value in developing, and embedding as routine, communication and information technology </li></ul><ul><li>The design is also transferable to other associated disciplines that hold the pedagogic desire to stimulate critical awareness, analytical thought and reflective practice. </li></ul><ul><li>New relations in ownership of knowledge </li></ul>to expand the virtual classroom beyond the home university – Frondigoun & Jones
  5. 5. Examples from International E-communication Exchange
  6. 6. IEE – popular with educators <ul><li>Features of the IEE </li></ul><ul><li>Collaboration </li></ul><ul><li>File sharing (images / text / video) </li></ul><ul><li>Secure settings and storage </li></ul><ul><li>“ lock” on completed discussions </li></ul><ul><li>Cognitive presence </li></ul><ul><li>Teaching presence </li></ul><ul><li>Social presence </li></ul>Strengthening the links between research, learning and teaching – Frondigoun & Jones
  7. 7. IEE – popular with students <ul><li>“ Once the project handbook was handed out and tutors explained about the actual details of the project, I was quite excited.” </li></ul><ul><li>“ With the aid of the information that had been posted in the `Student Coffee Room’ and the handbook I began to find that posting messages was not as daunting as I had first imagined.” </li></ul><ul><li>“ I was very excited about the project as this was something different and sounded as though it would be a very enjoyable experience.” </li></ul><ul><li>“ I was really excited about speaking to new and different people, especially those from the USA.” </li></ul><ul><li>Features </li></ul><ul><li>Computer lab induction sessions </li></ul><ul><li>Clear assessment criteria </li></ul><ul><li>Handbook </li></ul><ul><li>FAQ </li></ul><ul><li>Messages showcase </li></ul><ul><li>Student Coffee Room </li></ul>Criminology lends itself to this form of critical debate which promotes the development of autonomous, critical thinking amongst students – Frondigoun & Jones
  8. 8. Barriers to e-learning between institutions <ul><li>ever-increasing academic administrative burden </li></ul><ul><li>Inflexibility of generic VLEs (WebCT platform) rather than any increase in student numbers </li></ul><ul><li>lack of administrative support </li></ul><ul><li>Wiki formats offer an alternative as they are flexible, offering online, open access, platforms </li></ul>if universities are to meet their aims of delivering flexible and accessible e-learning and teaching environments for all they need to be aware of these difficulties – Frondigoun & Jones
  9. 9. The Gender Agenda <ul><li>Wiki based </li></ul><ul><li>Knowledge sharing </li></ul><ul><li>Roles and rules were generated by each group – hub – consisting of ten students </li></ul><ul><li>Students worked to their strengths in taking on roles such as proof reader, editor or web designer </li></ul><ul><li>Group collaboration / individual contributions </li></ul><ul><li>Active learning / experiential learning / critical thinking </li></ul>flexible, student-centred, problem-solving orientated and encourages critical thinking and autonomous learning – Frondigoun & Jones
  10. 10. Gender Agenda Process <ul><li>From </li></ul><ul><li>Initial registration </li></ul><ul><li>Making decisions </li></ul><ul><li>Choice of brief </li></ul><ul><li>Creation of rules </li></ul><ul><li>Adoption of role </li></ul><ul><li>Production of materials </li></ul><ul><li>Students had to use self motivation and act collaboratively. </li></ul>
  11. 11. Enhancing students’ skills base <ul><li>An excellent way of improving the ability to work independently and as a team member </li></ul><ul><li>I was quite intimidated, but now I know what I can do if I work really hard. I would never have believed that I could do and be part of something as good as this </li></ul><ul><li>The qualities obtained from this project are great communication skills, efficient time management and the ability to study vast material and conduct a constructive debate </li></ul><ul><li>Developed my communication and independent learning skills as I had to do my own research without guidance from a tutor in order to participate </li></ul>space for students to make decisions regarding their own learning – Frondigoun & Jones
  12. 12. Ways forward? <ul><li>Some ideas to think about </li></ul><ul><li>are you making any changes to the delivery of a course? </li></ul><ul><li>could you see any benefit in using online communication? </li></ul><ul><li>do you have the time? </li></ul><ul><li>will your students benefit? </li></ul><ul><li>Critical Success Factors </li></ul><ul><li>Robust technology </li></ul><ul><li>Active academic champions </li></ul><ul><li>Clear induction and ongoing support </li></ul><ul><li>Supportive materials – handbook and other documentation </li></ul><ul><li>Trust </li></ul>careful design and support in implementing e-learning ensures positive outcomes for students – Frondigoun & Jones
  13. 13. Brief list of some useful references <ul><li>Frondigoun, L. and Jones, H. (2011)  'Learning Together: Designing Effective E-Classrooms', International Journal of Learning Technology . Volume 9 (3). (forthcoming) </li></ul><ul><li>Jones, H. and Frondigoun, L. (2008) “The Gender Agenda Hub,” Learning and Teaching in Action, vol. 7, no. 3, available at </li></ul><ul><li>Jones, H. (2008) 'Competent communicators: explaining an international communication exchange'. ELISS . Vol 1(2). </li></ul><ul><li>Jones, H., Johnson, K. And Kunselman, J. (2007) “Just Talking? Adding an International Dimension to Criminal Justice Teaching,” New Jersey Association of Criminal Justice Educators, v ol. 40, issue 1, pp. 7-9. </li></ul><ul><li>HEFCE, “HEFCE Strategy for e-learning,” Policy Development , available at . March 2005 . </li></ul>