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Reinventing the Study Abroad Office – Managing International Education in a T...CIEE
In this open forum, we'll discuss the issues related to managing study abroad offices, including dealing with financial constraints, human resources challenges, building campus support for international education, and managing crises. Panelists will present issues they're currently dealing with, discuss how they're approaching the issue, and then open the discussion to session participants. There also will be time for participants to present issues of their own.
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
Are You Listening? Student Voices about OERVera Kennedy
At West Hills College in Lemoore, California, two instructors in sociology and psychology implemented a survey asking students about their experiences using OER textbooks and course materials. Students provided video testimonials (available on YouTube) with feedback concerning resources published by OpenStax. The study included both quantitative and qualitative measures and shows results regarding student success, learning, accessibility, quality, and use of OER.
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This presentation is designed to help university teachers create an effective classroom environment for all learners, catering to different learning styles and keeping students engaged and enthusiastic.
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Learn how technology is engaging and empowering students in the assessment process through innovative approaches to providing constructive and timely feedback beyond a tick or a cross.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
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Basic phrases for greeting and assisting costumers
Elaine Boyd: Feedback from the Perspective of the Learner
1. Feedback from the
perspective of the learner
Learners’ perceptions of feedback from
classroom assessments
Dr Elaine Boyd
David Donnarumma
2. Feedback from assessment
• All assessments – feedback?
• Formative assessment –> feedback is essential.
• ‘… feedback is more strongly and consistently related to achievement
than any other teaching behaviour...this relationship is consistent
regardless of grade, socioeconomic status, race, or school setting’
(Bellon et al, 1991)
• ‘Providing students engage with feedback, it should enhance learning
and improve assessment performance’ (University of Reading, tutor guidance)
3. Context: feedback in tertiary education in UK
• Perceived as essential pedagogical tool in UK national EL setting
• Western academic settings: reviewing is critical part of learning /improving;
‘accepted without question’
ISSUES
• feedback not considered part of learning in all cultures (Race, 2001)
• feedback from international students on the way feedback is managed in
tertiary ed. is not good (e.g. Hammond 2016, satisfaction 60%)
• feedback not properly operationalised, e.g. through training support,
standardisation processes, using best tools, etc.
• teachers appear to have negative perceptions, e.g. feedback takes up time,
competes with the syllabus, is ineffective
4. Current research
• Most studies explore how teachers give feedback and/or what
teachers should focus on but few consider learner’s perspective
(e.g.Hedgecock & Lefkowitz, 1994; Hyland & Hyland, 2006, Yu & Lee 2016).
• Some consider how learners react but not how they perceive the
purpose or outcomes of feedback (Lee, 2008 & 2009, 2015).
• Conclusions suggest feedback should be personalised - but no tools
for implementation within busy curriculum.
5. The problem
• Why does feedback score relatively poorly on satisfaction surveys?
• Why do teachers complain students don’t manage feedback
properly?
• Why do teachers’ informally report that feedback is a ‘waste of time’?
• Is culture playing a part? (vs learning style or personality)
6. Pilot study
• RQ1: How do international students’ operating in English
language (EL) perceive feedback?
• RQ2: How, if at all, do English language (EL) teachers at
university support students’ understanding of the feedback approach
and process?
7. The study
Focus Group of 6 students: Spanish [LA], Arabic, Vietnamese, Russian, French [Cameroon]
• Do you want feedback? When do you want feedback?
• Do you always understand what to do with feedback?
• What kind of feedback do you like?
• How do you find giving feedback to fellow students?
Focus Group of 4 experienced teachers
• What kind of features do you give feedback on? Why?
• When do you generally give that feedback? Does it vary?
• What are your perceptions about how much difference the feedback you give makes?
• Do you always approach feedback in the same way? Or do you adjust for this student?
8. Results: learners (1)
Different understandings about content, purpose & timing of feedback
• ‘Feedback was only given on things you did wrong, so that next time you would
not make the same mistake’.
• ‘every time immediate feedback - to delay will mean you might forget and not
learn from it’.
• ‘when I came here it was very new – very important for me, because, all my
tutors … helped me to adapt my culture and helped me be more confident’
BUT
• ‘You don’t always know what you want.’
• ‘Sometimes feedback not important, only if you want it, as you have a lot of
work.’
• ‘You need to evaluate the feedback to see if it is important to you, as it might be
wrong feedback.’
9. Results: learners (2)
Different understanding of who should give feedback
• ‘I come from Asia, different education system – quite surprised the way
tutors gave feedback as quite different – more helpful here in the UK.’
• ‘Very important to get feedback from classmates and teacher – as
classmates give useful feedback for example, presentation’
BUT
• ‘Feedback is more important from teacher than from students, because of
the level, teacher is important, from the students I learn mistakes.’
(Colombian student).’
• ‘if (peers) are giving feedback, you are giving it with mistakes, I learnt this
last term’
• doesn’t have confidence to give feedback, how am I meant to do it.
10. Results: teachers 1
Culturally sensitive feedback
• ‘it has to be individualized, may start by being general, same feedback forms will
apply to everyone, but you do realise that certain individuals need a different
approach.’
• ‘…certain nationalities find feedback hard to take …’
• ‘more gentle with Chinese students, listen more, not used to receiving feedback
from tutor.’
• ‘I think it depends on cultural or educational background of the students; they don’t
understand importance of structure and doing things on their own.’
.
11. Results: teachers 2
Belief that students needed to change
• ‘… gave students the choice, didn’t want peer feedback, so we gave them
teacher feedback.’
• ‘I tried, even written work, but they were [still not] involved.’
• ‘They rush through peer feedback, go off topic, didn’t seem to be much
discussion between them. Weren’t interested, didn’t see the point in it, reflected
back how they saw their own feedback was interpreted.’
• ‘‘Students need to learn how to prioritise, as they automatically go straight for
the grammar.’
12. Conclusions
The LEARNERS:
• very disparate; didn’t necessarily buy in to western pedagogy e.g.
generally saw feedback solely as ‘correction’ i.e. just wanted score-
based or micro-feedback, etc; ‘tell me what to do’, not keen on peer
feedback
The TEACHERS:
• lack of flexibility in considering students’ needs and perceptions
• tailored feedback by making assumptions about what and how
learners from different cultures received feedback; did not check with
or get agreement from learners
13. Suggestions for improving learners’ understanding
and use of feedback
• Teachers need to manage and/or exchange expectations with learners
• If feedback is core to learning, it needs to be embedded in the
learning process; confidence to focus on feedback (learning) at
expense of ‘teaching’
• Teachers could be trained in better listening rather than imposing
self-informed methodologies on learners
• Institutional support is required through additional training, setting
up of frameworks, agreeing standardised approaches across and
institution, etc.
14. References
• Boyd, E. & Donnarumma, D. (forthcoming) Intercultural barriers to feedback in study abroad settings. In Lopez-Jimenez, M. & Torres, J. (eds.)
Issues in Intercultural learning and teaching across L2 contexts and situations. London: Springer.
• Di Loreto, S. & McDonough, K. (2013). The relationship Between Instructor Feedback and ESL Student Anxiety. TESL Canada Journal 31 (1), 21-
41. Retrieved from: http://teslcanadajournal.ca/index.php/tesl/article/view/1165
• Entwhistle, N. Karagiannopoulou, E., Olafsdottir, A. & Walker, P. (2015). Research into university learning and teaching. In Researching Higher
Education: International Perspectives on Theory, Policy and Practice (Eds: Case, J. & Hulsman, J.) Oxford: Routledge.
• Hammond, W. (2016). Are students satisfied with their courses? Interpreting the statistics. Universities UK. Retrieved from:
http://www.universitiesuk.ac.uk/blog/Pages/are-students-satisfied-with-their-courses-interpreting-the-statistics.aspx
• Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learning receptivity to teacher response in L2 composing. Journal of Second
Language Writing, 3, 141-163.
• Herdlein, R. & Zurner, E. (2015). Student Satisfaction, Needs, and Learning Outcomes. A Case Study Approach at a European University. SAGE
Open April – June 2015, 1–10. Retrieved from: http://sgo.sagepub.com/content/5/2/2158244015580373
• Hyland, K. & Hyland, F. (eds.) (2006). Feedback in Second Language writing: Contexts and Issues. Cambridge: CUP.
• Jenkins, J. (2011). Accommodating (to) ELF in the international university. Journal of Pragmatics, 43 (2011) 926-936.
• Johnson, A. (2012). Facilitating productive use of feedback in higher education. Active Learning in Higher Education, Dec 2012.
• Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms. Journal of second language writing 17, 144-164.
• Lee, I. (2009). Ten mismatches between teachers’ beliefs and written feedback practice. ELT Journal 63 (1): 13-22.
• Yu, S. & Lee, I. (2015) Understanding EFL students’ participation in group feedback of L2 writing. Language Teaching Research Vol 19(5) 572-593.
• Lee,I. (2016) Teacher education on feedback in EFL writing: issues, challneges and future directions. TESOL Quarterly. Vol 50 (2) 518-527.
• Race, P. (2001). Using feedback to help students learn. The Higher Education Academy. PDF retrieved from:
https://www.heacademy.ac.uk/resource/using-feedback-help-students-learn
• Stenger, M. (2014). 5 research-based tips for providing students with meaningful feedback. Edutopia. Retrieved from:
http://www.edutopia.org/blog/tips-providing-students-meaningful-feedback-marianne-stenger
