Developing International Student-centred Collaboration C-SAP e-Learning Forum - London July 2010

Dr Liz Frondigoun,Glasgow Caledonian University, UK

Liz.frondigoun@gcal.ac.uk

Dr Helen Jones, Manchester Metropolitan University, UK

h.jones@mmu.ac.uk

Aims of this presentation

Discuss some of the features and characteristics of e-learning projects in Criminology and Criminal Justice programmes

Reflect on the development of two specific projects: the ‘International E-communication Exchange’ and the ‘Gender Agenda’

Look at some examples of student interaction

Examine how we can engage with platforms to increase internationalisation, to promote cross-cultural learning, and to enhance students’ critical, communication and employability skills

to demonstrate how the diverse needs of 21st century students can be met - Frondigoun & Jones

Genesis – getting started

Overview:

2004 - 2005 E-mail pilot versions: 1 UK and 1 US university. 2006 – 2009 WebCT platform: 4 UK and 4 US Universities 7 weeks asynchronous discussion involving around 500

students each year Skills development: ICT, communication, autonomous learning,

reflection, critical thinking. Expanding knowledge and awareness of cultural and national

differences; understanding criminal justice in other jurisdictions.

Gender Agenda developed in 2008 with increased orientation to future careers – more task orientated.

Both projects have secured support from C-SAP - Frondigoun & Jones

Why online collaboration?

Provides students with a ‘no-cost’ option to traditional international exchange programmes

Produces a demanding yet rewarding experience for students Creative use of technology enhances the student experience Collaboration across institutions is not easy but there is

pedagogic value in developing, and embedding as routine, communication and information technology

The design is also transferable to other associated disciplines that hold the pedagogic desire to stimulate critical awareness, analytical thought and reflective practice.

New relations in ownership of knowledge

to expand the virtual classroom beyond the home university – Frondigoun & Jones

Examples from International E-communication Exchange

IEE – popular with educators

Features of the IEE

• Collaboration• File sharing (images / text / video)• Secure settings and storage• “lock” on completed discussions

• Cognitive presence• Teaching presence• Social presence

Strengthening the links between research, learning and teaching – Frondigoun & Jones

IEE – popular with students

“Once the project handbook was handed out and tutors explained about the actual details of the project, I was quite excited.”

“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.”

“I was very excited about the project as this was something different and sounded as though it would be a very enjoyable experience.”

“I was really excited about speaking to new and different people, especially those from the USA.”

Features•Computer lab induction sessions•Clear assessment criteria•Handbook•FAQ •Messages showcase•Student Coffee Room

Criminology lends itself to this form of critical debate which promotes the development of autonomous, critical thinking amongst students – Frondigoun & Jones

Barriers to e-learning between institutions

ever-increasing academic administrative burden Inflexibility of generic VLEs (WebCT platform) rather than

any increase in student numbers lack of administrative support Wiki formats offer an alternative as they are flexible,

offering online, open access, platforms

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

The Gender Agenda

Wiki based

Knowledge sharing

Roles and rules were generated by each group – hub – consisting of ten students

Students worked to their strengths in taking on roles such as proof reader, editor or web designer

Group collaboration / individual contributions

Active learning / experiential learning / critical thinking

flexible, student-centred, problem-solving orientated and encourages critical thinking and autonomous learning – Frondigoun & Jones

Gender Agenda Process

From

•Initial registration•Making decisions•Choice of brief•Creation of rules•Adoption of role•Production of materials

Students had to use self motivation and act collaboratively.

Enhancing students’ skills base

An excellent way of improving the ability to work independently and as a team member

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

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

Developed my communication and independent learning skills as I had to do my own research without guidance from a tutor in order to participate

space for students to make decisions regarding their own learning – Frondigoun & Jones

Ways forward?

Some ideas to think about

are you making any changes to the delivery of a course?

could you see any benefit in using online communication?

do you have the time?

will your students benefit?

Critical Success Factors

•Robust technology•Active academic champions•Clear induction and ongoing support•Supportive materials – handbook and other documentation•Trust

careful design and support in implementing e-learning ensures positive outcomes for students – Frondigoun & Jones

Brief list of some useful references Frondigoun, L. and Jones, H. (2011)  'Learning Together: Designing

Effective E-Classrooms', International Journal of Learning Technology. Volume 9 (3). (forthcoming)

Jones, H. and Frondigoun, L. (2008) “The Gender Agenda Hub,” Learning and Teaching in Action, vol. 7, no. 3, available at http://www.celt.mmu.ac.uk/ltia/issue17/projects.php#jones

Jones, H. (2008) 'Competent communicators: explaining an international communication exchange'. ELISS. Vol 1(2).

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, vol. 40, issue 1, pp. 7-9.

HEFCE, “HEFCE Strategy for e-learning,” Policy Development, available at http://www.hefce.ac.uk/pubs/hefce/2005/o5_12/05_12.pdf. March 2005.