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Culture, critical thinking andcomputing
Richard Hill2009
Some facts● Use of Web 2.0 is high amongst 11
15 year olds – 75% have at least one social networking site, 90% use email and instant messaging1
● Technology makes information retrieval quick, learners more casual and impatient
● Technology literacy increasing much faster than information literacy
● I18N market is part of the University business model1. Crook, C. Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions.p.7. [online]. Becta, 2008. Available at: http://partners.becta.org.uk/index.php?section=rh&&catcode=_re_rp_02&rid=15878 [Accessed 23 June 2009]
International learners
● PG business model requires I18N learners● Recruited to 12 month Masters (market
driven) from Indian subContinent● Cohorts are large (150 on one module)● Diverse set of needs● Range of cultures we're not aware of
Blindness or bigotry?
Can we m
eet to
discuss t
he 26
cases of
academi
c
[mis]con
duct on
your mod
ule? Let
me guess
, I18N
students
again?
They can't think critically. They
just regurgitate.
I find it really frustrating when they just smile at me and say nothing.
It's jus
t too ha
rd
teaching
them,
and
there is
an impl
ied
pressure
to pass
them.
They're just hopeless.
...and then af
ter
handing it in
late
he just want
ed
to barter f
or a
mark.
Is it not intolerant to judge one culture by the norms of another?
New technology, new (and old) skills
The tool matters
We want them to write
Being critical
It's as if
you are
teaching
undergrad
s
I have doubts about this subject.
Do they have the capacity to be critical?
My profe
ssor
in .....
says
that you
should b
e
doing ..
..
We come from a different culture
They're a lot
more critica
l
now, they're
asking ques
tions
The
reflection
is
too
descriptive
how has
–she
got
so
far?
An international strategy● Not just a sales strategy – an approach to the whole
I18N experience
● Blogging works – we understand trends in their behaviour better, they become more critical
● Critical thinking is evident – social/cultural norms suppress it (collective authority)
– They need support so that they are “sure about being unsure”
● Professional issues fundamental. Ethical dilemmas are useful
● Overseas partnerships to build bridges
But...● Monitoring weekly blogs is timeconsuming
– Get students to do it. This takes time.
● Reflection needs practice– Forget the temptation to fill the course with
technical content. Give them thinking time, reflectinaction in the lab/classroom/lecture
– Reinforce good habits. Deliver materials through a discussion board and record the interaction
● Marking can be horrendous– Don't award marks. Give lots of feedback orally
and get them to reflect on it in the session.
Being radical
● What does the dissertation prove?● What do employers really want?
Turn to someone and discuss briefly for 1 minute.
Evidence● Of teamworking, collaboration, what the
learner did when the project went wrong
● Of creativity and expression (especially in computing!)
● Articulation, ability to dissect an argument
● Deep reflection
● Ability to chart their own course of learning
● Tools facilitate. Blogs, Voicethread, Orkut, Google products, iPhone apps
● Video evidence. Phones, Flip. Raw capture of clips, don't edit, post to discussion forum and get feedback
What we've done
● 'Robbed' 15 CATS from the dissertation (now 30 CATS)
● Introduced a new module dedicated to professional practice ('Industrial Expertise')
● Dissertation can now be (e)portfolio of evidence– Inspired by FSEDA award– Individuals reflect upon professional values and
provide evidence
Unintended (though welcome) benefits
● Home learners are performing better● Scenarios that require autonomous enquiry are
easier to facilitate (they now see value when it goes wrong as well)
● Learners take charge of the technology, we facilitate the learning
● Reminder to practice what we preach. We can learn too by being scholarly.
Some reflections● Web 2.0 tools are enablers of interaction and
collaboration– They can transform learning
● Ubiquitous and cheap (usually free)● Presenting new possibilities for generating
evidence● Technical hurdles are becoming nonexistent● We might want to rethink our approach to
'culture'. The curriculum should embrace diversity
