Upload
ania-rolinska
View
434
Download
0
Embed Size (px)
Citation preview
Glasgow-Gaza collaboration across bordersAnia Rolińska (Bill Guariento, dr Nazmi Al-Masri)
[email protected]@anzbau
English for Academic StudySchool of Modern Languages and CulturesGLOBAL
CONNECTIONSAND COLLABORATIONS
Wider project context
Subject specific pre-sessional course >
Science / Engineering / Technology >
Electrical engineeringCivil engineeringMechanical engineeringSoftware engineeringBiomedical engineeringGeology, Statistics
6.5 IELTS > Master’s/PhD at UofG
UofG Students
Approx. 40 students
• 80% at PG level
• L1: mainly Mandarin and Arabic plus Thai, Korean, Italian and Portuguese
Outcomes until 2015
St-TSPRE
1500 content knowledge
language skills
study skills
entering a PG programme at UofG
English for Specific Purposes
‘Requires the careful research and design of pedagogical materials and activities for an identifiable group of adult learners within a specific context’ (Dudley-Evans and Johns, 1991: 298)• Context• Situational practice• Cross-cultural issues• Authenticity of communication and materials• Needs analysis
Current changes in the world pose a challenge on teachers who need to prepare their ESP students to ‘deal with global communicative practices online, in all their complexity’ (White, 2007: 325)
Engineering education
‘Today, engineers throughout the world must take it for granted that they will work in other countries or be employed alongside people who have been trained in other countries’ (Lucena et al., 2008)
‘an ability to learn how to learn, an ability to form learning communities, and an ability to collaborate in distributed corporate settings, across countries, continents and cultures’ (Schaeffer et al., 2012)
Engineering education
Most effective ILOs:• a scholar; • a lifelong learner; • a global citizen
(Biggs and Tang, 2011)
‘Mega trends’: • changes forced by the fragile world
economy; • student and professional mobility; • use of communication technology; • the increasingly loud voice of the social
imperative (Shuman et al., 2005)
Revised outcomes
StsSPRE
1500
language skills
study skills
contextualised content knowledge
entering a PG programme at UofG
transferrable skills
IUG Students
18 students
• 80% at PG level
• Civil engineering, IT, Environmental engineering, Biological science, Mathematics and 2 Eng Lit
In practice – incentives
Informal development of• language skills• transferrable skillsContent knowledge exchange
Mini course in providing constructive feedback
EAST milestones
• Generating electricity for wastewater treatment
• Water drainage and sea pollution in Gaza
• Toxicity of pesticides in Gaza
• Groundwater salinity in Gaza
• Road traffic and effects on the environment
• Development of Arabic OCR
• I.T. applications in medicine
Students formed groups of 4-6 based on the scenario choice.
EAST milestones
Students communicated via social media to research scenarios, ask questions and get ongoing content-related feedback.
EAST milestones
• UoG students submitted essays.
• Groups of UoG students gave presentations to audiences in Glasgow and Gaza.
Challenges
Technology-related• connectivity• hardware/software• electricity shortages
Organisational• time and task management• thinking on your feet
Motivational• UoG students• IUG students• staff
Ways forwardOutputs• Constructive feedback training – CC-
licenced materials.
Research• Collaborative staff-student writing: extended
reflections on critical incidents and transformative learning;
• Comparative analysis of assignments prior/post project;
• Student tracking studies.
Developments• More balanced set of outcomes for both
groups;• ‘Leader by example’ mentoring scheme;• Other disciplines.
Last words
‘Methods to encourage students to embrace ambiguity, avoid premature closure, and increase reflection may greatly improve their creative skills’ (Daly et al, 2014)
The potentialities of the socio-constructivist framework can be fully exploited (Ligorio et al., 2011)
In reference to online learning: ‘negotiate, construct, and reconstruct new meanings from the contributions of others, in a genuine process of shared knowledge construction’ (Mayordomo and Onrubia, 2015)
‘learning is inherently social, which makes student interaction an important part of education’ (Schaeffer et al., 2012)
Very last words
‘Digital technologies offer many potential ways to foster global awareness in classrooms. Through infusion of both global education and technology in teaching and learning, teachers can foster students’ understandings of the interrelationships of people worldwide, thereby preparing students to participate meaningfully as global citizens’ (Crawford and Kirby, 2008)
‘our world has become increasingly “flatter”, or “connected”, since the turn of the century’, ‘the classrooms of today should look nothing like the classrooms of the past’ (Friedman, 2005)
ReferencesBiggs, J. & Tang, C. (2011) Teaching for Quality Learning at University, Buckingham: Open University Press, McGraw Hill.
Crawford, E. and Kirby, M. (2008) Fostering Students’ Global Awareness: technology applications in social studies teaching and learning. Journal of Curriculum and Instruction, 2(1), 56-73.
Daly, S.R., Mosyjowski, E.A., Seifert, C.M. Teaching creativity in Engineering courses, Journal of Engineering Education, 2014, 103/3, 417-449.
Dudley-Evans, T. and St John, M.J. (1991) Developments in Esp. A multidisciplinary approach. Cambridge: CUP.
Friedman, T.L. (2005) The world is flat: A brief history of the twenty-first century. New York: Farrar, Straus and Giroux.
Ligorio, M.B., Loperfido, F.F., Sansone, N., Spadaro, P.F. (2011) Blending educational models to design blended activities. In F. Pozzi & D. Persico (Eds) Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives. Hershey, PA: IGI Globla, 64-81.
Lucena, J., Downey, G., Jesiek, B., Elber, S. (2008) Competencies beyond countries: The re-organization of Engineering Education in the United States, Europe and Latin America, Journal of Engineering Education, 97/4, 433-447.
Mayordomo, R.M. & Onrubia, J. (2015) Work coordination and collaborative knowledge construction in a small group collaborative virtual task, Internet and Higher Education, 25/1, 96 -104.
Schaeffer, D., Panchal, J.H., Thames, J.L., Haroon, S., Mistree, F. (2012) Educating engineers for the near tomorrow, International Journal of Engineering Education, 28/2, 381-396.
Shuman, L. J., Besterfield-Sacre, M., McGourty, J. (2005) The ABET ‘Professional skills’: Can they be taught? Can they be assessed?, Journal of Engineering Education, 94/1, 41-55.
White, C. (2007) Focus on the language learner in an era of globalization: Tensions, positions and practices in technology-mediated language teaching. Language Teaching 40/4,321–326
Photo credits - CC
Without Science by Brian Talbot (2006) https://flic.kr/p/bW9ge
Powerpoint presentation by Matthew Hurst (2009) https://flic.kr/p/6XFFqY
Writing? Yeah. by Caleb Roenigk (2012) https://flic.kr/p/brNqFE
Gaza crowd by blhphotography (2002) https://flic.kr/p/EboVZ
DEV DEV <summer of code/> by Chattanooga Public Library (2013) https://flic.kr/p/f6HGaK
Key skill assessment unit: problem solving by Richard Howes (2008) https://flic.kr/p/4m6viF
Teamwork and team spirit by 드림포유 (2007) https://flic.kr/p/o4ZHuD
Language by Jurek d. (2015) https://flic.kr/p/qJHt7n
https://easttelecollaboration.wordpress.com
Questions?