International Learners in Architecture & Building Interactive innovation session (APD workshop) 13 th November 2007 Dr Jude Westrup ITL - Deakin

architecture & building? international learners? What are the foremost learning principles and practices within the architecture & building discipline? What are the foremost learning principles and practices for International learners? …“use the principles and practices to teach the principles and practices”… (Vella 2002 p220)

architecture & building? international learners? 2 A+B1A+B2A+B3A+B4 IL1 IL2 IL3 IL4 IL = international learners: A+B = arch. & building

jw Engagement – active learning exercise  Active learning processes cf. being talked at E-learning and F2F  do ‘solitaire’ example….. Cultural awareness  Have you ever been anywhere where you were in the minority (significantly)?  Where you couldn’t speak the language?  Make yourself understood?  Didn’t know the cultural mores and practices?

purposes Academic (T&L) professional development for staff in the area of innovations for international learners, socio-cultural diversity and the “international student experience” Postgraduate and undergraduate international learning – quality and continuous improvement Exploration of professional/industry and educational partnerships for international learners in A+B.

scope International learners – success and satisfaction - perspectives, needs, requirements, inclusivity, ideas that work Graduate attributes and outcomes? Diversity, complexity and value-adding Postgraduate and undergraduate learning Exquisite course, unit & learning design, assessment and evaluation Life-based, adult & professional learning (PD…) Professional/industry & educational partnership options Participants inquiries? …

Deakin Principles of Teaching, Learning and the Student Experience Principles Relating to Students  Focus upon learning outcomes  Recognise and celebrate student diversity Principles Relating to Curricula  Courses that are relevant and future-oriented  Courses that are flexible Principles Relating to Teachers  Teachers who are innovative and motivate students to learn  Teachers who are scholarly and professional

ideas sheets Participants’ ideas sheets - one unit to be reviewed Refer to your own unit (study) guide as we go along Select one (or more) of the following criteria and apply it to the international learners within your unit

carrick institute : excellence in teaching & learning criteria 1. Approaches to teaching that influence, motivate and inspire international learners to learn 2. Development of curricula and resources that reflect a command of the field 3. Approaches to assessment and feedback that foster independent international student learning

… 4 Respect and support for the development of international learners as individuals 5 Scholarly activities that have influenced and enhanced learning and teaching for international learners

Dialogue education Vella’s twelve principles and practices 1. Learning needs and resources assessment ( taking the first step in dialogue, participation of the learners in what they’re learning) 2. Creating a safe place for learning ( safety in the environment and in the process, creating a context for learning ) 3. Sound relationships ( between teachers and learners and among learners) 4. Sequencing and reinforcement of content ( to support learning ) 5. Praxis: action with reflection – turning theory into action, learning by doing) 6. Respect for learners as decision makers

…dialogue education 7. Learning with ideas, feelings and actions (cognitive, affective and psychomotor learning - the whole person – daring to improvise) 8. Immediacy and usefulness (applicable learning) 9. Clear dialogue roles and role development (“embracing the death of the professor” (p 179)) 10. Teamwork and small group work (5-6 ideal) – “celebrating learning together” (JW – as appropriate) 11. Engagement of the learners in what they’re learning (active learning) 12. Accountability (how do they know they know?) (p213)

3. Sound relationships between teachers and learners and among learners  Learning that frees and doesn’t dominate  Mutuality – mentoring, affirmation and respect  Non-judgemental dialogue  Open questions  Engagement in significant work and responsibility  Role clarification – including tasks they are to achieve, boundaries involved  Immediate response to questions  The power of silence “In the quantum world, relationship is the key determiner” (Wheatley 1999, p13) (p85-100)

Formative evaluation Ongoing and low-key formative evaluation Evaluation indicators (immediate and long-term) learning, transfer and impact (Vella 2020 p219) Three phases of evaluation  1 – before  2 – during  3 - summative

Formative evaluation Phase 2 – “During” A. Formative evaluation (various methodologies in/formal, quantitative, qualitative, consider ethics) B. Quit, Keep, Start (HBS) C. Wk4, wk 8 + short questions? D. Social software – ongoing dialogue and feedback between students and staff E. …discussions of other methods?

Formative evaluation … Will o ccur during the semester – either periodically or at set intervals – eg. during week 3, 6 and 9 May take may forms – eg Short questions and answers – verbal Short questions and answers – written Brief discussions in tutorials Informal feedback during practical, lab or studio classes May be in the form QKS (Harvard Business School) Q = what do you want me to quit doing? K = what do you want me to keep doing? S = what do you want me to start doing?

itl : progressive teaching & learning The Institute supports the University's mission to be a progressive teaching and learning organisation. To be progressive, the Institute supports: Innovation through the University's Strategic Teaching and Learning Grant (STALGS) Scheme and its e-supported professional development and training offerings The sharing of innovation and other good practices through the provision of Online Teaching and Learning Modules and cases of exemplary practice across the entire university The promotion of teaching excellence through Teaching Fellows, teaching awards, seminars and the annual teaching and learning conference The nurturing of the most appropriate uses of DSO and other associated e- learning technologies The conduct of a responsive and relevant research and evaluation program.

itl : course development The Institute supports the educational design and development of courses, units and projects which are deemed to be of strategic priority by the University and faculties. These have included extended and wholly online units, course renewal initiatives and STALGS projects requiring major technology and courseware development. Advice and guidance covers curriculum design, educational and assessment strategies, selection and use of media/technologies and evaluation of outcomes. The focus of our progressive course development work is on the design and operation of contemporary e-supported teaching and learning environments.

selected references 1. Scott (2005) CEQuery. DEST, Aust Govt. 2. Valla J (2002) Learning to listen, learning to teach. The power of dialogue in educating adults. (rev ed) Jossey-Bass, San Fransisco 3. Wheatley M (1999) Leadership and the new science. Berrett-Koehler, San Fransisco. Some relevant websites: uq.edu.au