1. Innovative Teaching: International connections in the e-classroom IASK - Teaching and Learning - Porto December 2009
Dr Liz Frondigoun,
Glasgow Caledonian University, UK
Dr Helen Jones,
Manchester Metropolitan University, UK

2. 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

3. Genesis – getting started
Overview:
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

4. 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

5. Examples from International E-communication Exchange

6. 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

7. 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

8. 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

9. 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

10. 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.

11. 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

12. Ways forward? Some ideas to think about Critical Success Factors
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

13. Brief list of some useful references
H. Jones, K. Johnson and J. Kunselman, “Just Talking? Adding an International Dimension to Criminal Justice Teaching,” New Jersey Association of Criminal Justice Educators, vol. 40, issue 1, pp. 7-9, 2007.
HEFCE, “HEFCE Strategy for e-learning,” Policy Development, available at March 2005.
H. Jones and L. Frondigoun, “The Gender Agenda Hub,” Learning and Teaching in Action, vol. 7, no. 3, available at
H. Jones, J. Kunselman, K. Johnson and M. Wowk, “Communicating Across the Atlantic,” Issues in Information Systems, vol. VI, no. 1, pp , 2005.
M. Prenksy, “Digital Natives, Digital Immigrants,” On the Horizon, vol. 9, no. 5, pp. 1-6, 2001.