1. Elearning, communities of practice and internationalisation Dr Karen McKenzie & Mr Tim Fawns Internationalisation of Pedagogy and Curriculum in Higher Education 2011

2. Content Context and Issues Identity & Learning Elearning and identity Example: developing online quandaries

3. Context The University of Edinburgh: 8000 students from 137 countries; > 350 student exchange agreements in Europe, Asia, North America and South America; growing number of jointly awarded PhD degree programmes in partnership with international universities; strategic aims of increasing the proportion of our students attending another international institution by 50%. Remix of Different Strokes by Abioa Lapite (CC BY-NC 2.0)Different Strokes

4. May include: Non-academic : racial discrimination, language problems, accommodation difficulties, separation reactions, dietary restrictions, financial problems, loneliness. Academic : Role/relationship with teacher, classroom interaction, assessment, language difficulties, learning style, academic writing conventions (From: Bailey, 2006). All these can factors impact on identity Issues faced by international students

5. There are a range of barriers to international students accessing the CofP of other countries; informal aspects of CofP can be harder to communicate online BUT aspects of elearning may facilitate the development of student identity for international students. elearning and identity Day 303: My Identity Day 303: My Identity by KatB Photography (CC BY-NC 2.0)

6. Day 303: My Identity Day 303: My Identity by KatB Photography (CC BY-NC 2.0) How can elearning promote identity shifts? Anonymous nature allows identity to be changed and explored. Asynchronous nature allows engagement by students who may not otherwise engage. Helps develop skills in alternative communication methods. Avatars, role-play and game informed learning activities can all facilitate shift in identity.

7. A possible approach…..? Creating elearning activities that: bridge the gap between CofP of the international student and that of the University/subject; enable an environment where mistakes wont impact negatively on student or anyone else; capture formal and informal culture that constitutes the practice of being e.g. a geography student, a historian, a lawyer etc; …

8. A possible approach…..? (cont.) … facilitate the identity shift that underpins learning in a particular subject; provide feedback and just in time information; allow for multiple routes and customisation to meet the needs of different students; are interesting and engaging, easy for students to use, cost effective and increase knowledge and skills.

9. Influences Work by Gee on the benefits of video games in education. Work by Lave & Wenger on communities of practice. Work by Begg & Macleod on game informed learning. Work by OShea on using clinical quandaries.

10. Identify the key learning objectives. Create an identity: locate within practice of the subject area/profession, create a relevant back story, ensure the game reflects real world constraints, create a safe space where mistakes can be made. Provide situated learning (e.g., embed the game in the context, ensure the decisions reflect real life decisions). The process

11. Provide feedback (unexpected feedback can be good!) Set knowledge gateways (only players who have obtained the required knowledge points can move to the next stage) Ensure that in order to win the game, the player must display authentic professionalism (i.e. act in accordance with rules of profession/subject area) The process (cont.)

12. Online Quandaries Have been used with trainee clinical psychologists, health staff, students and others. Significant increase in key knowledge. Significant increases in confidence. Rated by participants as interesting, useful and good learning tool.

13. Concluding points Elearning may offer particular benefits for introducing international students into a particular educational community of practice. Online quandaries offer one means of imparting key knowledge, facilitating an identity shift and creating a safe space to practice skills that can be adjusted to suit the needs of the learner.

14. References For further information see: McKenzie, K., OShea, C., McLeod, H & Begg, M. (2008) An evaluation of the effectiveness of online clinical Quandaries in promoting effective clinical decision making by trainee clinical psychologists. Journal of Practice Teaching in Social Work and Health, 8(2) 7-24(18). McKenzie, K. & Murray A.L. (2010) The role of e-Learning as a means of shaping professional identity in nurse education. Nursing Times, 105 (5), 17-19. McKenzie, K. & Fawns,T. (2011) Social networking, identity and professionalism in clinical psychology. Clinical Psychology Forum, 221, 46-49. McKenzie, K. & OShea, C. (2007) The Use of Online Clinical Quandaries in Professional Training. Learning Disability Practice, 10(7), 16-21.