International E-Communication Exchange (IEE) Project:

1. Beyond the Classroom: US And UK Students Discuss Criminal Justice IssuesPaula Wilcox, EDRG, SASSUniversity of Brighton Learning & Teaching Conference 2007

2. International E-Communication Exchange (IEE) Project: • Asynchronous Discussion Groups via customised VLE • University of Brighton • Manchester Metropolitan University (host) • University of Westminster • University of West Florida • University of North Carolina Wilmington • California State University Fresno CSAP Funded Project Evaluation 2006-2007

3. Why International? We live in a shrinking world where knowledge is no longer confined within geographical boundaries Opportunity for students to experience and engage with culturally diverse ideas and practices

4. Why Collaborate? • Provides students with a ‘no-cost’ option to traditional international exchange programmes • Produces a demanding yet rewarding experience for students • Enables creative thinking on how technology can be used to enhance the student experience • Collaboration across institutions is not easy but there is pedagogic value in developing, and embedding as routine, communication and information technology • Design is also transferable to other associated disciplines that hold the pedagogic desire to stimulate critical awareness, analytical thought and reflective practice

5. IEE Project Aims • To add to existing modes of student communication (individual and group) • To extend communication across cultural and national borders • To develop students’ potential to think across such borders • To develop students’ ICT mediated interactional skills All above embedded within traditional module

6. Students’ Expectations • “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.” • “I thought it would be a good way to improve my skills on the computer.” • “In reflection, even though computer literate and eager to learn more about crime, there were feelings of apprehension.”

7. Developing a Digital Community Information and Communication Technologies (ICTs) have a key role in the future of education and access to computers may be a major force for educational development, life long learning and collaborative learning. Development of communication skills is vital for social cohesion and inclusion. Use a tailor made WebCT site providing space for discussions and a repository of supporting materials, self-tests and other relevant material including a FAQ list.

8. How it works Students follow their own distinct courses but the e-communication project is their common experience Two responses required per person per week Each two weeks a different discussion topic

9. Timetable • Run time can be flexible but generally between 6 -10 weeks • Induction week at beginning • Students can participate in University during class time or at home in their slippers! • Reflection week at end

10. Does strict gun control mean less crime? In approaching this topic students might like to think about some of the following questions. What are the patterns and trends in gun related crime in your own jurisdiction? Is there a relationship between firearms possession and crime rates which holds true internationally (Switzerland might provide an interesting example here)? What about the argument that citizens have a right to bear arms for legitimate purposes such as self-defence? What implications does stricter gun control have in relation to the arming of police officers - does an armed police force help to reduce crime? Example of Weekly Topic:

11. Eg posting media coverage of crime: • In reply to your message, I also agree with Reiner's quote that the mass media does tend to focus their attention on the victims of crime. • However this does reflect an accurate picture of crime. As Jewkes, 2004 'Media and Crime' study reports that sixty-five percent of crime coverage by the media involves interpersonal violence, however police statistics indicate only six percent of recorded crimes involving incidents of interpersonal violence. Furthermore, analysing the UK Home Office statistics on crime indicates that people can be victims of a vast majority of crimes, which are rarely reported on by the media. Let me give you some examples. The media infrequently covers business and retail crime. According to the Home Office the 'retail crime costs every household in the UK and extra £90 each year on their shopping bills and 75% of retailers and 50% of manufacturers experienced at least one crime in the previous year, according to the Commercial Victimisation Survey (2002).' http://www.homeoffice.gov.uk/crime-victims/reducing-crime/business-retail-crime/ Domestic violence claims the 'lives of two women each week and 30 men per year and is the largest cause of morbidity worldwide in women aged 19-44, greater than war, cancer or motor vehicle accidents', however the media often ignores this issue. http://www.homeoffice.gov.uk/crime-victims/reducing-crime/domestic-violence/However all these victims of crime are hardly mentioned in the news and therefore it is obvious that the mass media does not reflect the true extent of victimisation. • Is this different in the U.S.A, does the media report on all types of crime?

12. How work is assessed: • Each university develops own process usually involving: • Element of participation (quantitative) • Examples of good postings chosen by students themselves • Reflections on involvement in the project

13. What was achieved? • IEE can be delivered: on a large scale, across geographical and cultural boundaries, across different time zones • It can enhance: students’ substantive knowledge and learning and a range of transferable skills: ICT, time management, communicating confidently, group working • Pedagogic aims achieved: peer-to-peer horizontal learning, blended learning, reflexivity, autonomous learning, critical thinking.

14. Students gain: • Access to a wider pool of academics with differing interests • Greater confidence in interpreting and understanding contemporary policy and popular concerns around crime • An international dimension • Enhanced independent learning skills eg time management • Enthusiastic engagement • Real life experience in articulating their knowledge

15. Academics gain: • New teaching strategies • A dynamic space for continuous feedback from students • Participation in a global forum • An opportunity to widen research networks

16. Institutions gain: • A unique selling point • A position in the global market place • New courses and connections • Increased “reach and richness … [and] the obvious means of adding richness is through some form of computer conferencing” (Weller, 2002: 43).

17. What were/are the challenges? “what the student does is actually more important in determining what is learned than what the teacher does” (Shuell, 1986: 429). • Organisation/steering group takes time • Setting relevant topics • Retaining student engagement • Managing different time zones

18. Critical Success Factors • Robust technology • Active academic champions • Persistent and hard-working co-ordinator • Clear induction and ongoing support • Supportive materials – handbook and online resource repository • Trust

19. Does it work? In the previous projects students said… “this was the most difficult and also the most rewarding experience of my university career” “a great opportunity to broaden my horizons” “I thought it would be easy – it wasn’t – but I loved it” “made me question my own views on things” About 8 times as difficult as an essay but I’m also 8 times as confident In the US 85% of students received an A grade and 15% received a B grade and in Britain 25% achieved a first class mark; 42% achieved an upper second; 25% achieved a lower second and 8% achieved a third.

20. Where now? • We are breaking the “physical link between campus and student” (Hirsch, 2001) • Next steps – bringing other Universities on board • Re-design • Deliver it again!

21. Contact Details: Dr Paula Wilcox E-mail: P.S.Wilcox@bton.ac.uk Educational Development Research Group School of Applied Social Science University of Brighton