Dr Liz Frondigoun, Glasgow Caledonian University, UK Liz.frondigoun@gcal.ac.uk Dr Helen Jones,

1. Innovative Teaching: International connections in the e-classroomIASK - Teaching and Learning - Porto December 2009 Dr Liz Frondigoun, Glasgow Caledonian University, UK Liz.frondigoun@gcal.ac.uk Dr Helen Jones, Manchester Metropolitan University, UK h.jones@mmu.ac.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: • 2004 - 2005 E-mail 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? • Critical Success Factors • Robust technology • Active academic champions • Clear induction and ongoing support • Supportive materials – handbook and other documentation • Trust Some ideas to think about • 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? 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 http://www.hefce.ac.uk/pubs/hefce/2005/o5_12/05_12.pdf. March 2005. • H. Jones and L. Frondigoun, “The Gender Agenda Hub,” Learning and Teaching in Action, vol. 7, no. 3, available at http://www.celt.mmu.ac.uk/ltia/issue17/projects.php#jones. 2008. • H. Jones, J. Kunselman, K. Johnson and M. Wowk, “Communicating Across the Atlantic,” Issues in Information Systems, vol. VI, no. 1, pp. 163-169, 2005. • M. Prenksy, “Digital Natives, Digital Immigrants,” On the Horizon, vol. 9, no. 5, pp. 1-6, 2001.