Boost your students’ participation

1. Lisanne Wilken European Studies, Århus University Boost your students’ participation Education in the international classroom

2. Lisanne Wilken European Studies, Århus University Purpose • Contextualizing statements • Internationalisation means different things; • - for institutions, • - for lectorers, • - for students, • Why (not) boost students’ participation? • Levelling the playing field: two models for integrating students.

3. Lisanne Wilken European Studies, Århus University Internationalisation means different things • Institutional perspectives • Visitor-approach • Liability approach • Foreign cash-cow approach • Inclusive approach: Competition • Inclusive approach: Contribution • They come to experience Danish education; • Danish education is superior; • As long as they don’t interfere; • May the best students win • How can all students contribute?

4. Lisanne Wilken European Studies, Århus University Internationalisation means different thingsLecturers’ perspectives Voluntary internationalism Forced internationalisation Teacher doesn’t speak Danish; The course has to be offered in English; This is the only way to utilize teacher’s competences; If you want to advance (e.g. from assistant to associate professor for instance) you have to teach in English. • The lecturer developed an international programme/course; • The lecturer applied for an international program; • Experience from foreign universities; • Idealism; • Doesn’t make a difference.

5. Lisanne Wilken European Studies, Århus University Internationalisation means different thingsStudents’ perspective Native students Non-native students I applied for this internationally acclaimed program; My grades were not good enough to be considered for a British/American…. University; This was the only course/ programme I could get into. • The course/ programme is only offered in English; • I couldn’t get into [political science, physics, psychology…]. • It prepares me for an international career;

6. Lisanne Wilken European Studies, Århus University Why boost students participation in international education? Reasons not to boost participation Reasons to boost participation You assume that diversity is productive; You think that students have the right to participate in and influence their own education; You think that international students can make valuable contributions. • You feel insecure in English; • You find that students are too insecure in English; • You find that students are too diverse; • You find that students have too little relevant knowledge.

7. Lisanne Wilken European Studies, Århus University Boosting participation Integrating foreigners: teaching in English Levelling the playing field Clarification of learning goals -> what do you want the students to achieve? Clarification of learning structures -> how are students to contribute? Defining what a contribution is -> What do you consider resources? • Clarify ”our way” of doing things; • Clarify how this helps achieving learning goals; • Clarify the skills all students need in order to participate; • Define participation.

8. Lisanne Wilken European Studies, Århus University Making groups work Teamwork

9. Lisanne Wilken European Studies, Århus University Purpose • Goals: • By the end of this session participants have been introduced to: • Arguments of the benefits and drawbacks of teamwork as a learning method in the international classroom; • Considerations of when to use teamwork; • Considerations of ways to utilise the ressources in the international classroom; • Based on this participants are expected to: • Discuss arguments for and against the use of teamwork in their teaching strategies; • Present arguments in plenum and/or on the blog

10. Lisanne Wilken European Studies, Århus University Structure • Part one: Arguments for and against teamwork as a work method in the international classroom; ---o-o-o--- • Part two: How to make groups ---o-o-o--- • Part three: Designing teamwork

11. Lisanne Wilken European Studies, Århus University Why teamwork General Benefits Benefits in international classes Help students make the most of diversity; Takes the load off of ”culture”; Prepares students for international (team)work; Promotes class-integration; Make more ressources available. • Activates all students; • Help students express and defend ideas; • Help students understand and retain information; • Promotes: • Tolerance; • Respect; • Conflict solving; • Cooperative skills.

12. Lisanne Wilken European Studies, Århus University Problems with teamwork General drawbacks Drawbacks in international classes Some students have poor language skills; Some students lack prior experience with teamwork; Students have been trained in very different academic traditions; Students focus on cultural differences; Some student feel they are teaching other students; Too much focus on form. • Too much strain on the ”stronger” students; • Too basic learning outcome; • Some students freeload off of other students; • Some students work best by themselves; • Too little expert input.

13. Lisanne Wilken European Studies, Århus University When teamwork? In relation to class In class Exercises; Discussions during lectures; Preparation of small counter-arguments; Reviewing teachers arguments; In addition to lectures. • Projects; • Preparing presentations; • Reviewing course literature; • Sharing additional literature; • As a foundation for homework.

14. Lisanne Wilken European Studies, Århus University 7 minutes discussion • The pros and cons of teamwork in the international classroom: • As a tool for learning; • As a tool for integration; • As a tool for knowledge-sharing.

15. Lisanne Wilken European Studies, Århus University Making teams: Know your classroom Who are your students? What ressources are relevant? Language abilities? Disciplinary backgrounds? Skills? Experience? Gender? Age? Other? • The questionnaire; • The interview; • The wiki; • The blog; • Other.

16. Lisanne Wilken European Studies, Århus University Making teams: similarities and differences • Groups based on similarities (language, nationality, disciplinary background, gender, age, training); • Groups based on diversity (languages, nationalities, disciplinary backgrounds); • Groups that bridge different abilities (bridging language (in)abilities, bridging technical (in)abilities)

17. Lisanne Wilken European Studies, Århus University 7 minutes discussion • Define relevant criteria for making groups in your international classes?

18. Lisanne Wilken European Studies, Århus University Designing Teamwork Task • Consider teamwórk in relation to your own work Use statements on the right or define others. Relate to arguments made during the presentation. Discuss with your mates. • Make explicit goals: • What is the task(s) to be accomplished? • How are they relevant (e.g. in relation to exam? In gaining additional skills?) • What is the product? • Who is accountable for what? • How does it contribute to the general learning environment?