International Learners in Architecture

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International Learners in
Architecture Building

• Interactive innovation session
• (APD workshop)
• 13th November 2007
• Dr Jude Westrup
• ITL - Deakin

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architecture building?international learners?

• What are the foremost learning
• principles and practices within the
• architecture building discipline?
• What are the foremost learning
• principles and practices for
• International learners?
• use the principles and practices
• to teach the principles
• and practices
• (Vella 2002 p220)

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architecture building? international
learners? 2
IL international learners AB arch.
building
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jw

• Engagement active learning exercise
• Active learning processes cf. being talked at
• E-learning and F2F
• do solitaire example..
• Cultural awareness
• Have you ever been anywhere where you were in the
  minority (significantly)?
• Where you couldnt speak the language?
• Make yourself understood?
• Didnt know the cultural mores and practices?

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purposes

• Academic (TL) professional development for staff
  in the area of innovations for international
  learners, socio-cultural diversity and the
  international student experience
• Postgraduate and undergraduate international
  learning quality and continuous improvement
• Exploration of professional/industry and
  educational partnerships for international
  learners in AB.

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scope

• International learners success and satisfaction
  - perspectives, needs, requirements, inclusivity,
  ideas that work
• Graduate attributes and outcomes?
• Diversity, complexity and value-adding
• Postgraduate and undergraduate learning
• Exquisite course, unit learning design,
  assessment and evaluation
• Life-based, adult professional learning (PD)
• Professional/industry educational partnership
  options
• Participants inquiries?

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Deakin Principles of Teaching, Learning and the
Student Experience

• Principles Relating to Students
• Focus upon learning outcomes
• Recognise and celebrate student diversity
• Principles Relating to Curricula
• Courses that are relevant and future-oriented
• Courses that are flexible
• Principles Relating to Teachers
• Teachers who are innovative and motivate students
  to learn
• Teachers who are scholarly and professional

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ideas sheets

• Participants ideas sheets - one unit to be
  reviewed
• Refer to your own unit (study) guide as we go
  along
• Select one (or more) of the following criteria
  and apply it to the international learners within
  your unit

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carrick institute excellence in teaching
learning criteria

• Approaches to teaching that influence, motivate
  and inspire international learners to learn
• Development of curricula and resources that
  reflect a command of the field
• Approaches to assessment and feedback that foster
  independent international student learning

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• Respect and support for the development of
  international learners as individuals
• 5 Scholarly activities that have influenced
  and enhanced learning and teaching for
  international learners
• www.carrickinstitute.edu.au

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Dialogue education

• Vellas twelve principles and practices
• Learning needs and resources assessment (taking
  the first step in dialogue, participation of the
  learners in what theyre learning)
• Creating a safe place for learning (safety in the
  environment and in the process, creating a
  context for learning)
• Sound relationships (between teachers and
  learners and among learners)
• Sequencing and reinforcement of content (to
  support learning)
• Praxis action with reflection turning theory
  into action, learning by doing)
• Respect for learners as decision makers

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dialogue education

• 7. Learning with ideas, feelings
• and actions (cognitive, affective and
  psychomotor learning - the whole person daring
  to improvise)
• 8. Immediacy and usefulness (applicable
  learning)
• 9. Clear dialogue roles and role development
  (embracing the death of the professor (p 179))
• 10. Teamwork and small group work (5-6 ideal)
  celebrating learning together (JW as
  appropriate)
• 11. Engagement of the learners in what theyre
  learning (active learning)
• 12. Accountability (how do they know they know?)
  (p213)

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3. Sound relationships between teachers and
learners and among learners

• Learning that frees and doesnt dominate
• Mutuality mentoring, affirmation and respect
• Non-judgemental dialogue
• Open questions
• Engagement in significant work and responsibility
• Role clarification including tasks they are to
  achieve, boundaries involved
• Immediate response to questions
• The power of silence
• In the quantum world, relationship is
• the key determiner
• (Wheatley 1999, p13)
• (p85-100)

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Formative evaluation

• Ongoing and low-key formative evaluation
• Evaluation indicators
• (immediate and long-term)
• learning, transfer and impact
• (Vella 2020 p219)
• Three phases of evaluation
• 1 before
• 2 during
• 3 - summative

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Formative evaluation Phase
2 During

• Formative evaluation (various methodologies
  in/formal, quantitative, qualitative, consider
  ethics)
• Quit, Keep, Start (HBS)
• Wk4, wk 8 short questions?
• Social software ongoing dialogue and feedback
  between students and staff
• discussions of other methods?

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• Formative evaluation
• Will occur during the semester either
  periodically or at set intervals
• eg. during week 3, 6 and 9
• May take may forms eg
• Short questions and answers verbal
• Short questions and answers written
• Brief discussions in tutorials
• Informal feedback during practical, lab or studio
  classes
• May be in the form QKS (Harvard Business School)
• Q what do you want me to quit doing?
• K what do you want me to keep doing?
• S what do you want me to start doing?

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itl progressive teaching learning

• The Institute supports the University's
  mission to be a progressive teaching and learning
  organisation.
• To be progressive, the Institute supports
• Innovation through the University's Strategic
  Teaching and Learning Grant (STALGS) Scheme and
  its e-supported professional development and
  training offerings
• The sharing of innovation and other good
  practices through the provision of Online
  Teaching and Learning Modules and cases of
  exemplary practice across the entire university
• The promotion of teaching excellence through
  Teaching Fellows, teaching awards, seminars and
  the annual teaching and learning conference
• The nurturing of the most appropriate uses of DSO
  and other associated e-learning technologies
• The conduct of a responsive and relevant research
  and evaluation program.

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itl course development

• The Institute supports the educational design and
  development of courses, units and projects which
  are deemed to be of strategic priority by the
  University and faculties.
• These have included extended and wholly online
  units, course renewal initiatives and STALGS
  projects requiring major technology and
  courseware development.
• Advice and guidance covers curriculum design,
  educational and assessment strategies, selection
  and use of media/technologies and evaluation of
  outcomes.
• The focus of our progressive course development
  work is on the design and operation of
  contemporary e-supported teaching and learning
  environments.

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selected references

• Scott (2005) CEQuery. DEST, Aust Govt.
• Valla J (2002) Learning to listen, learning to
  teach. The power of dialogue in educating adults.
  (rev ed) Jossey-Bass, San Fransisco
• Wheatley M (1999) Leadership and the new science.
  Berrett-Koehler, San Fransisco.

Some relevant websites www.deakin.edu.au/itl www
.deakin.edu.au/scitech/ab/international www.carri
ckinstitute.edu.au www.cshe.unimelb.edu.au www.ted
i. uq.edu.au www.harvard.edu www.oxford.edu www.he
rdsa.org.au www.dest.gov.au/highereducation www.de
akin.edu.au/itl/