a.m. cox information school, university of sheffield p . chiles and l . care
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Exploring students’ group work needs in the context of internationalisation using a creative visual method. A.M. Cox Information School, University of Sheffield P . Chiles and L . Care School of Architecture, University of Sheffield. - PowerPoint PPT PresentationTRANSCRIPT
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Exploring students’ group work needs in the context of internationalisation using a creative visual method
A.M. CoxInformation School, University of Sheffield
P. Chiles and L. CareSchool of Architecture, University of Sheffield
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Starting point 1: Chinese students’ experience in the UK
• Anecdotally we notice them sitting and working apart• Only 15% of Chinese students have UK friend (UKOSA,
2004)
• Avoid assumption of unitary, “other” Chinese student (Clark and Gieve, 2006) or recreating a problem in the research
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Culture shocks• Drinking and party culture among students; dress codes;
food and drink (Philo, 2007; Tian and Lowe, 2009)
• Academic culture shock (Edwards and Ran, 2006)• Marking systems
• Use of evidence and “unfair means”
• Expectation about tutor’s role
• Class room participation
• Stress on group work
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Becoming enclaved• Largest group of international students on campus• Some cultural norms about behaviour of the group;
the greater importance of networks with fellow Chinese than UK people
• Accommodation enclaves• Time zone
• Use of QQ or a weibo not Facebook and Twitter
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Students prefer group work with co-nationals
Why?• Cultural-emotional
connectedness• Language• Pragmatic reasons• Negative stereotypes
• UK students feeling “swamped” and exhibit “passive xenophobia” (Peacock and Harrison 2009)
Why do we still use group work intensively?• Enriches the group
work experience
• Cultural agility is a good learning outcome for ethical/citizenship reasons and employability
“Completion of collaborative learning activities in culturally diverse small groups is a highly complex, socially and emotionally demanding experience” (Kimmel and Volet, 2010, p.3)
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Starting point 2: Space and place
• Spatial design and use embody structural features of HE• A lecture theatre or seminar room embodies
assumptions about how learning will take place
•University as mass institution
•Hidden curriculum is visible (Costello 2000)
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New learning spaces
• Information Commons concept
• “Flexibility, comfort, sensory stimulation, technology support and decentredness” (Chism 2006)
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HOW WOULD YOU ENHANCE CAMPUS DESIGN TO PROMOTE EFFECTIVE GROUP WORK?
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Method of our study• Participants given material
to design a small model of good group work space
• Written reflections• Focus group
• Participants were iSchool students from China and home students
Why “creative methods”?• Appropriate to spatial question• Language skills less central• Can explore emotional and
controversial issues safely
• Model making must be understood as a process of representation – requires analytic method
• May produce anxiety around design skill
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Findings
• No stark contrasts in the representations
• Natural light• Pleasing aesthetically
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Anxiety control and task focusChinese students• Simplicity = stress free
• “My ideas come about making people peaceful and calm[ed] down especially for groups of four people [or] above. This is because when more students get together, they tend to talk [about] something else rather than their work. Therefore, simpl[e] colours and furniture are used, which may cause less distractions.”
UK students• Task focus
• “The idea here was [...] you just had different sorts of spaces for different points of time of group work. So you might obviously need to get around a table. It might be to break out or you just go and relax. [...] If one was doing a long session where you were getting together and then going off individually. [...] Or people just need to get in touch with something they have to get on with but being in a space that let’s you just get together again.”
Emergence of a punitive discourse, that “privileged emotionally restrained, task focussed, competitive behaviours”(Turner 2009, p.252)
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Conservative designs?• Did not offer radical proposals• Designs were often office-like• They were not personalised, marked or owned
• Links to students lacking a home on campus (Cox 2012)
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SHOULD WE DO MORE TO CELEBRATE DIVERSE CULTURES ON CAMPUS – AND HOW?
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Reflections on the method
• Very narrow sample;• Should have captured the discussion and
process more;• Would a practice-based approach (such
as walking tour or shadowing) be better?
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Reference and contact details• Cox, A.M., Chiles, P. and Care, L. (2012)
Exploring Students’ Group Work Needs in the Context of Internationalisation Using a Creative Visual Method, International Journal of Higher Education, 2 (1) http://www.sciedu.ca/journal/index.php/ijhe/article/view/1065
• Andrew Cox, [email protected]
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WHICH GROUP WORK TASKS HAVE YOU FOUND INTEGRATE STUDENTS WELL?