English for Academic Study Telecollaboration between Glasgow and Gaza

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The English for Academic Study Telecollaboration

Bill GuarientoAnna Rolińska

English for Academic StudySchool of Modern Languages and Cultures

Research and Work in Progress Seminar Series9 Dec 2015

GLOBAL CONNECTIONSAND COLLABORATIONS

Wider course contextYear-round pre-sessional course >

Summer pre-sessional course >

Subject specific pre-sessional course >

Science / Engineering / Technology >

Electrical engineeringCivil engineeringMechanical engineeringSoftware engineeringBiomedical engineeringGeology, Statistics >

6.5 IELTS > Master’s/PhD at UofG

Assessment until 2015

St-TSPRE

Islamic University of Gaza

Project: REACH

Innovations in 2015

StsSPRE

In practice - Students

IUG Students18 students

• 80% at PG level

• Civil engineering, IT, Environmental engineering, Biological science, Mathematics and 2 Eng Lit

UofG Students

37 students

• 80% at PG level

• L1: Mandarin and Arabic plus Thai, Korean, Italian and Portuguese (Brazilian UG students)

In practice – incentives

Development of• language skills• study skills• transferrable skillsEntering a PG programme at UofG

Informal development of• language skills• transferrable skills

In practice – incentives

Development of• language skills• study skills• transferrable skillsEntering a PG programme at UofG

Informal development of• language skills• transferrable skills

Mini course in providing constructive feedback

Constructive FB training

Online activity sequence• 5 tasks• 2 weeks• in groups• mainly via Google Docs• exploration-integration-application

• sharing personal experiences• considering characterstics• researching• comparing effective and ineffective FB• applying

Sharing personal experiences: http://

padlet.com/annarolinska/reflectiononconstructivefeedback

Researching constructive feedback

Applying - giving feedback on student written samples

Feedback on feedback (from UofG tutor)

This is very effective feedback. It points out positives, at the same time as pointing out negatives. I like the way the writer asks the Glasgow student questions - the Glasgow student still has to do lots of work, but now s/he knows what direction to go in. The bullet points are very clear, and where you think that the Glasgow student has made a mistake (e.g. you say ‘What evidence is there for open-canals in Gaza?’) you point this out. You point out the value of details, e.g. statistics regarding the fishing zone permitted by Israel / the infrastructure damage in 2014. You also point out the need for the student to look more closely at the overall agricultural demands of Gaza’s large population. Finally, you ask the student to justify why Bangladesh might be a useful example for Gaza in terms of raising credit. I also think the closing summary is both useful and encouraging. This student will go away with a clear indication of what s/he needs to do in order to improve the essay, and with a strong sense of motivation.

Evaluation

Undestanding of what constructive feedback is – before and after the task.

Ability to give constructive feedback

No or little understanding.Basic understanding/ability to distinguish constructive and non-constructive feedback based on intuition.Good understanding/ability to distinguish types of feedback and providing a clear rationale.Very good understanding and ability to give constructive feedback to others.

I’m still struggling to give constructive feedback.Some of my feedback is constructive while some of it is not but this is because I need more practice.My feedback is consistently constructive.

Course technologies

EAST milestonesIUG students submitted scenarios

EAST milestones• Students formed

groups of 4-6 based on the scenario choice.

• Students communicated via social media to research scenarios, ask questions and get ongoing feedback from the IUG ‘critical friends’.

EAST milestones

UofG students submitted essays.

Groups of UofG students gave presentations to audiences in Glasgow and Gaza.

EAST research topics• Generating electricity for wastewater treatment• Water drainage and sea pollution in Gaza• Toxicity of pesticides in Gaza• Groundwater salinity in Gaza• Road traffic and effects on the environment• Development of Arabic OCR• I.T. applications in medicine

https://youtu.be/EIkWssfguJY

EAST wrap-up partyAwarding certificates of participation & thank yous.

Learning outcomes

St-TSPE

Learning outcomes for IUG

https://youtu.be/6tiv5eTv5uY

Project evaluation

UofG student voices

IUG student voices

Ways forwardArticles, presentations and resources

• knowledge exchange• dissemination

Funding in order to extend the incentives and outcomes

• Chancellor’s Fund• Learning & Teaching Fund• ELTRA

Project extension ideas

• to increase pre-course training provision in employability skills: Leading by Example Scheme offered to IUG students and UofG students / badge-based recognition

• to offer apprenticeship positions to students to assist the tutors in managing the course, eg social media coordinator, cascading training in constructive feedback

• to include other pre-sessional subject groups, eg bio-medical sciences

Photo credits - CC

Without Science by Brian Talbot (2006) https://flic.kr/p/bW9ge

Powerpoint presentation by Matthew Hurst (2009) https://flic.kr/p/6XFFqY

Writing? Yeah. by Caleb Roenigk (2012) https://flic.kr/p/brNqFE

Gaza crowd by blhphotography (2002) https://flic.kr/p/EboVZ

DEV DEV <summer of code/> by Chattanooga Public Library (2013) https://flic.kr/p/f6HGaK

Key skill assessment unit: problem solving by Richard Howes (2008) https://flic.kr/p/4m6viF

Teamwork and team spirit by 드림포유 (2007) https://flic.kr/p/o4ZHuD

Language by Jurek d. (2015) https://flic.kr/p/qJHt7n

www.easttelecollaboration.wordpress.com

william.guariento@glasgow.ac.ukanna.rolinska@glasgow.ac.uk

Questions?

English for Academic Study Telecollaboration between Glasgow and Gaza

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