Volume Two - Academic Conferences

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Breaking Down Barriers: Development of a Wiki Based Module to Enhance the International Learning Experience Karen Strickland, Liz Adamson, Carolyn Blight and Wendy McInally Edinburgh Napier University, Edinburgh, UK k.strickland@napier.ac.uk l.adamson@napier.ac.uk c.blight@napier.ac.uk w.mcinally@napier.ac.uk Abstract: This paper reports on the pedagogic design and development of a module which aims to provide an international learning experience to undergraduate nursing students in a meaningful way, using a wiki as a shared learning space with international partner institutions. A shortage of healthcare professionals has led to increased demand for preparing undergraduate nursing students for global mobility, the provision of an authentic international learning experience in the undergraduate programme is therefore essential. Coupled with social and economic constraints the traditional model of overseas clinical placements has become increasingly challenging to achieve. The project team therefore sought to develop a module which offered an authentic international learning experience which overcomes such barriers and widens the accessibility of the international learning experience to all students. Wikis are increasingly being used as learning spaces in academia as they provide a student led collaborative learning experience and have been seen to promote active student engagement in learning. Wikis provide the opportunity for partner institutions to provide shared learning experiences between students thus providing the opportunity for students to engage with their overseas peers in specific learning activities. This paper will report on the process of the module design and development, such as establishing the international partnerships necessary for the success of the module as well as the underpinning pedagogical influences of this mode of learning. In doing so particular focus will be placed on where and when to think beyond the opportunities offered by institutional VLEs, and the limitations inherent within them, when seeking to effectively engage online students who are from different institutional cohorts within an international context. Keywords: internationalisation, wiki, web 2.0, peer learning, student experience 1. Introduction Internationalising the curriculum is a priority within higher education (Leask 2000). The Bologna Ministerial meeting committed to a target of 20% of Higher Education (HE) students having an international learning experience by 2020. Traditionally most international learning experiences in nursing are focussed on the need for exchange programmes or overseas student placements. Additionally the 20% target would be challenging to achieve in the nursing sector by international placements alone. Whilst it is recognised that international placements may be the ideal, there are a number of social and economic factors which inhibit students ability to undertake such placements resulting in an inequity of the international learning experience therefore an alternative to the overseas placement is sought. The development of this wiki-based module offers one solution to this problem. The paper presents a rationale for developing an innovative alternative to overseas clinical placements for providing an international learning experience and developing global citizenship within the nursing profession. 2. Use of technology to enhance learning Technology enhanced learning approaches offer many advantages including the ability to communicate with peers and colleagues regardless of geographic location. Whilst many UK higher education institutions have embraced virtual learning environments (VLE) the opportunities to break down barriers created by the institutionally focused VLE by using some of the Web 2.0 technologies offer students a richer and more varied learning experience. Wikis are increasingly being used as learning spaces in academia as they provide a student led collaborative learning experience and have been seen to promote active student engagement in learning (Brown et al, 2010; Choy & Ng, 2007). Wikis provide the opportunity for partner institutions to provide shared learning experiences between students thus providing the opportunity for students to engage with their overseas peers in specific learning activities. An online international module where students can engage in shared learning with their international peers is an alternative to the traditional overseas placements and will enable more students to have 1012
Karen Strickland et al. an authentic international learning experience. In addition to this, students who may not be able to undertake prolonged overseas travel may also be afforded the opportunity to engage in learning about nursing in an international context. One of the key advantages of the proposed module is that it widens the accessibility of the international learning experience to those students who are unable to travel for extended periods for time for overseas placements. This module therefore supports the University’s Learning, Teaching & Assessment Strategy (2010) key statement numbers one and four. 3. Module development The module project team consisted of academic staff and representatives from the university’s International Student Nurses Society. They have developed a module which offers an authentic international learning experience by providing an opportunity for undergraduate nursing students to learn about other nursing cultures and to work with students from overseas, using a wiki as the shared learning space. The idea of using a wiki as shared learning space was inspired by an existing case study in the institution’s Learning, Teaching & Assessment Resource Bank where the model has been successfully used within another faculty. The lecturer who developed the module acted as an advisor and critical friend throughout the process of this module development. The process of development involved the team participating in a series of action meetings to explore possible alternatives to the overseas placement where students also contributed to the discussions and aspects of module content. The students provided valuable insight into the learner experience. International partnerships for this module were developed from existing networks. Partners from Western Carolina University (USA) and Lahti University (Finland) were involved in negotiating the learning activities to ensure a comparable learning experience for all students. The module is aimed at undergraduate nursing students from all fields of nursing and will be delivered at SCQF level 9. The approach complements the Scottish Government (2009) European action plan on EU engagement and is compatible with EU developments for an integrated health workforce (European Commission 2008) and contributes to our institutional LTA Strategy aims of being “ambitious for our students” by enhancing their potential contribution to the global society, thus enhancing their employability. The value of this project extends beyond the institution by providing educational benefits to the international partners. The module aims to: Provide an authentic international learning experience for undergraduate nurses Explore the use of a wiki as an appropriate shared learning environment for the international nursing module The first cohort of students from Edinburgh Napier, Western Carolina and Finland will commence this module in September 2011. There will be approximately 10 students from each institution. Edinburgh Napier students will access this module via the Virtual Learning Environment (VLE) for all module related communications and each of the learning tasks. The partner institutions will also retain their own VLE for their students. The student will select a country to focus their international learning experience upon and will then be instructed on how to access the shared learning space which will be hosted on an external wiki site (Wikispaces). The students will focus on key activities in relation to one international country to compare and contrast the health and social care issues and trends in that country, determine the relationship between health and social care trends and nursing roles in the other country, evaluate the implementation of international health and social policy by the national government and critically reflect on the contribution of nursing to international health and social care systems. The students will also be asked to produce evidence of their active engagement in discussions with their international peers on the wiki site. Necessarily the evaluation will involve the use of both quantitative and qualitative methods. The use of technology will also feature in the evaluation methods as quantitative feedback and limited 1013
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Proceedings of the 10 th European C
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. A Qu
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The Project Mobile Game Based Learn
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Extreme Scaffolding in the Teaching
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Malaysia); Tuomo Kakkonen (Universi
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Preface These Proceedings represent
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Mini Track Chairs Dr Antonios Andre
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Cornélia Castro is a PhD student i
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Manuel Frutos-Perez is the Leader o
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David Mathew works at the Centre fo
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Research interests include the inve
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Novita Yulianti is a PhD student at
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Peter Mozelius et al. searching and
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Peter Mozelius et al. Error Handli
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Peter Mozelius et al. were no chanc
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Peter Mozelius et al. single login
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Antoinette Muntjewerff for every st
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Antoinette Muntjewerff All of this
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Figure 1: Metadata editor Antoinett
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Antoinette Muntjewerff The structur
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A Framework for Decision Support fo
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Phelim Murnion and Markus Helfert i
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Phelim Murnion and Markus Helfert 4
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Phelim Murnion and Markus Helfert s
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Phelim Murnion and Markus Helfert P
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Shekhar Murthy and Devi Murthy wisd
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Shekhar Murthy and Devi Murthy educ
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy corr
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Shekhar Murthy and Devi Murthy Figu
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Shekhar Murthy and Devi Murthy Stag
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7. Conclusions Shekhar Murthy and D
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Student's Characteristics for Note
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Minoru Nakayama et al. Learning exp
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Minoru Nakayama et al. 3.3 Effectiv
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Minoru Nakayama et al. Table 2: Cor
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Freeing Education Within and Beyond
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Chrissi Nerantzi The aim was to exp
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Chrissi Nerantzi agreeing with Nova
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Chrissi Nerantzi familiarisation wi
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Chrissi Nerantzi Scardamalia, M. an
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Paul Newbury et al. the slides or w
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Paul Newbury et al. multimedia faci
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Paul Newbury et al. It is designed
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Paul Newbury et al. Download figur
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Paul Newbury et al. “Has the fact
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eSubmission - UK Policies, Practice
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Barbara Newland et al. managing stu
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Figure 3: Technical infrastructure
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Barbara Newland et al. and I strong
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Harnessing the Internet for Authent
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Abel Nyamapfene As stated on the co
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Abel Nyamapfene 8. There were suffi
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Abel Nyamapfene Mulnix, J. W. (2011
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Maruff Akinwale Oladejo and Adelua
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2.3 Instrumentation Maruff Akinwale
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Maruff Akinwale Oladejo and Adelua
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References Maruff Akinwale Oladejo
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Adelua Olajide Olawole and Maruff A
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2.2 Sample and sampling techniques
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3.1 Result Adelua Olajide Olawole a
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Adelua Olajide Olawole and Maruff A
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Fatemeh Orooji et al. awareness and
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Fatemeh Orooji et al. Figure 1: The
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Fatemeh Orooji et al. Sensing/intu
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Fatemeh Orooji et al. lower and upp
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Fatemeh Orooji et al. the other dim
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Using Lifeworld-led Multimedia to E
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Andy Pulman et al. A key feature of
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Andy Pulman et al. in this case “
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Andy Pulman et al. The Research Evi
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The Project Mobile Game Based Learn
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Thomas Putz A hybrid game, consisti
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3.3 The different ‘events’ supp
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4. Pedagogical impacts Thomas Putz
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Thomas Putz Fabricatore, C. (2000).
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Ricardo Queirós and José Paulo Le
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3.6 Discussion Topics Ricardo Queir
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The Design and Development of an eL
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Andrik Rampun and Trevor Barker as
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Andrik Rampun and Trevor Barker add
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Figure 5: Screen shot of a user’s
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Andrik Rampun and Trevor Barker 3.1
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Andrik Rampun and Trevor Barker cou
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Kansei Design Model for eLearning:
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Fauziah Redzuan et al. presentation
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Fauziah Redzuan et al. A second sur
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Fauziah Redzuan et al. understand t
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Fauziah Redzuan et al. to explain t
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Fauziah Redzuan et al. Websites", P
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Changing Teacher Beliefs Through IC
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Bart Rienties et al. substantial di
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Bart Rienties et al. videoed for re
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5. Discussion Bart Rienties et al.
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Moodle and Affective Computing: Kno
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Manuel Rodrigues et al. Moodle does
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Manuel Rodrigues et al. Other sever
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Manuel Rodrigues et al. Doing this
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Using Google Applications to Facili
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Eleni Rossiou and Erasmia Papadopou
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Andrée Roy determines if eLearning
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Andrée Roy Table 3: Profiles of eL
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Andrée Roy the cost of production
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Andrée Roy Lawless, N., Allan, J.
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Zuzana Šaffková comment metacogni
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Zuzana Šaffková Moodle applicatio
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Zuzana Šaffková the other propert
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Zuzana Šaffková In the last phase
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Zuzana Šaffková prior knowledge,
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A Mobile aid Tool for Crafting Acti
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Ahmed Salem Question difficulty in
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Ahmed Salem Figure 2: The Simple le
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Ahmed Salem Table 1: The two groups
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King-Sized eLearning - how Effectiv
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Marie Sams et al. MOB was set up in
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Marie Sams et al. attaching the new
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Marie Sams et al. include time cons
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Rowena Santiago et al. However, whe
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Rowena Santiago et al. 6.1.2 Assign
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Rowena Santiago et al. the original
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Rowena Santiago et al. Together, th
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Vitor Santos and Luis Amaral To bui
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Vitor Santos and Luis Amaral Althou
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Figure 4: Technical architecture Vi
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Implementing and Evaluating Problem
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Maggi Savin-Baden et al. different
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Maggi Savin-Baden et al. and second
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Maggi Savin-Baden et al. important
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The Evolution of eLearning Platform
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Adriana Schiopoiu Burlea et al. Hyp
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Adriana Schiopoiu Burlea et al. Tab
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Adriana Schiopoiu Burlea et al. Eve
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Teachers’ Skills set for Personal
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Zaffar Ahmed Shaikh and Shakeel Ahm
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Zaffar Ahmed Shaikh and Shakeel Ahm
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6. Conclusion and recommendations Z
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Bridging the Feedback Divide Utilis
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Angela Shapiro and Aidan Johnston f
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Angela Shapiro and Aidan Johnston F
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Post-Academic Masters Course in Man
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4. Discussion and conclusion Cees T
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Engagement With Students in ‘Midd
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Anne Smith and Sonya Campbell x y c
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4.3 Student led connectivity Anne S
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Figure 2: Conceptualising ‘middle
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The Learning Management System as a
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Dina Soeiro et al. He was older, ol
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Dina Soeiro et al. specially about
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Can the Medium Extend the Message?
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Mekala Soosay elements under study,
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Mekala Soosay to self and peer-asse
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Mekala Soosay flexible web-based ap
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Implementation and Analysis of an O
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Iain Stewart et al. No-one was con
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Iain Stewart et al. The content sh
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Iain Stewart et al. entry per stude
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Iain Stewart et al. Dolnicar, S, Sh
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2. The research Caroline Stockman a
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Caroline Stockman and Fred Truyen S
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Caroline Stockman and Fred Truyen n
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Caroline Stockman and Fred Truyen s
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PeerWise - The Marmite of Veterinar
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Amanda Sykes et al. recently outlin
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Amanda Sykes et al. activity became
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Amanda Sykes et al. students either
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Category Amanda Sykes et al. Q9 : W
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Amanda Sykes et al. Chang, S-B., Hu
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Nicolet Theunissen and Hester Stubb
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Figure 1: Overall structure Nicolet
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References Nicolet Theunissen and H
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Tone Vold This idea phase was under
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Tone Vold process. A synchronous di
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The Effects of Self-Directed Learni
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Chien-hwa Wang and Cheng-ping Chen
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Usage Cases: A Useful way to Improv
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Cristina Wanzeller and Orlando Belo
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The Virtual Path to Academic Transi
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Julie Watson course overall, with s
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Julie Watson practical and economic
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6. First phase Julie Watson Followi
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Identifying and Locating Frames of
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Ethical approval Katherine Wimpenny
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Katherine Wimpenny et al. SL was a
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Katherine Wimpenny et al. This in t
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Reaction Lecture: Text Messaging to
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Koos Winnips et al. order to make a
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Table 2: Overview of student reacti
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Koos Winnips et al. Students liked
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A Holistic Approach to Instructiona
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Li Zhong Zhang There is a wealth of
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Figure 1: An integrated design fram
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6.1 Design implications Li Zhong Zh
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Nahla Aljojo et al. Adaptive hyperm
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Nahla Aljojo et al. Email: The emai
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Nahla Aljojo et al. Table 3: 16 typ
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Table 7: The results of pairwise co
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Nahla Aljojo et al. fact misleading
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Nahla Aljojo et al. Aljojo, N. & Ad
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Andy Coverdale media and related on
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Andy Coverdale A former interdisci
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Andy Coverdale Whilst new initiativ
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Andy Coverdale the participant inte
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Michael Flavin In a subsequent work
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Michael Flavin labour” nodes) in
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Michael Flavin The lecturer also sp
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Michael Flavin Quality Assurance Ag
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Fortunate Gunzo and Lorenzo Dalvit
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4. Possible scenarios 4.1 Computer
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Fortunate Gunzo and Lorenzo Dalvit
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Collaborative eLearning in a Develo
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Evelyn Kigozi Kahiigi et al. implem
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Evelyn Kigozi Kahiigi et al. includ
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Evelyn Kigozi Kahiigi et al. had ve
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Evelyn Kigozi Kahiigi et al. consid
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Evelyn Kigozi Kahiigi et al. So, H.
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Fabio Serenelli et al. is to identi
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Figure 3: Screenshots of LO3 - Lear
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Managing Essential Processing Foste
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6. Results and analysis Fabio Seren
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Fabio Serenelli et al. Mangiatordi,
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1.2 VLE (Virtual Learning Environme
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Nazime Tuncay and Hüseyin Uzunboyl
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Nazime Tuncay and Hüseyin Uzunboyl
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Figure 4 Response Screen Nazime Tun
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Page 500 and 501: Benefits and Barriers: Applying eLe
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Page 516 and 517: Peps Mccrea professional engagement
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Page 524 and 525: Trust in Distributed Personal Learn
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Page 532 and 533: Karen Strickland et al. qualitative
Page 534 and 535: Novita Yulianti et al. Research con
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