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Integral student guidance in internationalisation with PAL – ISBI Project

Integral student guidance in internationalisation with PAL – ISBI Project. Robert Vierendeels, Inge Vervoort , Agnes Dillien – ALE – 20-22/06-2012. Association K.U.Leuven. Project partners ISBI. Hogeschool voor Wetenschappen en Kunst – Architectuur en Beeldende Kunst

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Integral student guidance in internationalisation with PAL – ISBI Project

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  1. Integral student guidance in internationalisation with PAL – ISBI Project Robert Vierendeels, Inge Vervoort, Agnes Dillien – ALE – 20-22/06-2012

  2. Association K.U.Leuven

  3. Project partners ISBI • Hogeschool voor Wetenschappen en Kunst – Architectuur en Beeldende Kunst • Katholieke Hogeschool Sint-Lieven • Katholieke Hogeschool Leuven • Groep T • K.U.Leuven, Faculteiten wetenschappen en bio-ingenieurswetenschappen, International Office • Katholieke Hogeschool Limburg • Katholieke Hogeschool Kempen • Katholieke Hogeschool Zuid-West Vlaanderen • Hogeschool-universiteit Brussel

  4. LesecAssociationLeuven Engineering and Science Education Center (K.U.Leuven)

  5. Why internationalisation

  6. From the Leuven-LLN-communiqué We call upon each country to increase mobility, to ensure its high quality and to diversify its types and scope. In 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad. (April 2009)

  7. Internationalisation = student mobility? • Even if Europe realizes the 20%,… 80% of the students are not mobile • Solution = Internationalisation@home

  8. Challenges for the following years • To offer a larger number of students the possibility to have an experience abroad • Internationalising the curricula • Attracting international full time students in international courses and curricula • Developing an international study environment with a strong inter- and multicultural character.

  9. Challenges for the following years • To offer a larger number of students the possibility to have an experience abroad • Internationalizing the curricula • Attracting international full time students in international courses and curricula • Developing an international study environment with a strong inter- and multicultural character • Virtual mobilities

  10. Internationalisering@home

  11. Show them the way and let them go? Passive learning or active learning?

  12. Passivelearning • “Culturalmisunderstandings” • Language problems and culture shock • Need international-intercultural competencies • Preparation and guidance

  13. IsbiVision The projects wants to develop a system to support incoming and outgoing students optimally before, during and after their experience abroad. There will also be a conscious striving for “internationalisation at home”. The project will therefore make use of Buddy- and PAL-techniques.

  14. Zoom in on PAL and Buddy • Buddy: takes care of social and culturalintegration • PAL: Peer AssistedLearning Workform in whichpeerslearnfromeachother without direct intervention of the teacher. (tutor – tutee) • PAL-techniques have been successfullyusedforlocalstudents. We also want to apply the techniquesfor international student mobility.

  15. 3 doelgroepen • Uitgaande studenten • Inkomende studenten • Studenten die thuis een internationale ervaring opdoen

  16. Trajectory and pilots

  17. PILOT PROJECTS with ACTON RESAERCH, ACTIVE LEARNING and KNOW HOW

  18. INTERNATIONALISATION@HOME

  19. Internationalisering@home: HOW? • Students play an active role in: take in, reception, the integration of incoming students • Students can participate actively in international oriented courses ( English modules) • Students can participate in international activities or even help to organise them ( international week) • Tasks in an international oriented course (international marketing)

  20. Internationalisation@home: how? • “Multiculturality” in the institution • Lecturers integrate “experiences abroad in their learning materials • International lecturers • Online modules with international partners • Bringstudents in contact withmobilitystudents • PAL and buddy… • Students coming home • International weeks…

  21. BUDDY programs and IMPLYING STUDENTS

  22. Objective buddy programs • Incoming students: • Support before arriving • Personal welcome (airport?) • Support integration in academic life and • Own students: • Give an I@H expierience • Sometimes preparation own mobility • Development of international-intercultural competencies • Sometimes integrated in curriculum (portfolio)

  23. Collaboration at severallevels • Institution – central & departmentsorfaculties • Student unians – central & decentral • Cities and the regio

  24. Ideal scenario • Buddy training • Buddy en incoming student have contact before the mobility start (via e-mail, Facebook, Skype,…). • Give a “a personal service“ to incoming students to facilitate the integration • Develop multicultural competencies (both sides) • Integration can (also) be facitated by student organisations having attention for incoming students in communication (English) , organisations, offering membership... Buddies play the role of go between.

  25. PAL PROJECTS

  26. IN CLASS PAL

  27. START Before the start: • The fiat en the cooperation of the lecturer • Motivated own students • Incoming students seeing the surplus value of this work form • Adaptation of the structure of the lessons: theoretical - exercises

  28. Analyse proefproject (onegroup) Tutor again?

  29. Analysis project (one group)

  30. Analysis pilot project • Copy of a “classical” in class project • Tutors learned to redirect questions • Very positively evaluated by the tutors • Negatively by incoming students: • I@H objective largely achieved • Tutoring was appreciated as patronizing • Other frame work is necessary • Possiblesolutions: • Betterinformation of tutors and tutees • Multicultural training • Reciprocal PAL

  31. Tutor training • International PAL, what and why? (objectives, advantages) • International-intercultural competences • International PAL how? • Preparation (practical, content, pedagogical) • Starting a contact or session • A Pal contact or session: interaction, questions and responses, discussion… • The tutor role and communication • Open, safe and respectful environment • Listen actively • Reflection and feedback • Tutor role in international competence learning (intercultural learning) • Ending a session or a contact • Self evaluation or reflection

  32. PAL IN placement (TANDEM)

  33. Context en vision • Hospital • Flemish student with a Maltese student • Advantages: • Placement in other language difficult • Tandem: language problem – way of working • Flemish student develops its student international-intercultural competencies at home

  34. Conditions • Both students have to gain practice experience • Danger of being concurrent in medial acts • Language problems between students... • Problems: analogue as in In Class PAL • Solutions: more reciprocal role

  35. In the future: • Reciprocal form (1 op 1), peers are equal • Change of rolls • Formulate tasks to support PAL in placement • Supervision moments • Regular feedback of mentor and coordinator

  36. Active Learning environment • Tutor training • Draw up vocabulary in medicine and daily used English words (patient’s language) (both directions). • Stimulating reflection, intervision, expressing feelings... • What surprises you and why? • Coaching”: Question as: How could we do it different? How would you that? Why? We do it like this...Reciprocal • How do you do it in Malta? (or another country).

  37. Pilot: Return guidance • First group: students in development collaboration • “Return guidance” does not really exist, student finishes his study, no responsibility • Need sharing expierience • Guidance: Reversed Culture Shock • Advice: possibility future engagement, maintainance en verderontwikkelen van opgedanecompetenties • Enquête, try out en train the trainer

  38. Pilot: return moment usefully(Ja=yes, Nee = no) Smaller institution University

  39. Piloot: Return guidance (scale disagree completely to agree completely) Family and friends are not interested in my stories I am changed. Family and friends have difficulties to deal with that All developed competencies (language, multicultural…) does nor seem not very relevant I am afraid I am not able to maintain my new competences I have more social engagement thanks to my experience I have another look to Belgium I weekly have contacts with the South This experience gave me other insights in my discipline I question my study and professional choice

  40. TRAJECTORY GUIDANCE INCOMING STUDENTS

  41. 2 groups • Study students • Placement students: often “away from institution”

  42. Offer • Cf. Buddy-program • Smartphone application (part of GPS) http://signpost.khk.be/index.php • Guidance

  43. Guidance

  44. Guidance • Study: intervision • If possible together with Flemish students • Placement: online enqueriesaan IS and placement responsible (fysical distance) • Face-to-face contacts: start, end and when approciate • Facebook

  45. Stage

  46. OtherPilots

  47. An enumeration … • PAL-language: Dutch and English for IS, English for OS (tutors are students in education – out-of-the-box placement) • PAL in project work • PAL in het English curriculum • Sensitisation • Facebook in support of an Intensive Program • I@H : international event • I@H in “international marketing”

  48. GPS-Guide: finale result

  49. GPS-guide: Structure

  50. Dutch++ project Comenius

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