Contents
Overviewpage 3
Backgroundpage 3
Why is internationalisation and learner-centred teaching important?
page 4
Internationalisationpage 4
Learner-centred teachingpage 5
Internationalisation at ECUpage 5
Tips for internationalising the student experience
page 6
1. Course and unit designpage 7
2. Learning and teaching strategies
page 9
page 11
2.1 Language and academic expression
2.1.1 Listening comprehensionpage 11
2.1.2 Reading comprehensionpage 12
2.1.3 Oral communicationpage 13
2.1.4 Effective writingpage 14
2.1.5 Referencing and plagiarismpage 15
2.2 Critical thinkingpage 16
2.3 Group workpage 17
2.3.1 Student-student interactionpage 18
2.4 Planning and time management
page 19
2.5 Flexible deliverypage 20
2.5.1 Lecturespage 20
2.5.2 Computer literacypage 24
3. Resources and materialspage 25
3.1 Readings and instructional materials
page 25
3.2 Unit outlinespage 26
3.3 Diagnostic questionnairespage 26
3.4 Glossariespage 27
3.5 Listening toolspage 27
4. Assessment strategiespage 28
4.1 Assignmentspage 29
4.2 Examspage 31
4.3 Marking and feedbackpage 31
References and additional resourcespage 33
Internationalisation and learner-centred teaching tips
Overview
This package is intended as an informative resource that will help guide the work of ECU teachers and
curriculum developers, in facilitating an internationalised student experience. It is particularly concerned
with curriculum delivery and the internationalised experience of all students. This supplements the
Guidelines for Internationalisation of the Curriculum (http://www.ecu.edu.au/GPPS/policies_db/tmp/ac089.
pdf), with an emphasis on ideas and tips for embracing learner-centred teaching.
While meeting the specific needs of our International students is an integral component of internationalising
the student experience, the increasingly diverse student population, and an imperative to maintain the
value of our programs in a global market, call for an internationalised experience for all our students. This
resource therefore focuses on three key areas:
●● ensuring a quality and beneficial experience for our international students, as well as those from diverse cultural and linguistic backgrounds;
●● enhancing ECU’s reputation as a quality institution in a global market; and
●● ensuring an internationally-relevant course for all ECU students.
This resource package has been developed from existing ECU policies, guidelines, and resources;
literature on best practice; the experiences of ECU academic staff and international/domestic students
(see Adusei-A, De Jong, & Cullity, 2011); consultation with the Curriculum 2012 Advisory Group on
Internationalising the Curriculum; and a review of other University websites and consolidated summaries of
recommended practice in internationalisation of the curriculum (see Arkoudis, n.d.; Carroll, 2002; Monash
University, 2011). A selection of tips to help staff achieve good practice in internationalising the student
experience, as well as a detailed list of additional resources for further enhancement of teaching practices,
are provided as part of this package.
Background
Internationalising the student experience is underpinned by the Graduate Attribute: Cross cultural and
international outlook. It can be achieved by designing and implementing content that produces graduates
who are able to understand, analyse, and collaboratively problem-solve multi-cultural and global political,
economic, and social matters for the benefit of WA and beyond.
Four types of mobility are applied to achieve this outcome:
●● in teaching (program mobility), which involves diversifying courses for on-shore and off-shore
delivery;
●● in learning (student mobility), which promotes study abroad/exchange/tours inbound and outbound;
●● in research (academic mobility), which promotes research activities in courses to attract both
domestic and international students to undertake higher degree studies on-shore and off-shore; and
●● in branding of ECU courses (institution mobility), which targets both domestic and international
students in particular ways and areas.
Internationalising the student experience requires a dynamic ‘whole-of-university’ approach (as shown
in Figure 1). In relation to Curriculum 2012 this incorporates a student focused environment, which, from
an international perspective, celebrates cultural diversity, is culturally inclusive, and promotes cultural
integration.
It also includes learner-centred teaching, a Constructivist approach that considers students’ social and
educational backgrounds and their learning goals, needs and capabilities within an environment that
actively supports and engages students in Knowing, Doing, and Being.
Internationalisation and learner-centred teaching tips
3
Figure 1. Internationalising the student experience and Curriculum 2012
i
Further information about what is meant by Internationalisation of the Student Experience
and its role in Curriculum 2012 and Beyond can be found on the Curriculum 2012
resources website (http://intranet.ecu.edu.au/learning/for-academic-staff/curriculum2012-resources/internationalisation).
Why is internationalisation and learner-centred teaching
important?
Internationalisation
In an increasingly globalised society, an internationalised curriculum encourages staff and students to be
critical, self-reflective practitioners who have:
●● an openness to their own local and indigenous cultures, and cultures of other communities;
●● an openness to intercultural differences;
●● a capacity to engage with language and cultural difference;
●● the ability to live and work harmoniously and effectively with and in different cultures; and
●● the capacity to draw on and engage with the global diversity of knowledge.
Internationalisation and learner-centred teaching tips
4
Internationalising ECU’s curriculum will also enhance ECU’s international reputation:
...if academics seek to become even more effective in teaching international
students, institutions could indeed gain the benefits of internationalization cited
by the glossy brochures... the word would spread about the supportive and
encouraging environment international students could expect.”
(Carroll, 2002, p. 3)
Learner-centred teaching
Providing an internationalised student experience relies heavily on the facilitation of learner-centred
teaching. As a Constructivist approach, learner-centred teaching considers students’ social and educational
backgrounds and their learning goals, needs and capabilities within an environment that actively supports
and engages students in Knowing, Doing, and Being. It is based on the understanding that learning
develops when students interact with the topic or practice, for instance, to change/transform the way
in which they understand, synthesise, interpret, reflect on and use knowledge. It requires students to
think about the purpose and consequences of new knowledge. Learner-centred teaching shifts from the
traditional mode of teacher-expert to teacher and students learning with and from each other to construct
new knowledge.
Internationalisation at ECU
While a significant amount of literature is available around good practice in the learning and teaching
of international students, it is important to consider the ECU perspective in creating an effective and
appropriate internationalised experience relevant to our students. Recent consultation with students and
staff at ECU has highlighted several areas of potential improvement with regard to the internationalisation
of ECU programs. Adusei-A, De Jong and Cullity (2011) identified that the following components could be
enhanced to ensure a truly internationalised experience for both international and domestic students at
ECU.
●● Course and unit design:
-- Incorporate and accommodate a broad range of cultures in ECU courses and units.
-- Provide consistent and clear information about course/unit requirements.
●● Learning and teaching strategies:
-- Increase teaching staff familiarity with cultures represented within the ECU student body.
-- Ensure students possess the appropriate English language skills to succeed in their course, and
to become quality graduates ready for employment.
-- Enable and encourage international and domestic students to interact and collaborate in group
activities to the benefit all group members.
-- Ensure information is provided to students in a manner that maximises their capacity to hear/
see, comprehend and engage with the course content.
-- Explain any culturally specific terms and/or contexts where these are used.
●● Resources and materials:
-- Ensure international students are familiar with ECU’s culture and procedures.
-- Ensure resources are known, accessible and available to all students.
Internationalisation and learner-centred teaching tips
5
-- Support the whole student experience of international students (cognitive, social, emotional,
physcal, spiritual and cultural).
●● Assessment strategies:
-- Ensure assessment tools scaffold and facilitate learning.
-- Enable and encourage students to discuss their assessment, results and any feedback provided
with teaching staff.
i
For further information on ECU student and staff perspectives about Internationalising the
Student Experience, see Adusei-A, et al. (2011).
Tips for internationalising the student experience
The following section provides a series of recommendations and ideas that will help you internationalise
the experience for your students. While an internationalised curriculum is everybody’s business, these
tips focus on what you, as teachers, can do to contribute to the experience of your students. These tips
are intended to help you enhance the internationalisation components identified as particularly important,
or in need of improvement at ECU (see Adusei-A, et al., 2011), and improve the overall experience of our
diverse student population.
The tips provided herein have been developed from ECU student and staff comments and suggestions
(see Adusei-A, et al., 2011), with additional recommendations compiled from other higher education
resources, in particular from Monash University (2011), the University of Melbourne (Arkoudis, n.d.) and
Oxford Brookes University (Carroll, 2002). The authors wish to acknowledge and thank these institutions for
their valuable contribution to this resource package.
Internationalisation and learner-centred teaching tips
6
1. Course and unit design
How a course is structured and designed can have a significant impact on creating an internationalised
experience at ECU. International students in particular rely heavily on accurate course/unit outlines in
making the decision to study (and complete) an undergraduate degree at ECU. ECU students have also
reported that some course/unit designs are particularly tailored towards Australian or Caucasian cultures,
and may be especially difficult, disadvantage, or be inapplicable for students of other cultures (Adusei-A, et
al., 2011). See also 2.5 Flexible delivery.
“
“Most of the case studies and examples are Australian –specific and very
Caucasian.” (ECU domestic student)
“Offer more perspective of international ways so domestic students can understand
or relate more to international issues.” (ECU domestic student)
“International students may be disadvantaged because the units they select may
contain different content than what they thought... if an international student adjusts
their enrolment they can be up to 4 weeks into a semester and will therefore be
behind in their learning. It is then very difficult for them to catch up... The status quo
compels international students to remain enrolled in units they do not like.” (ECU staff
member)
“
“Lecturers should be informed ahead the list of international students they should
expect in their units. The prevailing status quo only allows for lecturers to ‘discover’
international students in their units.” (ECU staff member)
Key message:
Ensure your course/unit is designed to accommodate a diverse range of cultures and
meet the needs of international students, with opportunities to practice their learning in
context.
Tips for Course Design
●● A
ddress local and global perspectives on economic, political, environmental, social,
ethical and health issues in the course content.
●● P
rovide study abroad and exchange opportunities in eligible overseas institutions as
a fully credited option in the course, and encourage domestic students to go on these
exchanges.
●● Incorporate language and/or cultural studies or international studies units as course
electives.
●● Have the academic program recognised by international accreditation bodies and other
responsible bodies.
●● Continually assess the national and international currency of course content.
●● E
nsure the course design is consistent with information provided to prospective
students. If a course must be changed, ensure students are informed of the reasons for
this, and given adequate and appropriate options to continue their studies as desired.
Internationalisation and learner-centred teaching tips
7
Tips for Unit Design
●● E
nsure you are aware of, and familiar with the cultures represented within your class
(Carroll, 2002).
●● Include explicit references to both international and local subject matters.
●● Avoiding monolithic, vague and stereotypical descriptions.
●● Address issues such as social justice, equity, human rights and related economic, social
and global environmental issues.
●● Include examples, scenarios and case studies from other countries, and from culturally
and linguistically diverse groups (Arkoudis, n.d.).
●● Involve practicing professionals with different perspectives (e.g., guest lecturers).
●● Include interaction with academic and professional practices in other cultures.
●● Be culturally sensitive and accessible to a wide spectrum of diverse learners and
teachers.
●● Remember to consider online, as well as on campus programs.
Internationalisation and learner-centred teaching tips
8
2. Learning and teaching strategies
Providing an internationalised student experiences requires a range of teaching and learning strategies that
accommodate a diverse student population, and introduce the international context for your discipline
“
“We come from various countries with diverse learning styles and backgrounds. It
becomes a bit challenging in the first year for most international students.”
(ECU international student)
“Applied learning approaches are relevant for all students, particularly those
disadvantaged by language and learning barriers. Teaching techniques where
application is fore grounded, provide an important support to learning.” (ECU staff
member)
“
“Staff should be aware of international student language and cultural needs and be
more accommodating.” (ECU staff member)
Key message:
Learning and teaching strategies should be culturally inclusive, support diverse modes of
learning and engage local students appropriately with international students.
General Tips for Learning and Teaching Practices
●● G
et to know students in your classes, where they come from and who they are (Carroll,
2002).
●● Involve students and staff in the design of learning and teaching activities.
●● Avoid negative or potentially offensive cultural stereotypes and assumptions.
●● Encourage all staff and students (local, indigenous and international) to participate, and
to know and listen to each other.
●● Include problem-solving exercises situated in authentic international or intercultural
contexts.
●● P
rovide opportunities for experiential learning, which encourage collaborative and
cooperative activities in culturally diverse cohorts and groups.
●● Include analyses of international case studies.
●● S
et tasks that require students to discuss, analyse and evaluate information from a
range of international sources.
●● Set group tasks where members are from different cultures/nationalities, and which
draw on their different backgrounds and differing values.
●● Use the experiences of international students as a tool to inform learning of all students
in the class.
●● Include lectures and presentations from guest lecturers to showcase international
experiences.
Internationalisation and learner-centred teaching tips
9
●● Adopt an ‘open door’ policy that enables/encourages international students who are
experiencing difficulties to access help, and refer students to other services/resources
where appropriate.
●● Promote diverse cultural and international perspectives.
●● Challenge accepted orthodoxies and dominant cultural constructions.
Internationalisation and learner-centred teaching tips
10
2.1 Language and academic expression
International students can struggle with the level of English language competency required for their course
(Adusei-A, et al., 2011), while all students can experience problems with academic expression. Despite
the valuable resources and services available to our students, however, both domestic and international
students tend to view seeking assistance with language as a weakness, and do not get the help they need
(Adusei-A, et al., 2011).
“
“...although most international students come in with IELTS, it’s quite different from
the Australian colloquial realities.” (ECU staff member)
“
“Some international students either don’t know about the support services
available or they feel that they may be cheating if they see learning advisors for
example. I think some of them also think that going to see learning advisor means
mean being ‘unintelligent’.” (ECU domestic student)
Key message:
Learning and teaching strategies should assist students to recognise and achieve
competency with English language and academic expression.
General Tips for Language and Academic Expression
●● E
xplain any background information that may assist students to understand key
concepts (Arkoudis, n.d.).
●● Involve the learning advisor(s) in your classes to embed language skill development and
help address potential language issues with your students.
●● Use straightforward terms and avoid metaphors, puns, slang, jargon or culturally
specific humour where possible (Carroll, 2002). If you do use these, make sure you offer
definitions and provide opportunities for clarification (Arkoudis, n.d.).
●● Define any discipline-specific vocabulary as they come up in class (Carroll, 2002).
●● Display glossaries during class and add to them as new terms arise (Monash University,
2011).
2.1.1 Listening comprehension
International students are often under-prepared for listening to lectures in western universities and may
struggle with listening comprehension, particularly where a lecturer has a strong accent or uses an
unfamiliar spoken style, jargon, idioms and/or metaphors – especially in first few weeks (Monash University,
2011).
“...the use of seminar recording has been helpful to many international
students who are not able to cope with the speed of my Aussie accent in class.”
(ECU staff member)
“
“
Key message:
Oral material must be clearly presented and students assisted to gain the necessary
listening comprehension skills early in their first semester at ECU.
Internationalisation and learner-centred teaching tips
11
Tips to Enhance Listening Comprehension
●● P
rovide a short audio/video clip and transcript on the ECU website or Blackboard unit
site prior to the start of classes, to help students familiarise themselves with your voice
(Monash University, 2011).
●● Where possible, reduce the listening load during the first few weeks of semester
(Monash University, 2011).
●● Ensure you can be heard clearly, switch off any unnecessary computers/equipment that
may be interfering or creating white noise (Monash University, 2011).
●● Speak slowly and ensure everyone can easily each others’ faces to facilitate lip-reading
(Monash University, 2011).
●● Record lectures to enable students to translate parts of the lecture they did not
understand (Arkoudis, n.d.; Monash University, 2011).
●● Encourage students to use pre-reading, post-reading, study groups, and to view
recorded lectures to help them grasp spoken content (Monash University, 2011)
2.1.2 Reading comprehension
International students’ English reading ability can be a significant predictor of their success in academic
study (Monash University, 2011). The volume of reading is usually a major difficulty for international
students, however, and contextualization of prescribed reading is vital for people coming from a different
culture. See also 2.2 Critical thinking.
“I think they should be given special consideration for learning, maybe more one-onone approaches. This is because most of the studies involve reading. It be will good
if visuals can used more often to help them.” (ECU domestic student)
Key message:
“
“
The relevance, purpose, importance and context of all required text should be explained,
and students assisted to adopt a critical approach in their reading.
Tips to Enhance Reading Comprehension
●● Explain what you mean by a critical approach to reading, how to practice it, what you
expect of students in their reading, and why it is important (Monash University, 2011).
●● Contextualise the readings.
●● Teach students how to read a book/reference.
●● Teach students to skim readings to get an overview, and to scan for particular items of
interest.
●● E
ncourage students to initially find the main idea in the title, abstract, introduction, thesis
statement and conclusion.
●● M
odel reading in class, pointing out the general structure of the text and demonstrating
a critical approach (Monash University, 2011).
●● Ask students to demonstrate their reading skills by writing summaries/critiques of texts
they have read, and provide appropriate feedback (Monash University, 2011).
Internationalisation and learner-centred teaching tips
12
]
Critical Reading Tips for Students
Share these guidelines with students to help them understand what is expected when reading
and critiquing references.
●● Determine your reasons for reading an article.
●● Skim the reference: look for the main ideas in the title, abstract, introduction, thesis
statement, sub-headings, tables, diagrams/illustrations and conclusion.
●● Identify the author’s purpose.
●● Find evidence to support the author’s argument.
●● Read relevant sections in detail.
●● Highlight, underline and make notes during reading.
●● Take notes of key information
●● Record bibliographic details.
●● Summarise what you have read and make comments.
2.1.3 Oral communication
Many students are challenged by oral presentations. In particular, international students may never have
used academic English in an oral presentation before and may be particularly unsure or anxious about such
tasks (Adusei-A, et al., 2011). Nevertheless, international students need to learn the techniques of public
speaking the same way that domestic students do – through practice.
“
Key message:
“
“International students find it hard to deliver presentation because of their
language and perhaps lack of confidence due to the fact that they find it hard to
communicate... We domestic students also find it hard to deliver presentation also
for a lack of confidence but language does not seem to be the issue, particularly in
the first year.” (ECU domestic student)
Students should be assisted to practice and develop their oral communication skills.
Tips to Enhance Oral Communication
●● Use group presentations to spread the burden on student speakers (Monash University,
2011).
●● A
sk students to evaluate each others’ presentations using a simple assessment rubric
(Monash University, 2011).
●● V
ideo record presentations to allow students to evaluate their own performance
(Monash University, 2011).
Internationalisation and learner-centred teaching tips
13
]
Public Speaking Tips for Students
Share these guidelines with students to help them deliver effective oral presentations.
●● Take a few deep breaths to calm yourself. Pretend you’re confident and act accordingly.
●● Focus on your message and communicate it clearly.
●● Be aware of your posture and use appropriate hand and body gestures.
●● Make eye contact with your audience.
●● Get your intonation right (emphasise the main points). Use pauses, intonation and
emphasis.
●● Speak loudly and clearly, and not too quickly.
●● Check pronunciation of key vocabulary.
●● Glance at your notes rather than read from them.
●● Do not turn your back to the audience and do not block visuals.
2.1.4 Effective writing
Some international students may be unfamiliar with essay writing or academic expression and may need
additional assistance in summarizing and synthesizing their ideas (Adusei-A, et al., 2011). See also 2.1.5
Referencing and plagiarism.
“International students tend to struggle with the English language, particularly
idiomatic expressions. It is not that they are unintelligent, but that they struggle to
put their thoughts on paper.” (ECU domestic student)
Key message:
“
“
Students should be guided in how to complete written assessment tasks, including
academic essays, reports, literature reviews, case studies and case notes.
Tips to Enhance Effective Writing
●● Conduct diagnostic assessments to determine students’ existing writing skills/knowledge
early on (Monash University, 2011).
●● Collaborate with, and involve Learning Advisors in writing activities.
●● Provide examples and model the type of writing you expect (Monash University, 2011).
●● D
evelop students’ writing skills through online discussion forums, enabling students to
reflect on issues and refine their responses (Carroll, 2002).
Internationalisation and learner-centred teaching tips
14
2.1.5 Referencing and plagiarism
Many international students, particularly those from Asian cultures, tend to regard what ECU terms
‘plagiarism’, as appropriate academic behaviour and may not fully understand the implications of this
error (Adusei-A, et al., 2011). Many domestic students, particularly school leavers, also struggle with
understanding what constitutes plagiarism, and how to reference correctly (Adusei-A, et al., 2011).
“
“Lecturers say we plagiarise a lot even if you give references. In china we are
marked with ability to memorise and reproduce but here they want us to put it in our
own words.” (ECU international student)
“The reference style is difficult to remember and complicated.”
(ECU international student)
Key message:
“
“Most international students have problems with referencing, synthesising ideas and
find themselves plagiarising unconsciously.” (ECU staff member)
Students should be made aware of the importance of referencing, how to reference for a
given context, what constitutes plagiarism and its’ implications.
Tips to Enhance Appropriate Referencing
●● Explain why referencing is/should be used (Arkoudis, n.d.).
●● Model correct referencing styles in lectures/tutorials and in distributed materials
(Arkoudis, n.d.).
●● Provide examples of previous assignments that demonstrate how ideas can be
presented and the correct referencing styles (Arkoudis, n.d.).
●● Discuss readings in class and highlight where the author has synthesised the main
ideas and referenced them appropriately (Arkoudis, n.d.).
●● Ask students to evaluate and analyse ideas they have read, with an emphasis on
critiquing, rather than comprehension (Arkoudis, n.d.).
●● Direct students to access and use ECU’s Referencing Guide: http://www.ecu.edu.au/
centres/library-services/workshops-and-training/referencing/related-content/downloads/
refguide.pdf.
●● Collaborate with Learning Advisors to embed academic integrity in your course/unit and
inform students about workshops on this topic.
Tips to Help Students Avoid Plagiarism
●● Explain what constitutes plagiarism and the implications of inadequate referencing
(Arkoudis, n.d.).
●● F
ocus on what students should be doing (i.e., synthesize and evaluate what they read),
rather than on what they should not do.
●● Direct students to access and use ECU’s Plagiarism Tip Sheet: http://www.ecu.edu.
au/CLT/tips/docs/plagiarism.pdf, and to familiarise themselves with ECU’s Academic
Misconduct Rules: http://www.ecu.edu.au/GPPS/governance_services/resources_file/
academic_misconduct_rules_students(070327).pdf
Internationalisation and learner-centred teaching tips
15
2.2 Critical thinking
International students often adopt a rote learning approach, and struggle with critical thinking skills
(Adusei-A, et al., 2011). Many may even come from cultures where it is considered wrong to challenge
teachers (Adusei-A, et al., 2011). Reading, understanding and evaluating material can also be affected by
difficulties with the English language, limiting students’ capacity to demonstrate critical thinking.
“In Japan we learn by memorising and reproducing what we are taught. I had
cultural shocks transiting from the Japanese style of learning to the Australian
conceptual approach.” (ECU international student)
“The Australian style is more of conceptual and analytical learning, and different
from the rote learning style most international students tend to be used to.
Australian educational values encourage ideas sharing, open discussions, and even
challenging lecturers, if a student disagrees. Some of the international students are
more used to sitting, listening and being taught to.” (ECU staff member)
“
“
Key message:
Students should be assisted and guided to apply critical thinking to course materials and
presentations.
Tips to Enhance Critical Thinking
●● Explain and demonstrate the critical thinking skills expected in your unit (Arkoudis, n.d.).
●● Highlight the importance and relevance of reading materials (Arkoudis, n.d.).
●● Encourage students from the start to critically analyse anything you give them.
●● Offer questions to guide students’ reading of set texts, which prompt them to appraise
its literal, interpretive and applied meaning (Arkoudis, n.d.).
●● Use class discussions to prompt students to think critically about topics, e.g., “When
would you apply/not apply this theory?”, “How does this relate to other topics we have
discussed?” (Arkoudis, n.d.).
●● Use small group activities to promote critical thinking through sharing and negotiating
different points of view.
Internationalisation and learner-centred teaching tips
16
2.3 Group work
In many cases international students would like to participate in group work but do not have the confidence
to do so, as they may lack familiarity with academic discussion and/or the required English language skills.
This is heightened by concerns (for both international and domestic students) that international students’
language issues may jeopardise a groups’ grading, which can result in further anxiety and potentially cause
conflict within the group (Adusei-A, et al., 2011).
“
“I remember we were put together in a group and the fact that we were from
different nationalities motivated us.” (ECU domestic student)
“I have 3 experiences: there are those who refuse to get involved and we domestic
students work hard to bring their grades up. There are those who try and put in their
best, although they may have high language needs. There are those who totally rely
on Australian students although they may put in some effort. In most group works,
we tend to be the editors.” (ECU domestic student)
“
“We feel we burden the Aussie students too much with editing and all that. While
they don’t complaint openly, it affects their attitudes towards us.” (ECU international
student)
Key message:
International and domestic students should be encouraged and assisted to work collaboratively,
effectively and fairly on group tasks.
Tips to Enhance Group Work
●● Explain your expectations for behaviour in group work, the goals of the activity and its
relevance to learning and final grades (Arkoudis, n.d.; Carroll, 2002; Monash University,
2011).
●● Organise group tasks to facilitate students from different backgrounds working together,
with the diversity of experience and knowledge explicitly beneficial to the task outcomes
(Arkoudis, n.d.).
●● Keep groups small and assign explicit tasks.
●● Divide the class into groups early in semester to allow them to get to know each other,
and consider giving each group an identity (Monash University, 2011).
●● Discuss the advantages and drawbacks of cultural and linguistic diversity in small group
work.
●● Introduce and discuss group activities in class prior to facilitating them, and conclude
each activity by drawing together key lessons (Monash University, 2011).
●● Assign clear roles for each member of the group and ensure each student understands
what is expected of them, and the group as a whole. Consider inviting the group to elect
members for each role (Arkoudis, n.d.; Monash University, 2011).
●● Acknowledge and explain that silent participation is also legitimate (Monash University,
2011).
●● Consider alternative modes of interaction, such as online discussion forums/chat rooms
(Monash University, 2011).
Internationalisation and learner-centred teaching tips
17
●● Include assessment of the group work process as a significant part of the grade (Carroll,
2002).
●● Invite students to discuss the value of group work for a particular situation, and in
general (Monash University, 2011).
2.3.1 Student-student interaction
International and domestic students tend not to interact much for a range of reasons, despite the potential
benefit this poses for both groups (Adusei-A, et al., 2011)
“
“...although it is natural to gravitate towards your own people, international students
have to realize that they are here to study. Thus, they must make it their aim to
befriend Australians so they can get better in their language skills.” (ECU domestic
student)
Key message:
“
“International students tend to congregate among themselves. The Australian
students do not mix with them because a lot of them have had no travelling
experiences. But both international students and domestic students are perhaps
unaware that they tend to avoid one another.” (ECU staff member)
Interaction should be encouraged and facilitated between international and domestic
students both during and outside of class.
Tips to Enhance Student-Student Interaction
●● Encourage a culture of student interaction (especially between domestic and
international students) early in the semester (Arkoudis, n.d.).
●● Use ice breakers to help students to establish a bond, and warm up the teaching
atmosphere.
●● Use the first tutorial to get to know students, and for students to get to know each other
(Monash University, 2011).
●● Develop tasks that increase opportunities for domestic and international students to
interact, e.g., quizzes and pair work in class (Arkoudis, n.d.).
Internationalisation and learner-centred teaching tips
18
2.4 Planning and time management
A common difficulty facing international and domestic students alike is in planning and managing their time
effectively, particularly where they may be unsure of what is expected of them.
Key message:
Students should be prompted and encouraged to plan for study outside of scheduled
classes, particularly in preparation for assessments.
Tips to Help Students Manage their Time
●● Discuss how you expect students to use their time and your time, and draw attention to
any important dates (Carroll, 2002).
●● G
et students to create a Gantt chart of the unit for themselves during an early class, to
plan for their assessment tasks (Monash University, 2011).
]
Assessment Planning Tips for Students
Share these guidelines with students to help them complete assessment tasks effectively.
●● Plan your work before you start.
●● Research your topic so that you have a good general idea about it.
●● Narrow your focus so that the content is more targeted.
●● Analyse your task so that you are clear about your purpose, i.e., are you being asked to
describe, analyse or compare?
●● When gathering resources, consider texts, media programs, newspaper articles and
interviews.
●● Look at your task from all perspectives.
●● Try to make your response original rather than following the line in the literature.
●● Remember to support your view with suitable evidence.
●● Write down a framework for your planning, e.g., my purpose is… my objectives are…
Internationalisation and learner-centred teaching tips
19
2.5 Flexible delivery
There are a number of modes of delivery associated with ECU units and courses. At ECU the term ‘flexible
delivery’ refers to “Courses and units [that] are delivered in ways that recognise and cater for diversity in
the needs and expectations of students” (Centre for Learning and Development, 2008, p. 2). This concept
aligns to the student-centred approach to learning and teaching practices, proposed by Curriculum 2012
and Beyond.
“This learning and teaching ‘bottom-up’ approach to flexible delivery places students’
needs to the fore. It requires academics to consider whether face-to-face, online or a
mix of on-campus and off-campus mode of delivery enables student learning”.
(De Jong, Cullity, & Middleton, 2010, p. 25)
Considering how a course/unit is delivered so that it meets the needs of a diverse range of students is
central to providing an internationalised experience for our students. Below are some tips to enhance
delivery via the most common teaching method, lectures, as well as some basic ideas to ensure students
are adequately skilled to use any supplementary technology used in course/unit delivery. Though it
represents an important component of flexible delivery, e-learning will be covered more extensively in a
separate, dedicated resource that will supplement this package.
“Getting to know international students would enable staff to appreciate their needs and
inform their teaching approaches.” (ECU staff member)
“
“
Key message:
Courses and units should be delivered in ways that recognise and cater for diversity in
the needs and expectations of students.
General Tips for Flexible Delivery
●● Ensure the mode of delivery and teaching methods chosen are appropriate to meet the
needs of students, as well as intended learning outcomes.
●● E
xplore technology and tools available to supplement or facilitate learning, teaching and
assessment activities.
●● Use straightforward terms and avoid metaphors, puns, slang, jargon or culturally specific
humour where possible (Carroll, 2002). If you do use these, make sure you define any
new/unfamiliar terms and provide opportunities for clarification (Arkoudis, n.d.).
●● U
se a multi-sensory approach (pictorial, figurative, experiential, theoretical, emotional,
personal).
2.5.1 Lectures
International students can struggle to follow lecture presentations and understand speakers (Adusei-A, et
al., 2011), particularly during their first few weeks. See also 2.1.1 Listening comprehension.
“Many lecturers put too much information in class and never get through it all.”
(ECU domestic student)
Key message:
“
“
Students should be assisted to follow and comprehend presented materials in lectures.
Internationalisation and learner-centred teaching tips
20
General Tips for Lectures
●● Explain the role of lectures and teaching styles/activities that will be used, as well as
any ground rules (e.g., when you will take questions), early in the course (Monash
University, 2011).
●● Provide handouts/notes to allow students to focus on listening and thinking during
lectures (Carroll, 2002).
●● Face the class when speaking.
●● Link the content to other topics in the unit, and material covered in tutorials/readings,
e.g., using concept maps (Arkoudis, n.d.; Monash University, 2011).
●● Stop regularly during the lecture and ask students to turn to their neighbour and share
the most important points from that short period.
●● Allow short question time half way through the lecture.
●● Give students a short problem to solve and then provide answers before continuing.
●● Read aloud any material on boards, overheads or power points.
●● Focus on the essentials (core concepts).
●● Rephrase information for clarity.
●● Ask students to summarise the main points of the lecture at the end.
Accessibility
Flexible delivery requires that all students receive the best possible opportunities to succeed in their course/
unit. A key element of this is in ensuring that lectures are accessible and inclusive, and do not inadvertently
disadvantage students from culturally or linguistically-diverse backgrounds.
Key message:
Lectures should be accessible and inclusive for all students, with the purpose and
intended outcomes of these made clear to students.
Tips for Accessible and Inclusive Lectures
●● H
elp students to follow the lecture and make notes, by providing a lecture outline prior
to/at the start of the lecture, which highlights the main points that will be covered and
how (Arkoudis, n.d.; Monash University, 2011).
●● P
rovide copies of the lecture outline online, to supplement other material such as
PowerPoint slides/lecture recordings (Arkoudis, n.d.).
●● Record lectures for students to view again and clarify any points they may not have
understood initially or heard correctly, and explain how students can access these
(Arkoudis, n.d.; Monash University, 2011).
●● Explain any background information that would help students understand key concepts
(Arkoudis, n.d.).
●● Define and provide opportunities to clarify new or unfamiliar words (Arkoudis, n.d.).
●● Reduce jargon and the use of idioms and colloquialisms, or explain the meaning of any
slang or culturally specific humour used (Arkoudis, n.d.).
Internationalisation and learner-centred teaching tips
21
Presenting in lectures
The way in which information is presented in lectures can have a significant impact on student
comprehension (see also 2.1.1 Listening comprehension).
Key message:
Lecture material should be presented in ways that maximise student comprehension.
Tips for Lecture Presentation and Pace
●● Present material, rather than reading it (Monash University, 2011).
●● Adopt a relaxed style where students feel comfortable to ask questions (Monash
University, 2011).
●● G
ive students regular opportunities to discuss key points among themselves (Monash
University, 2011).
●● Use a whiteboard to emphasise key points and break up the pace (Monash University,
2011).
●● Use a variety of media (e.g., video clips, conference calls) and methods (speaking,
slides, discussion) to vary the pace and add interest (Monash University, 2011).
●● Summarise important information throughout in the lecture (Arkoudis, n.d.; Monash
University, 2011).
●● Be comfortable with silences and willing to repeat what you said (Carroll, 2002).
●● Be aware of students’ capacity to take notes and vary the pace accordingly, pausing
when necessary for students to catch up and to reflect on the content (Monash
University, 2011).
●● P
ause when presenting complex or detailed slides, allowing students to take the
information in before commenting (Monash University, 2011).
●● Summarise the information covered and highlight ‘take home’ messages at the end of
the lecture (Arkoudis, n.d.).
Tips for Slide Presentations
●● Avoid the temptation to put too much information on one slide.
●● Keep slide presentations simple, and use these to support, not supplant your lecture
(Monash University, 2011).
●● E
nsure font size and colours used in your slides optimise legibility and are clearly visible
from all parts of the room (Monash University, 2011).
●● Preview slides to be sure they are fully legible from all parts of the room.
●● Avoid speaking over complex or detailed slides. Instead pause and then comment.
●● Encourage a write-listen-write-listen approach (Monash University, 2011).
●● Use slide animation to gradually reveal items, allowing students to write notes between
points (Monash University, 2011).
●● Use commentary with no visuals to emphasise important points.
Internationalisation and learner-centred teaching tips
22
Class participation and discussion
Despite the valuable role that class discussion and participation plays in student-centred learning,
international students may not be aware of what participation in class actually means, and why it is
important.
“Many of them do have great ideas but due to language difficulties, many of the
things international students wish to say tend to get lost in translation.” (ECU domestic
student)
Key message:
“
“
All students should be encouraged to participate in class and play a meaningful role in
their own learning, and that of their peers.
Tips for Facilitating Class Participation and Discussion
●● E
xplain your expectations for participation and behaviour in class, why it is important
and how it will contribute to students’ learning and grades (Arkoudis, n.d.; Monash
University, 2011).
●● Learn students’ names and invite them to speak to the class (Arkoudis, n.d.).
●● Arrange seating to maximise eye-contact and convey equal status to all participants
(Monash University, 2011).
●● Ask students how the issue would be considered from their experiences and cultures
(Arkoudis, n.d.).
●● Give students time to understand the question, consider their response and
communicate it effectively, e.g., provide questions prior to a class, or get students to
discuss issues/questions in pairs first and then report back to the class (Arkoudis, n.d.;
Carroll, 2002).
●● Encourage students to discuss key points among themselves (in small groups or pairs)
during class (Monash University, 2011).
●● Encourage students to discuss concepts, ideas, readings and theories with others in
their first language, where feasible (Carroll, 2002).
●● Create a relaxed atmosphere in which students feel comfortable to ask questions, and
thank students when they ask a question or comment in class (Monash University,
2011).
●● O
ccasionally summarise the discussion and highlight key points that have been raised
(Arkoudis, n.d.).
●● Assist students who have difficulty following by posing helpful questions, clarifying and
paraphrasing during class discussions (Monash University, 2011).
●● Provide visual aids to focus the discussion and help students follow the conversation
(Monash University, 2011).
●● In role playing exercises, give each participant a clear idea of their role, their goal and
the means to achieve their goal.
●● Provide post-activity summaries to clarify what has been discussed and how this relates
to their learning/assessment (Monash University, 2011).
Internationalisation and learner-centred teaching tips
23
2.5.2 Computer literacy
Some international students may not have used computers, or appropriate software (e.g., Blackboard,
TurnItIn) prior to commencing at ECU (Adusei-A, et al., 2011).
Key message:
All students should be adequately prepared and skilled to use computer systems/
software required for their course/unit, prior to their reliance on these systems for
learning or assessment.
Tips to Enhance Computer Literacy
●● Check students’ competency in using the required computer systems and/or software
early in the semester.
●● Encourage students to practice using any required systems/software prior to
commencing particular assessment tasks.
●● Direct students to appropriate services/resources where they are identified as
experiencing difficulty in these areas.
Internationalisation and learner-centred teaching tips
24
3. Resources and materials
Supplementary teaching materials and resources can also be enhanced to best prepare and support
student-centred learning for an increasingly diverse student population.
3.1 Readings and instructional materials
Many students, particularly international students, struggle financially and may be apprehensive about
buying a large number of expensive text books (Adusei-A, et al., 2011). In addition, students often do not
know about, or have difficulty locating the resources they need (Adusei-A, et al., 2011).
“
“...some international off shore students would normally want to go through or finish
their courses in a more economical sense. This may mean avoiding buying helpful
textbooks or resources even if they are key to their course.” (ECU staff member)
“
“Lecturers refer you to books that are either not available or are on 3 days loan
limits.” (ECU international student)
Key message:
Instructional materials, media and resources should be accessible, have diverse
authorship and cultural origin and, where appropriate, optimise the development of
global perspectives, with the purpose and importance of these made clear to students,
especially where they incur significant cost.
Tips for Resource Selection
●● Select accessible texts or make them accessible by explaining terms and rhetorical
structures (Carroll, 2002).
●● U
se international publications in teaching activities, e.g., texts, journals, conference
proceedings.
●● Include resources that address issues such as social justice, equity, human rights, and
environmental, social and economic issues.
●● Include accounts of the historical background to current international practices.
●● Include investigations of professional practices in other cultures.
●● Include an exploration of how knowledge may be constructed differently from culture to
culture.
●● Ensure learning resources reflect local and global perspectives.
●● Include learning materials with international perspectives, sourced from electronic
sources, to accompany local resources.
●● Ensure the required texts are affordable or sufficient copies available through the ECU
library.
Internationalisation and learner-centred teaching tips
25
Tips for Instructional Materials
●● Provide written copies of any important information discussed early in the course/unit,
e.g., explanations about teaching activities, definitions, assignment topics (Monash
University, 2011).
●● P
rovide handouts/notes to allow students to focus on listening and thinking in lectures
(Carroll, 2002).
●● Include material in languages other than English where appropriate.
●● Review materials before adoption to identify and eliminate cultural stereotypes and
biases.
●● Relate instructions to international professional best practice standards where they have
been developed.
Tips for Subject Reading Lists
●● E
nsure the subject reading list makes clear to students what to read, when, why, how,
what to read in it and where to find it (Monash University, 2011).
●● D
iscuss the reading list and explain if you want students to extract key information and/
or read it thoroughly (Carroll, 2002).
●● P
rovide additional notes about the purpose/relevance of each text (Monash University,
2011).
●● Model the correct referencing style in the reading list (Monash University, 2011).
●● Consider compiling a list of important people/organisations for your discipline (Monash
University, 2011).
3.2 Unit outlines
Unit outlines are important in helping students develop accurate expectations about their studies, and
understanding what is required and expected of them in that unit.
Key message:
Unit outlines should be provided and their content/purpose explained to students.
Tips for Unit Outlines
●● Discuss the unit outline in class, defining any terminology or legalese and checking
students’ understanding as you go (Monash University, 2011)
3.3 Diagnostic questionnaires
Diagnostic questionnaires can help you gain an understanding of where students are at when they
commence your course/unit, and adapt teaching, learning and assessment strategies to meet their needs.
Key message:
Use diagnostic questionnaires early in the semester to ascertain students’ existing
knowledge/skills and identify areas in need of further assistance.
Internationalisation and learner-centred teaching tips
26
Tips for Diagnostic Questionnaires
●● Give students a short self-test in the first class, to assess their pre-requisite knowledge
and trigger feedback/directing them to additional resources that may better prepare
them for the unit (Monash University, 2011).
3.4 Glossaries
Glossaries are a valuable tool to help students grasp difficult or unfamiliar terms (or concepts), and avoid
delaying their learning of material that relies on these terms.
Key message:
Provide glossaries that define unfamiliar, specialist and/or complex terms applicable to
learning, teaching or assessment activities.
Tips for Glossaries
●● Provide a glossary, which defines discipline-specific terms, culturally specific
knowledge, metaphors and problem terms (Carroll, 2002; Monash University, 2011).
●● Provide definitions, examples of usage (in context), illustrations and/or sound clips with
your glossary (Monash University, 2011).
3.5 Listening tools
As mentioned earlier, international students may experience difficulties with listening comprehension
early in their journey at ECU. Several tools are available to assist students gain experience and build their
listening comprehension skills.
Key message:
Use and direct students to appropriate tools that can assist them to build their listening
comprehension skills.
Tools to Enhance Listening Comprehension
●● Use Audience Response Systems to collect feedback/responses from students in class,
and then summarise responses/present these to the class (Monash University, 2011).
●● Refer students to the Australian Broadcasting Corporation (ABC) for audio files,
transcripts and resources to practice listening and speaking (Monash University, 2011).
Internationalisation and learner-centred teaching tips
27
4. Assessment strategies
A major feature of Curriculum 2012 is ‘assessment for learning’.
“The notion of ‘assessment for learning’ places assessment as a core feature
of student learning. It shifts the emphasis from testing students’ reproduction of
knowledge to providing them with appropriate, authentic/real world assessment tasks
(i.e., formative or summative) that engage them in learning, with the aim of producing
learners who can make judgements about their learning, values, knowledge, and
professional ethics and capabilities”
(De Jong, et al., 2010, p. 24)
Many students can struggle with assessment, particularly where they lack sufficient understanding of
what is required or expected of them. Language difficulties and unfamiliarity with assessment practices
at ECU, or in Australia, can further exacerbate this concern. Below are some tips for assisting students
from culturally and linguistically diverse backgrounds to understand the requirements and purpose of
assessment tasks, and to ensure all students are given the best possible opportunities to achieve their
potential and continue to develop their knowledge and skills. A more comprehensive set of Assessment for
Learning resources are currently being developed and will supplement this resource.
“Sometimes we are under pressure to turn assignments in. In the first years it is
difficult, because at that stage you do not have good sense of direction.”
(ECU international student)
“
“
Key message:
Assessment criteria and expectations need to be clear to all students.
Tips to Enhance Student Understanding of Assessment
●● Explain the purpose of assessment tasks, what will be assessed and how (Arkoudis,
n.d.; Carroll, 2002).
●● Explain what the assessment task will involve, and demonstrate/provide examples of the
type of responses you expect (Arkoudis, n.d.; Carroll, 2002).
●● D
iscuss assessment questions/titles and terms used, e.g., “evaluate”, “justify”, “analyse”
(Carroll, 2002; Monash University, 2011).
●● Explain how long the submission should be, and why (Carroll, 2002).
●● If language/grammar/vocabulary will be assessed, explain which aspects will be
assessed and what marks will be allocated for this, compared to marks for content/
structure (Arkoudis, n.d.; Carroll, 2002).
●● D
evelop assessment rubrics in class prior to presentations to raise awareness of issues
involved and give students a sense of involvement and ownership (Monash University,
2011).
●● Provide examples of good and bad assignments to help students understand what is
expected of them (Monash University, 2011).
●● Ensure the question/instruction is worded clearly, with key words highlighted, and avoid
unfamiliar expressions, ambiguity and double negatives (Monash University, 2011).
●● Develop assessment rubrics that list the criteria for the assessment tasks with
descriptors of different achievement levels for each criterion, to ensure consistency of
marking, and provide a copy to students (Arkoudis, n.d.; Monash University, 2011).
Internationalisation and learner-centred teaching tips
28
4.1 Assignments
In addition to understanding the purpose and expectations around assessment, it is important for
assignments (formative or summative) to be designed to assess for learning, within an international context.
“
“As English as a second language students, we always find completing the
assignment are very difficult. Therefore some support to help the international
student language difficulties will be great.” ECU international student)
Key message:
“
“Scaffold learning and assessment in an incremental and progressive manner that
provides incentives and rewards to achieve complex learning outcomes such as
critical thinking, problem solving.” ECU staff member)
Assessment strategies should measure the skills, understandings and processes
associated with learning in different global and intercultural perspectives.
Tips for Assignments
●● When planning assessment tasks, set out questions clearly, consider the complexity of
the response from the students, and be sure to actually give an instruction.
●● P
lan learning activities to prepare students for assessment tasks (Arkoudis, n.d.;
Monash University, 2011).
●● Teach students about the meaning of the assignment.
●● Plan the structure of students’ assignments with them – make an outline.
●● Vary the types of assessment tasks to cater for different learning styles, where possible
(Arkoudis, n.d.).
●● Avoid culturally biased or potentially offensive assessment topics/strategies (Monash
University, 2011). Have colleagues review the assessment topics prior to adoption to
help you identify and eliminate cultural stereotypes and biases.
●● Use early assessment tasks to identify students who may benefit from additional
support or referral to learning advisors/resources (Arkoudis, n.d.).
●● Encourage students to explore and analyse cultural differences and perspectives in
their context.
●● Restructure clustered assignment deadlines so that students have time to prepare for
each (Monash University, 2011).
●● Encourage students to follow guidelines re: word limits, due dates and submission
requirements, and remind them to submit on time.
●● Include inquiry-based authentic assignments involving contact and communication
(face-to-face or electronically mediated) with people from different cultural backgrounds
and/or located in other countries.
Internationalisation and learner-centred teaching tips
29
]
Assignment Tips for Students
Share these guidelines with students to help them produce quality assignments.
●● Schedule time for reading, note taking, drafting, referencing and editing.
●● Read text books for general information before reading journals.
●● Draft a thesis statement and write according to your plan.
●● Revise, edit, revise and proofread.
]
Oral Presentation Tips for Students
Share these guidelines with students to help them prepare effective oral presentations.
Planning:
●● Plan an oral presentation before you present it.
Target audience:
●● Be aware of your audience, know their values and needs, level of knowledge on the
subject, and their expectations from your presentation. The amount and depth of
material you need will depend on your audience.
●● Use a fairly formal tone in your presentation, but be aware that colloquial language and
slang is not appropriate, and neither is stuffy formal language you would use to write a
report.
Structure:
●● F
ormal presentations have a beginning (intro) a middle (body) and an ending
(conclusion).
●● Introduction states the topic, defines terms and outlines the scope of the talk.
●● B
ody expands the plan in logical sequence, keeps to the topic, supports claims with
evidence and includes audio-visuals.
●● Conclusion returns to points made in introduction, sums up the main points of the
presentation and leaves an impression in the minds of listeners.
Visual aids:
●● Visual aids stimulate interest and make it easier for the audience to understand your
presentation.
●● Limit slides and overheads. Do not use too many slides – just a few key slides.
●● Use key words and phrases.
●● Use colouring and make sure letters are large enough to read from the back.
●● Use bullet points and use labels for graphs, charts, figures and diagrams.
●● Make sure your venue has provision for electronic equipment.
●● Practice so that you are competent in using the software.
Internationalisation and learner-centred teaching tips
30
●● Be prepared! In case things go wrong, have a set of over head transparencies/
summaries on ‘butchers paper’/handouts.
●● Use a laser point in power point.
●● Know which slide is coming up next.
Handouts:
●● Place only the main points on the handouts.
●● Distribute handouts before you start, or after the presentation, but not while you are
speaking.
4.2 Exams
As with assignments, students may not be clear on the purpose, requirements and expectations of
examinations.
Key message:
Students should be guided to appropriately prepare for and complete exams to the best
of their ability.
Tips for Exams
●● Outline the requirements of the exam and model the type of responses required.
●● Avoid cognitive overload by paying attention to the level of abstraction required, the
number of activities or operations involved, the amount of text to be assimilated, the
expected genre and students’ prior knowledge.
4.3 Marking and feedback
Students can struggle to understand how/where they need to improve their work in the absence of detailed
feedback (Adusei-A, et al., 2011). Students also want to be able to challenge or discuss their grades
following assessments, including exams (Adusei-A, et al., 2011).
“
“Provide detailed positive feedback to aid learning and development.” (ECU staff
member)
“Respect your students (no matter where they came from) by applying the same
standards throughout. You help nobody by letting people who don’t make the grade
pass. This may lead to unpopularity from those you fail but others will value their
qualification more. And those who fail will in time hopefully improve and become
better students.” (ECU staff member)
“
“As it stands now, the lecturers get defensive when we challenge and make us feel
uncomfortable coming forward to demand our right of challenging the results.” (ECU
international student)
Key message:
Students should be guided in their assessments, and offered meaningful, consistent
feedback that facilitates further improvement.
Internationalisation and learner-centred teaching tips
31
Tips for Providing Feedback
●● Explain how and when students may seek your help, and for what (Carroll, 2002).
●● Provide timely and constructive feedback, with suggestions for how students can
improve their work, and direct them to services/resources available to assist them
further (Arkoudis, n.d.; Monash University, 2011).
●● Offer oral feedback in class when returning assignments, focusing on the main issues
that came up and identifying how work can be improved for subsequent assessment
(Arkoudis, n.d.).
●● Provide students with examples of good responses from other students to compare with
their own and to assist in interpreting your feedback (Monash University, 2011).
●● Draw attention to language problems and direct students to resources to resolve these,
but avoid excessive/redundant corrections which may detract from other feedback
(Monash University, 2011).
●● Ensure all handwritten comments are easy to read, or number your comments and
index these to a separate printed sheet of feedback (Monash University, 2011).
●● Provide a summary feedback sheet where you comment on concerns as well as
aspects of the work that pleased you (Monash University, 2011).
●● Get students to use assessment rubrics to evaluate their own work (Monash University,
2011).
●● Video-record student presentations so that presenters can evaluate their own
performance (Monash University, 2011).
●● Encourage students to discuss their marks and any feedback you have provided
following an assessment task (including exams).
Tips for Marking Assessments
●● When marking collaboratively, plan the marking process together to maximise
consistency (Monash University, 2011).
●● Consider electronic assignment submission, which has a number of benefits for
students and staff (Monash University, 2011).
●● Run moderation sessions with other markers where large numbers of assignments are
to be assessed (Monash University, 2011).
●● Double-mark assignments at the higher and lower achievement level (Monash
University, 2011).
●● D
istribute a simple assessment rubric to students and have them evaluate peer
presentations (Monash University, 2011).
●● When using peer assessment, explain why this is appropriate and the value it provides
for both the student being assessed, and peer assessors.
●● Address learning outcomes specific to those aspects of the curriculum that are
internationalised.
Internationalisation and learner-centred teaching tips
32
References and additional resources
The following section details some useful resources that may help you further your understanding of
internationalisation, and develop your own strategies to enhance the internationalised experience of your
students.
Adusei-A, K., De Jong, T., & Cullity, M. (2011). What ECU Staff, Domestic and International Students say
about Internationalising Student Experiences. Joondalup, Australia: Edith Cowan University, Curriculum
2012 and Beyond.
This report details the findings and recommendations from a research project conducted as
part of Curriculum 2012 and Beyond, which explores student and staff perceptions on current
internationalisation of the student experience at ECU.
Access to resource: Contact Curriculum 2012 Project Manager, Marguerite Cullity (m.cullity@ecu.edu.
au)
Arkoudis, S. (n.d.). Teaching international students: Strategies to enhance learning. Melbourne, Australia:
University of Melbourne.
This report presents suggested strategies to enhance the learning of international students at the
University of Melbourne and addresses the learning and teaching implications of the many international
students for whom English is a second or third language.These strategies were gleaned from
interviews with academic staff at the University of Melbourne, and additional comments from selected
students. Many of these strategies also apply to ECU’s international students, and as such have been
incorporated into the tips presented in this package.
Access to resource: http://www.cshe.unimelb.edu.au/pdfs/international.pdf
Carroll, J. (2002). Suggestions for teaching international students more effectively. Oxford, England: Oxford
Brookes University, Centre for Staff and Learning Development.
This briefing paper highlights issues for teaching students in a culturally diverse setting at Oxford
Brookes University (in the UK) and offers strategies to address these issues. Many of these strategies
also apply to ECU students, and have been incorporated in the tips contained in this package.
Access to resource: http://www.brookes.ac.uk/services/ocsd/2_learntch/briefing_papers/international_
students.pdf
Carroll, J., & Ryan, J. (Eds.). (2005). Teaching international students: improving learning for all. London:
Routledge.
With a key focus on teaching, this book looks at the full experience of teaching international students,
who often find it difficult to perform to their full abilities in a foreign environment. Full of practical
suggestions and case study material.
Access to resource: Available through ECU Library
Centre for Learning and Development. (2008). Teaching@ECU: Learning and Teaching Principles. [Tip
sheet]. Joondalup, Australia: Edith Cowan University.
This tip sheet provides an outline of the teaching and learning principles that apply at ECU. This
resource offers ECU teaching staff a common understanding of the expected teaching practices at ECU.
Access to resource: https://intranet.ecu.edu.au/__data/assets/pdf_file/0008/204857/principles_teaching.
pdf
Curtin University. (n.d.-a). “Study Skills”. Retrieved 16/11/2011, from the Curtin University website: http://
learningsupport.curtin.edu.au/skills/
The Learning Centre (TLC) at Curtin University offers a wide variety of learning support programs and
information designed to help and guide students. These include step by step tips to improve assessment
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(assignments, exams and presentation), making the most of lectures and seminars, how to improve
participation in tutorials and laboratories, strategies for writing, time management skills, guidelines for
effective reading, advantages of study journals, strategies to improve group dynamics and ten tips for
effective learning. You may find this website helpful in developing tips and guidelines to assist your
students at ECU.
Access to resource: http://learningsupport.curtin.edu.au/skills/
Curtin University. (n.d.-b). “Transnational Education: Developing leadership capability”. Retrieved
14/11/2011, from the Curtin University website: http://intercurriculum.curtin.edu.au/index.html
This website presents an online professional development program (designed for Curtin University staff)
for the conduct of teaching or learning activities where students are in a different country. The website
contains helpful resources and information for staff developing, managing or delivering programs
transnationally, off-shore and/or through partner institutions overseas.
Access to resource: http://intercurriculum.curtin.edu.au/index.html
De Jong, T., Cullity, M., & Middleton, S. (2010). ECU 2012 Undergraduate Curriculum Framework.
Joondalup, Australia: Edith Cowan University.
This report provides an initial overview of the Curriculum 2012 and Beyond project (previously called
ECU 2012 Undergraduate Curriculum Framework project), and provides substantial background and
rationale to the implementation of an enhanced curriculum at ECU.
Access to resource: Contact Project Manager, Marguerite Cullity (m.cullity@ecu.edu.au)
Deakin University. (n.d.). “Teaching effectively for cultural diversity”. Retrieved 17/11/2011, from the Deakin
University website: http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/culture/index.php
This site provides practical tips, and video scenarios exploring key areas such as group dynamics and
giving feedback.
Access to resource: http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/culture/index.php
Flinders University. (2011). “CDIP Toolkit”. Retrieved 16/11/2011, from the Flinders University website: http://
www.flinders.edu.au/equal-opportunity/cdip/cdip_toolkit/cdip_toolkit_home.cfm
This website forms the Flinders University Cultural Diversity and Inclusive Practice (CDIP) tool-kit,
designed to help staff promote mutually respectful relationships and apply university policy and intentions
in their practices. The toolkit consists of General Information Folios (Culturally Inclusive Environment,
Culturally Inclusive Practice and Appropriate Terminology, Indigenous Australian Peoples) and Theory
into Practice Strategies (Teaching and Learning: Designing Culturally Inclusive Environments, Teaching
and Learning: Inclusive Practices for Managing Controversial Issues and Teaching and Learning: Small
Groups). This resource offers definitions and strategies for good practice around inclusion, which may be
helpful in your teaching at ECU.
Access to resource: http://www.flinders.edu.au/equal-opportunity/cdip/cdip_toolkit/cdip_toolkit_home.cfm
Gibbs, G., Habeshaw , S., & Habeshaw, T. (1992). 53 interesting things to do in your lectures (4th ed.).
Bristol: Technical and Educational Services.
This book is a useful resource for lecturers looking to improve their technique.
Access to resource: Available through ECU library
Green, W., & Mertova, P. (2009). Internationalisation of teaching and learning at the University of
Queensland: a report on current perceptions and practices. University of Queensland.
This report presents a snapshot of current practices at the University of Queensland (UQ) in relation
to curriculum/teaching and mobility, based on interviews with senior academics and some professional
staff in faculties, schools, institutes and centres at UQ, as well as existing institutional data, documents
and reports. The report lists some findings consistent with ECU staff perspectives, and associated
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recommendations that may also apply more broadly at ECU.
Access to resource: http://www.tedi.uq.edu.au/sites/default/files/IoTL_UQ_web.pdf
Lu, J., Yao, J., Chin, K. L., Xiao, J., & Xu, J. (2010). Strategies and Approaches to Teaching and Learning
Cross Cultures. Sydney, Australia: Australian Learning and Teaching Council.
This report details an ALTC research project examining the cross-cultural experiences and difficulties
of local and international (particularly Asian) students enrolled in Business courses at five Australian
universities: University of Technology, Sydney, Curtin University of Technology, The University of Sydney,
Edith Cowan University and Southern Cross University. The report describes the cross-cultural learning
difficulties faced by international students in Australia, including adapting to different teaching methods,
challenging teacher opinions, group work, different learning strategies, interpersonal communication
skills and English language difficulties. The report offers a number of recommendations to improve
learning and teaching practices in Australian universities.
Access to resource: http://www.altc.edu.au/resource-strategies-and-approaches-teaching-and-learningcross-cultures-uts-2010
Monash University. (2011). “Working with students from China”. Retrieved 31/10/2011, from the Monash
University website: http://www.monash.edu.au/lls/China/index.xml
This is an extensive website which offers a range of resources for those who teach Chinese students.
The section entitled Learning in a foreign language looks at the difficulties one faces when studying in a
language that is not mother-tongue and suggests skills needed to study English effectively. The section
entitled Teaching international students suggests strategies for promoting effective speaking, listening,
reading and writing as well as ways of managing assignments and exams. Several tips provided on this
website have been incorporated into this package.
Access to resource: http://www.monash.edu.au/lls/China/index.xml
Mulligan, D., & Kirkpatrick, A. (2000). How Much Do They Understand? Lectures, students and
comprehension. Higher Education Research and Development, 19(3), 311-335.
This paper describes a study into lecture comprehension and experiences for students from non-English
speaking backgrounds. The findings suggest that many NESB students do not sufficiently understand
the purpose and content presented in lectures. A number of recommended strategies are offered to
address this gap, including for students, those preparing students for university study, and teachers. The
Appendix (pp.334-335) in particular, offers several tips you may find helpful in appling these strategies in
your teaching.
Access to resource: Full text available online through ECU library
Oxford Brookes University. (2007). “Guides to support inclusive teaching and learning”. Retrieved
17/11/2011, from the Oxford Brookes University website: http://www.brookes.ac.uk/services/hr/eod/
guides/
This list of guides includes useful information and ideas on learning, teaching, course design and
assessment.
Access to resource: http://www.brookes.ac.uk/services/hr/eod/guides/
RMIT. (2011). “Internationalising your teaching”. Retrieved 14/11/2011, from the RMIT website: http://
rmit.edu.au/browse/Staff/Learning%20and%20Teaching/Support%20and%20resources/Teaching%20
practices/Practical%20guide%20to%20teaching/Preparing%20to%20teach/Internationalising%20
your%20teaching/
This website discusses RMIT’s approach to internationalising the curriculum, incorporating cultural
inclusion and international/intercultural dimensions into RMIT courses and programs. This resource lists
several broad approaches, which could also be applied at ECU.
Access to resource: http://rmit.edu.au/browse/Staff/Learning%20and%20Teaching/Support%20and%20
resources/Teaching%20practices/Practical%20guide%20to%20teaching/Preparing%20to%20teach/
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Internationalising%20your%20teaching/
RMIT. (n.d.). “International student stories”. Retrieved 14/11/2011, from the RMIT website: https://www.
dlsweb.rmit.edu.au/lsu/content/7_IntStudentStories/00stories.htm
This website presents a number of international student accounts of learning at RMIT, with a particular
focus on student expectations (independent learning, asking questions, seeking assistance), referencing,
structuring assignments and critical thinking. This resource provides an insight into the difficulties some
students from different cultural or linguisitc backgrounds may face, and simple tips and information that
can help to overcome these difficulties.
Access to resource: https://www.dlsweb.rmit.edu.au/lsu/content/7_IntStudentStories/00stories.htm
Shaw, G. (Ed.). (2005). Tertiary teaching and learning: Dealing with diversity. Darwin, Australia: Chales
Darwin University Press.
This book examines issues of diversity in the tertiary education sector and the changes that are taking
place. It presents a range of case studies and approaches for dealing with diversity in tertiary education.
The underlying sub-theme of the book is that good teaching is needed to bring about better and more
efficient learning for students in increasingly diverse learning communities.
Access to resource: Available through ECU Library
University of Melbourne. (2011). “Academic Skills”. Retrieved 16/11/2011, from the University of Melbourne
website: http://cms.unimelb.edu.au/studentservices/asu/home
This website takes you to University of Melbourne’s Academic Skills Unit (ASU), which connects with
the Language and Learning Skills Unit often referenced in Arkoudis (n.d.). Speakers from the ASU are
often invited by lecturers to speak to International students (and local students) on particular topics e.g.,
essay writing. The ASU helps undergraduate and graduate students with exam preparation, time and
task management, academic writing, oral presentations and English language development, and offer
a similar service to ECU’s Learning Advisors. This website may be helpful in developing resources/
strategies to assist your students with academic difficulties.
Access to resource: http://cms.unimelb.edu.au/studentservices/asu/home
University of South Australia. (n.d.). “Internationalisation of the Curriculum with the QIC”. Retrieved
8/11/2011, from the University of South Australia website: http://resource.unisa.edu.au/course/view.
php?id=1154&topic=3
This website provides a guide that assists teams of teaching staff evaluate the extent to which the
curriculum in their course/unit is internationalised, and identify aspects that would benefit from further
enhancement, through a basic Internationalisation questionnaire for teaching staff and unit/course
coordinators. This questionnaire may be helpful for ECU staff in prompting thought and discussion
around enhancing internationalisation in your program. Instructions for using this questionnaire are also
provided.
Access to resource: http://resource.unisa.edu.au/course/view.php?id=1154&topic=3
University of Western Australia. (2010). “Cultural Diversity and Inclusive Practice Toolkit”. Retrieved
16/11/2011, from the University of Western Australia website: http://www.icc.hr.uwa.edu.au/cultural/toolkit
The Cultural diversity and inclusive practice toolkit site gives practical guidance for staff to ensure their
interactions with other staff and students are culturally inclusive. This resource is similar in nature to the
Flinders University CDIP toolkit.
Access to resource: http://www.icc.hr.uwa.edu.au/cultural/tool-kit
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