INFORM CONFERENCE | 2019 Inform Evolution of International Foundation Programmes – Recognising a New Environment and Adapting to Change
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INFORM CONFERENCE | 2019 InForm Evolution of International Foundation Programmes – recognising a new environment and adapting to change Lecture Theatre 1.09 Palmer Building University of Reading 29 June 2019 [see pg18 for map] Inform Conference 2019 InForm CONFERENCE 2019 EVOLUTION OF INTERNATIONAL INFORM Conference 2019 programme FOUNDATION PROGRAMMES – RECOGNISING A NEW ENVIRONMENT 08.50-09.15 Registration – Coffee and pastries AND ADAPTING TO CHANGE 09.15-09.20 Palmer 1.09 Welcome and conference opening (all delegates) The International Foundation Programme at the University of Reading welcomes you to the 10th annual InForm conference. 09.20-10.05 ‘International’ delivery of international foundation programmes – an I2FP model? Plenary Elisabeth Wilding (University of Reading), Bruce Howell (University of Reading Malaysia) , With this being our 10th annual conference we’re taking the opportunity Palmer 1.09 Mike Groves and Stephen Minchin (University of Birmingham), to reflect on how International Foundation and Pathway Programmes Matt Potter and Kathryn Richardson (Queen Mary University of London) (IFPs) have changed and are continuing to change. We’re looking at this In this plenary, we will consider different perspectives on the growing trend of transnational and therefore ‘doubly’ topic on both an institutional scale and also at classroom level, in the international foundation programmes (I2FPs) and will examine the challenges and opportunities that they may represent. Colleagues from the University of Reading Malaysia, Queen Mary University London, and the University context of developments in teaching methods and technology. of Birmingham will share their institutional TNE experiences from China, Malaysia and Dubai, discuss key trends, and A big development in recent years is the growth of transnational address your questions. education (TNE) and we’re delighted to have a number of speakers join 10.05-10.50 Challenges faced Students’ misinterpretation Supporting IFP students with us from IFPs outside the UK. Our opening plenary session takes a wider and solutions found of written feedback on their the transition to UG study: look at TNE and has a panel of experts from 3 universities sharing their implementing an IFP degree programmes: can IFPs adapting the lecture format experience and insights of TNE partnerships and offshore delivery of IFPs. course in Russia do more to help? through TEL Nicholas Hyder, MGIMO Jane Ward, University of Reading Miriam Schwiening and Anna As an illustration of the importance of TNE, we will also be linking to the Palmer 1.09 Palmer 1.02 Tranter, Warwick University University of Reading Malaysia Campus for the plenary where a parallel Palmer 1.04 Preparing first-years for a double- Research carried out at the University InForm conference is also taking place. degree with Reading, MGIMO of Reading showed that international This research project, involving IFP It is fitting that Dr Anthony Manning, who started InForm and ran the first began teaching an IFP course in students’ interpretation of feedback students who have a range of English 2018. This presentation looks at comments was often misaligned with language proficiencies, aims to InForm conference in 2010, is giving the keynote talk. His support for IFPs the need for implementing this lecturers’ intended messages, hence, increase learning gain within lectures and his championing the importance of the work they do is well known in globally recognised program, the learning opportunities were lost. We through the use of technology the IFP community and we’re delighted to have him in attendance. challenges faced, and lessons suggest that IFPs have a responsibility enhanced learning. The lecture is future IFP courses can learn. to prepare students in this regard, and punctuated with mobile activated We hope you enjoy the day, share ideas, and get inspired with ways suggest some methods for doing so quizzes, to incentivise students to develop and improve IFPs over the next 10 years, and more.. to build their vocabulary sizes and reflect on lecture content. 10.50-11.15 Coffee and biscuits Dr Mark Peace Chair of the Inform Editorial Board 2 3 Inform Conference 2019 Inform Conference 2019 11.15-12.00 Transforming the IFP: Preliminary Year: A needs An Investigation on the 14.30–15.15 In the university world, but Situating Language Digital Age Pen- From evolution to analysis for creating an importance of On Line not of it: 15 years of private Learning in the Studio Pals: International revolution enhanced spoken English Assessment in the E learning ‘pathway’ providers in Joanna Norton and Dan Communication and Elizabeth Allen and Maxine environment process the UK – sector overview Bernstein, University of the Arts Cultural Awareness Gillway, University of Bristol Kalai Mathi Yesupatham, Emdad Aziz and Alison Buckman, and possible future Palmer 1.02 Mary Whitsell, University of Palmer 1.09 University of Nottingham, Ningbo, INTO University of Exeter developments Nottingham Ningbo China In response to a number of specific China Palmer 1.04 Julien Boville, Nottingham Trent Palmer 1.04 From small beginnings in 2006, challenges that arose from offering Palmer 1.02 International College the University of Bristol IFP grew This session presents a feasibility discrete language development An evaluation of the pilot “Zoom” Palmer 1.09 in numbers and pathways with Creating spoken English (SE) support study on the importance of On classes to Foundation students digital age penpals project. This incremental changes until external for preliminary students is paramount. Line Assessment in the e-learning For the last 15 years, private at two UAL colleges, the decision project gives participants an pressure brought in a new PVC This research investigated the process. It was based on a providers have been offering IFPs was taken to move away from opportunity to use English with non- with a background in privatizing specific need for enhancing SE Foundation and International Year in partnerships with Universities. discrete sessions to situate native English-speaking students IFPs. This threat has been support. It found that students 1 Business module having paper These ‘pathway’ providers’ language learning in the studio. at universities in Kazakhstan and turned into an opportunity to lacked such support and identified based assessment and feedback. It programmes complement and This presentation will explore the Korea, learn about the cultures of revolutionize the provision and the benefits SE support can bring, concluded that both teachers and compete with universities’ IFPs. emerging impact of this change. these countries and share their own transform the student experience. particularly with increased frequency students significantly favour online This presentation, based on culture, experiences and interests. of such support. It concludes that assessment as compared to paper ongoing doctoral research, will there is a strong need for enhancing based assessment. provide delegates with an overview SE support to more students. of the pathway sector and some initial findings on its possible future. 12.00-12.45 My CAS or UCAS? How IFP Foundation EAP course Flipped Learning in Practice recruitment disrupts UG re-design in response to a Lee Clark, University of Surrey International Strategy changing student body Palmer 1.04 15.15–15.45 Coffee Alys Kowalik Jill Haldane and Philip Davies, Flipped learning is an effective Palmer 1.09 University of Edinburgh 15.45–16.30 teaching method that enables Are changes necessary Transition and Adaption: Google Translate – what In a crowded and competitive Palmer 1.02 students to achieve their full to enhance student what do students think? do the wider academic market, university-based The University of Edinburgh’s IFP has potential. engagement on the IFP? Peter Sturman, University of community think? international foundation grown in recent years, seeing a range However, in some circumstances its Natalie Drake and Noor Mat Nottingham Ningbo China Mike Groves, Birmingham programmes jostle alongside of students with varying IELTS scores. practical implementation has been Nayan, University of Reading Palmer 1.02 International Academy private providers to recruit The Foundation EAP course within difficult. Palmer 1.09 Preliminary year students at the Palmer 1.04 students. Born after 2000, current IFP has been redesigned to recognise University of Nottingham Ningbo applicants are the vanguard of the changing student demographic This presentation covers three This paper examines the findings This presentation will look at the China have to adapt to an English the iGeneration, supplanting and to allow these groups to equitably essential ingredients that most of a study that investigated abilities of Google Translate, and medium learning environment Millennials. This presentation meet similar aims. This presentation teachers neglect which transform student engagement in the IFP. then share the findings of interviews and different cultural expectations suggests practical solutions for outlines the new FEAP syllabi. a mediocre lesson into one of the It was prompted by the teaching with academic staff from across about studying. This presentation the sector to adapt, adopt and most powerful learning methods in experiences of IFP tutors the academy. It will then consider looks at issues students embrace the current disruption. education. who have been faced with an whether this new technology increasing number of disengaged themselves