On valuing peers: theories of learning and intercultural competence

Abstract

This paper investigates the links between the contributing student pedagogy and other forms of peer-mediated learning models, e.g. open-ended group projects and communities of practice. We find that a fundamental concern in each of these models is the attribution of value; specifically, recognition of the value of learning that is enabled by peer interaction, and the way in which value is created and assessed within a learning community. Value is also central to theories of intercultural competence. We examine the role that the concept of value plays in the development cycle of intercultural competence and relate it to its function in peer-mediated learning models. We also argue that elements of social learning theory, principally recent work on value creation in communities of practice, are very relevant to the construction and assessment of the type of activities proposed within the contributing student pedagogy. Our theoretical analysis is situated within the context of a globally distributed open-ended group project course unit and our conclusions are illustrated with reference to student practice in this environment.

A framework for writing learning agreements

“…This is in line with a constructivist view of how learning takes place where a learner is seen as actively constructing meaning rather than passively absorbing information [3][4]. The Open Ended Group Project (OEGP) pedagogy [5][6][7] is an example of a learning environment that builds on the idea of active learning. In literature it has been noted that in using an OEGP pedagogy, student 'motivation' can suffer due to the complex, messy and ambiguous setting [8].…”

The learner experience of student-led international group project work in software engineering

“…Problems associated with time and resource management are more acute due to the distributed nature of the team and the fact that different members work in different time zones [14]. Ways of working that appear to be settled and firmly embedded within the professional practice of one part of the group may seem less so from the perspective of others.…”

Preparing the Global Software Engineer

“…There are also a number of assignments in these courses, where a majority, but not all, are common to the three courses. The assignments consist of a personal learning contract [35] reflections regarding learning and a writing assignment [4]. The core part is a project handed to the students by a local Uppsala based client in the healthcare sector.…”