Contents
Presenters
Elisabetta Lando – Educational Technologist, LEaD
Matthew Green – Educational Technologist, LEaD
Paper
A hybrid learning space, planned activites and co-created approaches were employed to enhance student engagement between Uduyana Univesity, Bali and City St Georges. The project aimed to provide Law students with meaningful insights into how different countries legal systems operate globally specifically in relation to gender equality, as well as develop some useful digital and collaborative skills.
In 2024/25, academics and students from Uduyana university and City St Georges university collaborated to create a transnational legal educational workshop, which explored issues surrounding gender between the global North and global south. The project was funded by the British Council. Colleagues from LEaD supported the creation and design of the educational workshops, using techniques such as the ABC method, as well as providing clear guidance on hybrid technologies. From the perspective of learning technologists, this paper will examine effective learning design strategies for structured yet flexible digital interactions between Uduyana University and City St Georges. It will also address challenges such as technical accessibility, including reliable internet connectivity, in ensuring equal participation, and how these inequities were addressed.
By utilizing interactive online tools, real-time collaboration, and inclusive participation strategies, the initiative sought to position students as active partners in shaping their learning experiences (Bovill, Cook-Sather and Felten, 2016) . For example, we encouraged students to create a code of conduct for the workshops. Students were also encouraged to shape the workshops curriculum. After each session, using polling, for example, we asked elicited student response on what areas should be covered in the next workshops. Key benefits included:
- Collaboration Skills: Students gained experience working with peers from diverse cultural and educational backgrounds.
- Broadened Perspectives: Exposure to transnational legal education enhanced their understanding of different legal systems and practices, fostering a more comprehensive view of international law.
- Improved Communication: Engaging with international peers helped develop communication skills, particularly in navigating language and intercultural differences.
- Professional Development: The project provided students and staff with practical insights and experiences beneficial for careers in international law.
- Academic Growth: Students applied theoretical knowledge to real-world scenarios, deepening their understanding and retention of legal concept
We will highlight the importance of co-designing learning experiences with students, ensuring their perspectives to drive educational technology innovation. We will also highlight how technology can enable unique, inspiring educational experiences for students. By sharing insights from this transnational project, we aim to contribute to broader discussions on student motivation, digital collaboration, and the future of student-centered learning in higher education. This paper will examine how digital education tools, when applied correctly, can bridge geographical divides and enhance active engagement in transnational learning environments (Healey, Flint & Harrington, 2014). Indeed, it will aim to contribute to current scholarship by exploring how transnational education may effect engagement, and techniques to support engagement. Particularly it will explore how cultural differences between global north and global south affect engagement.
References
Bovill, C., Cook-Sather, A., & Felten, P. (2016). Engaging students as partners in learning and teaching: A guide for faculty. Jossey-Bass.
Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: Gaps identified. Educational Research Review, 29, 100344.
