Student Internationalization through Web 2.0

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This presentation explores how the NextEd project with its aim to create collaborative environments for teaching and learning is a useful tool for giving students an international experience in their learning.

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  • With due acknowledgements to A A Milne and his stories about Christopher Robin, Winnie the Pooh and friends
  • What internationalisation has always been about: A.P.Pradeepkumar & F.-J.Behr Globalisation and internationalisation: European and German perspectives on higher education under GATS Applied Geoinformatics for Society and Environment 2009 p1-10 The four main approaches which may be applied include: Four main approaches to cross-border higher education are identified. The mutual understanding approach mainly emphasises political, cultural, academic and development assistance goals. The skilled migration approach encompasses the goals of the mutual understanding approach, but also involves a more active and targeted approach to the recruitment of foreign students. It aims to attract talented students (and academics) to work in the host country’s economy or to help make its higher education and research sectors more competitive. The revenue-generating approach incorporates the goals of the mutual understanding and skilled migration approaches, but it also has directly commercial objectives. Under this approach, international students pay the full cost of their education, generally without public subsidies. The capacity-building approach encourages the use of imported higher education, however delivered, as a relatively quick way to build an emerging country’s capacity. Not all these approaches are equally within the reach of all countries, and each raises its own problems. The objective is not simply to promote export of education services. As several Asian and Middle Eastern countries have shown, importing educational services can be just as beneficial as exporting them. EDUCATION POLICY ANALYSIS: FOCUS ON HIGHER EDUCATION 2005-2006 – ISBN 92-64-02269-4 – © OECD 2006 CH 2. THE INTERNATIONALISATION OF HIGHER EDUCATION: TOWARDS AN EXPLICIT POLICY (summary page) Education Policy Analysis: Focus on Higher Education Education Policy Analysis Author OECD PublisherOECD Publishing, 2006ISBN9264022694, 9789264022690 Length164 pages Education Policy Analysis: Focus on Higher Education -- 2005-2006 ... Education Policy Analysis: Focus on Higher Education -- 2005-2006. Edition. Summary in English. THE INTERNATIONALISATION OF HIGHER ... www.oecd.org/dataoecd/12/36/38140461.pdf
  • What internationalisation has always been about: A.P.Pradeepkumar & F.-J.Behr Globalisation and internationalisation: European and German perspectives on higher education under GATS Applied Geoinformatics for Society and Environment 2009 p1-10 The four main approaches which may be applied include: Four main approaches to cross-border higher education are identified. The mutual understanding approach mainly emphasises political, cultural, academic and development assistance goals. The skilled migration approach encompasses the goals of the mutual understanding approach, but also involves a more active and targeted approach to the recruitment of foreign students. It aims to attract talented students (and academics) to work in the host country’s economy or to help make its higher education and research sectors more competitive. The revenue-generating approach incorporates the goals of the mutual understanding and skilled migration approaches, but it also has directly commercial objectives. Under this approach, international students pay the full cost of their education, generally without public subsidies. The capacity-building approach encourages the use of imported higher education, however delivered, as a relatively quick way to build an emerging country’s capacity. Not all these approaches are equally within the reach of all countries, and each raises its own problems. The objective is not simply to promote export of education services. As several Asian and Middle Eastern countries have shown, importing educational services can be just as beneficial as exporting them. EDUCATION POLICY ANALYSIS: FOCUS ON HIGHER EDUCATION 2005-2006 – ISBN 92-64-02269-4 – © OECD 2006 CH 2. THE INTERNATIONALISATION OF HIGHER EDUCATION: TOWARDS AN EXPLICIT POLICY (summary page) Education Policy Analysis: Focus on Higher Education Education Policy Analysis Author OECD PublisherOECD Publishing, 2006ISBN9264022694, 9789264022690 Length164 pages Education Policy Analysis: Focus on Higher Education -- 2005-2006 ... Education Policy Analysis: Focus on Higher Education -- 2005-2006. Edition. Summary in English. THE INTERNATIONALISATION OF HIGHER ... www.oecd.org/dataoecd/12/36/38140461.pdf
  • With due acknowledgements to A A Milne and his stories about Christopher Robin, Winnie the Pooh and friends
  • Zakaria, N., Amelinckx, A., & Wilemon, D. (2004). Working together apart? Building a knowledge-sharing culture for global virtual teams. Creativity and Innovation Management¸ 13, 15-29.
  • This slide runs the apple format promo NextEdv2.mov currently located in the internalisation talk 25Aug2010 (1:07min)
  • Student Internationalization through Web 2.0

    1. 1. NextEd: Web2.0 & a sustainable approach to Internationalising students An invitation to “…spend the morning indoors going to Africa and back…” Rose Quilling & Craig Blewett
    2. 2. Internationalisation? <ul><li>Has always been about </li></ul><ul><li>physical mobility </li></ul><ul><li>academic cooperation </li></ul><ul><li>knowledge transfer </li></ul>
    3. 3. Internationalisation? <ul><li>And may be about </li></ul><ul><li>Mutual understanding </li></ul><ul><li>Skill migration </li></ul><ul><li>Revenue generation </li></ul><ul><li>Capacity building </li></ul>… about a process & growth
    4. 4. It’s about a journey… Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely on these accounts. Mark Twain
    5. 5. A documented journey… One’s destination is never a place, but a new way of seeing things. Henry Miller We must travel in the direction of our fear. Berryman We find after years of struggle that we do not take a trip; a trip takes us. Steinbeck
    6. 7. Benefits are clear But let’s get real ! UKZN Student Exchange Programme: Semester 1 - 2011 … a good academic record. … subject to selection at both the home and host institution. responsible for their own expenses including travel, subsistence, accommodation, health insurance and any other costs as applicable at the host institution. … … enrol for courses for which credits can be transferred Some financial aid will be available for financially needy students
    7. 8. But let’s get real… UKZN Student Exchange Programme: Semester 1 - 2011 … a good academic record. … subject to selection at both the home and host institution. responsible for their own expenses including travel, subsistence, accommodation, health insurance and any other costs as applicable at the host institution. … … enrol for courses for which credits can be transferred Some financial aid will be available for financially needy students VERY FEW ! VERY FEW !
    8. 9. <ul><li>We’d like to invite you to </li></ul><ul><li>“… spend the morning indoors going to Africa and back…” </li></ul>Our invitation to you
    9. 10. <ul><li> … cross-cultural communication (electronic or otherwise) does not require a total transformation of behavior to suit cultural differences but does demand an ability to work within a culturally diverse framework. </li></ul><ul><li>Zakaria, et al. (2004:24) </li></ul>Less immersive...
    10. 11. Using Web2.0
    11. 12. Using Web2.0 <ul><ul><li>Anywhere – anytime </li></ul></ul><ul><ul><li>Engaging ( multimedia) </li></ul></ul><ul><ul><li>Collaborate - contribute </li></ul></ul><ul><ul><li>Social Computing (Web 2.0) </li></ul></ul><ul><ul><ul><li>Social networks </li></ul></ul></ul><ul><ul><ul><li>Social bookmarking </li></ul></ul></ul><ul><ul><ul><li>Wikis </li></ul></ul></ul><ul><ul><ul><li>Blogs </li></ul></ul></ul><ul><ul><ul><li>Virtual worlds </li></ul></ul></ul>
    12. 13. ………… .. is a global, virtual educational network, built on an ubuntu philosophy of collaboration and a scaffolded model of supportive engagement.
    13. 14. Collaborations since 2008 <ul><li>UKZN </li></ul><ul><li>South Africa </li></ul><ul><li>Originating institution </li></ul><ul><li>BCom IS&T Hons (4 th yr) </li></ul><ul><li>2 flexible modules: CMC & Special Topics </li></ul><ul><li>10-30 students </li></ul>
    14. 15. US & Africa <ul><li>UMass </li></ul><ul><li>USA </li></ul><ul><li>MBA students - Core MIS class (~20) </li></ul><ul><li>OR students Ugrad (~70) </li></ul><ul><li>Topic link to “Special Topics in IS&T” </li></ul><ul><li>Daystar </li></ul><ul><li>Kenya </li></ul><ul><li>BSc Applied Comp Sc (4 th year) </li></ul><ul><li>(10-20) </li></ul><ul><li>HCI module </li></ul><ul><li>Topic link to “CMC” </li></ul>
    15. 16. Practically… <ul><li>Share topics – not modules </li></ul><ul><li>Specific learning objectives </li></ul><ul><ul><li>Hard </li></ul></ul><ul><ul><li>Soft </li></ul></ul><ul><li>Jointly select platforms </li></ul><ul><li>Team </li></ul><ul><ul><li>Teaching </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Timing </li></ul></ul>
    16. 17. Impressions UMass(MBA ) Daystar Faculty The wiki was a great collaboration platform – it’s nice to be able to add work, and edit the work of others, slowly molding and shaping text into a final product. I found my [SA] teammates to be knowledgeable and very willing to help. I was particularly surprised, and am not sure why, that their depth and knowledge of our topic equaled ours. Perhaps it was a stereotype to think their educational system would not be on the same level as ours, but it was quite the opposite … students participated in the group activities very well and ended up learning more than they thought they would… More tasks should be done in collaboration with students from other countries. Activities that require the use of Facebook, Twitter, YouTube, Flickr should be introduced and added to the module.
    17. 18. Impressions Computers must be up to standard … there was not enough collaboration between SA and USA students. Team issues!
    18. 19. Lessons We Learned.. <ul><li>Courses & Students </li></ul><ul><li>Requirements & Assessment </li></ul><ul><li>Participants </li></ul>
    19. 20. L1: Courses & Students <ul><li>Courses </li></ul><ul><ul><li>Courses with common content? </li></ul></ul><ul><ul><li>Compartmentalised into topics? </li></ul></ul><ul><ul><li>Aligning timing of topic? </li></ul></ul><ul><li>Student academic level </li></ul><ul><ul><li>Knowing your own & collaborator’s </li></ul></ul>
    20. 21. L2: Requirements & Assessment <ul><li>Requirements being made of students </li></ul><ul><ul><li>Multidisciplinary teams </li></ul></ul><ul><ul><li>Variety of Skills </li></ul></ul><ul><ul><li>Notional study hours available for collaboration </li></ul></ul><ul><li>Assessment </li></ul><ul><ul><li>Modes of assessment: assignments? exams? </li></ul></ul><ul><ul><li>Grading norms ~ NB for initiator </li></ul></ul><ul><li>Equally difficult for initiator and collaborator to judge?! </li></ul>
    21. 22. L3: Participants <ul><li>Expectations? Students & Faculty </li></ul><ul><li>Success requires motivated participants…So what? …What’s in it for me? </li></ul><ul><li>“ Seeing is believing” </li></ul>
    22. 25. Conclusion It’s about vision casting <ul><li>“ Virtual Internationalisation” is not the same thing as “immersive” internationalisation! </li></ul><ul><li>Yet it is </li></ul><ul><ul><li>Simple </li></ul></ul><ul><ul><li>Can be scaffolded </li></ul></ul><ul><ul><li>Scalable </li></ul></ul><ul><ul><li>Accessible </li></ul></ul>
    23. 26. conclusion <ul><li>&quot;Would you tell me, please, which way I ought to go from here?&quot; </li></ul>&quot;That depends a good deal on where you want to get to,&quot; said the Cat. Lewis Carroll Alice's Adventures in Wonderland
    24. 27. THANK YOU  [email_address] [email_address]

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