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Internationalising the Curriculum: Teaching and Learning for the Digital World

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Keynote presentation at SEDA Spring Teaching, Learning and Assessment Conference, 2015 Internationalising the Curriculum: What does it mean? How can we achieve it? 15th May, 2015, Manchester.

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Internationalising the Curriculum: Teaching and Learning for the Digital World

  1. 1. Internationalising the Curriculum: Teaching and Learning for the New Digital World SEDA Spring Conference Manchester, UK 15th May 2015
  2. 2. Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz
  3. 3. Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz Dia daoibh a chairde God be with you friends
  4. 4. Professor Mark Brown Director, National Institute for Digital Learning mark.brown@dcu.ie @mbrownz
  5. 5. • Population • Land • Climate • Food • Technology Why this conference theme matters…
  6. 6. John Pilger reminds us that despite huge advancements in technology over the last 50 years, the wealth gap between developed and developing countries has more than doubled.
  7. 7. Why this conference theme matters…
  8. 8. One Brief Activity Two Key Points Three Basic Premises
  9. 9. Stand up…
  10. 10. Sit down if you…
  11. 11. Language is core to internationalising
  12. 12. Globalisation is not Internationalising…
  13. 13. It’s not about money…
  14. 14. It’s not about recruiting students… Education is 3rd largest export sector in New Zealand
  15. 15. “An educational change is neither natural nor normal, constant nor common as it involves a deeper struggle over who will win control of the curriculum” (Evans, 1996, p.25).
  16. 16. Not just a tool...
  17. 17. “ Tools do not only help us accomplish (given) purposes; they may create new purposes, new ends, that were never considered before the tools made them possible. In these and other ways tools change the user: sometimes quite concretely, as when the shape of stone tools became a factor in the evolution of the human hand... Tools may have certain intended uses and purposes, but they frequently acquire new, unexpected uses and have new, unexpected effects. What this suggests is that we never simply use tools, without the tools also ‘using’ us” (Burbles & Callister, 2000, p.6).
  18. 18. 1. What does it mean? 2. How can we achieve it? 3. What is the potential of online learning—for better and worse? Internationalising the Curriculum:
  19. 19. Fernglen 1876 Three Metaphors… 1. What does it mean?
  20. 20. Three Metaphors… 1. What does it mean?
  21. 21. Three Metaphors… 1. What does it mean?
  22. 22. • Cabbage Tree • Ti kōuka (Måori) • Cordyline australis Three Metaphors… 1. What does it mean?
  23. 23. Three Metaphors… 1. What does it mean?
  24. 24. “Internationalisation of curricula involves the critical integration of global and inter-cultural perspectives into the design, teaching and assessment of programmes and their individual courses. Importantly, an internationalised curriculum is designed for both domestic and international students.” 1. What does it mean? Put simply…
  25. 25. LEARNING TO BE LEARNING TO KNOW LEARNING TO DO LEARNING TO LIVE TOGETHER Digital Capability Digital Inclusion Digital Citizenship Making a Better Future 1. What does it mean? INTERNATIONALISING THE CURRICULUM FRAMEWORK
  26. 26. “We shape our dwellings and afterwards our dwellings shape us” 2. How can we achieve it?
  27. 27. 2. How can we achieve it?
  28. 28. 2. How can we achieve it?
  29. 29. Programme level redesign… 2. How can we achieve it? • Reviews • Accreditation • Graduate Attributes • Evidence-based • Demand-led • Middle out
  30. 30. ‘A key principle of designing learning for the future is to help make the design process more explicit and shareable’ (Conole, 2010, p.482). 2. How can we achieve it?
  31. 31. Learner-Content Interaction Learner-learner Interaction Teacher-Learner Interaction Place of Learning (Where Learning Ocurrs) Mode of Learning (How Learning Occurs) Pace of Learning (When Learning Occurs) Learning Design Framework 2. How can we achieve it?
  32. 32. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous 2. How can we achieve it? From dwelling to ecology…
  33. 33. 2. How can we achieve it?
  34. 34. 2. How can we achieve it?
  35. 35. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous 2. How can we achieve it? From dwelling to ecology…
  36. 36. 2. How can we achieve it?
  37. 37. 2. How can we achieve it?
  38. 38. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous 2. How can we achieve it? From dwelling to ecology…
  39. 39. 2. How can we achieve it?
  40. 40. Off Campus in Class Off Campus out of Class On Campus in Class Acquisition Participation On Campus out of Class Synchronous Asynchronous The digital learning ecology… 2. How can we achieve it?
  41. 41. 2. How can we achieve it? http://www.medicalnewstoday.com/articles/288146.php
  42. 42. 3. What is the potential of online learning? http://www.masseyworldwide.ac.nz
  43. 43. 3. What is the potential of online learning? http://www.masseyworldwide.ac.nz
  44. 44. 3. What is the potential of online learning? https://www.open2study.com
  45. 45. 3. What is the potential of online learning?
  46. 46. ? 3. What is the potential of online learning?
  47. 47. 3. What is the potential of online learning?
  48. 48. 3. What is the potential of online learning?
  49. 49. 3. What is the potential of online learning?
  50. 50. 3. What is the potential of online learning?
  51. 51. Another Colonialist tool? 3. What is the potential of online learning?
  52. 52. 1st February 2011 – First story but no mention of the term MOOC 3. What is the potential of online learning?
  53. 53. “MOOCs should be in the service of big ideas, not as a big idea in itself” (Brown & Costello, 2015; adapted from Barnett, 2011). 3. What is the potential of online learning?
  54. 54. • Moral imperative • Building new dwellings and learning ecologies In sum… Conclusion • Critical insight and respect for all cultures
  55. 55. “Beware of false knowledge; it is more dangerous than ignorance.” George Bernard Shaw Conclusion
  56. 56. Questions… “A prudent question is one-half of wisdom” Francis Bacon http://www.slideshare.net/mbrownz
  57. 57. Professor Mark Brown Director, National Institute for Digital Learning www.dcu.ie/nidl mark.brown@dcu.ie @mbrownz www.slideshare.net/mbrownz

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