The document discusses the ENVOIE project at the University of Groningen, which aims to promote online international exchange (OIE) as an institutional practice. 11 courses across different faculties participated in OIE projects, with tasks including comparing carbon footprints between countries and developing collaborative research projects. Initial results found that technology support is critical, intercultural skills need more emphasis, and OIE should be better integrated into learning outcomes and assessment. The university aims to continue funding OIE and establish permanent support structures.
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
The European Virtual Seminar on Sustainable Development (MID2017)EADTU
The European Virtual Seminar on Sustainable Development by Joop de Kraker (OUNL) presented during the Maastricht Innovation In Higher Education Days 2017
Pathways to Learning: International Collaboration Under Covid-19Robert Farrow
The Recommendation on Open Educational Resources (OER) (UNESCO) emphasizes in its key aims the importance of (i) “developing the capacity of all key education stakeholders to create, access, re-use, re-purpose, adapt, and redistribute OER, as well as to use and apply open licenses in a manner consistent with national copyright legislation and international obligations” and (ii) “fostering and facilitating international cooperation [by] supporting international cooperation between stakeholders”.
Both these aspects were present in a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn) hosted two free professional development programmes for university lecturers, instructional designers, technical and professional staff, managers, and heads of department who share responsibility for providing quality distance and online learning.
The evaluation of the Pathways to Learning project provides a great touchstone for reflecting on the kinds of agile, open collaboration that can build international capacity for OER projects and the communities that sustain them.
What is on the agenda for the future for ICDE - International Council for Distance Education? Presented by the ICDE Secretary General Gard Titlestad in Moscow, Russia and Curitiba Brazil September - October 2014.
My Internet - Our Internet: Developing (M)OOCs on Digital Citizenship for Edu...Sólveig Jakobsdóttir
Jakobsdóttir, Sólveig. (2017, October). My Internet - Our Internet: Developing MOOCs on digital citizenship for educators in Iceland. Erindi á World Conference For Online Learning, Toronto.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Closing the loop between learning and employability with OER: Impact of Brin...Robert Farrow
Evaluation results from the Everyday Skills courses in functional maths and English from the OpenLearn platform. This presentation was developed as part of the Bringing Learning to Life project at The Open University, UK. It was presented at the 16th Annual Open Education Conference in Phoenix, AZ in November 2019.
Presentation of Prof. Aleksandra Čižmešija, University of Zagreb, Faculty of Science at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected to be even more responsive in making tough
strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
My Internet - Our Internet: Developing (M)OOCs on Digital Citizenship for Edu...Sólveig Jakobsdóttir
Jakobsdóttir, Sólveig. (2017, October). My Internet - Our Internet: Developing MOOCs on digital citizenship for educators in Iceland. Erindi á World Conference For Online Learning, Toronto.
In With the Locals: Why On-Site Connection MattersCIEE
How do we break the third wall between study abroad group bubble voyeurism to allow for meaningful, authentic engagement abroad? During this session, we'll investigate the implications of involving local parties in faculty-led study abroad, particularly for pointedly focused curriculum in non-traditional areas of study. Faculty, student, and provider perspectives speak to experiences of international collaboration, challenges and successes, and how to utilize local networks to coordinate a meaningful and engaging experience abroad. Additionally, faculty and resident staff will reflect specifically on seeking out relevant and timely contacts and experiences and will provide personal examples of how to position a program experience and curriculum to facilitate growth.
Closing the loop between learning and employability with OER: Impact of Brin...Robert Farrow
Evaluation results from the Everyday Skills courses in functional maths and English from the OpenLearn platform. This presentation was developed as part of the Bringing Learning to Life project at The Open University, UK. It was presented at the 16th Annual Open Education Conference in Phoenix, AZ in November 2019.
Presentation of Prof. Aleksandra Čižmešija, University of Zagreb, Faculty of Science at the Digital Skills Gap PLA (Peer Learning Activity) hosted by SRCE in Zagreb, Croatia
Pathways to Learning: Open Collaboration to Support the Online Pivot Robert Farrow
This presentation reports results of a recent open education research collaboration between The African Council for Distance Education and The Open University (UK). Pathways to Learning: new approaches in higher education (OpenLearn, 2020a) hosted two free professional development programmes for university lecturers, instructional designers, professional staff, and managers who share responsibility for providing quality distance and online learning.
• A Teacher Educator programme, Skills for 21st Century Learning and Teaching (OpenLearn, 2020b)
• A Tertiary Educator programme, Take Your Teaching Online (OpenLearn, 2020c)
The courses ran over six weeks between 13th July and 20th August, 2020, and was contextualized by a rapid rollout of online learning during the Coronavirus pandemic. The programmes combined a course of study using OER materials with supplementary activities including a total of 12 webinars and interactive events alongside use of new platforms created by The Open University’s Institute of Educational Technology: nQuire (Herodotou et al., 2018) and Our Journey (Coughlan et al., 2019).
Key findings:
• The pandemic led to a substantial shift in teaching across Africa and a requirement to better understand and gain experience of online learning. Change is likely to persist post-pandemic, although infrastructure and cultural barriers are reported.
• The project surveys, interviews and the data generated through interactions that occurred in the programmes explores challenges and opportunities for online and blended learning across the African continent and globally.
• The evaluation data provides evidence that the programmes led to important understanding of course design and confidence in online facilitation for a large majority of those who took part in them.
• There is evidence that the programmes built confidence, particularly through the experiences of these educators themselves learning online with well-designed materials, and engaging with platforms and experts.
• There is evidence that each of the elements and activities were appreciated by some learners. The open courses were seen as most useful alongside some webinars. Community events and forums added substantial value to these.
• The flexibility offered in the programmes led to different behaviours. Many aimed to complete all the available activities despite time pressures and other barriers. Some were unable to attend live events so recordings were appreciated.
• Given the courses were free to join and many educators faced barriers and pressures, retention figures were very positive with around 66% of those who took part in the first week completing the rest of these programmes.
• Assessment, Open Educational Resources (OER), and understanding of technologies that can be used for online learning and learning design were areas that learners reported as being particularly valuable.
In an environment of increasing complexity and decreasing budgets, building sustainable and successful models of global engagement is becoming more challenging and competitive. At the same time, senior international officers are expected to be even more responsive in making tough
strategic choices that define best fit models, markets and partners. This interactive and comparative session aims to discuss a range of global engagement strategies with a focus on what works and what doesn’t.
Open Education Research: Methodology Insights from the Global OER Graduate Ne...Robert Farrow
This session will present an overview of the Global OER Graduate Network research methods handbook. The handbook, published in 2020, was developed by members of the network who are doctoral and post-doctoral researchers in open education, and serves as a useful starting point for anyone wishing to do research in education with a focus on OER, MOOCs or OEP.
An accessible and brief description of the types of methods typically used in research into education and educational technology will be provided. Some of the contrasting philosophical, epistemological and ontological commitments of different research paradigms will be used to differentiate alternative methodologies. Theoretical perspectives will be outlined (but not fully explored).
State-of-the-art approaches will be explored and their relevance for open education explained. The presentation will use examples of current doctoral research to highlight the use of different methods, and will convey insights into using different methods as shared by the researchers. This includes reflections on using different methods, and advice for conducting similar work.
Finally, the presentation will offer up for discussion a provisional model of open scholarship including open practices (agile project management; directly influencing practice; radical transparency; sharing research instruments; social media presence; networks); open science (open access; open data; open licensing); digital innovation (HCI; data science; open source technologies); and normative elements (challenging dominant narratives; promoting social justice; and reducing barriers to educational access).
Reference:
Farrow, R., Iniesto, F., Weller, M. & Pitt., R. (2020). The GO-GN Research Methods Handbook. Open Education Research Hub. The Open University, UK. CC-BY 4.0. http://go-gn.net/gogn_outputs/research-methods-handbook/
Researching and Upscaling Virtual Exchange in University EducationSake Jager
Presentation on the Virtual Exchange projects EVOLVE and EVALUATE, given at the EAIE 2018 conference in Geneva by Robert O'Dowd, Sake Jager and Pilar Garces
Developing sustainable staff development for online teachers: What works and ...RichardM_Walker
The Covid-19 pandemic has underlined the importance of online teaching within higher education and provided further encouragement to institutions to develop their fully online course provision - a trend which has been gathering pace over recent years. It has challenged universities and colleges to think about how they support their faculty in developing the competencies and strategies to teach effectively online.
Looking to the future, how do we support the continuous professional learning and development (CPLD) of online instructors, addressing the needs of both new and more experienced online practitioners, with equal attention to their pedagogical knowledge and technical skills development? What works and why within an online teaching context? In this presentation we will present a CPLD model that provides an overview of the different sources of learning development that are available to online instructors - both within and outside the teaching institution – and how they are interrelated and interconnected as part of a wider ecology of CPLD support to staff. We explain how these different sources of support may be combined to support personalised learning development pathways in online teaching practice, drawing on illustrations of evidence-based CPLD practices from staff developers and academics from across the world (Forbes & Walker, 2022).
Creating and Implementing a Roadmap for Culture Change in Curriculum Developm...decolonisingdmu
Kathy-Ann Fletcher
Abertay University
An interactive workshop that will introduce attendees to the Abertay University roadmap for creating a curriculum that embeds equality, diversity and inclusion. This process requires a culture change in many organisations (e.g. HE) to ensure that the curriculum in teaching, practice and support is inherently anti-racist. Participants will discuss, using case studies especially Abertay’s project, factors that facilitate and block culture change. The aim of the workshop is to help participants develop their culture change plans for their institutions by learning from Abertay and each other. By examining the roadmap presented by Abertay, we will learn about the pace of change and tangible steps that are needed in motivating that cultural change. The workshop will explore how policy, procedures, training (cultural sensitivity, curriculum development etc), dialogue between divisions and among academic and support services are vital in motivating long-lasting cultural change beyond the tick box that turns people away from such initiatives. The workshop will also examine the best practice in engaging with stakeholders and therefore building buy-in from staff and student complements, current and alumni as well. The roadmap is focused on creating an accessible place of belonging for all staff and students. Therefore, the interactive workshop will explore some of what Abertay has done in the past few years to create that place of belonging for all regardless of background and discuss how those areas of good practice are being leveraged to influence wider practice in the institution. We will explore the power co-creation in supporting that culture that approaches anti-racism from an intersectional lens to ensure that all feel welcomed and supported equally within the university.
This workshop was delivered at the Reimagining Higher Education: journeys of decolonising conference, held at De Montfort University, Leicester, on Wednesday 8th November 2023.
Presentation given by Dr Keith Smyth (@smythkrs) and Dr David Walker (@drdjwalker) as part of #fdol132 in 2013.
The presentation provided background on the Global Dimensions in Higher Education project http://globaldimensionsinhe.wordpress.com/ and examined some of the issues/challenges that confront institutions as they attempt to engage in open collaborative practices.
Invited presentation at CZEDUCON2022, International Conference on Strategy and Policy in Higher Education, November 2022 Prague. An official event of the Czech Presidency of the Council of the European Union. https://czeducon.cz/
This action research study presents the results of a qualitative analysis of two consecutive years of student work from a Dutch-French e-Tandem project. After an outline of quantitative measures of time-on-task and output, the focus will be on a qualitative analysis of reflection journals, writing assignments, and audio and video samples of the exchanges to examine how students experience the exchanges and what evidence there is of intercultural and language learning. The results reported represent work in progress.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Cross-disciplinary application of Online International Exchange
1. 1|10-04-2018faculty of arts envoie
Cross-disciplinary application of OIE
From strategy to implementation - first project results
UNICollaboration Conference, Krakow 24 April 2018
Sake Jager
Nadine Boon
University of Groningen
2. 2|10-04-2018
Outline
› Introduction to ENVOIE project
› Background UG:
▪ Internationalisation
▪ Blended learning
› Project rationale
› Implementation strategy
› Examples of projects
› Tasks and experiences
› Results completed projects (teacher and student experiences)
› First lessons learnt
› Continuation
3. 3|10-04-2018
About ENVOIE
› ENVOIE
▪ Enabling Virtual Online
International Exchange
▪ www.rug.nl/envoie
▪ Teaching and learning innovation
project, University of Groningen (NL)
▪ September 2017-December 2018
› Promote OIE as institutional practice
▪ Tool for educational innovation
▪ Tool for internationalisation
› Participation:
▪ 11 disciplines (courses)
▪ Arts, Economics and Business, Spatial Sciences, Behavioural and Social Sciences,
Theology and Religious Sciences, University College Groningen
› Support:
▪ Multidisciplinary support team
▪ Central university level and faculty level
4. 4|10-04-2018
Internationalisation at UG
› International university:
▪ International programmes
(100+ English-taught MA, PhD; 20+ BA courses)
▪ Student mobility (5000 international students)
▪ Strategic partners and networks
▪ International branch campus in China (plan)
› Focus on:
▪ Internationalisation at home
▪ Internationalisation of the curriculum
▪ Shift from “nearly exclusive focus on mobility for the elite to a focus on curriculum and
learning outcomes for all students, mobile or not” (De Wit and Leask 2015, p. xi)
▪ Internationalisation must be integrated at task and assessment level, requires teacher
professional development
› International Classroom project (rug.nl/internationalclassroom):
▪ Aim: to set up forms of “Inclusive, activated learning in which we use diversity as a resource
through purposeful interaction, based on a program vision on internationalization, aligned in
a meaningful curriculum design with internationalized learning outcomes”
▪ Implement IC in each faculty
▪ Regular workshops and seminars by Betty Leask, Darla Deardorff, Janet Bennett
5. 5|10-04-2018
Blended learning at UG
› Actively promoted,
but term BL not used
▪ Every course in Blackboard
▪ Strategic budget for technology
Innovation
(c. 8 m. Euros 2016-2020)
› In support of UG strategic
plan for teaching and learning innovation
▪ Focus: Active Learning, Collaborative Learning, Assessment
› e-Learning / Blended learning:
▪ Hardly considered as option for internationalisation
▪ Cf. survey European University Association (Gaebel, Kupriyanova, Morais, &
Colucci, 2014), cited in De Wit (2016)
6. 6|10-04-2018
Rationale ENVOIE
› Make OIE better known:
▪ OIE niche activity in UG
▪ Successful implementation in some language programmes
› Use potential for:
▪ Innovative learning across disciplines
▪ Multiple perspectives on content (cross-disciplinary, social justice, intercultural
understanding)
▪ Global competences (Intercultural competences, foreign language skills, digital
skills, collaboration / 21st c skills)
› Address well-known problems:
▪ Integration in curriculum
▪ Pedagogical and technical support
▪ Teacher time
› Strengthen partnerships
▪ Existing/new partnerships
▪ Initiatives at teacher and student level
› Initiate new forms of cross-disciplinary research
7. 7|10-04-2018
Implementation strategy: Introduction
› Consider institutional dimension (vision, support, training, professional
development) (Jager 2009)
› Balance bottom-up initiatives and top-down steering and facilitation
› Adoption and implementation framework of blended learning Porter et al (2014):
▪ OIE is in stage 1:
Awareness/exploration: Institutional awareness of and limited support for individual
faculty exploring ways in which they may employ BL techniques in their classes
› Porter et al (2014) distinguish:
▪ Strategy: Addresses issues relating to the overall design of BL, such as definition of BL,
forms of advocacy, degree of implementation, purposes of BL, and policies surrounding it
▪ Structure: Addresses issues relating to the technological, pedagogical, and
administrative framework facilitating the BL environment, including governance,
models, scheduling structures, and evaluation
▪ Support: Addresses issues relating to the manner in which an institution facilitates the
implementation and maintenance of its BL design, incorporating technical support,
pedagogical support, and faculty incentives
› Reference to aspects Porter et al (2014) in overview of Implementation actions
8. 8|10-04-2018
Implementation strategy: Actions
› Invitations to university educators, pedagogy
and eLearning supporters, international officers:
▪ Explanation of what OIE is - Online
International Exchange, not Online
Intercultural Exchange (definition)
▪ Why it might be relevant to participate
(purpose)
› Meetings with stakeholders, including
administrators / managers
▪ Presentation of idea (definition)
▪ Assure faculty commitment in staff and
own funding (advocacy, governance)
› OIE Intake forms
▪ Contact, information about course and
partner course, duration and period for
exchange
▪ Use existing partnerships / collaborations
as point of departure
▪ Envisaged tasks, competences and learning
outcomes targeted, integration and
assessment (purpose)
› Set up multidisciplinary support teams
(pedagogical and technical support)
▪ Educational designers, teacher trainers,
intercultural competence trainers,
eLearning supporters, international
officers
▪ Specific support for each project
▪ Support at faculty level, central level
› Time release for teachers (incentives)
▪ 120 hrs per project
› Training for participating teachers
(professional development)
▪ Assistance in task design and assessment;
constructive alignment
▪ Workshop on Intercultural Competence
▪ Workshop on OIE by UNICollaboration
trainers
› Evaluation each OIE project (evaluation)
▪ Student evaluation, for UG and partners
▪ Teacher interview after completion
Text in italics = critical aspects of adoption following Porter et al (2014)
9. 9|10-04-2018
Implementation strategy: Actions (cont’d)
› Steering committee (governance,
advocacy)
▪ Vice-dean responsible for education
▪ Director of studies
▪ Head of teacher professional
development
▪ Professor educational innovation
▪ International classroom coordinator
› Dissemination (advocacy, definition):
▪ Project website: www.rug.nl/envoie
▪ Team site (sharing information
between projects, e.g. learning
outcomes)
▪ Meetings with faculty stakeholders,
planned (advocacy)
▪ Meetings with project team
(developing vision and long-term
implementation framework)
10. 10|10-04-2018
Cross-disciplinary participation
› 11 courses in 6 faculties
▪ Arts
- Euroculture
- Multilingualism
- History
- European Languages and Cultures (2)
▪ Behavioural and Social Sciences
- Environmental Psychology
- Child Abuse and Neglect
▪ Economics and Business
▪ Spatial Sciences
▪ Theology and Religious Studies
▪ University College Groningen
› Sustained interaction
› Task sequence (O’Dowd & Waire, 2009)
▪ Information exchange - Comparison and analysis -
Collaborative tasks
11. 11|10-04-2018
Examples of tasks
› Analyse child welfare in the Netherlands and Mexico
› Setting up an art project to prevent burn-outs among
hospital employees
› Discussing and reflecting on death rituals in different
cultures
› Design virtual collections of museum artefacts with
students from Uppsala and Durham
› Students from Groningen, Krakow and Bilbao develop,
implement, evaluate a research project together
12. 12|10-04-2018
Tasks and experiences
Environmental Psychology
› Master, 80 students
› Real-life questions & working
in international and
interdisciplinary teams
› Comparing carbon footprint
in the USA and Netherlands
▪ Intervention for reducing
footprint
› One online meeting
(Skype/Google Hangouts)
› Difficulties with meeting
online
Economics and Business
› Bachelor, elective honours, 5
students
› Gain experience as consultant
› Students act as business
consultant in Indonesia
▪ Virtual team
▪ Writing report detailing
feasibility of solution
› WeChat
› Already existing teams in
Indonesia
▪ Dutch students were
minority and felt
discriminated
14. 14|10-04-2018
Tasks and experiences
Cultural Geography
› Bachelor, 40 students
› Improving research proposal
› Interview with local students
→ Chicago ‘experts’
▪ Preparation for fieldwork
› Two video-conferences
› Informal talks were
informative for intercultural
experiences
Scandinavian Literature
› Bachelor, 7 students
› Different perspectives
(Chinese and Swedish) and
more in-depth knowledge on
world literature, genres and
cultural transfer
› Introductions via Padlet
› WeChat
› Three video-conferences
› In progress
▪ “Warming-up” assignment
finished
15. 15|10-04-2018
Perceptions of difference (Cultural Geography)
› Mainly similarities: “We’re all students”
› But, also:
“I don’t find really big differences [...]
Although it seems that the way they
present themselves (clothes,
location etc.) was more informal and
maybe even a bit sloppy.”
“The word “like” is used
a lot by our American
counterparts. The
confirm to American
stereotypes in their way
of speaking. Very
friendly, almost a bit too
friendly for a ‘nuchtere
Groninger’ (down-to-
earth), which confirms
to the American
stereotype.”
“Neither of our peers from DePaul seemed to
have seen much of Europe. Which made
their questions as to life here a little
depthless.”
I was expecting that at some
point our Dutch bluntness
would not be received well.
But we all for the most part
seemed cognizant of that
possibility and got along okay.
You do get a different
perspective on your own
culture. This influences the
way you look at your own
perspective. You notice it is to
great extent influenced by the
culture you grow up in. we
think guns are bad, they think
guns are essential for
protecting their homes.
17. 17|10-04-2018
First lessons learnt
› Collaboration should be necessary to complete the task
› Technology choice and support is critical for success
› In case course coordinator ≠ instructor, more effort to
organise
› Global competences often implicit:
▪ Intercultural skills
▪ Language competences
▪ Digital literacy
▪ Language educators more used to making these explicit than other
disciplines
› Focus on:
▪ Preparing students for intercultural learning before exchange
▪ Making students reflect and link to classroom work
▪ Integrating intercultural learning at programme level
▪ Making the interaction sustained
18. 18|10-04-2018
Conclusions
› Exchanges bring out aspects of intercultural learning
› Students should be made aware of the opportunities for
international learning
▪ Exchanges should not be ‘mere’ transactions
› The exchange projects should be aligned with learning
outcomes, tasks and assessment at programme level
› There is an interest in further exploring the potential of
OIE / VE for global learning
▪ Teachers are positive; want to continue or extend
› A common vision or strategy for implementing OIE / VE
should be developed
19. 19|10-04-2018
Continuation
› Continue ENVOIE
▪ Find more funding for continuing
and extending OIE in UG
▪ Establish more permanent
support structure
› Provide training through EVOLVE:
www.evolve-erasmus.eu
› Invite educators to participate
in external programmes run
through
Erasmus+ Virtual Exchange:
https://europa.eu/youth/erasmusvirtual_en
20. 20|10-04-2018
References
De Wit, H., & Leask, B. (2015). Foreword: Internationalization, the curriculum and the disciplines. In W. Green
& C. Whitsed (Eds.), Critical perspectives on internationalising the curriculum and the disciplines:
Reflective narrative accounts from Business, Education and Health (pp. ix–xv). Dordrecht:
SensePublishers.
De Wit, H. (2016). Internationalisation and the Role of Online Intercultural Exchange. In R. O’Dowd & T. Lewis
(Eds.), Online intercultural exchange: policy, pedagogy, practice (pp. 69-82). New York: Routledge.
O’Dowd, R. & Waire, P. (2009). Critical issues in telecollaborative task design, Computer Assisted Language
Learning, 22(2), 173-188. DOI: 10.1080/09588220902778369
O’Dowd, R. (2016). Emerging Trends and New Directions in Telecollaborative Learning. CALICO Journal,
33(3), 291–310. https://doi.org/10.1558/cj.v33i3.30747
Porter, W., Graham, C., Spring, K., & Welch, K. (2014). Blended learning in higher education: Institutional
adoption and implementation. Computers & Education, 75, 185-195.
https://doi:10.1016/j.compedu.2014.02.011
Richardson, S. (2015). Cosmopolitan Learning for a Global Era: Higher Education in an Interconnected World.
https://doi.org/10.4324/9781315871004