Here are some suggested teaching/learning activities and assessment tasks for the modified learning outcomes:
Teaching/learning activity: Case studies of two contrasting international markets (e.g. China and Nigeria), examining cultural, economic and regulatory factors. Small groups research and report back findings.
Assessment task: Essay comparing how different social/cultural groups construct meanings of bodies, drawing on literature from two regions/countries.
Teaching/learning activity: Guest speaker from education system of another country discusses key issues/debates. Small groups research and prepare questions.
Assessment task: Group project and report evaluating role of sustainable construction practices in meeting needs of local community whilst addressing global sustainability challenges.
Designing Blended Learning Experiences - HandoutBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the
acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
How an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy, as a baseline to develop all kinds of other literacy abilities, empowering the role of school libraries and the collaborative work between the school community and the school library, by reporting one of the most significant projects, which shows the relevance of this partnership.
Designing Blended Learning Experiences - HandoutBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational
knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the
acquisition of a new language as well as broader 21st century skills. Using examples of courses recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
How an intensive collaboration between the National Portuguese Reading Plan and the School Libraries Network Programme plays an important role in the promotion of reading literacy, as a baseline to develop all kinds of other literacy abilities, empowering the role of school libraries and the collaborative work between the school community and the school library, by reporting one of the most significant projects, which shows the relevance of this partnership.
CHAPTER 1
EDUCATING FOR
GLOBAL
COMPETENCE
Group 1
● Global competence is the ability to understand and act on global issues.
● Globalization, the accelerating traffic of goods, ideas, people, and capital around the world, has
changed the face of labor. (Coatsworth, 2004). Understanding changing economies in a multipolar
world is critical to youth if they are to participate thoughtfully in the economies of tomorrow.
● Jobs that demand expert thinking and complex communication will remain in growing demand in
the world over.
● Schools now bear a new fundamental responsibility: to prepare students for difference and
complexity in the world they live in. Emergence of initiatives to foster international understanding
in school curricula has brought attention to the importance of global competence.
WHAT IS GLOBAL COMPETENCE?
● Globally Competent Students:
○ Investigate the world beyond their immediate environment.
○ Recognize perspectives of others and their own.
○ Communicate ideas effectively with diverse audiences.
○ Take action to improve conditions
● Applying knowledge to real life situations makes understanding deeper. This helps shape the perspectives that form part of
global competency in students.
● Weigh and integrate evidence from varied sources to create coherent responses and draw defensible conclusions.
● Hanvey’s Five Dimensions on Global Competence are being incorporated around the world in schools. It is one way to delineate
the steps to create globally competent citizens. The accepted definition on global competence is from the Task Force on
Global Competence.
GLOBALLY COMPETENT STUDENTS
WHY IS GLOBAL COMPETENCY
ESSENTIAL FOR 21ST CENTURY
STUDENTS?
Students have a responsibility
to be good stewards of Earth.
It’s important to adapt to
climate change and be aware
and take action to combat the
effects of global warming on
Earth, since it affects every
human currently living and
future generations.
=Climate Instability
Students need to know
how to live in diverse
societies. All educators
have the responsibility to
help students learn global
competence across all
subject areas.
Global Migration
It would be beneficial for
students to have
knowledge about other
countries and cultures, to
think creatively and to use
systems thinking, and to
know more than one
language.
Flattened Global
Economy
GLOBAL COMPETENCY IN ACTION
“Educators are expected to teach core sets of concepts
and skills that curriculum experts at national, regional, and
local levels deem essential. Preparing youth for the work of
their generation involves revisiting such core concepts and
skills and putting them to the service of a deeper, better,
and more participatory understanding of the world in which
we live. Nurturing students’ global competence enables
education leaders to examine how engaging crucial global
issues can catalyze learning of this core content and how
learning such content c ...
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
CHAPTER 1
EDUCATING FOR
GLOBAL
COMPETENCE
Group 1
● Global competence is the ability to understand and act on global issues.
● Globalization, the accelerating traffic of goods, ideas, people, and capital around the world, has
changed the face of labor. (Coatsworth, 2004). Understanding changing economies in a multipolar
world is critical to youth if they are to participate thoughtfully in the economies of tomorrow.
● Jobs that demand expert thinking and complex communication will remain in growing demand in
the world over.
● Schools now bear a new fundamental responsibility: to prepare students for difference and
complexity in the world they live in. Emergence of initiatives to foster international understanding
in school curricula has brought attention to the importance of global competence.
WHAT IS GLOBAL COMPETENCE?
● Globally Competent Students:
○ Investigate the world beyond their immediate environment.
○ Recognize perspectives of others and their own.
○ Communicate ideas effectively with diverse audiences.
○ Take action to improve conditions
● Applying knowledge to real life situations makes understanding deeper. This helps shape the perspectives that form part of
global competency in students.
● Weigh and integrate evidence from varied sources to create coherent responses and draw defensible conclusions.
● Hanvey’s Five Dimensions on Global Competence are being incorporated around the world in schools. It is one way to delineate
the steps to create globally competent citizens. The accepted definition on global competence is from the Task Force on
Global Competence.
GLOBALLY COMPETENT STUDENTS
WHY IS GLOBAL COMPETENCY
ESSENTIAL FOR 21ST CENTURY
STUDENTS?
Students have a responsibility
to be good stewards of Earth.
It’s important to adapt to
climate change and be aware
and take action to combat the
effects of global warming on
Earth, since it affects every
human currently living and
future generations.
=Climate Instability
Students need to know
how to live in diverse
societies. All educators
have the responsibility to
help students learn global
competence across all
subject areas.
Global Migration
It would be beneficial for
students to have
knowledge about other
countries and cultures, to
think creatively and to use
systems thinking, and to
know more than one
language.
Flattened Global
Economy
GLOBAL COMPETENCY IN ACTION
“Educators are expected to teach core sets of concepts
and skills that curriculum experts at national, regional, and
local levels deem essential. Preparing youth for the work of
their generation involves revisiting such core concepts and
skills and putting them to the service of a deeper, better,
and more participatory understanding of the world in which
we live. Nurturing students’ global competence enables
education leaders to examine how engaging crucial global
issues can catalyze learning of this core content and how
learning such content c ...
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Re-designing the next generation of multi-scale world topographic maps: a changing landscape. Presentation at ICA Neocartography/Map Design workshop, Dresden Aug 2013
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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!
Digital Artifact 2 - Investigating Pavilion Designs
Track L Killick
1. “I‟m not interested in what these
international students have to say”
A view of internationalisation
Dr David Killick
2. Outline
1. Why internationalisation matters
for all our students
2. A „model‟ of a graduate attribute
3. How modifications to learning
outcomes might offer a powerful
starting point
3. Why internationalisation matters for all
our students
What do you think of when somebody
mentions internationalisation?
What does internationalisation mean (or
what might it mean) to your students?
What would you identify as some of the
key features of the world in which our
graduates will have to make their way?
4. communicate with the diversity of people they are
likely to encounter in the wider world
understand who they are themselves, what their
own values are, and why it's important to
recognise these things in others
take a critical stance towards how things are, and
to see things as they appear from other
perspectives.
see how what they study, and what they do as
specialists in that subject fits into the wider world
recognise the possible value of doing things
differently
recognise their responsibilities when they take
decisions which affect other people
5. A „model‟ of a graduate
attribute
What does internationalisation of the
curriculum mean?
6. A „model‟ of a graduate
attribute
“… the skills, knowledge and abilities of
university graduates, beyond
disciplinary content knowledge, which
are applicable in a range of contexts
and are acquired as a result of
completing any undergraduate degree”
(Barrie 2006, 217).
7. A „model‟ of a graduate
attribute
“Global outlook” as an attribute for the
future world(s) of our students
8. Enabling effective and
responsible engagement in
A Global Outlook a multicultural and
globalising world.
Inclusivity
A
global
outlook
Global
Relevance
9. Meeting diverse The subject is being Global
Inclusivity studied by students
needs AND Relevance
who (will) carry out
affording others
their lives, in a globally
equal respect. interconnected world.
valuing diverse ensuring the student sees
perspectives and how their discipline and
experiences brought into the professions to which it
the course (whether in relates fit into this rapidly
informal discussions, in evolving global context;
seminars, or in assessed equipping them with
work, for example); attributes such as cross-
enabling students also to cultural capability and
see the value in these; global perspectives;
providing meaningful enabling them to „make
integration into their way‟ responsibly in
class/group activities (i.e. this world, professionally
avoiding „tokenism‟); and personally.
building sensitivity
towards/ acceptance
of/respect for different
ways of working together
10. • how does [this issue or action] look to or impact upon
somebody living in a different country, on a different
continent, etc?
• The applicability of the neoclassical school of
thought to a developing country
• The use of open educational resources
• The factors which led to the Japanese invasion of
China
• how does [this issue or action] look to or impact upon
somebody living locally who has a different belief
system, etc?
practitioner research findings in dance
• how is [this issue or action] impacted by concerns or
events in other global contexts?
• how will the way I respond to [this issue or action]
impact upon the way others see it/respond to it?
11. • how does my own culture represent, judge, value
[this issue or action]?
• how is [this issue or action] dealt with by relevant
institutions, industries, governance or political
structures elsewhere?
• what are the practical, ethical, social, professional and
personal consequences of [this issue or action] for a
diverse local and/or global community?
12. A „model‟ of a graduate
attribute
“Global outlook” as
Assessment
tasks the basis for
internationalisation
Learning
activities
of the curriculum
Learning
outcomes
13. a global outlook is not limited to
„international‟ knowledge
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
analyse market analyse market
opportunities in opportunities in two
the international contrasting international
business environment business environments
14. where multicultural/international
dimensions are very likely to be
assumed/inherent/understood/deeply
embedded in the discipline/profession
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
debate the ethical debate the ethical
responsibilities of responsibilities of
science in society with science with reference to
reference to current current issues in a
issues multicultural society
15. where multicultural/international
dimensions are very likely to be
assumed/inherent/understood/deeply
embedded in the discipline/profession
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
consider how different consider how different kinds
kinds of bodies [for of bodies [for
example, fat, thin, old, example, fat, thin, old, imp
impaired, sporty, „fit‟], a aired, sporty, „fit‟], and
nd their various their various meanings, are
meanings, are socially socially constructed by
constructed different communities
16. UK-centric subject areas, where
students are focusing on UK/English
practice
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
identify and describe identify and describe key
issues which have been issues which have been
created and debated created and debated due to
due to changes in the changes in the modern
modern British British education system
education system since since 1988 with reference to
contrasting practice in one
1988 other national context
17. How a local context can be given a
more global and/or multicultural focus
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
review the role of review the role of
sustainable construction sustainable construction
within the changing within the changing local
context of the wider and global contexts of
sector the wider sector
18. Can you suggest a learning outcome
from your own subject area?
Original Learning Modified Learning
Outcome Outcome
Students will be able to … Students will be able to …
19. Take 1 learning outcome of your choice –
modify to a chosen subject area (or devise
your own):
• Outline 1 teaching/learning activity
which might help students achieve the
learning outcome
• Devise 1 assessment task which would
enable students to demonstrate they
have achieved the learning outcome
20. analyse market consider how different kinds
opportunities in two of bodies [for
contrasting international example, fat, thin, old, imp
business environments aired, sporty, „fit‟], and
their various meanings, are
socially constructed by
identify and describe key different communities
issues which have been
created and debated due
review the role of
to changes in the modern
sustainable
British education system
construction within the
since 1988 with reference
changing local and
to contrasting practice in
global contexts of the
one other national
wider sector
context