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Demystifying Internationalising the Curriculum through joinedup thinking Dr Viv Caruana, Education D

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Share thoughts with plenary ... Feedback to plenary. Embedding international and ... Record ideas on flip-chart paper provided and feedback to plenary ... – PowerPoint PPT presentation

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Title: Demystifying Internationalising the Curriculum through joinedup thinking Dr Viv Caruana, Education D


1
De-mystifying Internationalising the Curriculum
through joined-up thinkingDr Viv Caruana,
Education Development Unit
28 March 2006
2
Aims
  • Contextualise and explore the principles of the
    internationalised curriculum based on a model of
    global citizenship underpinned by the concepts
    of Internationalisation at Home and the
    inclusive curriculum
  • Apply principles to teaching, learning and
    assessment practices

3
Outcomes
  • Define concepts of global citizenship,
    Internationalisation at Home (IaH) and the
    inclusive curriculum
  • Synthesise the connection between these concepts
    and Equality and Diversity (E and D) and
    Education for Sustainable Development (ESD)
  • Synthesise the relationship between IaH and
    internationalisation abroad

4
Outcomes 2
  • Examine and apply the principles of the inclusive
    curriculum and intercultural learning to own
    practice
  • Examine and apply good practice in learning,
    teaching and assessment in the internationalised
    curriculum
  • Apply and evaluate two tools for interrogating
    the curriculum for internationalisation

5
Activity
  • Form into small groups, individually record on
    post-it
  • What the internationalisation of HE means to you
  • What internationalising the curriculum means to
    you
  • The reasons why you would internationalise your
    curriculum
  • Attach to flip chart paper provided and discuss
    in the group
  • Share thoughts with plenary

6
The context of the internationalised curriculum
Internationalisation
  • The influence of globalisation
  • Response to or expression of changes brought
    about by globalisation
  • Dislocation, dis-identifying, and positioning as
    other?
  • Uniformity, standardisation and homogeneity?
  • Internationalisation engaging with the rich
    diversity of the global economy and society?

7
The context of the internationalised curriculum
Internationalisation
  • The marketisation discourse
  • International competition
  • Institutional shortfalls
  • Branding
  • Re-assessment of HE purposes, priorities and
    processes?
  • Patterns of international recruitment
  • A new elite or cosmocracy?
  • Caruana and Hanstock, 2003 Deem, 2001 De Vita
    and Case, 2003 Edwards et al, 1997 Haigh, 2002
    Koutsantoni, 2006a)

8
The context of the internationalised curriculum
Internationalisation
  • unconsidered pursuit of the international can
    lead to a less, rather than a more, effective
    international contribution
  • Halliday, 1999

9
The context of the internationalised curriculum
Internationalisation
  • The knowledge economy and learning society
  • A new dimension
  • The global world of work
  • A world of super-complexity
  • The graduate of the twenty-first century
  • (DE Vita and Case, 2003 Haigh, 2002 Lunn, 2006)

10
Internationalising the Curriculum
  • Unfamiliar phenomenon?
  • Meaning blurred by the traditional distinction
    between home and international students

11
Internationalising the Curriculum
  • Global perspectives
  • A shift in approach rather than a change of
    content
  • Ethical and values-based ethos for cross-cultural
    capability
  • Re-thinking cross-border student mobility
  • Killick, 2006 Lunn, 2006, Shiel, 2006

12
Internationalising the Curriculum
  • Internationalisation at Home
  • any internationally related activity with the
    exception of outbound student mobility
  • countering the lighthouse effect

13
Internationalising the Curriculum
  • Internationalisation and Equality and Diversity
    (E and D)
  • Synonymous goals
  • Different rationales
  • Aware of, sensitive to or valuing
    diversity?
  • Caruana and Hanstock, 2005

14
Internationalising the Curriculum
  • Intercultural competence
  • A long term change of a persons knowledge
    (cognition), attitudes (emotions), and skills
    (behaviour) to enable positive and effective
    interaction with members of other cultures both
    at home and abroad
  • Nilsson, 2003

15
Internationalising the curriculum
  • At home and abroad complementary concepts?
  • Staff going abroad sharing their experience on
    the home campus
  • International students sharing their experience
    in the classroom
  • International staff sharing their experience
  • Internationalisation at Home the safe and
    controlled environment for developing
    intercultural competencies
  • Internationalisation at Home developing
    intercultural competence through engagement in
    projects with the local community
  • Internationalisation at Home increasing outward
    student mobility

16
Internationalising the Curriculum
  • The sustainability curriculum and the
    internationalised curriculum a merging of
    minds?
  • Scott (2002) quotes Hamm and Muttagi (1998)
    sustainability is .not about environmentbutthe
    capacity of human society to enact permanent
    reform in order to safeguard the delicate balance
    between humans and their natural life-support
    system.

17
Internationalising the Curriculum
  • The sustainability curriculum and the
    internationalised curriculum a merging of
    minds?
  • Sustainability issues as the concern of the
    global citizen
  • Sustainability literacy, skills and knowledge as
    the literacy, skills and knowledge of the global
    citizen
  • Internationalisation as the response to the
    effects of globalisation, sustainable development
    as an attempt to humanise it
  • Haigh, 2005 HE Academy, 2006

18
Internationalising the Curriculum
  • The challenge of the internationalised
    curriculum
  • the translation of the crude, abstract
    simplicity of policy texts into interactive and
    sustainable practices of some sort involves
    productive thought, invention and adaptation
  • Ball (1994) as cited in Keeling, 2004

19
Activity
  • In small groups
  • Consider and discuss the ways in which you would
    regard existing programmes of studies within your
    school/ discipline as internationalised record
    on flip-chart
  • Feedback to plenary

20
Embedding international and intercultural
orientation a taxonomy?
  • International/intercultural awareness
    (International literature, case studies etc)
  • International/intercultural competence ( IaH -
    projects with the local community volunteering
    and mentoring schemes, online collaboration)
  • International/intercultural expertise (study or
    work placement abroad)

21
The inclusive curriculum
  • Cultural stereotypes of international students
  • Passive, obedient lacking autonomy
  • Deficiency and assimilation
  • Confucian culture in a state of transition?
  • De Vita, 2004 Hills and Thom, 2005 Kingston and
    Forland, 2004 Morrison et al, 2005 Smith, 2006

22
The inclusive curriculum
  • International student expectations
  • Standards of excellence not borne out by
    experience
  • Need for deep learning and valuing own opinion
  • Group work practicing skills, sharing and
    working co-operatively
  • Most valued teacher attribute is heart
  • Kingston and Forland, 2004 Nield and Thom 2006
    Peters 2005 Robinson, 2004 Wu, 2002

23
Learning and Teaching in the multicultural
classroom
  • The pedagogy of recognition embracing the
    student experience
  • Pedagogic autonomy the synoptic
  • module
  • Literacy reciprocal understanding, ongoing
    dialogue and collaboration, formative assessment
  • De Vita, 2004 Hills and Thom, 2005 Warren and
    Fangharel, 2005

24
Learning and Teaching in the multicultural
classroom
  • Multicultural group work
  • group mix
  • transparent rationale
  • relevance of tasks
  • engage higher order cognitive skills
  • time to get to know each other
  • guidance on group processes
  • reflexive and constructive discussion
  • Black, 2004 De Vita, 2001b, 2002b2002a, 2004
    Robinson, 2004 Ridley, 2004

25
ICT and intercultural awareness
  • Online collaboration allied to a learning and
    teaching strategy based upon experiential and
    problem-based learning
  • Importance of getting to know you period
  • Activities designed to benefit both sets of
    students
  • Assessment of outcomes of collaboration
  • Guiding discussion
  • Bell and Whatley 2004 Caruana, 2004 Kooijman et
    al 2004

26
Assessment in the multicultural classroom
  • Dialogue to consider UK HE culture
  • Guidance on task
  • Overcome confusion surrounding when and how to
    reveal ones own voice
  • Avoid cultural bias and intellectual
    self-censorship
  • Countering plagiarism using detection software
    as a developmental tool
  • Levelling the playing field
  • Barrett and Malcolm, 2006 De Vita 2002 2004
    2005 Hills and Thom, 2005 Ridley, 2004

27
Activity
  • In small groups consider and discuss
  • How you might embrace the student experience in
    the classroom
  • How you might make use of ICT in developing
    intercultural competence
  • How you might make assessment more inclusive
  • Record ideas on flip-chart paper provided and
    feedback to plenary

28
The IDME Continuum (Leopold and Mercado, 2007)
X X XX
X X
A strong international component to the
programme, with high-level exposure to
international cases, studies and
readings. Tutorship by international staff and/or
by those with international experience.
Culturally inclusive teaching and learning
practice. Focus on developing international
managers and on preparing graduates for
international professions. Policies focused on
student mobility language learning.
International content in the curriculum, which
seeks to broaden horizons competencies
alongside other aims. Draws on some international
material but oriented towards domestic cases,
readings and investigations. Some culturally
inclusive teaching learning practice. Tutorship
by international staff but limited exposure. No
major focus on student mobility or language
learning.
No intercultural and international component to
the programme. Largely domestic readings, cases
and evaluations. The programme is directed
towards discipline-based goals and targets, with
emphasis on the domestic environment and
professional needs in that context. Lacks
policies on student mobility, inter-cultural
learning etc.
29
Activity The IDME continuum and the AOPI
framework
  • In small groups consider and discuss
  • Where you think your programme/s sit/s in
    relation to the continuum and why?
  • In what ways might you be able to move your
    programme/s along the continuum?
  • Do you think that the AOPI framework could be
    applied within the context of your school/faculty
  • How would you improve the framework?
  • Informal feedback to plenary

30
Activity The GAPMAP
  • In small groups consider and discuss
  • How might you use the GAPMAP in your academic
    practice?
  • Would the home students in your school recognise
    themselves in the student profile of the GAPMAP?
  • Informal report back to plenary
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