|Appears in Collections:||History and Politics Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Globalizing The Classroom: Innovative Approach to National and International Learning|
national and international learning
|Citation:||Bell P, Coates R, Colombo E, Dolgon C, Hernandez S, Margulis M, Nyamathi A, Pavlish C & Romo H (2015) Globalizing The Classroom: Innovative Approach to National and International Learning, Humanity and Society, 39 (2), pp. 236-253.|
|Abstract:||This essay examines an innovative approach to teaching across international and cultural boundaries and evaluates the experience in a course on Globalization, Social Justice, and Human Rights, co-taught collaboratively by faculty from different campuses and countries since 2011. This course was created to address unmet needs in the traditional higher educational systems. These include, but are not limited to, lack of cross-cultural and interdisciplinary collaboration among students, faculty, and institutions. Although economies, polities, environments, and human societies are experiencing great connections across the globe, educational systems continue to be modeled on nineteenth century assumptions and structures. In this course, faculty teach at their respective universities but use an online platform to allow for cross-campus communication. In addition to the classroom rooted in a physical place, a major component of student work is to interact online with students on other campuses, including undertaking collaborative group work across borders. A shared core syllabus can be modified by institution to satisfy local needs. In this essay, we examine the following: the history and logistics of this course; the facilitators and barriers in its implementation, including the use of technology; the role of language and communication; and the mechanisms necessary for faculty to adopt such a collaborative, global effort to local curricular guidelines. We also address the benefits of the course for students, including exposure to global diversity (culture, worldviews, and pedagogy); developing teamwork skills such as leadership and flexibility; accepting and accommodating diverse educational needs/approaches; and promoting interdisciplinary communication and collaboration. Finally, we assess the challenges for faculty in designing and managing a course across different time zones and academic calendars, facilitating transnational group service learning projects, and the greater time demands required to coordinate and monitor students' online interactions. Our objective is to help improve and encourage innovative approaches to teaching globalization, social justice, and human rights.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|Globalizing the Classroom Bell et al..pdf||147.86 kB||Adobe PDF||Under Embargo until 31/12/2999 Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependant on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.