From Learning Outcomes to Classroom Practice

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From Learning Outcomes to Classroom Practice

• Internationalising the Curriculum
• David Killick
• Leeds Metropolitan University

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Globalisation and Internationalisation

• Higher educations response to globalisation
• Our feedback into the system
• higher education has a role to play in making
  the world a better place
• Complex system of systems
• Trade
• Mobility
• Technology
• Communication
• Culture change

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Internationalisation as trade

• Offshore delivery and the naïve trader
• Higher Education, Basil Fawlty, and Mrs Smegma
• Finding the global soul

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Legitimate Business

• enabling students to learn to engage with the
  globalising world and
• creating knowledge which is relevant to the
  globalising world.

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higher education has a role to play in making
the world a better place
Our business is change.
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Aspects of global complexity

• Baumans notion of liquid modernity
• Appadurais related notion of ethnoscapes
• The advancing global reach of the social and
  environmental impacts of each of our actions

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Implications Students need

• to be able to locate their own sense of self

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Implications Students need

• to be able to live with (and therefore
  communicate with) cultural others and

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Implications Students need

• to take responsibility for their actions

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Cross-cultural capability
Intercultural understanding

• An awareness of my self and my culture(s)
• An awareness of my self in relation to the
  other
• An awareness of the ways in which cultures may
  differ
• An acceptance that different is not a value
  judgement.

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Cross-cultural capability
Intercultural communication

• An ability (and a willingness) to monitor ongoing
  communication for misunderstanding and/or
  breakdown arising from contrasting styles or
  strategies
• An ability (and a willingness) to employ a range
  of communication styles or strategies which are
  appropriate to the context and to ones
  interlocutors.

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Cross-cultural capability
Subject/Professional perspectives

• An understanding (and an acceptance) that there
  are other perspectives on the discipline itself
• An understanding (and an acceptance) that the
  practice of the discipline (profession) takes
  place within a cultural context which may have a
  significant impact on that practice
• An appreciation (and an acceptance) of the fact
  that ones own perspectives may be limited, may
  be false, may be contested.

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Global Perspectives

• Knowing that my life choices and actions impact
  on other people and other places
• In an interconnected world, taking responsibility
  to understand these consequences, and acting
  responsibly in the light of that understanding.

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The World Bank/UNESCO Curriculum Development
Project
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Phase 1 Learning Outcome Development Project

• Divide into groups. You will be allocated a
  country.
• Each country - select two of the learning
  outcomes to work on, refine as appropriate to the
  range of subject areas in you project group.
• Select one of your learning outcomes for peer
  review please type it into the appropriate
  place on the powerpoint presentation.
• Peer review.

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Peer Review Process

• Rules Each member is allowed TWO VOTES. You may
  vote for any country (once only per country),
  including your own.
• Total votes cast for each country will be the
  base line for the World Bank tender algorithm to
  calculate the final learning outcome to go
  forward to Phase 2.

• USA
• UK
• Argentina
• China
• India
• Malawi

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Phase 2 Learning Activity Development Project

• Each country please select your favoured leading
  expert in the field from your own team members.
• The lead country in Phase 2 is the country who
  won the tender following the learning outcome
  winning bid. Project funding for Phase 2 will
  also be based upon the outcome of that process.
• The lead country is open to immigration for any
  lead experts who choose to join their Phase 2
  project team.

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Project Specification

• Working with the resources allocated. Each
  country should now devise 1 learning activity to
  enable students to meet the selected learning
  outcome.
• Each country will present their learning activity
  for peer review. The team submitting the final
  selected activity will gain a significant UNESCO
  Project Prize.

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Peer Reviw

• Rules Each member is allowed TWO VOTES. You may
  vote for any country (once only per country),
  including your own.
• Total votes cast for each country will be the
  base line for the UNESCO tender algorithm to
  calculate the final learning activity to win the
  highly coveted UNESCO Global Citizen Curriculum
  Learning Activity Prize (UGCLAP)

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UGCLAP Ceremony

• Unified
• Global
• CLAP

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Summing Up

• All learning outcomes and related activities will
  be published on the conference web site (and may
  be used in evidence.).
• Comments Questions?