Web2.0 Virtual International Education Network
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This presentation explores how the NextEd project with its aim to create collaborative environments for teaching and learning is a useful tool for giving students an international experience in their learning.
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Web2.0 Virtual International Education Network
- 1. NextEd: Web2.0 & a sustainable approach to Internationalising students An invitation to ââŠspend the morning indoors going to Africa and backâŠâ Rose Quilling & Craig Blewett
- 4. Itâs about a journey⊠Travel is fatal to prejudice, bigotry, and narrow-mindedness, and many of our people need it sorely on these accounts. Mark Twain
- 5. A documented journey⊠Oneâs destination is never a place, but a new way of seeing things. Henry Miller We must travel in the direction of our fear. Berryman We find after years of struggle that we do not take a trip; a trip takes us. Steinbeck
- 6. Â
- 7. Benefits are clear But letâs get real ! UKZN Student Exchange Programme: Semester 1 - 2011 ⊠a good academic record. ⊠subject to selection at both the home and host institution. responsible for their own expenses including travel, subsistence, accommodation, health insurance and any other costs as applicable at the host institution. ⊠⊠enrol for courses for which credits can be transferred Some financial aid will be available for financially needy students
- 8. But letâs get real⊠UKZN Student Exchange Programme: Semester 1 - 2011 ⊠a good academic record. ⊠subject to selection at both the home and host institution. responsible for their own expenses including travel, subsistence, accommodation, health insurance and any other costs as applicable at the host institution. ⊠⊠enrol for courses for which credits can be transferred Some financial aid will be available for financially needy students VERY FEW ! VERY FEW !
- 11. Using Web2.0
- 13. âŠâŠâŠâŠ .. is a global, virtual educational network, built on an ubuntu philosophy of collaboration and a scaffolded model of supportive engagement.
- 17. Impressions UMass(MBA ) Daystar Faculty The wiki was a great collaboration platform â itâs nice to be able to add work, and edit the work of others, slowly molding and shaping text into a final product. I found my [SA] teammates to be knowledgeable and very willing to help. I was particularly surprised, and am not sure why, that their depth and knowledge of our topic equaled ours. Perhaps it was a stereotype to think their educational system would not be on the same level as ours, but it was quite the opposite ⊠students participated in the group activities very well and ended up learning more than they thought they would⊠More tasks should be done in collaboration with students from other countries. Activities that require the use of Facebook, Twitter, YouTube, Flickr should be introduced and added to the module.
- 18. Impressions Computers must be up to standard ⊠there was not enough collaboration between SA and USA students. Team issues!
- 23. Â
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- 27. THANK YOU ï [email_address] [email_address]
Hinweis der Redaktion
- With due acknowledgements to A A Milne and his stories about Christopher Robin, Winnie the Pooh and friends
- What internationalisation has always been about: A.P.Pradeepkumar & F.-J.Behr Globalisation and internationalisation: European and German perspectives on higher education under GATS Applied Geoinformatics for Society and Environment 2009 p1-10 The four main approaches which may be applied include: Four main approaches to cross-border higher education are identified. The mutual understanding approach mainly emphasises political, cultural, academic and development assistance goals. The skilled migration approach encompasses the goals of the mutual understanding approach, but also involves a more active and targeted approach to the recruitment of foreign students. It aims to attract talented students (and academics) to work in the host countryâs economy or to help make its higher education and research sectors more competitive. The revenue-generating approach incorporates the goals of the mutual understanding and skilled migration approaches, but it also has directly commercial objectives. Under this approach, international students pay the full cost of their education, generally without public subsidies. The capacity-building approach encourages the use of imported higher education, however delivered, as a relatively quick way to build an emerging countryâs capacity. Not all these approaches are equally within the reach of all countries, and each raises its own problems. The objective is not simply to promote export of education services. As several Asian and Middle Eastern countries have shown, importing educational services can be just as beneficial as exporting them. EDUCATION POLICY ANALYSIS: FOCUS ON HIGHER EDUCATION 2005-2006 â ISBN 92-64-02269-4 â © OECD 2006 CH 2. THE INTERNATIONALISATION OF HIGHER EDUCATION: TOWARDS AN EXPLICIT POLICY (summary page) Education Policy Analysis: Focus on Higher Education Education Policy Analysis Author OECD PublisherOECD Publishing, 2006ISBN9264022694, 9789264022690 Length164 pages Education Policy Analysis: Focus on Higher Education -- 2005-2006 ... Education Policy Analysis: Focus on Higher Education -- 2005-2006. Edition. Summary in English. THE INTERNATIONALISATION OF HIGHER ... www.oecd.org/dataoecd/12/36/38140461.pdf
- What internationalisation has always been about: A.P.Pradeepkumar & F.-J.Behr Globalisation and internationalisation: European and German perspectives on higher education under GATS Applied Geoinformatics for Society and Environment 2009 p1-10 The four main approaches which may be applied include: Four main approaches to cross-border higher education are identified. The mutual understanding approach mainly emphasises political, cultural, academic and development assistance goals. The skilled migration approach encompasses the goals of the mutual understanding approach, but also involves a more active and targeted approach to the recruitment of foreign students. It aims to attract talented students (and academics) to work in the host countryâs economy or to help make its higher education and research sectors more competitive. The revenue-generating approach incorporates the goals of the mutual understanding and skilled migration approaches, but it also has directly commercial objectives. Under this approach, international students pay the full cost of their education, generally without public subsidies. The capacity-building approach encourages the use of imported higher education, however delivered, as a relatively quick way to build an emerging countryâs capacity. Not all these approaches are equally within the reach of all countries, and each raises its own problems. The objective is not simply to promote export of education services. As several Asian and Middle Eastern countries have shown, importing educational services can be just as beneficial as exporting them. EDUCATION POLICY ANALYSIS: FOCUS ON HIGHER EDUCATION 2005-2006 â ISBN 92-64-02269-4 â © OECD 2006 CH 2. THE INTERNATIONALISATION OF HIGHER EDUCATION: TOWARDS AN EXPLICIT POLICY (summary page) Education Policy Analysis: Focus on Higher Education Education Policy Analysis Author OECD PublisherOECD Publishing, 2006ISBN9264022694, 9789264022690 Length164 pages Education Policy Analysis: Focus on Higher Education -- 2005-2006 ... Education Policy Analysis: Focus on Higher Education -- 2005-2006. Edition. Summary in English. THE INTERNATIONALISATION OF HIGHER ... www.oecd.org/dataoecd/12/36/38140461.pdf
- With due acknowledgements to A A Milne and his stories about Christopher Robin, Winnie the Pooh and friends
- Zakaria, N., Amelinckx, A., & Wilemon, D. (2004). Working together apart? Building a knowledge-sharing culture for global virtual teams. Creativity and Innovation Managementž 13, 15-29.
- This slide runs the apple format promo NextEdv2.mov currently located in the internalisation talk 25Aug2010 (1:07min)