Networked Learning Conference 2004 |
Proceedings / Symposia / Symposium 3 / Papers
Organised By: Frances Bell
INTRODUCTION
We offer this symposium based on a number of perceptions. Firstly, the conception
of internationalisation represented by the strong tradition of staff and
student exchanges is gradually giving way to a new and much broader and diversified
notion of internationalisation in Higher Education (HE). Secondly, the trend
towards rising numbers of international students in UK HE is likely to continue,
further raising the profile of issues surrounding cultural diversity and
intercultural learning within the sector. Thirdly, across Europe a paradigm
shift away from diversity towards convergence and structural harmonisation
is being fuelled by the continuing ‘Bologna process’.
Despite these ‘winds of change’ there is little reference to the
internationalisation of HE in the literature on UK HE policy, save the emphasis
on HE as a tradeable activity. For some the emphasis on the export of HE is,
in itself, a matter of increasing concern. Whilst ICT may offer opportunities
for the expansion of learning in the distance mode it has - beyond the confines
of Europe - been instrumental in HE losing its exclusive claim to being a public
good and being increasingly regarded as simply another trade item to be negotiated
under the General Agreement on Tariffs in Services. Clearly, the concept of
internationalisation allied with distance learning has untold implications
for UK HE yet in practice UK HE Institutions have relatively little guidance
from government in determining their international missions, in contrast to
other policy issues such as widening participation. This relative lack of guidance
means that whilst HE Institutions enjoy extensive autonomy in defining their
international missions they have to be particularly clear about what internationalisation
means in the practical sense. Of particular significance is the influence on
conceptions of pedagogy and the ‘quality’ learning experience.
Our approach seeks to stimulate a ‘bottom-up’ debate on the ways
in which strategic aims related to internationalisation at the institutional
level may translate into practical initiatives in teaching and learning methodology,
drawing upon the principle of networked learning. In this way the opportunities
to surface good practice will be maximised. The symposium is therefore structured
in two distinct parts. The presentation of papers exploring theory and practice,
based in part upon experience at the University of Salford in the first part
will inform group and plenary discussion of current practice at other institutions
in the second part.
Contributors will present an exploration of the potential of networked learning
in internationalising the curriculum from a number of perspectives. Viv Caruana
will present an institutional perspective by discussing the ideological and
pragmatic rationales underpinning internationalisation in HE; critically evaluating
different approaches to the concept and investigating the role played by ICT
in internationalisation of the curriculum. A key question is however, what
does internationalisation mean for curriculum design and teaching practice
in distance learning and campus-based courses? Mel Lees will present a case
study from a successful distance learning course delivered globally to Construction
professionals, identifying how an international pedagogy deals with core curriculum
in a variety of local contexts. Frances Bell and Janice Whatley will present
a practice-based case study of three years of online collaboration between
students in five European countries that is now being funded under the Europen
Action, Socrates (Minerva). Our presentations will demonstrate the potential
of networked learning for meeting the needs of expanding numbers of international
students and equipping both home and international students with the knowledge,
skills and intercultural literacy necessary to succeed in the global economy
and society. The discussion that follows these presentations will elaborate
current practice and identify practical steps that we can take to Internationalise
the Curriculum (ItC).
International Mission Impossible?
ICT and Alternative Approaches to Internationalising the Curriculum
Viv Caruana
Internationalising the Curriculum -
an e-Learning Case Study
Mel Lees
Trans-National Online Activities
For Students – A Pragmatic Approach
Frances Bell, Janice Whatley and Danuta Zakrzewska