Faculty as Global Learners

2020 ◽  
Keyword(s):  
Global Learners

scholarly journals Design preferences for global scale: a mixed-methods study of “glocalization” of an animated, video-based health communication intervention

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Maya Adam ◽  
Rachel P. Chase ◽  
Shannon A. McMahon ◽  
Kira-Leigh Kuhnert ◽  
Jamie Johnston ◽  
...  
Keyword(s):  
Mixed Methods ◽  
Gender Roles ◽  
Health Communication ◽  
Family Structure ◽  
Global Scale ◽  
Massive Open Online Course ◽  
Qualitative Descriptive ◽  
Design Preferences ◽  
Communication Interventions ◽  
Global Learners

Abstract Background Designing health communication interventions for global scaling promotes health literacy and facilitates rapid global health messaging. Limited literature explores preferences for animation prototypes and other content characteristics across participants in different global regions. Prior research underscores an urgent need for health communication interventions that are compelling and accessible across culturally and geographically diverse audiences. This study presents feedback from global learners on animation design preferences and other key considerations for the development of educational video content intended for global adaptation and scaling. Methods We used a mixed-methods, sequential explanatory design, with a qualitative descriptive approach to the analysis of the qualitative data. We recruited participants from an international group of learners enrolled in a massive open online course. Through an online quantitative survey (n = 330), we sought preferences from participants in 73 countries for animation design prototypes to be used in video-based health communication interventions. To learn more about these preferences, we conducted in-depth interviews (n = 20) with participants selected using maximum variation purposive sampling. Results Generally, respondents were willing to accept animation prototypes that were free of cultural and ethnic identifiers and believed these to be preferable for globally scalable health communication videos. Diverse representations of age, gender roles, and family structure were also preferred and felt to support inclusive messaging across cultures and global regions. Familiar-sounding voiceovers using local languages, dialects, and accents were preferred for enhancing local resonance. Across global regions, narratives were highlighted as a compelling approach to facilitating engagement and participants preferred short videos with no more than two or three health messages. Conclusions Our findings suggest that global learners may be willing to accept simplified visuals, designed for broad cross-cultural acceptability, especially if the content is localized in other ways, such as through the use of locally resonating narratives and voiceovers. Diverse, inclusive portrayals of age, gender roles and family structure were preferred.

Phantasmagoria of the global learner: unlikely global learners and the hierarchy of learning

2017 ◽  
Vol 10 (2) ◽  
pp. 58-82 ◽  
Author(s):  
Neriko Musha Doerr
Keyword(s):  
New Zealand ◽  
Walter Benjamin ◽  
Bilingual Students ◽  
American Student ◽  
Current Definition ◽  
Aotearoa New Zealand ◽  
English Bilingual ◽  
A Current ◽  
The U.S ◽  
Global Learners

Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma¯ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of immersion; and immigrant English-as-a-Second-Language students in the U.S. I analyse what their erasure as global learners tells us, arguing that the notion of global learner acts as what Walter Benjamin calls a phantasmagoria that masks the power relations involved. Though critical of ‘global learners’ as a globalist concept, I call for expanding the notion in order to engage with current transformations in education.

scholarly journals Developing Students As Global Learners

2013 ◽  
Vol 44 (4) ◽  
pp. 428-445 ◽  
Author(s):  
Annika L. Meinecke ◽  
Kim K. Smith ◽  
Nale Lehmann-Willenbrock
Keyword(s):  
Global Learners

scholarly journals Atma Insights: A Flexible Learning Tool to Enable Global Learners to Access Essential Business and Cross-Cultural Knowledge

2020 ◽  
Vol 13 (3) ◽  
pp. 10
Author(s):  
Sanjyot P Dunung
Keyword(s):  
Personal Development ◽  
Cultural Knowledge ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Learning Tools ◽  
Learning Tool ◽  
Flexible Learning ◽  
Global Learners

<p class="0abstract">This case provides a deeper understanding of how cross-cultural learning tools can be effectively utilized to enable professionals and companies optimize professional and personal development, improve communication, foster awareness, build trust, and align with global corporate objectives and benchmarks.</p>

scholarly journals Ubiquitous e-Teaching and e-Learning: China’s Massive Adoption of Online Education and Launching MOOCs Internationally during the COVID-19 Outbreak

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Yong Xiong ◽  
Que Ling ◽  
Xiaoli Li
Keyword(s):  
Public Health ◽  
Online Education ◽  
Global Public Health ◽  
Health Crisis ◽  
Vast Number ◽  
Global Challenge ◽  
Public Health Crisis ◽  
Massive Online Open Course ◽  
E Learning ◽  
Global Learners

China had made a remarkable headway in online education provision during the first quarter of 2020 due to the coronavirus disease 2019 (COVID-19) outbreak, a global public health crisis that acted as a catalyst for the uptake in online education as a method for students’ e-learning and teachers’ e-teaching at a vast number of institutions worldwide. China’s launching of XuetangX Global and iCourse International, two massive online open course (MOOC) platforms in April 2020 to provide distant e-learning solutions to global learners at a time they were most needed, proves to be a timely move as the global challenge caused by this pandemic turned out to be an opportunity in disguise for online education internationally. This article centers around China’s opportune development in online education and launching university MOOCs internationally in the height of the worsening COVID-19 pandemic in early 2020 and examines its preparedness, implementation, and impact.

scholarly journals Global teachers as global learners: Intercultural teacher training in international settings

2019 ◽  
Author(s):  
Sabine Little ◽  
Michelle Golledge ◽  
Hina Agarwalla ◽  
Ben Griffiths ◽  
Danny McCamlie
Keyword(s):  
Teacher Training ◽  
Collaborative Writing ◽  
Original Data ◽  
Training Needs ◽  
Online Discussions ◽  
Intercultural Education ◽  
Written Narratives ◽  
Global Mobility ◽  
Global Learners

The globally mobile teacher is a relatively new concept. This article draws on the experiences of seven teachers teaching in international contexts, who are currently undertaking an iPGCE (International Postgraduate Certificate in Education) – four of whom are co-authors of this article. Drawing on original data from written narratives and online discussions, as well as using collaborative writing as a form of inquiry, we locate these experiences within the field of intercultural education, problematize the notion of global mobility and identify the unique training needs of an emerging breed of teachers.

scholarly journals Exploring the factors that affect the intention to use collaborative technologies: The differing perspectives of sequential/global learners

2015 ◽  
Vol 31 (3) ◽  
Author(s):  
Yong-Ming Huang
Keyword(s):  
Learning Styles ◽  
Social Influence ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Collaborative Technologies ◽  
Facilitating Conditions ◽  
Global Learners

The use of collaborative technologies in learning has received considerable attention in recent years, but few studies to date have examined the factors that affect sequential and global learners’ intention to use such technologies. Previous studies have shown that the learners of different learning styles have different needs for educational technologies. Accordingly, understanding the factors that affect the different types of learners’ intention to use collaborative technologies is an important issue. To this end, we add two external variables, facilitating conditions and social influence, to the technology acceptance model and then testing a number of hypotheses. Our results show that most of the hypotheses are supported, and further reveal that (1) attitude towards using is the most important determinant of students’ intention to use a collaborative technology, followed by social influence and facilitating conditions; (2) sequential learners are more concerned about perceived usefulness; (3) global learners are more concerned about perceived ease of use.

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