MULTIMEDIA COMPETENCIES FOR UNIVERSITY STAFF. AN INTERNATIONAL EDUCATION EXPERIENCE

As we continue to develop into a more globalized society, it is an expectation that students in higher education become global citizens. While the literature supports the notion that students positively benefit from international education experiences, little research has been done to determine what role the community plays, or what effects the study abroad experience has on the community in which the student population is engaged. This study introduces an innovative conceptual framework that overlays the biological concept of symbiosis on the international education experience. This unique conceptual framework shines a light on the study abroad experience from the community’s perspective, as well as illustrating positive and negative impacts of student interaction within the local community. The results indicate that not only is there a role for communities but also communities need to be included in the planning and creation of these experiences, ultimately leading to more mutually beneficial outcomes. Ideally, these findings could be used by educators to capture the community voice to create more mutualistic programs in study abroad.

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Transformative Learning and some Suggestions on Applying it into Teaching and Learning Practices in Vietnam

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4219 ◽

2019 ◽

Vol 35 (1) ◽

Author(s):

Ngo Vu Thu Hang

Keyword(s):

Science Education ◽

Transformative Learning ◽

International Education ◽

Teaching And Learning ◽

Research Network ◽

Dark Side ◽

Learning Approaches ◽

Education Experience ◽

Learning Practices ◽

Education Journal

This paper presents basic theoretical knowledge on a perspective of transformative learning. It focuses on the definition, principles, characteristics of transformative learning, and possiblities to apply it into teaching and learning practices in Vietnam. Alternatives to innovate traditional learning approaches towards a transformative learning approach are also proposed with suggestions on the application of open-ended learning tasks. To effectively apply the transformative learning perspective in schools, it needs more applied research in which integrated approaches and cooperations among researchers from various majors are emphasized. Keywords Transformative learning, integrated, teaching and learning, education References [1] Ngô Vũ Thu Hằng, Sự phát triển của quan điểm kiến tạo xã hội về giáo dục: Nhìn từ mối liên hệ với sự phát triển của khoa học thời kì Khai sáng ở châu Âu, Tạp chí Khoa học, Đại học Sư phạm Hà Nội (2018) 1-3.[2] C. Taylor, ST2EAM education in the Anthropocene: Countering the Dark Side of STEM. Presented at International Conference “The 5th International ASEAN Comparative Educational Research Network and The 1st International Annual Meeting on STEM Education, 14th – 15th Khon Kaen, Thailand, 2018.[3] United Nations. Transforming our world: the 2030 Agenda for sustainable development. Retrieved fromhttps://sustainabledevelopment.un.org/post2015/transformingourworld/publication/, 2015 (accessed…. Tháng năm).[4] Bộ GD và Đào tạo, Dự thảo Chương trình giáo dục phổ thông - Chương trình tổng thể, 2017.[5] N.V.T. Hằng, Meijer, M., Bulte, A. M. W., & Pilot, A. (2015). The implementation of a social constructivist approach in primary science education in Confucian heritage culture: the case of Vietnam. Cultural Studies of Science Education, 10(3), 2015, 665-693.DOI: 10.1007/s11422-014-9634-8.[6] Tran Thu Ha & Trudy Harpham (2005). Primary education in Vietnam: Extra classes and outcomes. International Education Journal, 6(5), 626-634. [7] Nguyen Quang Kinh, Nguyen Quoc Chi (2008). Education in Vietnam: Development history, challenges and solutions. In An African Exploration of the East Asian Education Experience, Edited by Birger Fredriksen and Tan Jee Peng, The World Bank, Washington, D. C.

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Multimedia Competencies for University Staff to Empower Manufacturing Science Education

MATEC Web of Conferences ◽

10.1051/matecconf/202134311016 ◽

2021 ◽

Vol 343 ◽

pp. 11016

Author(s):

Anca Draghici

Keyword(s):

Training Program ◽

Communication Process ◽

Administrative Staff ◽

University Staff ◽

European Universities ◽

Multimedia Resources ◽

Dedicated Service ◽

Multimedia Technologies ◽

Manufacturing Science ◽

Multimedia Competencies

The paper aims describing a collaborative international initiative of four European universities to develop a training program for supporting university staff in creating and using multimedia resources effectively. Thus, teaching, researcher and administrative staff from higher education institutions will develop their digital skills to create more realistic and attractive content that should improve university prestige through a better communication process with the stakeholders. We relate the presented approach to MUST project (Multimedia Competencies for University Staff to Empower University - Community Collaborations, 2020-1-RO01-KA203-080399), that aims develop and implement a new multimedia curriculum and training program. The training curriculum and the created educational resources make up a dedicated service offered by universities through DigiCoaches who will provide training to other internal/external users/trainees in creating-using multimedia technologies effectively.

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Re-Envisioning ESL for Short-Term Programs

Issues in Language Instruction ◽

10.17161/ili.v8i0.11832 ◽

2019 ◽

Vol 8 ◽

pp. 26-37

Author(s):

Marcellino A. Berardo ◽

Baiba Šedriks ◽

Geri Lamer ◽

Marina Greene

Keyword(s):

International Education ◽

Language Skills ◽

Intensive English ◽

Short Term ◽

Intensive English Programs ◽

Education Experience ◽

Specific Discipline ◽

The University ◽

Incoming Students ◽

Area Of Study

ESL professionals have traditionally taught the four language skills, vocabulary, and grammar in Intensive English Programs (IEPs) to help incoming students satisfy the university’s ESL requirement. As international education continues to change, however, the ESL profession will need to re-conceptualize its role and make explicit its evolving relevance. IEPs and traditional ESL classes are not necessarily applicable to short-term programs, whose purpose is to give participants some experience at a US institution with a focus on a specific discipline or area of study. This paper demonstrates two ways ESL professionals re-envisioned their role at the university for short-term programs (STPs) by creating English courses for the international education experience. With linguistic and cultural guidance from the ESL instructors, participants in these English courses critically analyzed impactful observations, perceptions, ideas, or events from the STP and gave PowerPoint presentations at a program-wide conference on their analysis of one academic or non-academic concept or observation that had the most impact.

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