Using the Cultural Challenges of Virtual Team Projects to Prepare Students for Global Citizenship

2014 ◽  
pp. 1445-1460
Author(s):  
Madelyn Flammia
Keyword(s):  
Local Level ◽  
Virtual Team ◽  
Faculty Members ◽  
Global Competency ◽  
Global Citizens ◽  
Cultural Challenges ◽  
Global Issues ◽  
Team Projects ◽  
The World ◽  
Global Work

Global citizens are those individuals who understand the complex and interdependent nature of the world and who take action to address global issues at a local level. Many faculty members recognize the need to prepare students for the demands of global work and citizenship. In this chapter, the author demonstrates how virtual team projects are an ideal means to help students develop global competency and offers suggestions for faculty seeking to structure projects geared to civic engagement.

Using the Cultural Challenges of Virtual Team Projects to Prepare Students for Global Citizenship

2012 ◽  
pp. 328-343 ◽  
Author(s):  
Madelyn Flammia
Keyword(s):  
Local Level ◽  
Virtual Team ◽  
Faculty Members ◽  
Global Competency ◽  
Global Citizens ◽  
Cultural Challenges ◽  
Global Issues ◽  
Team Projects ◽  
The World ◽  
Global Work

Global citizens are those individuals who understand the complex and interdependent nature of the world and who take action to address global issues at a local level. Many faculty members recognize the need to prepare students for the demands of global work and citizenship. In this chapter, the author demonstrates how virtual team projects are an ideal means to help students develop global competency and offers suggestions for faculty seeking to structure projects geared to civic engagement.

scholarly journals Becoming Global Citizens through Bilingualism: English Learning in the Lives of University Students in China

2011 ◽  
Vol 2011 ◽  
pp. 1-9 ◽  
Author(s):  
Yangguang Chen
Keyword(s):  
English Language ◽  
Communicative Competence ◽  
World Language ◽  
Cultural Traditions ◽  
Global Citizens ◽  
Global Issues ◽  
Chinese Learners ◽  
The World ◽  
English Classroom ◽  
L1 And L2

The ongoing globalisation has led to a tremendous expansion of the English language. With China striving to become part of the world economy since the late 1970's, there has been a great emphasis placed on the education of young people to become a world citizen with fluent English. “Being a global citizen” is having strong interests in global issues, cultivating the understanding and appreciation of diverse values, and enhancing country's competitiveness. All this however needs to be realized through communication in English, the world language. Improving communicative competence among Chinese learners of English depends on how English is learnt in the FL classroom and how it gets practiced outside the classroom. Data drawn from English corners, English clubs and English church all show that those informal learning settings have a complentary role to play especially when the formal English classroom is found having various deficits. Data also confirm that informal settings offer the opportunity to close the gap between L1 and L2 learning processes, and nurtutre learners' communicative competence through social intercourse and intercultural exchanges. Moreover, EFL learning is inherently intercultural, which facilitate cross cultural perspectives through bilingualism and bridges over the indigenous cultural traditions and the western democratic values.

The World is your Office

2016 ◽  
pp. 87-108
Author(s):  
Petros Chamakiotis ◽  
Niki Panteli
Keyword(s):  
Virtual Teams ◽  
Management Practices ◽  
Virtual Organization ◽  
Virtual Team ◽  
Future Research ◽  
Study Approach ◽  
Team Projects ◽  
Educational Environments ◽  
The World

Despite the increasing adoption of global virtual teams in industry, and their implications for traditional management practices, creativity within this context has been under-researched, with most studies focusing on students partaking in contrived virtual team projects in educational environments. This chapter focuses on a global virtual organization, Omega (a pseudonym), with the aim of exploring creativity in an organizational virtual team context. Using a qualitative case study approach in a single organization, the study makes the following contributions: (a) it identifies the personal values that motivate creativity; and (b) it explains how individuals, technology, task and organization influence creativity, drawing on the participants' perceptions. Discussed also in the chapter are implications for practice and future research.

Global Imperatives of the 21st Century: The Academy’s Response

2013 ◽  
Vol 12 (1-2) ◽  
pp. 162-178 ◽  
Author(s):  
Nels H. Granholm
Keyword(s):  
21St Century ◽  
Faculty Members ◽  
First Century ◽  
Social Injustice ◽  
Global Studies ◽  
Land Grant University ◽  
Global Citizens ◽  
Fundamental Knowledge ◽  
The World ◽  
Twenty First Century

Abstract Our twenty-first century world deteriorates socially, biologically, and physically while we in the Academy blindly pursue our “disciplinary truths.” As responsible members of the Academy and as interdisciplinary global studies specialists, we have an obligation to educate our students and colleagues by providing fundamental knowledge, tools, training, and hopefully passion to become interculturally competent and authentic global citizens. As a Coordinator of a Global Studies Program at a Land-Grant University, I would like to discuss specific strategies on how to motivate students, faculty members, and administrators alike in order to confront and resolve widespread problems in global social injustice and the ominously declining biological and physical states of our Earth. Most critically, we in the Academy, our honored and treasured professoriate, are obliged to provide the knowledge, tools, and leadership to engage the world and work toward resolution of our twenty-first century global imperatives.

scholarly journals Infusing an international online learning experience into the curriculum: a united states and Mexico collaboration

Dialogia ◽  
2018 ◽  
pp. 85-100
Author(s):  
Flavia Iuspa
Keyword(s):  
United States ◽  
Online Learning ◽  
Learning Experience ◽  
The United States ◽  
Global Learning ◽  
Education Students ◽  
Global Competency ◽  
Global Issues ◽  
The World ◽  
Global Systems

Globally competent people have the knowledge, skills, and dispositions to understand and to find lasting solutions to global issues and problems using multiples perspectives. They understand interdependence and interconnectedness of the global systems, cultures and communicate effectively with different people around the world. The purpose of this paper is to discuss how an international online learning experience enhances our awareness of different perspectives and cultural diversity, the challenges facing humanity and the world, and our role as globally competent citizens. In particular, this paper discusses the design and implementation of an international online learning experience to promote global learning between two higher education students in the United States and Mexico. The paper uses global competency as the pedagogical framework for teaching and promoting global learning within the context of global competency.

THE LAPBOOK AS A DIDACTIC TOOL TO IMPLEMENT INTEGRATED TRAINING IN NATURAL SCIENCE AND TECHNOLOGY AND ENTREPRENEURSHIP AT PRIMARY SCHOOL LEVEL

2018 ◽  
Vol 28 (3) ◽  
pp. 959-963 ◽  
Author(s):  
Yordanka Peycheva ◽  
Snezhana Lazarova
Keyword(s):  
Natural Science ◽  
Lessons Learned ◽  
Point Of View ◽  
School Level ◽  
Integrative Approach ◽  
Educational Goals ◽  
Knowledge And Skills ◽  
Global Issues ◽  
Highly Active ◽  
The World

The formation of comprehensive and in-depth notions of objects and phenomena in the world can be achieved when the mastery of knowledge and skills is carried out in a system realized in the context of integration of different scientific directions. One of the main issues in modern education is related to the contradiction - on one hand between the need to form the skills necessary for the orientation and adaptation of the personality in the dynamics of the globalizing world and on the other - the education which is largely based on unilateral acquiring of knowledge and skills within the different subject areas. This influences the development of a worldview and the formation of an adequate attitude towards the problems under consideration and the world as a whole. The knowledge and skills acquired today are often “locked” in the respective direction. The cross-curricular unity in the curriculum is of a recommended nature, but even if it is realized, it does not fully meet the need for a comprehensive and multifaceted consideration of global issues, as a result of which the student not only understands, reflects, but also applies the lessons learned in the process of creating a product - ideal or material. Combining the intellectual nature of the cognitive process with the practice activity are conditions in which the students are highly active and achieve better learning outcomes. Therefore, it is expedient for the different directions to correspond more closely to each other and to carry out effective cross-curricular integration. The concept of applying an integrative approach in the current paper is based on the idea of creating pedagogical conditions for reconciling the goals and expected outcomes of technology and entrepreneurship and natural sciences studied at the initial stage of the primary education. Integration can take place on two levels - knowledge and skills. We believe that the lapbook as an innovative didactic tool contains the necessary potential for effective realization of the educational goals in both directions in terms of achieving the expected results. In the course of its elaboration, new information is acquired in the field of engineering and technology, specific skills underlying the curricula of technology and entrepreneurship programs are developed. At the same time, a number of subjects from the learning content, which are considered from the natural science point of view, are enriched and perceived in a technological way, after which they find place in an attractive book - a lapbook, made by the students themselves. Its utilitarian value is multiplied by the personal contribution to its creation - not only as an object but also as content. The main topics that are of interest to the students are exploring and preserving nature, jobs, modern technical achievements, holidays and customs. As a result of the adequate integration of competences, tailored to curricula, a number of skills are formed, such as: skills for searching on their own, systematization and presentation of information, and application of the lessons learned in a new situation.

Conceptual visions of regional and global security

2020 ◽  
pp. 148-161
Author(s):  
Ihor Lishchynskyy ◽  
Mariia Lyzun
Keyword(s):  
Global Governance ◽  
Security Management ◽  
Visual Presentation ◽  
Regional Security ◽  
Visual Methods ◽  
Global Security ◽  
Global Issues ◽  
Security Governance ◽  
Theoretical Approaches ◽  
The World

Introduction. Under the influence of globalization and regionalization; the world economic development is becoming more dynamic but contradictory at the same time; creating new challenges and threats for both individual countries and entire regions. This exacerbates the urgency of forming flexible systems of security cooperation and finding solutions to regional and global security problems. Purpose. The purpose of the paper is to systematize research on regional and global security governance and a review of the balance of geopolitical forces in Europe. Methods. The research was carried out using the following methods: analysis and synthesis – to characterize the modern mainstream of theoretical intelligence in the field of regional security; comparative analysis – to compare the structures of regional security management in different parts of the world; deductions and inductions – to form a conceptual model of global governance; tabular and visual methods – for visual presentation of the material. Results. The paper considers theoretical approaches to the interpretation of regional security. It is noted that regional security governance is a set of institutions and activities at three levels: global; regional and national. A nomenclature of different types of regional security governance structures is presented; which includes a regional balance of power and ad hoc (informal) alliances; regional coherence; regional cooperative security; regional collective defense; regional collective security; pluralistic security community. It has been recognized that regional security management is provided not only by highly specialized or formal structures; but also by multi-purpose regional organizations; which initially pursued a combination of economic and political goals with growing security targets. Conceptual options for regional security governance at the global and regional levels are systematized. Based on the analysis of the mechanisms of global management; own vision of the relationship between the subjects of global governance processes is presented. Discussion. The crisis of recent decades has shown that no single group of global governance actors can act effectively to minimize global risks; which are both a challenge for business leaders and politicians in any country. That is why it is undeniable that global issues require global governance (especially in the field of security); the main goal of which should be to ensure global stability and sustainable development.

Paws to the Polls: The Making of a Campus Voter Initiative

2020 ◽  
Vol 9 (2) ◽  
Keyword(s):  
Vietnam War ◽  
Baby Boomers ◽  
Environmental Injustice ◽  
Global Issues ◽  
The World ◽  
Voting Age ◽  
The Vietnam War ◽  
Voter Initiative

The ravages of social and environmental injustice, pandemics, and racial strife (to name but a few global issues) would lead many of the earth’s inhabitants to agree that change needs to happen. The world will soon pass from the hands of the baby boomers to the millennials and Gen Z, and from the hands of the educators to those we are educating. The protests against the Vietnam War brought us a lowered voting age, from 21 to 18. With help from the slogan “Old enough to fight, old enough to vote,” the 26th Amendment was passed in 1971.

Engaging Youth in Education for Sustainable Development: Strategies and Interventions

2015 ◽  
Vol 1 (2) ◽  
Author(s):  
Khushgeet Kaur
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Social Change ◽  
Young Women ◽  
Local Level ◽  
Education For Sustainable Development ◽  
Development Strategies ◽  
Children And Youth ◽  
Opportunities To Learn ◽  
The World

Although youth are often thought of as targets for Education for Sustainable Development (ESD) programmes, they are also active partners in creating a more sustainable world and effective ESD programmes. Today, more than ever, young women and men are change-makers, building new realities for themselves and their communities. All over the world, youth are driving social change and innovation, claiming respect for their fundamental human rights and freedoms, and seeking new opportunities to learn and work together for a better future. The education sector is generally seen as the most appropriate forum for involving children and youth in sustainable development, and initiatives to this end have been adopted in many countries. The present paper puts forth such initiatives, interventions and strategies that can be undertaken to engage youth in education for sustainable development at the global as well as the local level.

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