Experiential Learning Model for Online and F2F Programs in University Continuing Education

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

Serving Adult Learners From International Backgrounds at Two Canadian Universities

McMaster University Continuing Education (Hamilton, Ontario) and the Real Institute in the Chang School, Ryerson University (Toronto, Ontario) are two university continuing education units that respond to the needs of adult learners from newcomer and international backgrounds. McMaster Continuing Education is known for its expertise in online education and support of adult learners as they seek professionally focused education. The Real Institute provides dedicated in-class programming and support strategies for younger adult learners. In this chapter, the experiences of older and younger adults from diverse cultural backgrounds studying at the two units are presented. The authors suggest that the needs of this learner group may be better met within the continuing education unit than within the mainstream academy. Innovative learning strategies and flexibility are key elements in this position. Finally, it is suggested that the two profiled units take their duty of care and commitment to student success seriously.

116 Oklahoma State University Continuing Education Online Courses for Extension Educators in 2020

The Smith–Lever Act of 1914 established a system of cooperative extension services to connect the land-grant universities to the people. Agricultural extension educators serve as the “front door” to the University, providing research-based information in a wide variety of agricultural topics such as livestock, crops, entomology, natural resources, etc. A bachelor’s degree in agriculture is a requirement for employment as an agricultural extension educator in most states. Generally, most new hires are knowledgeable in one or more areas and perhaps possess a degree focused in the same area. However, many educators are not fluent in all the agriculture sectors they are required to address on a daily basis. Our objective is to gradually develop an online in-service program specifically designed to strengthen educators’ knowledge and proficiency in basic beef cattle production. These courses will consist of five to ten modules each with an estimated five hours of course work per subject. The courses will include reading material, listening and visual material, interactive activities, and quizzes to aid in learning the basics. The Introduction to Beef Cattle Nutrition course is intended to enhance extension educators’ knowledge of the nutrient requirements of beef cattle, body condition scoring, ration calculation, etc. Extension educators will be expected to pass quizzes at the end of each module with an eighty percent or higher. Oklahoma extension educators will enroll in the Introduction to Beef Cattle Nutrition course during the 2020 calendar year and complete over a ten-week period. A survey at the end of each module will allow the authors to see how effective the course was, and if the representative feels more confident in discussing and helping producers with their herd nutrition upon completion.

Pembawa Pesan Terdepan: Diaspora Dalam Gastrodiplomasi Indonesia (The Front Messenger: Diaspora in Indonesia Gastro Diplomacy)

This paper discusses the role of diaspora in Indonesian gastro-diplomacy. As a new country in culinary diplomacy, the role of the Indonesian diaspora is not dominant but not unimportant. The diaspora directly or not has popularized Indonesian food in foreign countries. Some of them have successfully managed Indonesian restaurants, although there are also some who are less successful. Learning from the experiences of countries already established in this culinary diplomacy such as India, China, Turkey and Vietnam, Indonesia needs to popularize more Indonesian food in many activities such as food festivals. In addition to this, the diaspora can increase the presence and visibility of Indonesian food through narratives in various printed and social media. Books and information on Indonesian cuisine, for example, are still very limited both in printed and digital media. In the current era, what is known as culinary fictions is one of the important aspects that can support gastro diplomacy. Keywords: Gastro Diplomacy, Diaspora, Indonesia Makalah ini membahas peran diaspora dalam gastro diplomasi Indonesia. Sebagai negara baru dalam diplomasi kuliner, peran diaspora Indonesia tidak dominan tetapi cukup penting. Diaspora secara langsung atau tidak telah mempopulerkan makanan Indonesia di luar negeri. Beberapa dari mereka telah berhasil mengelola restoran Indonesia, walaupun ada juga yang kurang berhasil. Belajar dari pengalaman negara-negara yang telah mapan dalam diplomasi kuliner ini seperti India, Cina, Turki dan Vietnam, Indonesia perlu mempopulerkan lebih banyak makanan Indonesia dalam banyak kegiatan seperti festival makanan. Selain itu, diaspora dapat meningkatkan kehadiran dan visibilitas makanan Indonesia melalui narasi di berbagai media cetak dan sosial. Buku dan informasi tentang masakan Indonesia, misalnya, masih sangat terbatas baik di media cetak maupun digital. Di era saat ini, apa yang dikenal sebagai fiksi kuliner adalah salah satu aspek penting yang dapat mendukung gastro diplomasi. Kata kunci: Gastro Diplomasi, Diaspora, Indonesia References* Chapple-Sokol, S. (2013). Culinary Diplomacy: Breaking Bread to Win Hearts and Minds. The Hague Journal of Diplomacy, 8(2), 161–183. https://doi.org/10.1163/1871191X-12341244 Chef Yono, Memulai Bisnis Resto di AS dari Nol | SWA.co.id. (n.d.). Creswell, J. W. (2009). Research Design : Qualitative , Quantitative , and Mixed Methods Approaches. Canadian Journal of University Continuing Education, 35(2), 1–251. Defrancq, C. (2018). Taiwan’s Gastrodiplomasi: Strategies of Culinary Nation-Branding and Outreach. https://doi.org/10.6814/THE.NCCU.IMPIS.002.2018.A06 Jagganath, G. (2017). Foodways and Culinary Capital in the Diaspora: Indian Women Expatriates in South Africa. Nordic Journal of African Studies, 26(2), 107–125. Retrieved from www.sahistory.org.za/indian-south-africans Kekuatan Diplomasi Kuliner - Tirto.ID. (n.d.). Kisah Diaspora Indonesia Sukses Berbisnis Bumbu Rendang di Amerika Serikat - Lifestyle Liputan6.com. (n.d.). Kisah Perjuangan Rustono "King of Tempe", dari Grobogan sampai Amerika Halaman all - Kompas.com. (n.d.). Kunci Sukses Pengusaha Kuliner Indonesia di Luar Negeri - kumparan.com. (n.d.). Mannur, A. (2010). Culinary Fictions. Temple University Press. Retrieved from http://www.jstor.org/stable/j.ctt14btcd6 Mengerek Kuliner Indonesia Lewat Diaspora Restoran - Wonderful Indonesia Co-Branding Forum. (n.d.). Mohebi, E. T., Editors, S., Keith, K., Nahas, J., Rockower, P., Rousseau, L., … Wu, D. (2010). Public Diplomacy Magazine. Cultural Diplomacy. Public Diplomacy Magazine. Nahar, N., Ab Karim, S., Karim, R., Ghazali, H., & Krauss, S. E. (2018). The Globalization of Malaysia National Cuisine: A Concept of “Gastrodiplomasi.” Journal of Tourism, Hospitality & Culinary Arts (JTHCA) 2018, 10(1), 42–58. https://doi.org/http://www.jthca.org/online-issues Pham, M. J. A., Simon, E., Simon, E., Brandt, J., Carter, J. L., Mcgraw, F., & Chu, S. (n.d.). Journal of International Service. Safran, W. (1991). Diasporas in Modern Societies: Myths of Homeland and Return. Diaspora: A Journal of Transnational Studies, 1(1), 83–99. https://doi.org/10.1353/dsp.1991.0004 Sakamoto, R., & Allen, M. (2011). There’s something fishy about that sushi: how Japan interprets the global sushi boom. Japan Forum, 23(1), 99–121. https://doi.org/10.1080/09555803.2011.580538 Sundarsingh, A. (2014). Curry: Making Home Away From Home in Diaspora. Wonderful Indonesia Restorans. (n.d.). Wonderful Indonesia Restorans. (2018). Wrekso, A. (2017). Djakarta Bali: A love story once unrequited - Food - The Jakarta Post. Yuswohady. (2018). Resto Diaspora. Zhang, J. (2015). The foods of the worlds: Mapping and comparing contemporary gastrodiplomasi campaigns. International Journal of Communication, 9(1), 568–591.

Experiential Learning Model for Online and F2F Programs in University Continuing Education

Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

Quality Management in German Higher Education

This chapter provides an insight into quality management in university continuing education at German higher education institutions. First, it sets the context by explaining the position and characteristics of university continuing education within the German higher education system as well as current provisions, existing recommendations, and concepts for quality management (QM) within this area. Based on the analysis of selected university continuing education programs, the chapter then (1) outlines crucial aspects that need to be tackled in regard to QM, (2) presents a variety of concrete quality management activities that have been put into practice, and (3) describes empirically based quality dimensions specific to university continuing education. The chapter includes possible areas for future research and development.