“Reaching Out to the Globe: Internationalising masters postgraduate learning in education”

Blackboard Learning and Technology Conference, Gold Coast, 25-28th August, Bond University.

Professor Peter Kell, Head School of Education, Charles Darwin University.

The Master of Education (MEDI) is part of the newly formed International Graduate Centre for Education• How do we develop and

international experience in the postgraduate course work ?

• How do we develop international collaborations?

• Undertaking a Fulbright Senior Scholars award in 2015.

The ‘culture’ of the course

Our collaborative approach to professional learning engages with issues of global mobility and contemporary knowledge practices.

Our focus is on people seeking to expand their personal and career horizons.

THEMES EXPLORED IN THE COURSEConceptual and applied interpretations of educational practice

WELL-BEING, SUSTAINABILITY AND GLOBALISATION

KNOWLEDGES AND SCIENCE

IDENTITY, CULTURE AND LANGUAGE

DIGITAL FUTURES AND NEW LEARNING

STRUCTURE OF THE COURSE

Overall structure of the course

Students select one of four themes:* a different theme in each unit results in a broad base of professional expertise.* the same theme explored in all units builds depth of expertise.

Well-being, sustainability

and globalisation

Culture, identity

and language

Digital futures

and new learning

Knowledge and

Science

Students complete 2 core units (20cp) and 60 credit points of specialist electives and/or dissertation

Core unitsEMG501EMG505ElectivesEMG502EMG503EMG504

PROJECTSEMG506-7-

8EMG509EMG510

Staged learning and assignments in each unit.

Framing

(3 weeks)

Engagement & action

(5 weeks & Asst #1)

Futures thinking &

transformation

(5 weeks & Asst #2)

COURSE PATHWAYSResponding to professional and personal requirements

Professional development and minor projects pathwaySelection of units to meet • professional • employment and • personal interests• possible preparation for research pathways

Internship pathwaystudents undertake analysis and observation of educational organisations. Professional placement in global learning (EMG509) = the capstone unit in this pathway involves an extended period of engagement with a nominated organisation, or community groupidentifies a ‘problem or set of issues to be explored through an organisation's practice.

COURSE PATHWAYS

Research pathway

• preparatory work begins in core and specialist electives:• content and professional knowledge • theories• academic literacies required to complete a research thesis

• demonstrated capacity to plan and complete a small research project• discussion with course manager• Selecting a supervisor or panel• completing proposal, related literature, ethics requirements • 40cp or 2 X 20cp enrolments • assessed externally

COURSE PATHWAYS

THE LEARNING FRAMEWORK A pedagogy for global learning within the units

Framing resources:

2 - 3 weeks

Broadly identifies issues and controversies.

These issues are often characterized by divergent views and perspectives, conflicting parties and competition for scarce resources.

They might also represent changes to the established social order. The ‘compressed’ quality of globalised life is an ongoing feature of the course and we will use a range of source material to illustrate the dynamic quality of contemporary events.

Identity, culture and language

Well-being, sustainability and globalisation

Knowledges and Science

Digital futures and new learning

Engaging resources: 5

weeks

Contemporary issues are explored, documented, discussed and analysed as part of an ongoing professional discourse which involves policy makers, governments, professional, students and the community.

What do we already know of these issues?

This should also be considered a dynamic and negotiated process.

“Student conference” pedagogy:

Students participate in weekly symposia

What are the key messages presented by speakers?

How are these relevant to your interests, themes and work?

How will you take these issues up (or not) in your own study?

Futures resources: 5

weeks

The resolution of problematic issues is often interpreted in terms of getting the right technical fix by applying the right policy.

Focus on organic features of organisations as culturally sensitive sites.

Transformative possibilities not simply the most effective and efficient remedies or technical fixes

“Student conference” pedagogy:

Students participate in weekly symposia

What are the key messages presented by speakers?

How are these relevant to your interests, themes and work?

How will you take these issues up (or not) in your own study?

Please review research expertise and staff research topics at the MEDI/GCEI community site: https://online.cdu.edu.au/webapps/portal/frameset.jsp?tab_tab_group_id=_361_1

Look for MEDI/GCEI in the top banner. You will need to be logged in with your CDU password to access the site

Stage 2 MEDIThe global experience.

• International Consortia

• Hong Kong, Philippines, Cambodia, Malaysia.

• Links with local Higher Education providers.

• Intensive sessions and online development.

Stage 2 MEDIThe global experience.

Fulbright Fellowship Program.

• 6 Months at College of Education in 2015.

• Funded by NT govt and blackboard

• Bill and Melinda Gates Foundation Grant

• Developing a virtual international collaboration.

• Exploring questions of internationalisation