Cultivating learning and social interaction in an international classroom through small group work; a quasi-experimental study

Globalisation demands graduates to be culturally adept: cross-cultural experiences within an international classroom are an important part of contemporary higher education agendas (Kimmel & Volet, 2012; Montgomery, 2009; Rienties, Johan, & Jindal-Snape, 2014). The opportunities for learning from other cultures is noted as one of the reasons for international students studying abroad (Merrick, 2004). Patterson, Carrillo, and Salinas (2012) documented that cross-cultural learning could bring a number of advantages for both host-national and international students, such as understanding and appreciation of the world, ability to think critically, integrate multiple perspectives, acquiring global knowledge and hence to be able to work effectively in a global world. While studying abroad is increasingly common (Brisset, Safdar, Lewis, & Sabatier, 2010; Montgomery, 2009), research consistently suggests that international students continue to face a number of transitional challenges (Rienties, Beausaert, Grohnert, Niemantsverdriet, & Kommers, 2012; Ye, 2006; Zhou, Jindal-Snape, Topping, & Todman, 2008)

A European lens upon adult and lifelong learning in Asia

In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the Asia–Europe Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west

International Technology Spillovers in Climate-Economy Models: Two Possible Approaches

This paper analyzes two possible methodologies of modeling international technology spillovers in a climate-economy CGE model. Technological change, by affecting productivity, energy and carbon intensity, eventually influences the amount of CO2 emissions, the costs and the timing of the policies targeted at their reduction. Technological change is here defined so as to include also the diffusion and adoption phase. In an increasingly integrated world, new products and technologies developed in one region will eventually diffuse internationally. The two approaches described in this paper are based on two mechanisms used to model technological change in climate models: learning curves, total factor productivity and the autonomous energy efficient improvement parameter. This paper considers spillovers mediated by international trade in capital goods. In particular, it looks at how imports machinery and equipments from the OECD countries can affect the technology variables related to CO2 emissions: learning rates in the first approach, productivity, energy and carbon intensity in the second one.Climate Policy, International Trade, Learning Curves, International Technology Spillovers, Biased Technical Change

Persuasive Design in Teaching and Learning

The EuroPLOT project (2010-2013) has developed Persuasive Learning and Technologies (PLOTs) and has evaluated them in four real-world case studies, which cover the widely different teaching scenarios of university education, adult learning in industry, informal learning at a museum, literature studies, and language learning. At the International Workshop of EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013), the results of the project were presented, and an overview of related research was given. One of the main conclusions of EuroPLOT has been that the specific learning context has to be considered when applying persuasive designs. At IWEPLET 2013, both the theoretical background as well as evaluations of persuasive technology demonstrations were presented. This paper provides an overview of these presentations

Expanding the context for student learning of science: The conceptual development of the New Zealand Science Learning Hub

Student engagement in science is an issue of international concern. Research indicates that one way to increase engagement in science is to involve students in authentic and relevant contexts that promote an enquiry-based stance. A key aspect to engaging students is to provide teachers with educative materials. In today’s world teachers and students look to web-based materials for their own development and learning. This paper will provide a conceptual framework for the development of the New Zealand Science Learning Hub as well as describing the process of its development, its component parts and their relationship to the conceptual frame

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Australian teachers and the learning environment: an analysis of teacher response to TALIS 2013

Abstract: The OECD Teaching and Learning International Survey (TALIS) is the first international survey programme to focus on the learning environment and the working conditions of teachers in schools. The overarching aim of TALIS is to provide robust, policy relevant indicators and analysis on teachers and the learning environment for an international audience. It aims to provide an opportunity to examine best practice in education systems around the world, to allow countries to identify other education systems facing similar challenges to their own and to learn from other policy approaches. TALIS provides internationally comparable information in the areas of teacher demographic characteristics, school leadership, teacher professional development, systems of feedback and appraisals for the teaching workforce, school effectiveness, and teacher practices and beliefs. As was the case for the 2008 cycle of TALIS, the Department of Education (formerly DEEWR) again commissioned the Australian Council for Educational Research (ACER) to oversee and conduct the implementation of TALIS 2013 in Australia. In Australia, over 2000 teachers and 149 principals in 149 schools comprised the ISCED 2 sample. In the Australian context, ISCED 2 teachers are defined as teachers of students in lower secondary education or, more specifically, teachers of students in Years 7, 8, 9 or 10

Building Mutual Learning between the Rising Powers

This Evidence Report provides a summary account of the Mutual Learning research initiative at the Institute of Development Studies, carried out from 2012 to 2014 as part of the Rising Powers in International Development programme. It offers an explanation for the growing interest in mutual learning as a way of engaging with ‘rising powers’ – such as the BRICS – in international development cooperation, and showcases some of the work carried out under the Mutual Learning component, including the Senior International Associates fellowship programme. It synthesises the IDS approach to mutual learning, as well as some of the challenges and opportunities presented by mutual – or multidirectional – learning in an increasingly multipolar world. Finally, the report outlines recommendations for how to accelerate mutual learning about different countries’ development experiences

Carolyn Gamtso and Patricia Halpin travel to Ireland

In August 2014, we travelled together to Limerick, Republic of Ireland to participate jointly in a panel discussion at the Information Literacy Section Satellite Meeting of the International Federation of Library Associations (IFLA) World Library and Information Congress. Hosted by the Limerick Institute of Technology, the conference’s theme was “Facing the Future: Librarians and Information Literacy in a Changing Landscape.” The topics discussed and debated (information literacy and social media; information literacy as a “meta-literacy”; information literacy and distance learning)relate directly to conversations our UNH Manchester colleagues are having about how best to teach our students the transferable critical thinking skills they will need both as members of the workforce and members of their communities. We were very excited to have our presentation proposal accepted at this competitive conference. Our presentation was an opportunity for us to share our teaching practices and our research with an international audience of librarians and educators. It was also a chance to meet and network with colleagues from around the world, colleagues who, like us, are dedicated to developing students’ information fluency in an environment of constant technological change. Our trip was generously funded by the UNH Center for International Education, the UNH Manchester Humanities Division, the UNH Manchester Science &Technology Division, and the UNH Manchester Deans & Chairs