Centreity Builds Courses to Support Global Thinking and Local Action

Creating a global curriculum for use in connected learning requires thought at the global level combined with relevance at a local level – all supported by an excellent pedagogical approach.

Many times institutions will try to use online courses built for distribution to a Western audience. Learning examples from these courses are often not appropriate in fragile contexts. Cultural and contextual review of courses are necessary to determine if the content is appropriate to the learning environment.

Learning activities and examples need to be adjusted. Questions like “How does culture impact interpersonal communication? What happens when an example calls for family observation when many of our students have no family in the camps?” and many others help identify problem areas. Readings should be expanded to include global authors.

In order to evaluate existing courses, Centreity breaks knowledge into three categories: domain, procedural, and strategic. At each level, culture, context, and the use of technology can be analysed. For domain/discipline knowledge that consists of facts/concepts, we found that there is little cultural or contextual bias. Quite simply, a fact is a fact. There is one caveat, language may require you to describe it differently. Procedural knowledge has little cultural bias, but is largely impacted by the context. However, acquiring strategic knowledge is more complex. Application of strategic knowledge takes into account both culture and context and requires critical thinking strategies to apply in real-world settings.
Understanding this dynamic helps build the connected learning model. Choosing innovative technical approaches to deliver domain and procedural content with on-ground/on-line faculty and support structures in place to cultivate strategic knowledge, you can maximise your resources and leverage costs.
To build a global curriculum, “doors and windows” should be left open for global dialogue to occur. Special attention is paid to ensure students can “find themselves” in the media elements and the learning activities.
Within one camp, it is possible to have students from multiple countries, cultures and religions. Assumptions about context needs removed and replaced with activities that have the student bring elements of their context into the online classroom to be shared with faculty and other students. When you apply this design methodology, the remaining content will scale seamlessly across multiple learning sites. Combining the design with facilitated delivery models results in students participating in global dialogue and applying what they learn locally.

You can create an intelligent global curriculum by using evidence-based design, context-aware production and integrated support.

Story provided by: Centreity ©2017