‘All of us together in a blurred space’: principles for co-creating curriculum with international partners

Bilous, Rebecca; Hammersley, Laura Ann; Lloyd, Kate; Rawlings-Sanaei, Felicity; Downey, Greg; Amigó, María Florencia; Gilchrist, Samantha; Baker, Michaela

doi:10.1080/1360144x.2017.1412973

Cited by 17 publications

(21 citation statements)

References 16 publications

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“…Since its inception, COIL scholars have produced a respectable body of research including edited volumes (Rubin & Guth, 2016; Schultheis Moore & Simon, 2015) and dozens of academic articles. Given the relative newness of this model, much of the extant literature has described different approaches to implementing COIL projects and the subsequent challenges in this process (Bilous, Hammersley, & Lloyd, 2018; Kayumova & Sadykova, 2016; King de Ramirez, 2019). On the basis of the SUNY case‐studies, Rubin and Guth (2015) provided a general profile of COIL projects finding that most were for a duration of 5–12 weeks and carried out in face‐to‐face (F2F) courses that incorporated virtual exchange components (http://coil.suny.edu/case-studies).…”

Section: Creating Online International Curriculamentioning

confidence: 99%

Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences

Ramírez

2020

Foreign Language Annals

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Collaborative Online International Learning (COIL) is an education model that provides a framework for international academic exchanges. Though COIL projects outline some best practices for academic partnerships, there are still several areas of project development in which participating faculty must make important decisions that affect the success of the academic venture. Perhaps one of the most important, yet frequently overlooked, aspects of international academic exchanges are the considerations made for differences in academic cultural practices. The current article details a COIL project in which binational faculty and students shared a semester‐long course. At the conclusion of the course, the two student groups reported vast differences in their experiences. In an effort to explain students' divergent perspectives, the author examines the academic climate reported by students and how academic practices implemented in the COIL project affected the overall success of the course.

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Section: Creating Online International Curriculamentioning

confidence: 99%

Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences

Ramírez

2020

Foreign Language Annals

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“…Experiential learning and work-integrated learning, where students engage with industry, community and government to translate their academic knowledge into practice, not only provide a way to maximise students' time at university in terms of acquiring capital that will link directly to their professional lives beyond university, but is also a vehicle for them to reflect on the future of work, and develop soft skills valued by industry, such as decision making, team work and initiative, as well as develop networks. Many universities are also taking this opportunity to introduce in the normative curriculum content such as ethical engagement and global citizenship, and engaging with partner organisations in reciprocal ways to mutually benefit from each other, even co-create curriculum [6].…”

Section: An Alarmist Scenario?mentioning

confidence: 99%

Employability, Community Engagement, and Global Citizenship: The New Face of Universities

Amigó¹

2019

Proceedings of the International Conference on Social Sciences, Humanities, Economics and Law

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The higher education sector is facing an unprecedented context which is challenging its identity, raison d'etre, and sustainability. Knowledge is now more accessible than ever before, and practical experience, adaptability, and digital literacy weigh more than degrees in the face of employers. In these circumstances, how are universities transforming themselves to remain relevant, necessary and sustainable? This question begs a multi-pronged analysis of the changing nature and role of higher education institutions. In this paper, I propose to shed light on the myriad challenges universities are facing and discuss how a combination of pedagogical, operational and community engagement strategies can radically transform the nature of higher education in order for it to flourish. I will discuss how universities' role is to prepare future generations of ethically engaged, soft skills-equipped individuals, who invest in university education to develop a critical and meaningful understanding of a changing world, become lifelong learners, and experience-not just read about-the relevance of the disciplines they are studying. I will suggest that universities need to shift their purpose from being knowledge generators and knowledge disseminators to becoming knowledge convenors that commit to working with the communities around them.

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“…(Anne Lasimbang, Executive Director, PACOS, 11/04/2013) Also of importance is the understanding that such knowledge is shared experientially, communicated through what is seen, felt and embodied in a given moment or experience. It can be shared through song, art, video, dance, cooking, storytelling, and 'by the simple yet profound act of being together' (Pompa, 2002: 69;Bilous et al, 2018;Hammersley, 2015;Wright et al, 2012). Such openness to the way that knowledge can be shared and communicated aligns strongly with our post-colonial approach to prioritise connections and relationships that challenge the separation of university 'experts' and others, to bring to the fore alternative and more expansive ways of knowing and understanding the world.…”

Section: Multiple Knowledges and The 'Expert'mentioning

confidence: 99%

“…Ongoing reflection by all members of the project meant that the co‐creation process was repeatedly revised during the course of collaboration to try and ensure partner and student priorities were always at the fore (see Bilous et al, for a detailed discussion of the co‐creation process, principles and associated challenges). One of the key outputs was an open access website, ‘Classroom of Many Cultures,’ which hosts a range of activities, videos and resources to support international WIL.…”

Section: Co‐creating Curriculum Through the Pace International Programmementioning

confidence: 99%

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Rethinking the expert: Co‐creating curriculum to support international work‐integrated learning with community development organisations

Hammersley

Lloyd

Bilous

2018

Asia Pacific Viewpoint

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Increasing numbers of Australian students are travelling overseas to undertake short‐term work‐integrated learning placements with community development organisations. In light of recent criticisms emerging in academic and public commentary on short‐term international volunteering, this paper highlights the need for a support curriculum that caters for students from diverse discipline backgrounds, often with little or no previous understanding of community development principles or intercultural engagement. In doing so, we question who is best placed to develop an appropriate curriculum and what might it look like. We draw on Macquarie University's Professional and Community Engagement community development programme to critically reflect on the importance of engaging with diverse knowledge frameworks, approaches to learning and subject expertise of our international community partners. In particular, this paper showcases a community‐based development module co‐created with community partners that aims to encourage students to rethink western‐dominated understandings of development, poverty and inequality. To conclude, we explore how co‐creating curriculum with community partners unsettles assumptions of the university as the only site of expert knowledge and knowledge‐making practices, and reflect on the challenges encountered as we try to contribute to the development of socially and environmentally conscious students.

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‘All of us together in a blurred space’: principles for co-creating curriculum with international partners

Cited by 17 publications

References 16 publications

Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences

Influences of academic culture in Collaborative Online International Learning (COIL): Differences in Mexican and U.S. students' reported experiences

Employability, Community Engagement, and Global Citizenship: The New Face of Universities

Rethinking the expert: Co‐creating curriculum to support international work‐integrated learning with community development organisations

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