Internationalization In Action
Internationalizationin ActionSPECIAL EDITIONConnecting Classrooms: Using Online Technology toDeliver Global Learning
Internationalization in ActionAs part of the efforts of the American Council on Education (ACE) Centerfor Internationalization and Global Engagement (CIGE) to provide guidance to institutions engaged in internationalization, Internationalization inAction features institutional strategies and good practices gathered fromparticipants in CIGE programs and other experts in the field. Topics rotateregularly, and each installment includes examples, sample documents, andadvice from a variety of institutions.ContentsThis installment of Internationalization in Action discusses the rationale, practical considerations, benefits, and challenges of initiating a new CollaborativeOnline International Learning (COIL) program, drawing on the experienceof institutions that participated in the ACE-COIL Center Internationalization Through Technology Awards Program, and identifies a number of otherapproaches in the emerging field of virtual exchange in higher education.I.Introduction.1II. Why Connect Classrooms?. 5III. Laying the Foundation for COIL. 11IV. Getting Started.14V. Sustaining a COIL Program. 24VI. Other Approaches to Virtual Mobility. 27Live links can be found in the PDF of this document on ACE’s website: www.acenet.eduInternationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistACE and the American Council on Education are registered marks of the AmericanCouncil on Education and may not be used or reproduced without the express writtenpermission of ACE.American Council on EducationOne Dupont Circle NWWashington, DC 20036 2016. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means electronic or mechanical, including photocopying,recording, or by any information storage and retrieval system, without permission inwriting from the publisher.
I. IntroductionInternationalization Through TechnologySince 2003, ACE has promoted the use of technology to help students acquireglobal competencies: the attitudes, skills, and knowledge to live and work ina multicultural and interconnected world. The experience of traveling andstudying abroad can be transformative, but less than 10 percent of four-yearundergraduates in the United States have that opportunity (Institute of International Education 2015). Educators, governments, and employers increasinglyrecognize global competencies as key to lifelong success. Therefore, U.S. highereducation needs options other than study abroad for delivering global learningto the majority of students. Using online communication to connect faculty andstudents across borders is proving to be an accessible, affordable, and flexibleoption at a growing number of institutions in the United States and around theworld. Like many education abroad programs, virtually connected classroomscan provide meaningful global learning and cross-cultural experience.According to ACE’s Mapping Internationalization on U.S. Campuses: 2012 Edition, 59 percent of institutions surveyed said the use of technology for purposesof internationalization has increased since 2006. Among institutions that offerinternational joint or dual degree programs, half responded that they use technology in program delivery. The table below indicates some of the other waysinstitutions are using technology to advance internationalization.“Which aspects of internationalization are effectivelyserved by technology at your institution?”Faculty workshops that include a focus on how to use technology to enhance the internationaldimension of their courses29%Education abroad (virtual orientation sessions, online advising, study abroad student blogs, etc.) 27%Internationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistInternationalizing curriculum and instruction at home campus (guest lectures via video conferencing, e-portfolios to assess international learning outcomes, etc.)20%Co-curricular activities at home campus (technology-enabled learning and social networkingopportunities for student cultural exchanges, etc.)19%Global delivery of for-credit courses to non-U.S. students outside the United States13%While ACE and others have championed the potential for technology toenhance global learning in the classroom and the numbers have increased, theMapping data indicate that, as of 2011, it was an aspect of internationalizationthat only one in five institutions pursued (at least in the technology applicationsthey were asked about). Integrating technology in the curriculum in order toenhance students’ global learning and intercultural experience can be challenging. It requires additional time and creativity of faculty and staff, and dependsupon adequate Internet connectivity and equipment, among other things.The State University of New York (SUNY) Collaborative Online InternationalLearning (COIL) Center has pioneered a pedagogical approach for usingConnecting Classrooms: Using Online Technology to Deliver Global Learning1
technology to advance internationalization of teaching and learning. TheCOIL method has been adopted by scores of U.S. and international institutions toadvance internationalization of the curriculum. The center’s director, Jon Rubin,first piloted the COIL approach in the film courses he taught as a faculty memberat State University College at Purchase (NY), in partnership with faculty at theEuropean Humanities University in Belarus. In 2006, the SUNY system established the COIL Center to encourage faculty throughout the state to incorporatea COIL dimension in their courses. The COIL Center has provided guidance todozens of SUNY campuses, as well as other U.S. and international institutions, intheir efforts to develop new COIL programs.Central to the COIL pedagogy is the fact that faculty members in two or morecountries collaborate to design a syllabus and co-teach a course (or module),and students in each class must work together online to complete assignments. Both the faculty and students involved in a COIL course are mutuallydependent; one’s success is closely bound to the other’s. The COIL method can beapplied to courses in any academic discipline, and in fact connected classroomsare often completely different courses—even though faculty jointly develop asyllabus for the COIL portion of the course. For example, a Spanish professor inthe United States and an education professor in Spain could offer a COIL courseor module in which pairs of students from each classroom interview each other inSpanish via Skype or email about their K–12 education experience, then submit awritten summary of the interview to their respective faculty for assessment.Many institutions have experimented with using videoconferencing technologyto connect students in two classrooms or deliver international guest lectures, andit’s important to understand how the COIL approach is different. While it relieson technology to connect faculty and students, COIL is not a technologicalsystem, platform, or software, nor does it require institutions to use a particulartype of technology. Rather, it is “a new teaching and learning paradigm that develops intercultural awareness and competence across shared multi-cultural onlinelearning environments” (State University of New York Center for CollaborativeOnline International Learning 2015).COIL is also known as globally networkedlearning, virtual mobility, tele-collaborationInternationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistThe term “collaborative online international learning” combines the four essentialdimensions of real virtual mobility: It is a collaborative exercise of teachers and students; it makes use of online technology and interaction; it has potential internationaldimensions; and it is integrated into the learning process. (de Wit 2013)COIL is not: A replacement for study abroad A massive open online course(MOOC) or online course A curriculum Teleconferencing A technology platform SoftwareCOIL is: Team teaching across two or more cultures using online communication Structured so that the success of studentsin each class depends upon the others’ Customized, to fit the mission, culture, andlearning outcomes of each institution Applicable to any disciplineConnecting Classrooms: Using Online Technology to Deliver Global Learning2
“We recognize that Glenville’s rural location makesit especially challengingto achieve our internationalization goals and thismay suggest that a specialapproach to internationalization, such as usingtechnology, is needed.We intend to use the COILmodel as a primary strategyof our internationalizationplan to integrate an international experience and perspective into our teachingand learning community.” —John Peek, former provostand senior vice president ofacademic affairs at GlenvilleState CollegeTHE ACE-SUNY COIL CENTER INTERNATIONALIZATION THROUGH TECHNOLOGYAWARDS PROGRAMACE and the SUNY COIL Center joined forces in 2013 to launch the Internationalization Through Technology Awards Program, with financial support from AsahiNet International, in order to recognize, support, and promote the use of technology to enhance global learning. Following a national call for submissions, a reviewpanel of international education specialists selected six recipients—three institutions in each of two award categories—based on a set of award criteria.Category 1: Leaders in Internationalization Through TechnologyThis award recognized three institutions with established structures, policies,and practices for incorporating the use of online technology to link classroomsthat could demonstrate its effect on students’ global competencies. Institutionsselected for the Leaders in Internationalization Through Technology Award, presented at the 2014 ACE Annual Meeting in San Diego, California, were: Great Lakes College Association Mount Holyoke College (MA) State University of New York at CortlandCategory 2: Advancing Internationalization Through Collaborative Online InternationalLearningThis award recognized three institutions for their vision and commitment todeveloping new COIL courses as part of a broader internationalization strategy.Institutions selected for the Advancing Internationalization through Collaborative Online International Learning Award, presented at the 2014 COIL Conferencein New York, New York, were: Fayetteville StateUniversity (NC) Glenville State College (WV) Xavier University (OH)Internationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistOver a period of 15 months,faculty and staff from the threeinstitutions selected for theInternationalization Through Technology faculty workshop atAdvancing InternationalizationFayetteville State University, Fayetteville, NC, October 2014award developed two or morenew COIL courses with theirrespective partners in China, Peru, or Spain. ACE and the COIL Center deliveredon-campus workshops and monitored the process. Each institution designateda faculty or staff member to serve as COIL coordinator, a leadership role thatinvolved setting up the on-campus workshop, leading the development of newCOIL courses, and serving as the primary contact for administrators and faculty oncampus. Selected institutions also pledged strong involvement from their international programs units and offices of instructional design.The COIL coordinators from these institutions presented the initial results oftheir work at the 7th COIL Conference in New York City on March 20, 2015. Thepresentation can be viewed online.Connecting Classrooms: Using Online Technology to Deliver Global Learning3
Advancing Internationalization Through Collaborative Online InternationalLearning Awards: New COIL CoursesGlenville State College,University of OviedoWest Virginia(Asturias, Spain)Xavier University,OhioFayetteville StateUniversity, North CarolinaInner Mongolia NormalUniversity (China)Baotou Teachers College,Inner Mongolia (China)Universidad AntonioRuíz de Montoya (Peru)U.S.InstitutionGlenville StateCollege (WV)U.S.CourseLanguage ofInstructionPartnerCourseSpanish Conversationand CultureEnglishEnglish for theBilingual ClassroomStudent Assignment: Students maintained video reflection logs andshared them through the learning management system (LMS).U.S. HistoryEnglishEnglish DiscourseAnalysisPartnerInstitution(s)University ofOviedo(Asturias, Spain)Student Assignment: Students discussed online their reactions to apoem about race and social justice.World Literature IEnglishEnglishStudent Assignment: Students analyzed a Chinese poemand compared translation versions.Fayetteville StateUniversity (NC) Introduction to the GlobalBusiness EnvironmentEnglishGlobal BusinessStudent Assignment: Student teams preparedPowerPoint presentations for the class.Internationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistThe Living Heritage of theAndes: Language, Culture,and Society in PeruXavierUniversity (OH)SpanishEnglishBaotou TeachersCollege, InnerMongolia (China)Ethics and CitizenshipStudent Assignment: Students exchanged responses to a sharedtext—a graphic novel in Spanish with ethics and citizenship themes.Multicultural LiteratureInner MongoliaNormal University(China)Themes of LiteratureUniversidadAntonio Ruiz deMontoya (Peru)Student Assignment: Students co-created music raps they recordedonline and performed during synchronous class meetings.Connecting Classrooms: Using Online Technology to Deliver Global Learning4
“Ha sido una experienciamuy enriquecedora paramí y mis compañeros;nunca imaginé quepodíamos parecernostanto y a la vez ser tandistintos.”(Translation:“It has beena very enriching experience for me and myclassmates; I never imagined that we could be sosimilar and at the sametime so different.”)II. Why Connect Classrooms?Institutions that applied for the Advancing Internationalization Awards citedseveral reasons for their interest in initiating a COIL program.INTERNATIONALIZE THE CURRICULUMMany institutions intended to internationalize existing courses by adaptingthe COIL model. They cited the educational benefits inherent to the COILlearning experience as reasons for modifying the courses: global exposure;cross-cultural interaction and familiarity; intercultural communicative competence (see box below); peer-to-peer learning; awareness of one’s own culture,identity, and assumptions; critical thinking; and perspective-taking.Example from the INTERNATIONALIZATIONTHROUGH TECHNOLOGY AWARDS PROGRAM—Peruvian student who completed the COIL course taughtby Juan Dejo at UniversidadAntonio Ruiz de Montoya,in partnership with DianeCeo-DiFrancesco at XavierUniversity, spring 2015In this video, a student at Glenville State College describes the new awarenessshe gained as a result of participating in a COIL course module offered inpartnership with the University of Oviedo in Spain that focused on the history ofSpanish migration to West Virginia.What is intercultural communicative competence?Internationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistIntercultural communicative competence “involves an understanding not only of theculture and language being studied but also the readiness to suspend disbelief andjudgment about the other culture and the willingness to reflect on one’s own cultureand question the values and presuppositions in one’s own cultural practices. Throughcomparing and contrasting, learners can become more deeply aware of their own, oftenunconscious, belief system and ideological perspectives. They understand how aspectsof their own culture are perceived from the other’s cultural perspective and how this linkbetween the two cultures is fundamental to interaction.” (Chun 2011)INCREASE ACCESS TO GLOBAL LEARNINGAward program applicants acknowledged the barriers to study abroad—particularly cost—that prevent most students from participating. While study abroadremains a valuable experience for many students, the COIL model offers a lowercost option for delivering global learning to greater numbers of students.Connecting Classrooms: Using Online Technology to Deliver Global Learning5
Interest in delivering global learning through the on-campus curriculum was particularly strong among applicants from institutions with lower than average studyabroad participation rates.While some of the technologies available to support teaching and learning across international borders are expensive, there are comparativelylow-tech, low-cost options that can provide opportunities for profoundcross-cultural learning. For example, students can use social networkingto collaborate across borders. This ubiquitous technology is inexpensive,widely familiar to students around the world, and easily supports asynchronous collaboration for students in different time zones who sharecommon competing demands from work and family. (American Councilon Education 2011)How much does a COIL course cost?A COIL course may be less costly than international travel for a classroom of students, but it iscertainly not free. Committing to a COIL program on campus requires a substantial investment, mainly in terms of faculty and staff time. The exact costs will vary at each institution, butmay include any of the following: Support for course development (e.g., stipend, release time) Administrative staff time (e.g., instructional designer, international programs office,deans, information technology unit) Faculty development (e.g., technical training, conferences, or on-campus workshops) New equipment and software, if needed, as well as reliable Internet connection Physical space for a designated COIL program coordinator Graduate students or teaching assistants to support COIL faculty International travel, if faculty, administrators, or students visit one another’s institutions Classrooms equipped for teleconferencing, if synchronous communication is part of thecourseExample from the INTERNATIONALIZATIONTHROUGH TECHNOLOGY AWARDS PROGRAMInternationalizationin Action:Special Editionby Heather H. WardSenior Program SpecialistThe administration of Fayetteville State University committed the followingresources to creating a new COIL program: Distance learning center (special classroom equipped with videoconferencing hardware and Internet connection) One course release for COIL coordinator Travel expenses for two faculty members to visit university partners in Chinaand for two others to visit a partner institution in India Professional development funds for COIL faculty to attend annual COIL ConferenceConnecting Classrooms: Using Online Technology to Deliver Global Learning6
CREATE OR STRENGTHEN GLOBAL PARTNERSHIPSFor institutions looking to establish new global partnerships, embarking on aCOIL course can be a relatively low-cost, low-risk way to begin. For GlenvilleState College and Xavier University, the COIL courses initiated with universities in Spain and Peru were the first collaborations with those institutions.Where an international partnership is already in place, which was the case forFayetteville State University and Inner Mongolia Normal University, a jointCOIL course can enhance and deepen the relationship.Faculty from Xavier University and Antonio Ruiz
Connecting Classrooms: Using Online Technology to Deliver Global Learning 2 by eather Ward enior Program ecialist Internationalization Specia dition technology to advance internationalization of teaching and learning. The COIL method has been adopted by scores of U.S. and international institutions to advance internationalization of the curriculum.
Internationalization strategies in higher education take varied forms, with scholars debating the very definition of internationalization and how to measure its effectiveness. It is generally agreed upon, however, that internationalization in higher education institutions (HEIs) is due to globalization trends (Knight, 2004).
Globalization/s: Reproduction and Resistance in the Internationalization of Higher Education Internationalization is changing the world of higher education, and globalization is changing the world of internationalization. (Knight, 2004, p. 5) To call globalization a form of human imaginary, opens the possibility for that imaginary
izing Higher Education (2005), mix issues of internationalization with issues of market-force globalization; globalization masked as internationalization is becoming a mainstream way of doing academic work, a strategic corporate activity. It results in global commodification of teaching and learning, includ-
Ivan Mitringa, Juraj Batovsky . 2 Agenda Introduction Dell internationalization 1984 - 2013 Organizational structure Q&A . 3 Ivan Mitringa . 4 Dell internationalization 1984 - 2013 . 5 Patterns of International expansion D
2.1.2.1 The Inter-University Exchange Project (Re-Inventing Japan Project) 2.1.2.2 The Go Global Japan Project 2.1.2.3 TOBITATE! Young Ambassador Program 2.2 Policy Development for the Internationalization of Higher Education in Japan 2.2.1 A New Strategic Policy for Internationalization: the Asian Gateway Initiative
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today’s business world such as International New Ventures (INVs) or Born Globals. Long ago, academics explained the internationalization process by using a stage model, which follows a step by step process where the firm starts from no international activity and goes on to engage in some international activity and then ends up owning subsidiaries abroad. Such is the case of the Uppsala model .
Academic writing is explicit in its signposting of the organisation of the ideas in the text: ever built in Britain. However, even by the end Partly this was because the current control of the land. Similarly, Marx was interested his own family. In addition, he has a between orders and bishops. For example, in the Northern context. Explicitness Academic writing is explicit .
