Course module - Becoming Global
Code : EDUC10440 Credit rating: 10 Semester : 2
Links in this page :
Aims |
Objectives |
Assessment |
Information
|
Course Content |
Course Materials |
Tutors |
Timetable |
Teaching Methods |
Keywords
Aims
This unit aims to:
contribute towards the development of students intercultural awareness and its role in global citizenship.*
develop students' habit of, and skills in, approaching key global issues from multiple perspectives.
To this end, the course unit:
provides students with a multiple perspectives framework for intercultural awareness
explores a diverse set of illustrative case studies addressing different global issues
uses these case studies to consider multiple perspectives on, and differing positions towards, the issues concerned
requires students to engage with one such issue from multiple perspectives and with critical attention to the positioning of self and others.
* For us, Global Citizenship involves the necessary awareness, attitudes, understandings, and behaviours (including skills and strategies) for engaging critically, openly and flexibly with the key (and often challenging) issues of our time. Such engagement should include consideration of multiple perspectives and attention to the particular positions adopted (by self and others) towards such issues; further, such engagement should be undertaken at local, national and international levels, in an ethically- and culturally-aware manner, with respect for equity and diversity present in our world, and with a concern for environmental sustainability.
Objectives (Learning Outcomes)
Knowledge and understanding
demonstrate an awareness that key issues can be approached from multiple perspectives and positioning
demonstrate an awareness of the ways differing focal areas (eg environmental, welfare and ethical) can influence the understanding of key issues
demonstrate an awareness of how individuals / groups / organisations choose to represent their perspectives.
Intellectual skills
critically reflect on the positioning of individuals / groups / organizations
identify perspectives and positioning absent from any representation of a key issue and consider potential reasons for this absence
analyse how people choose to present their perspectives
analyse how best to organise and present project insights through digital channels
Practical skills
design a small-scale exploratory project on a selected key issue
act as a critical friend to another student for their project
engage with relevant informants and/or texts on a key issue with an understanding of, and sensitivity towards, the perspectives and positioning involved
collate, organise and clearly represent resources in digital format
present learning from the project through appropriate digital channels
Transferable skills and personal qualities
approach issues from multiple perspectives enabling the generation of inter-connected thinking vis-ΰ-vis key issues
approach issues through an intercultural lens
use digital technology effectively to organise resources and communicate thinking
work autonomously, reflectively, reflexively and supportively with others, placing value on the support given to and by others.
Assessment
Two-part assignment:
1) A critical reflection on the personal learning resulting from the course unit and project experience in particular: 2,000-2,500 words ( 50%).
2) An online presentation, using a variety of media, of the key issue explored during Component 3 project work:
5 minute online video or Powerpoint slideshow, static photo exhibition with annotation (50%).
Information
Staff and peer mentor supported online learning plus directed reading (Components 1 and 2): Up to 30 hours
Autonomous enquiry-based learning project work including self-directed reading as supported by tutors, critical friends from student body (Comp. 3) : Up to 40 hours
Preparation for assessment : Up to 20 hours
Individual or group consultation with tutor: 3 hours
Small group tutorials : 10 hours
Total Hours : 100
Course Content
This cross-faculty course unit adopts an intercultural approach to global citizenship. This involves developing the habit of considering key global issues from multiple perspectives, developing sensitivity towards the positioning of others, and developing an understanding of the reasons behind the positioning of others. The course unit comprises:
Component 1 (approx 20%) - an introduction to intercultural awareness, multiple perspectives and positioning.
Component 2 (approx 30%) - students explore three out of eight case studies, each addressing a different global issue. These include: a plant geneticist reflecting on how his work contributes to sustainable usage of the worlds resources; a VSO participant reflecting on issues of inequalities in digital access in the developing world; and a cultural historian reviewing the tensions between cultural heritage and globalisation.
Component 3 (approx 50%) - students choose one global issue with which to engage for their project. These projects will pick up on the kind of issues, perspectives and positioning covered in the earlier components. For example, a student might explore perspectives on recycling, as reflected by local politicians / in local council policy and possible implications of that policy for countries where waste is recycled.
Assessment resulting from their project activity, students will make an online presentation and submit a reflection on their learning from the course unit and the project in particular.
Course Materials
Tutor(s)
Richard Fay
Susan Brown
Richard Fay
Timetable
12 weeks @ eLEARNING equivalent of 1.5 2 hours per week (plus face-to-face tutorials)
Teaching Methods
To facilitate participation across the university, by students in all faculties and in all study modes, the course unit will be delivered only by elearning during Semester Two. The elearning resources involve guided study, activities, and online discussion. The support of tutors and peers acting as critical friends will play a key role especially in the third, enquiry-based learning component.
Preliminary reading
Books:
Bennett, M. J. (ed.) (1998) Basic concepts of intercultural communication: Selected reading, Yarmouth, Maine, Intercultural Press.
Dower, N. (2003) An introduction to global citizenship, Edinburgh, Edinburgh University Press.
Dower, N. and Williams, J. (eds.) (2002) Global citizenship: A critical reader, Edinburgh, Edinburgh University Press.
Holliday, A., Hyde, M. and Kullman J. (2004) Intercultural communication: An advanced resource book, London, Routledge.
Jandt, F. (2006) An introduction to intercultural communication: Identities in a global community (5th ed.), London, Sage.
OSullivan, K. (1994) Understanding ways: Communicating between cultures, Sydney NSW, Hale and Iremonger.
Singer, M.H. (1998) Perception and identity in intercultural communication, Yarmouth ME, Intercultural Press.
Online Texts:
Briggs, M. (2007) Journalism 2.0. How to survive and thrive: A digital literacy guide for the information age, J-Lab: The Institute for Interactive Journalism. Retrieved November 13, 2009, from http://www.kcnn.org/resources/journalism_20/
Clarke, A. (2008) eLearning skills (2nd ed.), Basingstoke, Palgrave.
The ICT digital literacy resources: http://www.ictliteracy.info/
The "What-do-you-do-on-the-internet" quiz and tutorial: http://www.nwlg.org/digitalliteracy/