Global Classrooms for Wicked Students - 2021 Faculty Retreat Meredith Blumthal, Director of International Programs in Engineering Nicole Lamers ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
2021 Faculty Retreat Global Classrooms for Wicked Students Meredith Blumthal, Director of International Programs in Engineering Nicole Lamers, Director of Business Study Abroad
“The point is, in the end, when students
leave college, we want them to enter the
world not as drones participating
mindlessly in activities they’ve been
assigned…
but as thinking, deliberative beings who
add something to society.” (p.1)
● Deliberate and thoughtful
● Able to ask the right questions
Competencies of ● Able to know when to question
● Open to new challenges
Wicked Students ● Able to draw from multiple areas
● Able to adapt ideas/technologies
to new settings
● Not afraid to fail/able to try again
What are wicked problems?
"...situations where the parameters of the
problem and the means available for
solving them are changing constantly" p.3
In the chat on the side, please write one
example of a wicked problem.
https://www.scotthyoung.com/blog/2019/02/25/wicked-problems/
(SDG’s)
Competencies of Wicked Students Goal: As a result of ● Deliberate and thoughtful this presentation, ● Able to ask the right questions instructors will be able ● Able to know when to question to identify the value ● Open to new challenges and viability of ● Able to draw from multiple areas creating wicked ● Able to adapt ideas/technologies to students via project- new settings based learning. ● Not afraid to fail/able to try again
Project-Based “All semester, every reading,
every discussion, every in-class
Learning activity, every lecture is geared
toward the final project.
This is essential because it
contextualizes the course
content, providing students with
a clear sense of its relevance
and meaning.” p.61
Transformational Learning
Input and Reflection
Concrete Experience
Active Testing Reflective Observation
Abstract Hypothesis
Deep Learning
Transformation Line
Deep Learning provides students with a sense of
Authority agency
Authority=having the confidence and
to ask the right questions and
propose solutions
“The best way to gain a sense of authority is to practice it in meaningful, content -rich contexts .”
Ha ns tedt, p. 7
CONTENT KNOWLEDGE + SKILL KNOWLEDGE = AUTHORITY
CONTENT KNOWLEDGE + SKILL KNOWLEDGE + SENSE OF
AUTHORITY = THOUGHTFUL CHANGE
Global Classrooms: A Case Study for Wicked
Students
Global classrooms are courses
where instructors and students
can explore and reflect on
global problems through
collaborative project-based
learning with local students or
communities in another
country.“...we no longer define education abroad strictly as
students literally crossing national borders. Rather,
we should conceive of it as an educational
framework that promotes the mobility of students’
minds. ” Brian Whalen (Ins ide Higher Education)Incorporating the
Global Perspective
Video of Faculty VoicesGlobal Classrooms Project-Based Learning Framework
5-12 Week Collaboration
Icebreaker, group formation,
developing trust
Organizing the project and
Image of comparative discussions
faculty 1
Collaborative project & problem
solving
Concluding, reflecting and
presentingWhat Global Classrooms are not: • Virtual Mobility • Digital Pen pals • International Guest Lectures • Distance Learning Courses • MOOCS • Informal social media interactions • “Study Abroad Lite” • Unplanned and unstructured
(SDG’s)
Goal of this activity: How might we use these SDG’s to create global classrooms that contribute to the development of wicked students?
How might we create
Designing Your Course global classrooms
that contribute to
the development of
On your own:
wicked students?
Step 1: Choose an SDG from the three options.
Step 2: Write a tentative title of a course that you could teach to
help students grapple with the complexity of your chosen SDG?Designing Your Course Part A (5 Minutes) ● Choose a notetaker for your group. That person will be the only one to write in the Peardeck boxes and share screen. ● As a group choose ONE of these three SDG’s that you could develop together as a team-taught course based on your SDG. ● Notetaker- write a 1-2 sentence description of this course in the box to the right.
Designing Your Course PART B (5 Minutes) ● What would you have students do to explore your chosen topic? ● Notetaker- write 1-2 sentence description in the box to the right.
Designing Your Course PART C: (5 Minutes) ● Which of Hanstedt’s wicked competencies would be developed in this course to provide students with the ability to address this SDG? ● Notetaker- write this in the box to the right.
Breakout Room
Activity!
15 minutes
Pear Deck link in the
chat!
https://go.illinois.edu/peardeck
Login with any account!Global Classrooms Project Based Learning Framework
5-12 Week Collaboration
Icebreaker, group formation,
developing trust
Organizing the project and
Image of comparative discussions
faculty 1
Collaborative project & problem
solving
Concluding, reflecting and
presentGlobal Classrooms: Where in the World?
What country would
you like for your
students to
collaborate with?
Put it in the chat.Student voices video
Jorge Alberto Guzman Jaimes Carlos Molina-Vital
Department of Agricultural & Biological Engineering Center for Latin American and Caribbean
Course: ABE 498 Special Topics Studies
Partners: Carlos Rogeria de Mellow, Federal Course: LAST 445-1 / QUEC 410
University of Lavras & Navneet Kumar, University Partners: Gavina Cordova & Luis
of Bonn, Germany Mujica, Universidad Nacional Jose Maria
Arguedas, Peru
Ken Salo Yoo-Seong Song
Department of Urban and Regional Planning School of Information Sciences
Course: UP160 Race, Social Justice and Cities Course: IS 390 CIP
Partners: Ricardo Nascimento, UNILAB, Brazil Partner: Sung-Chul Bae, Ulsan National
& Greg Ruiters, University of the Western Cape, Institute of Science & Technology, South
South Africa Korea
Jose Andino Martinez Jan Brooks
Department of Chemistry
Course: CHEM 104 Course: HDFS 398 Section SA
Partner: Marlene Emparatriz Acosta Partners: Dr. Jawaya Shea, University of
Martinez, University of El Salvador the Western Cape, South Africa
Spring 21 Global Classrooms Recipients for Fall 2021 Course DevelopmentApply online at go.illinois.edu/globalclassrooms
Competencies of Wicked Students
Goal: As a result of ● Deliberate and thoughtful
this presentation, ● Able to ask the right questions
instructors will be able
● Able to know when to question
to identify the value
● Open to new challenges
and viability of
● Able to draw from multiple areas
creating wicked
● Able to adapt ideas/technologies to
students via project-
new settings
based learning.
● Not afraid to fail/able to try againQuestions?
Post in the chat
Thanks!
Meredith Blumthal & Nicole LamersYou can also read
