Module B for TNE Unit CoordinatorsModule B is for TNE unit coordinators or team leaders (on and/or off shore).

Component 3 - Theoretical and practical design and delivery of internationalised curricula and inter-cultural teaching.

Learning outcome: Design and deliver a unit that contains evidence of an internationalised curriculum and has engaging inclusive.

To make best use of this module, please work through the segment on leadership first.


Explore these links:

Moderation of assessment in TNE settings - Look at the section in the toolkit titled managing cultural issues.

ieeaInternational Education (IEAA) website


Explore these institutional links:

Reflection:
Can you (where relevant):
  • Explain different ways to internationalise the curriculum (within the scope of unit design or classroom practice?
  • Outline how you might prepare a brief professional development activity for colleagues to explore ways of internationalising the curriculum?
  • Outline how you might prepare a brief professional development activity for colleagues to explore notions of intercultural competence?

Narrative - Please read the following narrative and then try answering the questions at the end. If you wish, click the triangle play icon in the centre of the player below to hear the narrative spoken.

 

PDF fileClick on the PDF icon to download a PDF copy of the narrative if you wish to work offline.

Case Study AdamAdam is a dedicated student-centred teacher and unit coordinator of a medium sized second year unit in a large Australian university. The unit is taught in 3 locations. Adam's team consists of 8 tutors including one branch campus coordinator, Kyoko, who also teaches the unit online to students in the third location. Adam has taught this unit for 10 years and is supportive, organised and particularly keen that his students develop an international perspective in their subject. For more than 6 years now, he has been organising a biannual expedition to China for his second year project unit (for the Australian students). Though the students must self fund, most participate as they have heard stories about the positive experiences of past students. The students also complete their major assessment for the unit on this trip and those who do not go, complete an equivalent assessment in Australia. Consequently, Adam has not included any unit learning outcomes for the assessment that addresses capabilities in internationalisation and intercultural competence. Adam believes that internationalisation has many dimensions and that having students from various parts of the globe is an asset to the learning process and thus he alludes to it whenever he can. Again, though nothing is written into the unit outline, he invites his students to share examples from their own country of origin to complement the examples from the Australian environment whenever he can.

Kyoko is also a committed teacher who prefers a didactic form of teaching. This is the method that was used when she studied at university and she thinks it is not only best suited to her subject matter, it also ensures that she can cover all the curriculum content. However, she has noted that since she has been teaching students from another country online, she has been receiving more negative feedback and she has been pondering what could be different with these students. When discussing this with Adam, he suggests that Kyoko considers how the students' cultural background and their preferred learning style might impact on how they are experiencing the learning environment. He suggests she could encourage her online students to interact with the other students in the unit and share their cultural backgrounds. Kyoko, however, thinks that as she teaches content which is essential to the course, all the students need to change their attitudes and adapt to learning at university. Also, she is uncomfortable working with students in the online environment after an experience earlier in the year when she tried to moderate some interactions between her students she thought were offensive. She has also noted that the online students – just like her face-to-face students – had little interest in communicating with each other online unless they were already friends.

The following year, Adam modifies one of the assessments to make it explicitly inclusive of the global community – even naming the two countries where the other campuses are located. He also organises for the students in all 3 locations to create a Wiki together as part of one of the assessments. When Kyoko expresses her unease about this assessment, he appoints an Australian based lecturer, Helen, to moderate the website and support Kyoko.

Questions around this narrative:

 

Move onto module B Component 4