Tag Archives: teaching

Special Topics: Teaching Tools for the Global Age

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National Institute for Technology and Liberal Education

National Institute for Technology and Liberal Education

Special Topics: Teaching Tools for the Global Age
National Institute for Technology and Liberal Education

This series addresses a critical challenge for higher education: to prepare graduating students to cope in a world that is at once increasingly globalized and increasingly fragmented. To meet this challenge, colleges and universities must help students understand other languages, cultures, and societies, as well as the relationships that connect them. International education is an expensive and complex undertaking; however, technology–the harbinger and engine of modern globalization–offers a number of cost-effective tools that can be used in the classroom to facilitate teaching about the peoples of the world and the relationships between and among them. Each session listed is priced at 1 program unit.

If you have questions about this series or would like to propose a topic for presentation, please contact Michael Toler at michael.toler@nitle.org.

* Technology and Less-Commonly Taught Languages, March 19, 2009, 4:00 – 5:15 p.m. Eastern. Featuring Hiroyo Saito (Director of the Language Learning Center, Haverford College) and Rachid Aadani (Assistant Professor of Arabic, Wellesley College). Registration Deadline: Friday, March 6, 2009.
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* Faculty Development Abroad: Connecting Campus and Community via Online Writing Tools, May 14, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Shila Garg (Dean of Faculty) and Joe Benfield (Instructional Technologist), both of The College of Wooster. Registration deadline: Friday, May 1, 2009.
* Video Conferencing for Global Education: Tools for Teaching and Administration, August 13, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Todd Bryant (Language Technology Specialist, Dickinson College), and David Clapp (Director of the Office of International Students and Off-Campus Studies, Wabash College). Registration deadline: Friday, July 31, 2009.
* Internationalizing Curricula in the Sciences: Uses of Media and Technology, September 10, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Mark Stewart (Chair of the Department of Psychology) and Stas Stavrianeas (Professor of Exercise Science), both of Willamette University. Registration deadline: Friday, August 28, 2009.
* Models for Collaborative Teaching in Cultural Studies: Working Across Campuses, October 8, 2009, 4:00 – 5:00 p.m. Eastern. Registration deadline: Friday, September 25, 2009.
* Global Knowledge through Gaming: Teaching about the Real World through Virtual Ones, November 12, 2009, 4:00 – 5:00 p.m. Eastern. Featuring Chris Boyland, Director of the Language Learning Center at Bryn Mawr College. Registration deadline: Friday, October 30, 2009.

Study Abroad Blogs

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Recently I was asked for information on blogs associated with abroad programs. I’m posting the information here in case it is useful to anyone else. It’s just a few links that came to mind. I know there are many others and I will post them when I remember them. Please, also, post them in the comments if you know of any.

Student blogging from abroad, in a structured manner, is common. What is less common is innovative or pedagogically sound uses of it. There is a very interesting project supported by National Geographic called Glimpse. This is a user-generated, professionally edited website in which students and others post blogs, images, travel tips, etc. In addition to the site, there is a magazine that you can pick up a newsstands here and there. It’s a handsome, glossy publication.

One of the earliest projects of this sort (2005-2006) that I am aware of was the Blogging the World project involving Middlebury, Haverford and Dickinson.

Some International Education offices use a blog for practical reasons, simply to post news, such as this from my undergraduate alma mater, VCU.

Others, like Bucknell, consolidate student postings into a central blog.
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At Cornell students maintain blogs and the links are collected on a central page.

There are some study abroad podcasts, too. Here’s the Japan Study Abroad podcast.
I haven’t listened to it because I don’t speak Japanese, so I can’t tell you what is it about.

Here are Pacific University’s Study Abroad Podcasts.

There are more study abroad podcasts in the iTunes podcast directory, if you go to iTunes and simply search on “study abroad.”

Maths and science to be taught in English – The National Newspaper

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ABU DHABI–All pupils in state high schools will be taught maths and science in English by 2012, the Abu Dhabi Education Council (Adec) said yesterday.

At the launch of its 10-year strategic plan, Adec said it aimed to see pupils graduating with equal proficiency in English and Arabic.

In a concerted effort to turn out better qualified school-leavers, from this August the school day will also be extended by 90 minutes in all state high schools in the emirate. Pupils in all Abu Dhabi’s state schools will study for 10 extra days a year.

It follows the publication of results showing that only 13 per cent of applicants to federal universities scored enough in their English exams to bypass remedial courses.

via Maths and science to be taught in English – The National Newspaper.

Language of instruction is always a sensitive issue in the Arab  world for a number of reasons: practical, political and religious, among others.  Arabic is regarding by Muslims as a sacred language, the language in God revealed the Holy Qur’an to the Prophet Muhammad, so for many it has a special status above all others.
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It also has a special status as an identity marker.  To speak Arabic was to resist colonial rule or cultural imperialism from the West.  And it is seen as a factor that unifies folks across the region beyond religious ties.  There are Muslim Arabs, there are Christian Arabs and their are even Arabic-speaking Jews.

Arabizing curricula is often a way of asserting a unique, independent identity.  That said, though, Arabization is quite controversial in places where there are minority populations that don’t speak Arabic as a native language.

English, on the other hand, is unquestionably the dominant world language at the moment and there is a certain practicality in acquiescing to that.

In terms of practicality, transforming the language of instruction is always difficult and some of the challenges are pointed out in this article.  Are teachers trained in one language capable of teaching a subject in another?  If you are changing a language of instruction, when do you do so?  Will the College student who was taught a subject in one language follow when they are taught in another?

It’s all very interesting.  I’ll be following how it goes.

BBC Report: One Cleric’s Legacy of Peace

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Dr Safrez Naeemi, Imam of Jamia Naeemia in Lahore, is a Pakistani cleric and advocate of non-violence who was killed on June 12 by a suicide bomber, very likely because of his outspoken criticism of the Taliban.

Muhammed Raghib Hussein Naeemi, Dr Naeemi’s son, heard about the attack in a phone call while he was driving.

He says he was angry, very angry but he knew immediately what he had to do.

“I realised that I would have to be very calm. So I ordered all of my father’s students not to harm anyone, not to start fires, not to kill anyone.”

The story is the subject of a piece from BBC Radio 4 called “One Cleric’s Legacy of Peace.” In a time when so much mainstream Western media only shows us troublesome images from the Islamic world, it is good to see such stories.

But though right-wing talking heads on in print and in the media may insist that Muslim clerics do not condemn terrorism, Dr. Naeemi and his son are not as unusual as the title of this article would suggest. I have grown so tired of hearing that claim because it is so absurdly and demonstrably false, and yet the people who make it, usually neo-conservative pundits, right wing Christians, and others in that vein, are never challenged. And yet in the days following the attacks of September 11th, 2001 Muslim clerics in places such as Iran, Syria, Palestine, Egypt, Morocco and other Muslim countries denounced the attacks, and ordinary people paused to remember the victims (click here for a moving photo essay). According to the Council on American Islamic Relations,
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…those who commit acts of terror, murder and cruelty in the name of Islam are not only destroying innocent lives, but are also betraying the values of the faith they claim to represent. No injustice done to Muslims can ever justify the massacre of innocent people, and no act of terror will ever serve the cause of Islam.

A group called Muslims Against Terrorism has existed since 1998. The Fiqh Council of North America has written that people who commit terrorism in the name of Islam are criminals not martyrs. On this page you can read a sampling of condemnations issued by clerics from around the world. Even senior clerics from the Darul Uloom Deoband in India, a radically conservative institution established in 1857 and often linked in the media to the Taliban, issued a statement calling terrorism illicit and immoral.

The other point I’d repeat, as it is one I and others have made before, is that the media’s use of Madrassa is reckless and irresponsible. The term has become synonymous with conservative Muslim religious schools. In fact madrassa is an Arabic word that has found its way into other languages of the Muslim world as well and it simply means “school.” So if you were reading an Arabic text that spoke of the Harvard Business School or the London School of Economics, the names of those institutions would be translated with the world “Madrassa.” When I taught at the King Fahd School of Translation in Tangier, an institution that provides what is essentially a graduate level degree, I taught at the Madrassa Malik Fahd L’Turjama (apologies for the transcription) or the Ecole Supérieure Roi Fahd de Traduction.

In Rabat, Morocco there is a Spanish elementary school an American elementary school, a French elementary school, and I don’t know what else. All of the signs translate the name using the word Madrassa, just as the Moroccan schools do.

So it is not safe to assume that madrassas train students in radical Islamic theory. In fact, they may not teach them about Islam at all.

NITLE Event: Video Conferencing for Global Education

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Videoconferencing for Global Education: Tools for Teaching and Administration
August 13, 2009, 4:00 PM – 5:15 PM. EDT.

This session considers the uses of real-time audio and video communication tools in higher education, for both pedagogical and administrative purposes, with a particular focus on the widely used, free internet videoconferencing application, Skype. Todd Bryant, language technology specialist at Dickinson College, will discuss uses of the tool for the instruction of language, and present the Mixxer, an online application he developed for finding conversation partners for language learning. David Clapp, director of the Office of International Students and Off-Campus Studies at Wabash College, will discuss the use of Skype by his office to connect with students in advance of, during, and after programs, and the impact its use has had on recruitment for programs, student satisfaction, administrative effectiveness, and the costs of running programs.

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Registration Deadline, Friday, July 31st.

When Computers Leave Classrooms, So Does Boredom

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There is something of a backlash against the use of technology in the classroom, and this article,  “When Computers Leave Classrooms, So Does Boredom,” from The  Chronicle of Higher Education is one example of it.

College leaders usually brag about their tech-filled “smart” classrooms, but a dean at Southern Methodist University is proudly removing computers from lecture halls. José A. Bowen, dean of the Meadows School of the Arts, has challenged his colleagues to “teach naked” — by which he means, sans machines.

More than anything else, Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather than using it as a creative tool. Class time should be reserved for discussion, he contends, especially now that students can download lectures online and find libraries of information on the Web. When students reflect on their college years later in life, they’re going to remember challenging debates and talks with their professors. Lively interactions are what teaching is all about, he says, but those give-and-takes are discouraged by preset collections of slides.

Bowen makes good points.  It is an interesting article with a fair amount of food for thought.  For example, it is interesting, though not surprising, that in a study published in the April Issue of British Educational Research, students gave low marks to computer-assisted classroom learning activities.  Nor does it surprise me that,

“The least boring teaching methods were found to be seminars, practical sessions, and group discussions,” said the report. In other words, tech-free classrooms were the most engaging.

I am an advocate of teaching with technology, one might even say an evangelist.  But it is not used effectively and it is for this reason that students find it boring.  A great deal of the technology that is developed for pedagogical purposes is developed for individual learning and is not meant to be brought into the classroom to begin with.  That is not to say it is not appropriate for a course, but it should be integrated for the purposes for which it was intended.
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The second thing to remember is that technology for technology’s sake is never the end, so  technology should never be used for its own sake.  Unless technology is the subject of the course such as it might be in a course on new media or something of that nature, then it is a tool and should attract no more attention than the chalk board.   It should serve an end.

The one thing to always keep in mind is to put pedagogy first.  Before making use of any technology or tool from a DVD player to a complex video simulation, ask yourself what it will teach students and if the technology is the most effective way to do it..  You use a specific tool for a specific purpose, so that is the rule to love by.  One should never teach with blogs just to be teaching with them or with any technology simply for purposes of teaching with that technology, but rather for purposes of teaching, full stop.

Anyway, the expderiment at SMU is an interesting one.  Read the full article to check it out.

International Bac chooses Epals

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International Baccalaureate has selected ePals, Inc., to implement and manage a customized hosted learning community for it’s students, teachers and other community members including administration and alumni. The International Baccalaureate is a nonprofit educational foundation with programs for students aged 3 to 19 that can be found in 2,704 schools in 138 countries. Programs aim to

help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.

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Teaching Copyright

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