Global Implications
Alternative Social Futures in the Global South through emphasizing Value Attributes in Higher Education
Paper Presentation in a Themed Session Belinda Verster
Since 2015 the South African higher education landscape has been transformed like never before with the rise of the #Feesmustfall movement and a social demand for decolonized university education. This created a shift not only in the higher education landscape but in society itself. Urban planning students are the future professionals that need to be able to negotiate such shifts to ensure a better (more just and equitable) society. The urgency of rethinking the urban planning educational environment and the central position planners can fulfill in addressing the rift between the needs of society and the products of higher education, initiated this research project. The purpose of this paper is to introduce an alternative learning environment that focuses on the centrality of value attributes. Collaboration as a social practice within a structured learning environment is used as the main catalyst. It is argued that this will help students negotiate the societal complexities that is manifesting in an ever changing landscape. The method that was followed is semi-structured interviews with two respondent groups: urban planning academics at four South African traditional universities and universities of technology, practitioners at non-governmental organizations. The semi structured questionnaires were informed by Schatzki’s Practice Theory and Laurillard’s Conversational Framework.
Using Interactive Learning Spaces for Global Diplomacy: Social Justice Collaboration between US and International Students
Paper Presentation in a Themed Session Ana Mann, Matt Moore
The collaboration included a mix of social work students enrolled in social welfare policy courses and international students enrolled in English courses for non-native speakers. Students involved in this collaboration focused on topics such as human trafficking, poverty, and immigration. Students had to explore these topics using international perspectives and identify global strategies for addressing these social injustices. A secondary objective of this collaboration was to help international students integrate into US-based higher education and to help social work students engage individuals from a variety of diverse backgrounds. Faculty members used learning methodologies such as inquiry, team, and problem-based learning to engage students in the educational process. The collaboration was made possible because of the learner engagement tools available in the Interactive Learning Space available on campus. This paper will outline the lessons learned from faculty members and students who participated in this international collaboration. This includes a review of student learning outcomes, student feedback about the collaboration, and a review of the role space played in enhancing student success.
Global Collaborations for Lasting Learning
Paper Presentation in a Themed Session Candace Roberts, Kate Wittrock, Alexandra Kanellis, Dorothy Chrisochoidou, Maria Betsia
During these challenging times of rising austerity and social turbulence, when there appears to be a rise of ethno-nationalism and intolerance of “others,” educators can build bridges that diminish the trend and show the true value of collaborating with and learning from others. This presentation will focus on a global collaboration project between a university in the United States, and students at the American Farm School in Thessaloniki, Greece, via the use of the free, innovative video response platform, FlipGrid. The platform allows for asynchronous collaboration and exchange of content, ideas, and cultural understandings. Students can interact with experts and each other to explore different cultures, learn about global issues, and even solve problems. This global collaboration project promoted significant student engagement and lasting learning by employing strategies that research has proven to have a significant influence on student achievement. In his book, Visible Learning: Maximizing impact on Learning (2012), John Hattie, reported the results of a 15 year research project that included 800 meta-studies exploring variables influencing student learning. Among the variables with large effect sizes were “classroom discussion” and “reciprocal teaching.” Two strategies evidencing moderate effect sizes were “self-verbalizing,“ and “Interactive video methods (using technology)”. The parameters of this project and the discussion platform, FlipGrid, advanced all four of these influencing strategies. Results of student surveys examining student engagement, learning, and perceptions will be reported. Reference: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
