Innovative Uses of Technology in International Education

transcript

Innovative Uses of Technology

in International Education

NAFSA Embassy Dialogue Committee, Spring Workshop

Embassy of Canada, April 28, 2015

Speakers

Marty Bennett, Manager of International Partnerships, CollegeWeekLive

Dr. Bidhan Chandra, Professor Empire State College, State University of New York

Prof. Kenneth Frankel, President Canadian Council for the Americas

Victor Betancourt, Executive Director, Center for Global EducationMarymount University

Maya Cohen, National Director of Academic Affairs Embassy of Israel

Reaching Prospective International Students Virtually

• Use of virtual and social media tools in international student recruitment – a brief

history

• Social media – 2005-present

• Online chats – 2006-present

• Virtual college fairs – 2006-present

• Why use these tools?

• Live Where Your Audiences Live – Noel-Levitz/CollegeWeekLive data

• Constrained budgets, limited/no recruitment travel

• Convenience/familiarity

• Current applications in the international student recruitment process

• Social media: FB pages/groups, Twitter profiles, YouTube channels, etc.

• Institutional webinars

• Online chats

• Virtual college fairs

• Admitted student/Yield private events

Changes in the last decade

A brief history of virtual recruitment2006-08 – The Digital Divide

• Only 20% of the world’s population has

regular online connectivity.

• Only 43 countries have an Internet

penetration rate of 50% or more; 226

countries do not.

• In 2008, the Internet will be more frequently

accessed on mobile phones than on PCs

(Personal Computers).

• There are twice as many people using

SMS (TXT) than e-mail.

NAFSA GS-013: Cyber Recruitment 2008

Digital, Social, & Mobile in 2015From WeAreSocial’s January 2015 report

Social Networking sites

• Country specific networks • China: Renren, Weibo, Youku, WeChat, etc.

• Russian-speaking countries: Vkontakte, Odnoklassniki

• Others – Mixi (Japan), Orkut (Brazil), Kakao Talk (Korea)

• What you can do: • Promote your institution/organization

• Posting videos, links to websites

• Answer questions

• Be a resource

• Worldwide options: • MySpace (2005-present?)

• Facebook (2005-present)

• YouTube (2006-present)

• Twitter (2006-present)

• LinkedIn (2006-present)

• Google+ (2011-present)

• What works: 80/20 rule• Admitted student FB groups

• International admissions FB pages

• News feed like Twitter profiles

• YouTube playlists – student testimonials

2005-present

Live Where Your Audiences Live!

Survey Data: About the respondents

Noel-Levitz & CollegeWeekLive 2nd International E-Expectations Report, May 2014

More than 2,400 respondents from

164 countries

What influences student application decisions

Prospective students highly value conversations with

campus representatives & current students

Growth in the importance of mobile devices

25% of international students use a mobile device as their primary means of

accessing the web

50% of international students will not visit a campus before enrolling;

20% will not visit a campus at all

Online chats2006-present

• Group and/or private Chats through paid services

• Online Chats with EducationUSA Centers

• Facebook or Twitter Chats

• Skype chats

• Google Hangouts

Virtual Fairs

• Real-time video interaction between Destination Indiana institution reps and EducationUSA advising centers & their students

• Allows for videos to be shown, websites, power point presentations, & simple Q&A

• 1st event in Feb. 2006, 2nd in Feb. 2007 with centers across the MENA/Gulf region

• 3rd event March 30th with AMINEF Jakarta

International High Schools & EducationUSA

• Expand awareness and exposure

to over 800 international school

guidance counselors and

EducationUSA advising centers

• Advisers/counselors invite

institutions to chat with their

students and vice versa

• Useful as outreach to areas

institutions do not travel to

regularly and/or …

• As follow-up with schools/centers

where there was high level of

interest

Virtual chats between institutions and advisers/counselors and their students

Public Platform at Virtual Fairs

Showcase your institution to

prospective students

• Increase exposure to

prospective students

• Uncover stealth applicants who

may need your services

• Support your institution’s

inbound marketing efforts

• Build stronger relationships

from more frequent

engagement

Broad access to students in multiple markets

The most successful platforms are…Accessible from ALL potential devices used by students, parents, and advisers

• Because they cannot visit in person, meet students where they are ‒ Online, email, mobile

3 Takeaways

• Institutional website review ‒ Does your international content match

international students’ expectations & parents’?

• Know your strengths internationally‒ What attracts international students to your

institution/organization?

3 Important Takeaways How to tap into social and virtual tools to reach students overseas

Thank You!Marty Bennett

Manager, International Partnerships

(617) 938-6037 | mbennett@platformq.com

https://www.coursera.org/course/imooc

Mastering American eLearning - A systematic review of competencies needed for international students and working professionals to successfully navigate U.S. virtual

learning and work environments

Embassy Dialogue Committee on Education - Spring WorkshopWashington, DCApril 28, 2015

Presenters

Dr. Valeri Chukhlomin & Dr. Bidhan ChandraSUNY Empire State CollegeSaratoga Springs, NY 12866

bchandra@esc.edu

iMOOC Project Team

Dr. Val Chukhlomin, Project Leader & Principal InvestigatorDr. Bidhan Chandra, Co-investigator

Dr. Anant Deshpande, Co-investigatorDr. Tonka Jokelova, Instructional Designer

Dr. Dana Gliserman-Kopans, EditorLorette Calix, Co-investigator

Amy Giaculli, Project CoordinatorJane Greiner, Instructional SupportJohn Hughes, Multimedia ExpertJeannine Mercer, Co-investigator

International online learners

in U.S. universities

• 33,561 students from abroad take regular, for-credit

online courses in U.S. universities(NCES, 2012)

• 886,052 international students are studying in the U.S.(IIE Open doors, 2013/2014)

• 1/3 of students in the U.S. take at least one online course(Babson survey, 2014)

• Closely related populations:– First generation immigrants in U.S. educational institutions

– Working professionals outside of the U.S. employed by U.S. companies.

Typical problems (“barriers”)

• Organizational (distance, textbook delivery, costs)

• Technology and distance learning environments

• Language, culture, expected role and behaviors

• Academic systems, classroom structure

• Academic writing, oral communications

• Professional language and contexts

• Self-directed learning, motivation, time management.

Chukhlomin, V., Deshpande, A., & Chandra, B. (2013). Strategies for bridging

cross-cultural barriers for international students’ success in American

asynchronous online degree programs. The South African Journal of Higher

Education, 27(6), pp. 1477-1486.

As of April 19, 2015

Some highlights

• Length: 6 weeks

• Students: 4,526 from 141 countries

• Original content guides (23 units, 83 elements)

• Videos (85+)

• 27 self-assessments

• Self-reflective final paper (peer assessed)

• Discussion Forum: threads, posts

• Student-generated videos

• Survey and assessment.

Primary audiences

1. International (non-U.S.) students residing outside of

the U.S. and studying online at U.S.-based colleges

(universities)

2. International (non-U.S.) professionals residing

outside of the U.S. and working remotely for a U.S.-

based company or organization.

3. Incoming to the U.S. international students

4. U.S.-based working professionals interested in

refining professional skills

Total: 338

Barriers

Personal attributes

Technology

Language and Culture

Academic System

Communicating Ideas

Professional Contexts

Major barriers Some examples of challenges for non-native learners

Technology - Unfamiliar with specific ways of using technology- Unfamiliar with technical terminology used in U.S.- Not skilled in communications with U.S.-based

helpdesks and IT personnel- Not skilled in conducting teleconferences

Language and Culture

- Not skilled in the use of American English- Unfamiliar with American idioms, professional slang- Unfamiliar with American educational and workplace

culture, ways of doing things, expected behaviors- Cannot adjust easily to the way American classes

function

Communicating ideas

- Unfamiliar with ways of discussing/debating things- Not sufficiently skilled in academic writing- Unaware of academic integrity requirements- Unaware of the need to use style manuals- Lack of presentation skills

Major barriers Some examples of challenges for non-native learners

Academic systems

- Unfamiliar with the organization of American education- Do not know how to use the college intranet - Not aware of typical classroom roles, expected

behaviors- Not used to learning independently- Do not know how to get academic support

Professional contexts

- Didn’t take required prerequisites- Unfamiliar with the organization of professional life- Not experienced in conducting teamwork activities- Do not know local professional contexts, legislations.

Local contexts - Unaware of local contexts, events, popular themes

Personal attributes

- Insufficient motivation- Low self-efficacy (self-belief)- Not used to self-regulated, active learning- Close mindedness, low interest to other cultures- Unable to change.

Videos (85+)

• Promotional video

• Informational videos (intro to units, elements)

• Faculty lecture

• Mini-lectures

• Interviews with faculty and experts

• Interviews with students

• Student self-generated content.

Organized “satellite” groups

• ESC International Programs (with Jeannine

Mercer)

• SUNY New Paltz (two cohorts with Aiko Pletch)

• EducationUSA and American corners in Indonesia

• EducationUSA: Hong Kong

Thank you for attending this session!

The course is still open for enrollment before May 1, 2015

https://www.coursera.org/imooc

For further information, please contact

Dr. Valeri Chukhlomin

valeri.chukhlomin@esc.edu

Dr. Bidhan Chandra

bchandra@esc.edu

Jay Gary Finkelstein

DLA Piper

Training Law Students to be International Transactional Lawyers – Using an Extended Simulation to Educate Law Students about Business Transactions, Business, Entrepreneurship and the Law, Vol. 1,

67-87 (2007)

“Negotiating Business Transactions: An Extended Simulation Course”

Experiential – full semester simulation of a business transaction

Transactional – representing clients doing business in the world

International – issues involved in cross-border, cross-cultural transactions

Collaborative – Two classes at different schools or two sections in a single school – replicating reality

New focus on practical skills: ABA, California, employers

IBN addresses relevant topics/issues

Changing times create new demand

A full class – ready for adoption

US – UK – EU – ME – SA - AF

American/Dundee

(Scotland)American/Hastings

UVA/Northwestern

American/Ghent

(Belgium)

American/Northwestern

Chicago/Northwestern

Georgetown/Dundee UVA/

Bucerius(Germany)

Stanford/Northwestern

Northwestern/UCLA

Georgetown/FGV (Brazil)

Denver/Golden Gate

Suffolk/York

(England)

Northwestern class (12 students) will have preparatory classes on campus

Northwestern students, with faculty, will travel to Israel at end of May to negotiate face-to-face with class at Tel Aviv University (12 students) which will also have had preparatory classes

Week-long intensive, interactive classes and negotiations in Tel Aviv, combined with touring opportunities and student interactions

Collaborative, cross-cultural immersion experience – a real world simulation of international negotiations

A class

◦ Replicated in its entirety

◦ Multiple formats

◦ At over 30 law schools

2 of top 5

7 of top 16

9 international

◦ Across the US and internationally

Textbook

Teacher’s manual

Accessible

Easy adoption

Easy to learn

◦Many practitioners want to teach!

◦Smooth transition to classroom

◦Supporting them in offering the class

Taught by Adjuncts:◦ Northwestern Stanford Berkeley

◦ Washington and Lee Georgetown Hastings

◦ American UCLA Golden Gate

◦ Ghent (Belgium) Hebrew Univ (Israel) UVA

◦ Western (Canada)

And now . . . Taught by Faculty:◦ Chicago Dundee (Scotland)

◦ Denver IDC (Israel)

◦ Suffolk Bucerius (Germany)

◦ Boston Univ. FGV (Brazil)

Ambassadors from international schools!◦ Take the class in US

◦ Love the experience

◦ Report to their deans/faculty

◦ Multiple adoptions

◦ Ghent (Belgium)

◦ Bucerius (Germany)

◦ IDC (Israel)

◦ Escola de Direito de São Paulo da Fundação GetulioVargas (FGV) (Brazil)

◦ Hebrew University (Israel)

◦ Tel Aviv University (Israel)

Creating school partnerships

Arranging faculty

Offering facilities

Active monitoring of classes

BERKELEY: “[O]ne

of the most valuable experiences of my law school career.”

GEORGETOWN:

“[E]xtraordinarily valuable for aspiring transactional lawyers, [and] those like me . . . simply .. . Interest[ed] in taking a transactional law course. “

STANFORD:

“Very valuable course [that] taught me many things I will be using in my future career . . . .”

VIRGINIA: “The

most interesting class I've taken at any academic level.”

Student Reactions

Jay Gary Finkelstein

Jay.finkelstein@dlapiper.com

Globally Networked Classrooms

Embassy Dialog Committee

Spring Workshop

April 28, 2015

Marymount University

• Founded: 1950

• Marymount is a comprehensive Catholic university

offering a wide array of undergraduate and

graduate degrees through the Schools of Arts and

Sciences, Business Administration, Education and

Human Services, and the Malek School of Health

Professions.

Enrollment (Fall 2014)

• Total enrollment: 3,441

• Total undergraduate students: 2,363

• Total graduate students: 1,078

• Total student population represents 42 states and 66 countries

Global Education @ MU1. Long-Term

• 4-12 Months

• 15-18 Credits

• Sophomores, Juniors, and Seniors can participate

• Students typically spend an entire semester or year abroad. Students matched with program/city based on major, interests, as well as partner university organization offerings.

o Benefits: Greater cultural integration/exposure, enhanced foreign language skills, independence, etc.

2. Short-Term Faculty-Led• 2-4 Weeks (Typically during the summer)

• 3-6 Credits

• Freshmen, Sophomores, Juniors, and Seniors can participate

• Students typically earn credit for 1-2 courses. Some class time may occur before and/or after travel.

o Benefits: Accessible: cheaper, less of a time commitment for students with jobs, athletes, or no interest in spending an entire semester abroad. Enhanced teaching and learning experience for faculty and students alike.

3. Embedded “Global Classroom” Courses• 7-10 day international field experience embedded in a semester-long course

• 3 credits

• Freshmen, Sophomores, Juniors, and Seniors can participate

• Academic content should not be compromised in the event that the international field experience in cancelled.

o Benefits: Accessible: cheaper, less of a time commitment for students with jobs, athletes, or no interest in spending an entire semester abroad. Enhanced teaching and learning experience for faculty and students alike.

Globally Networked learning @ MU

SUNY Center for Collaborative Online Learning (CIOL) Institute

for Globally Networked Learning in the Humanities

new approach to teaching and learning that brings together geographically

distant instructors and students from different lingua-cultural backgrounds to

communicate and collaborate through the use of online communication tools.

The COIL method promotes interactive shared coursework, emphasizing

experiential learning and gives collaborating students a chance to get to know

each other while developing meaningful projects together.

This broadens and deepens their understanding of course content while

building cross-cultural communicative capacity through academic and

personal engagement with the perspectives of global peers.

“The Global Village” is a partnership between the university’s

Sociology Department and the School of Communication and

Media at the Hanze University of Applied Science in Groningen,

the Netherlands.

Students at both universities work together (through Skype, online discussion groups, and so forth) to consider what it means

to be members of the global community.

They develop intercultural communication skills and use

advances in communications technology to explore the extent

to which their lives are interconnected.

Opportunities

• Internationalization at home is cost effective relative to physical exchange

• Preparation for going abroad

• Global workplace skills

• Interdisciplinary learning environment

• Experiential Learning

The challenges

• Technology

• Time zones & time changes & University schedules

• Curriculum (required versus optional)

• Team building in a virtual environment

• Cultural frames of reference influence

• Student motivation

Course design

Photo essay on (one dimension of) globalization in your assigned neighborhood

Collect community stories about how (economic, political, cultural or environmental) globalization affected lives in this neighborhood

- What would a Global Village look like?- How could your community embrace the idea of a global

village?

Individual blogs - reflection on course experiences

InternshipsSearchable database of internships with Israeli companies

Thank you!

Maya Cohen, National Director of Academic Affairs, Embassy of IsraelAcademic@washington.mfa.gov.il