ONLINE LEARNING OPPORTUNITIES WITH
INTERNATIONAL STUDENTS
Simone Hackett
Over 10 years experience in Internationalisation of Higher Education
The Hague University of Applied Sciences, The Netherlands
– Head of Internationalisation, Faculty of Health, Nutrition and Sports
– Collaborative Online International Learning (COIL) Coordinator & Trainer
– Senior Lecturer (Sociology)
EAIE
– EAIE member (2011)
– Session Presenter, Session Evaluator and Mentor
– Conference Programme Committee (CPC) 2016
Simone Hackett
Eva Haug
Involved in Internationalisation of Higher Education since 2008
Amsterdam University of Applied Sciences, The Netherlands– Internationalisation Coordinator Marketing and Sales Programme– International Relations Coordinator, International Business School– Collaborative Online International Learning (COIL) Coordinator– Senior Lecturer Intercultural Competence
EAIE – EAIE Member (2014)– Associate Member of Expert Community Internationalisation at Home– EAIE Session Presenter and Session Evaluator
Eva Haug
Who are you? 3. Do you know what COIL or Virtual Exchange is?
a) No
b) I have an idea
c) Yes
1. How many years have you been working in
international education?
a) Less than 1 year
b) 5+
c) 10+
2. What is your role within international education?
a) Lecturer/Professor
b) International Officer
c) Management ( Dean, Director,
Department or Programme Manager)
d) International Coordinator
e) Student
f) Other
4. Does your institute offer COIL or Virtual
Exchange opportunities to students?
– No
– Yes
5. Do you have experience with the following?
a) MOOCs
b) Virtual Exchange
c) COIL
d) Distance Learning
e) No Experience
Session Outline
Online Learning & Internationalisation
at Home
Strategy & Sustainability
What is COIL?
• Distance learning
• MOOCS
• Virtual Exchange
Defining Online Learning
Virtual Exchange is a term used to describe "technology-enabled, sustained, people-to-people education programs” in which sustained communication and interaction takes place between individuals or groups who are geographically separated, with the support of educators and/or facilitators.
• This activity is also known as:
– Telecollaboration
– Online intercultural exchange
– Globally networked teaching and learning
– Erasmus Virtual Exchange (2018)
– Collaborative Online International Learning (COIL)
Virtual Exchange
Defining Collaborative Online International Learning
What is COIL? – not a technology, but a new teaching and learning paradigm that develops intercultural competence across shared
multi-cultural online learning environments – A tool used to enhance internationalisation at home (IaH) – A teaching method – Integrated into the curriculum at course level – It aims to enhance the intercultural competences of students who might not otherwise have the opportunity to study
abroad.– Develops the skills students need to work in intercultural and virtual online teams.– COIL is a networked based learning approach
How is a COIL course different than a typical online or distance learning course?What is specific to the COIL course model?
COIL
It helps universities in developing caring, committed, curious Global citizens who possess the following characteristics:
Intercultural sensitivity Knowledge of and respect for other’s norms and values Understanding and “feeling at home” in the global labor market Skill in creation, development & deployment of students’ professional
network
Necessity: Building these competencies without moving abroad (in times of budget cuts and complex political context).
COIL = interculturalcollaboration
Only 22% of Dutch students go abroad - what about the remaining 78% ?
There is a need to internationalise the curriculum
21st Century skills: flexibility, creativity, communication, critical thinking> specifically part of curriculum and learning outcomes
Employability skills: what does a graduate need to be employable? (in the region, the country and internationally)
Relatively affordable, easy to implement, embed in programme & scale up
Partnering: strengthening existing partner network & expanding with GPN
COIL as a tool for I@H
Stay at home78%
Go abroad
22%
Students
Example of COIL Utrecht Univeristy of Applied Sciences
– Assignment: promotional video for concept of COIL.
– Students share their experiences of working (coiling) together from an American and Dutch perspective.
– The final product can be found here: https://vimeo.com/123977257
Best Practices
Amsterdam
University of
Applied Sciences
(AUAS)
1. Monterrey/Chih
uahua, Mexico
2. Ulster, USA
3. Santiago de
Chile
Best Practices
Topic: Cultural differences in the concept of safety in Amsterdam and Chihuahua• Module: Intercultural Competence (both lecturers)• Duration: 5 weeks• Deliverable: 1) create a video about comparison of safety. 2) create a video reflection
about the experience and lessons learned.• Assessment: separately but in agreementSet up:• Create teams (1x1 for stronger immersion)• Get to know each other (videos on Facebook group)• Regular milestones• 2 e-lectures• No synchronous classes (time difference -9)• Synchronous work outside classroom
1. Monterrey/Chihuahua, Mexico
Topic: the impact of local and global trends on entrepreneurship• Modules: Intercultural Competence & Entrepreneurship• Duration: 8 weeks• Deliverable: (project mngt) mindmap, ppt presentation and project report. Individual
reflection (Learning Diary)• Assessment: separately but in agreementSet up:• Create teams (3x4)• Get to know each other & the project: joint kick off and FB group
https://www.facebook.com/groups/405002689933196/• Regular milestones• Weekly synchronous classes (time difference -6)
Lecturers had class time with their own students as well as 1 hour weekly synchronous forstudents to work on assignment
• (A)Synchronous work outside classroom• Synchronous wrap up: final presentation
2. Ulster, USA
Explore one of the following trends and the implications for entrepreneurship in the Netherlands, the US and globally:
• Aging population
• Millennials, technology and the role of influencers
• Shift of populations: urban vs rural
• The growing trend towards social entrepreneurship, using the structure of entrepreneurship to solve societal problems.
Project description (SUNY Ulster)
Topic: analyze the Dutch market for a local, organic wine producer (Chile) and draw up a plan for Dutch market entry• Module: International marketing & International Business• Duration: 8 weeks• Deliverable: brand documentSet up:• Introduction to COIL teamwork for students• Online getting to know the teams/kick off• 2 e-lectures• No synchronous classes (time difference -7)• Weekly video conferencing outside the class time• Weekly milestones (part of the report for quick feedback loops)• Weekly video conference by lecturers to stay on course and co-teach
3. Santiago de Chile
So now you know what COIL is…
What next?
Are you the ideal candidate to teach or offer a COIL course?
Curriculum (module/course)? Assessment? Partner? Institutional support?
• Faculty of Business and Economics
• Bottom up approach: pilot & promoting internally
• Top down follow up: embedding COIL in curriculum & department strategy
How COIL got started at AUASVE since 2008, COIL since 2014.
2014-2015: 2 projects, 2 partners, 60 students
2015-2016: 4 projects, 3 partners, 125 students
2016-2017: 25 projects, 10+ partners, 750 students
2017-2018: 30 projects, 16+ partners, 900 students
• COIL Strategy defined
• COIL courses within each programme
1. Programme and Scale
• Appointed a COIL Coordinator
• COIL Committee
• Training for staff
• Time & Funding
2. Support System
• Time allocated for COIL Committee
• COIL Website
• IT Support
• Organisation – COIL training, seminars, conferences etc.
5. Community Building
• Include COIL in programmeInternationalisation strategies
• COIL Workshops and Seminars
• Time
• Awareness and commitment
• Repetition
3. Faculty & Programme Engagement
Strategy & Leadership Milestones
• Senior Academic Leader - Faculty Directors
• Funding
4. Senior Leadership & Support
Institutionalising COIL
• Identify champions and start small (manageable)
• Re-evaluate policy plans and curriculum to identify opportunities to embed international projects: enhancing existing programme
• Make it sustainable: scope, staff, partners
• Challenge 1: find partners to match scale, specialization, academic calendar
• Challenge 2: organization/coordination, preparation staff, preparation students
• Lessons Learned: invest in long term partners (more than 1 COIL project), learn the ropes with experienced partners, invest in staff training, get management support (buy-in), consider incentives for lecturers
21
COIL Before Who? During Who? After Who?
Organisation & logistics
- Partnering- Policy and quality control
- Execution: rolling out simultaneous projects
- Coordination
- Evaluation & follow up
- Publication/research
Technology - LMS- Privacy laws- Collaboration tools
- In class tools: video conferencing
- Collaboration tools- Communication
tools
- Handing in assignments for assessment
Pedagogy - Staff training- Preparing students- Designing COIL projects- Learning outcomes
- Online interaction- Coaching of virtual teams- Coaching of international teams
- Aligning assessment
Cultural competence
- Prepare staff and students for cultural differences
- Intercultural sensitivity as learning outcome?
- Coaching oncultural differences
- How to assess what studentslearned?
- Survey
• What is happening at your university in terms of online learning and internationalisation at home?
• Have you started with COIL or COIL-like courses? What are your experiences?
• What are the enablers – what are the obstacles?
• How can we overcome the obstacles?
• What kind of support would you need to bring COIL forward on your campus or in your classroom?
• What have you learned in this session ?
• What would you like to know more about online learning/COIL?
Discussion
• SUNY COIL Centre: http://coil.suny.edu
• Erasmus Virtual Exchange: https://europa.eu/youth/erasmusvirtual_en
• Uni-collaboration: http://uni-collaboration.eu/node/818
• COIL staff training at Amsterdam UAS (HvA) and The Hague University of Applied Sciences.
Networks & Resources