E-learning and the International Dimension of Higher Education
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Transcript of E-learning and the International Dimension of Higher Education
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E-learning and the International Dimension of Higher Education
Ria Jacobi, SURF
Karen Jager, Erasmus University Rotterdam
Henk Frencken, Leiden University
The Netherlands
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Practice example
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Different motives
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Lessons learnt (1)
Motives for promoting international
education with the aid of ICT:• Different motives (content, costs,
branding, relief and survival) lead to different approaches
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on Software engineering in an
international network
University of Groningen, The Netherlands, www.rug.nl
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on Collaboration on Sustainable
Development
Open University The Netherlands, http://blackboard.ou.nl
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Vivid network
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Commitment at all levels
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Lessons learnt (2)
Networking and commitment issues:• Vivid network of international colleagues
indispensable• Commitment from the top and formal
agreements crucial
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on Lifelong learning in a
professional network
Vrije Universiteit Amsterdam, the Netherlands, http://www.unigis.net
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Keep it simple
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Lessons learnt (3)
Role of technology• Keep it simple: The choice for mainstream
technologies enables the wished for focus on educational and organizational issues.
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Radboud University Nijmegen, the Netherlands, http://tbi21.let.kun.nl/spine
Spirituality in an international context
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Analysis of digital journalism
Windesheim University of Professional Education, The Netherlands, www.windesheim.nl
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Develop international competences
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Lessons learnt (4)
Student and teacher competences and
international education• Prevent dropout of those that lack the will
and/or ability to become part of the international experience.
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on Surplus value of different
perspectives
Erasmus University Rotterdam, The Netherlands, www.eur.nl
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The international teacher
CHN University, The Netherlands, www.chn.nl
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Develop international e-pedagogy
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Lessons learnt (5)
Towards an international e-pedagogy• Be sure to know why you are doing things
and communicate this clearly to the students. This will help to reduce the ‘distance’ between teachers and students.
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Conclusion
ICT in international education is a challenging and promising field in which education should come first, internationalisation second
and technology third.