Facilitating cultural learning in education abroad | Spring EAIE Academy 2013

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Study abroad is the ideal way to develop intercultural skills, however the mere contact with a foreign culture does not guarantee competence development. Intercultural learning must be facilitated to be effective. During this EAIE Academy course the whole ‘learning circle’ of cultural learning is traced by presenting pre-departure and re-entry training activities as well as online facilitation for students while they are abroad. Input on training design, Kolb's learning cycle and content issues enables you to plan and carry out a cultural learning activity yourself. www.eaie.org/training

Transcript of Facilitating cultural learning in education abroad | Spring EAIE Academy 2013

  • 1.Spring EAIE Academy, Birmingham, April 2013Facilitating Cultural Learning inEducation AbroadR. Michael Paige, PhD, Professor of International and Intercultural Education,University of Minnesota, USADr. Ingrid Gehrke, M.A., Head of International Relations, FH JOANEUM Universityof Applied Sciences, Austria

2. Program Overview How mobility programs can have the largest impact onparticipants intercultural development, one of the primaryobjectives of the mobility experience. Key intercultural concepts and theories, relevant researchon student learning abroad, and practical applications inprogram design through the entire mobility cycle: pre-departure, in-country, and reentry/return home. 3. Program Content Participant needs analysis Key intercultural concepts and theories Learning styles and cultural dimensions General issues of programme design Research on culture learning abroad Programming ideas for pre-departure, in-country, and re-entry 4. Program Methodology Presentation Discussion Group work (create your own product) Individual work Participation in experiential learning activities Common rules: Ask, value, share, listen 5. Cultural Learning Theories Learning styles Cultural dimensions Culture learning Cultural mentoring: challenge and support 6. Kolbs Learning Styles Concrete experience (feeling)learning by intuition and interaction with others Reflective observation (watching)learning by perception and observation Abstract conceptualization (thinking)learning by thinking Active experimentation (doing)learning by doing 7. Teaching around the WheelConcreteReflective experienceobservation ActiveAbstract Experimentation Conceptualization 8. Program DesignAnalysis of a Group of Learners What do you know about your participants learningstyles How can you adapt your training to different learningstyles? How can you help learners expand their learningstyles? 9. Hofstedes Cultural Dimensions High versus low power distance Individualism versus collectivism High versus low uncertainty avoidance 10. Program DesignAnalysis of a Group of Learners What do our participants know about these culturaldimensions? What do our participants know about their own culture? What can we do to support cultural self awareness andother culture awareness? 11. Dimensions of Intercultural Learning(Paige, 2006)1) Learning about the Self as a Cultural Being2) Learning about the Elements of Culture3) Culture-Specific Learning4) Culture-General Learning5) Learning About LearningThese dimensions provide a template for an interculturalcurriculum 12. Cultural Mentoring(Paige & Goode, 2009)Cultural mentoring means providing:1) Ongoing support for learning2) Concepts and ideas to anchor learning3) Strategies for learning4) Opportunitites to put learning into practice5) Opportunities to reflect on experience6) Opportunities to connect what was learned to the future(employment, education, life) 13. Cultural Mentoring: Research FindingsNature of the InterventionAverage IDI GainNo interventionGeorgetown Consortium Study (60 progs.)+1.32With a limited on-line interventionUniversity of Minnesota+4.47With an instructor-facilitated on-line interventionBellarmine University and Willamette University+8.19With an on-site course and instructorCouncil in International Education and Exchange+9.00With an PDOT, on-site course, and intensivecultural mentoringAmerican University Center of Provence +12.47With pre-departure and re-entry courses and anInternationalized academic program (2-3 years)University of the Pacific+17.46 14. Program DesignAnalysis of a Group of Learners What can we do to support our participantsintercultural learning skills? In what ways can we provide cultural mentoring for ourstudents? In person? Online? 15. Master Intercultural Topics for MobilityPrograms Culture Cultural adjustment Perception Nonverbal communication Communication styles Values Gender issues Intercultural adaptation 16. Culture Learning: Pre-Departure Connect to pre-departure in terms of content Have re-entry in mind Self-reflective or interactive? All your students need to have access to yourtechnology What and how much should we do online? 17. Culture Learning: In Country Blogs, diaries, journals Structured reports (on line or on paper) Example: Global Identity course (University of Minnesota) Example: SKILL2E (EU and internship) Example: LMU online project 18. Culture Learning: Re-entry Treat the students as a resource for the institution Create opportunities to value the experience - buddies for incoming students - study abroad fair -culture experts Data management and distribution? Who knows theywere abroad and who should know 19. Key Intercultural DevelopmentConceptsR. Michael Paige, Ph.D.University of Minnesota 20. Intercultural Intensity Factors(Paige, 1993)1) Differences in cultural values, beliefs, practices2) Ethnocentrism3) Language issues4) Cultural immersion5) Cultural isolation6) Prior intercultural experience7) Expectations8) Visibility/invisibility9) Status10)Power and control 21. The Developmental Model of InterculturalSensitivity (Bennett, 1993)1) Ethnocentric worldview orientations - Denial of Difference - Defense against Difference - Minimization of Difference2) Ethnorelative worldview orientations - Acceptance of Difference - Cognitive and Behavioral Adaptation to Difference - Integration of Difference 22. References Bennett, M. J. (1993). Towards ethnorelativism: A developmentalmodel of intercultural sensitivity. In R. M. Paige (Ed.) Educationfor the intercultural experience (pp. 21-71). Yarmouth, Maine:Intercultural Press. Bennett, M. J. (2004). From ethnocentrism to ethnorelativism.In J. S. Wurzel (Ed.), Toward multiculturalism: A reader inmulticultural education (pp. 62-78). Newton, MA: InterculturalResource Corporation. Paige, R.M., Jacobs-Cassuto, M., Yershova, Y. A. & DeJaeghere,J. (2003). Assessing intercultural sensitivity: A psychometricanalysis of the Hammer and Bennett Intercultural DevelopmentInventory. International Journal of Intercultural Relations, 27,467-486. 23. References Vande Berg, M., & Paige, R. M. (2009). Applying theory andresearch: The evolution of intercultural competence in U.S. studyabroad. In D. K. Deardorff (Ed.), The SAGE handbook ofintercultural competence, (pp. 404-418). Thousand Oaks, CA:SAGE Publishing. Paige, R. M., & Goode. M. L. (2009). Cultural mentoring:International education professionals and the development ofintercultural competence. In D. K. Deardorff (Ed.), The SAGEhandbook of intercultural competence, (pp. 333-349). ThousandOaks, CA: SAGE Publishing. 24. The EAIE Academy is a one-week trainingprogramme for international higher educationprofessionals.www.eaie.org/training | #EAIEAcademy | @TheEAIE