Although anything can be improved, I was hoping to use the game cards we handed out as a way of introducing some of the issues associated with providing education in a global environment. If you still have your game card, check out the question on the back to see an example of a globalization challenge.
Some of my favorite questions included:
- What would be the challenges to teaching a U.S. History course covering 1939-now for delivery in the East Asian market.Which events in particular might instructors want to explore non- U.S. points of view?
- An instructor in human anatomy has been asked about acupuncture for the past few semesters. What would be the best method to approach discussing these concepts? Can they be reconciled with Western medicine? Should they be?
- A student group is planning to visit Jerusalem over Spring Break (we’re assuming that the political situation is relatively stable). What information would you give to students about the significance of Jerusalem in both the Middle East and to Western culture? What places should student visit to understand the complexity of Jerusalem? What are some precautions students should take?
- For an online course on the American Jazz Age (which includes music, art and text-based tutorials), a lot of your non-U.S. students request more robust mobile phone support since they don’t have good access to a PC. How can materials be made more mobile device friendly, particularly in regards to the smaller screen size. What are some apps that could be recommended?
If you want to see the full list, download Globalize This Questions.docx.
I do think the missing piece was a debrief, but I was also trying to accommodate the need for caffeine on a hot afternoon. Live and learn
Is there enough interest for a true debrief later on? I know I would be interested in continuing the conversation.