22 SES 07 A, Teaching, Learning and Assessment in Higher Education
This paper discusses the possibilities with collaborative learning through international collaboration between universities, in Sweden and in the US.
The virtual learning environment and learning activates was constructed by using the Web-based learning platform Moodle. ‘Internationalisation on home plan’ involves all students, all those that don’t take part in student mobility activities. Thus, the majority will be able to participate in learning activates and developing cultural awareness useful in today’s ongoing internationalization of health care practices. The learning activity was framed as ‘nursing profession and internationalization’. The teachers involved developed a structure in Moodle and made use of various feathers In Moodle when designing and facilitating the students’ activities. The learning activity was included in the curriculum in each of the universities. The pedagogical framework in use was compatible with the Bologna Process constructive alignment, deep learning and a student focus. The students were given the opportunity to explore the objective of patient safety in an international collaborate with another university, and gained universities credits for fulfilling the task. There is a great gain in using virtual collaboration by using modules that are implemented in courses for the purpose to ‘internationalise on home plan’ since not all students can participate in student mobility activities.
The aim is multifold by describing; students nurses learning about patient safety (content related) by/through collaborative learning (approach to learning) and virtual meetings, (2) developing internationalization for all ‘on home grounds, (3) a construction of a collaborative learning community between two units at Lund University, faculty of medicine the institution of Health and Social Sciences and Virginia University, school of nursing, involving the undergraduate nursing program (students and teachers) (4) an example in how to change higher education to become more sensitive to internationalization in learning practices.
Pedagogical framework and collaborative learning (CL)
Collaborative learning and interaction has been debated for some decades and became even more relevant when inter- and intra- professionalism and interaction between various field of work and research was becoming more global, even more so in terms of computer-supported collaborative learning (CSCL) (see Strijbos et al., Dillenbourg). The theoretical foundation builds on a constructivistic approach in learning (Vygotsky; Bruner; Duffy & Cunningham) as the view of transformative learning (Illeris, Mezirow). In quoting Matusov et al., (2013, pp. 55-56), with further references, an “active intentional learners are characterized, at least, by two related and necessary aspects: 1) being puzzled and perplexed by something , having ‘a point of wonder’ (Berlyand), raising an authentic question that seeks for information, and recognizing his or her own ignorance, and 2) the person’s desire to address him or herself to, other people, and the inquiry itself (rather than to suppress it or just leave it unaddressed). All in all, as assumed in this paper, supporting teaching and knowledge development in a globalized world, and as in our modern time, developing the knowledge society into the 21st century.
Ontological community of learners
In an ontological communal approach, according to Matusov et al., (2013, p. 54) “learning is viewed as students joining and transforming the target practices and their attendant discourses, developing their specific voices in these practices.” In this manner, they “become competent participants in these practices and discourses,” and through a transformation of their subjectivities, and through reshaping their knowledge.Matusov et al (p. 54) call an ontological community of learners ”/…/ill-defined, unlimited, relational, authorial, personal, polycultural, contested, non-limited in time and space, involving multiple emergent goals, eventful, and distributed in diverse times, spaces, people, networks of practices, discourses, and topics, and through diverse mediums (Cuthell; Heath & McLoughlin; Matusov; Matusov et al; Owens & Wang; Wenger).
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