Creative Practice as a Catalyst for Developing Connectedness Capabilities: A Community Building Framework from the Teaching International Students Project

Autor/inn/en	Snepvangers, Kim; Rourke, Arianne
Titel	Creative Practice as a Catalyst for Developing Connectedness Capabilities: A Community Building Framework from the Teaching International Students Project
Quelle	In: Journal of International Students, 10 (2020), S.17-35 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Snepvangers, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-3104
Schlagwörter	Creativity; Foreign Students; Teaching Methods; Mentors; Student Attitudes; Research Universities; Animation; Work Experience Programs; Cultural Awareness; Problem Solving; Group Dynamics; Cooperative Learning; Advanced Courses; Student Projects; Active Learning; College Faculty; Industry; Communities of Practice; Critical Thinking; Information Technology; Work Environment; Futures (of Society); Foreign Countries; Self Esteem; Design; Art Education; Educational Experience; Undergraduate Students; Australia + Suchen Sie Ihr Suchwort? Kreativität; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Forschungseinrichtung; Cultural identity; Kulturelle Identität; Problemlösen; Gruppendynamik; Kooperatives Lernen; Fortgeschrittenenunterricht; Schulprojekt; Aktives Lernen; Fakultät; Industrie; Community; Kritisches Denken; Informationstechnologie; Arbeitsmilieu; Future; Society; Zukunft; Ausland; Self-esteem; Selbstaufmerksamkeit; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungserfahrung; Australien
Abstract	Focusing on a section of the Teaching International Students (TIS) project this article captures student and mentor perspectives within a Project-Based Professional Experience (PBPE) in the context of a large research-intensive university in Sydney, Australia. Animations co-produced with students were part of a Work Integrated Learning (WIL) compulsory upper level course, leading to a 'Community Building Framework'. The research goal shifted the educational purpose from didactic physical placements to collaborative dynamics where students, including international students, staff, and industry perspectives were 'valued'. Prioritising intercultural learning 'challenged' contested attitudes and 'built' communities of practice in a workforce focused ecology. Findings emerged from reflective interchanges whilst working iteratively and collaboratively with students, to inform the PBPE online framework. Implications for WIL academic planning included: scope for asynchronous autonomous action beyond traditional ways of working; opportunities to model creative problem solving at scale; and critical thinking skills in transferability mode adaptable to future digital workplaces. (As Provided).
Anmerkungen	Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01