The Jet Principle: Technologies Provide Border Conditions for Global Learning

Autor/in	Ahamer, Gilbert
Titel	The Jet Principle: Technologies Provide Border Conditions for Global Learning
Quelle	In: Multicultural Education & Technology Journal, 6 (2012) 3, S.177-210 (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-497X
Schlagwörter	Foreign Countries; Intellectual Disciplines; Global Education; Cultural Pluralism; Case Studies; Graduate Study; Electronic Learning; Interdisciplinary Approach; College Curriculum; Multicultural Education; Curriculum Implementation; Web Based Instruction; Multimedia Materials; Program Descriptions; Program Effectiveness; Instructional Effectiveness; Educational Principles; Discourse Analysis; Statistical Analysis; Austria + Suchen Sie Ihr Suchwort? Ausland; Geisteswissenschaften; Globales Lernen; Kulturpluralismus; Case study; Fallstudie; Case Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Multikulturelle Erziehung; Web Based Training; Unterrichtserfolg; Bildungsprinzip; Diskursanalyse; Statistische Analyse; Österreich
Abstract	Purpose: The purpose of this paper is to first define the "jet principle" of (e-)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the "Global Studies" curriculum, a unique interdisciplinary curriculum at Graz University in Austria that is targeted to multicultural and developmental learning among students from diverse ethnic and disciplinary backgrounds. Design/methodology/approach: Social and learning procedures are heuristically analysed based on ten years of interdisciplinary experience in interdisciplinary learning settings in a multicultural environment with critical approach to globalisation, while also diverse scientific disciplines are counted as "cultures of understanding". Findings: The outcomes of the analysis suggest that the negation-oriented web-supported five-level learning suite "Surfing Global Change" (SGC) is capable of providing helpful framework conditions to multicultural learning that can suitably be applied in the "Global Studies" curriculum as well as in other similar international curricula. Research limitations/implications: Quality criteria are subject to scientific cultures and hence differ from discipline to discipline; thus representing continuous challenge for suitable perception of actors and bystanders. Practical implications: Complexities of cultural diversity are reflected also by complexities caused by origins in diverse scientific cultures. For constructing thorough and practically implementable consensus solutions, dialogic processes and peer review are best mediated through web-based discussion, for which this paper provides examples. Discourse-oriented features and amendments for curricula of "Global Studies" are presented. Social implications: Networking among multicultural and interdisciplinary curricula with a critical stance towards globalisation is facilitated through suggestions in this paper. Originality/value: By offering a new type of graphic notation for learning procedures, this paper facilitates new perspectives on the intrinsic dynamics of learning, adoption of new standpoints and acquiring a 360 degree view of the institutional landscape and interest patterns in complex multi-stakeholder issues such as globalisation. (Contains 18 figures, 3 tables, and 2 notes.) (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10