Beyond pre-departure orientation towards Global Competence Development

This session will be a live presentation of an innovative intercultural learning platform that includes self-paced online learning, mediated group reflections, and live workshops. This innovative tool based on well-established theories and methodologies will increase the impact of mobility experiences by providing participants with knowledge, attitudes and competences for intercultural immersion.

The goal of the Global Competence Certificate (GCC) is to make an adult learning curriculum in intercultural learning and cultural adjustment with relatable and applicable content for many different types of learners on mobility programs (including university level exchanges).

The GCC was designed to bring content in intercultural learning and cultural adjustment through a modular, blended, and experiential learning approach. It aims to ensure that all participants receive a standard curriculum, which they can take online and at their own pace in the format of a flipped classroom. The online component serves as the basis for further individual and group reflection and experimentation during live facilitated components before, during, and after an intercultural experience.

In this session, we will share details from our pedagogical approach as well as the rationale. The methodologies and philosophies that underpin the curriculum and the research behind our decision to leverage media and technology to create an online component as a substantial part of the training program will also be included. We will discuss the advantages of the online component that allows control and consistency of content while creating an environment that can support non-native speakers of English (allowing them to re-watch videos, take the course at their own pace, and take advantage of subtitling and closed captioning options).

We will look into best practices and lessons learned regarding e-learning and technology in promoting soft skill development and socio-emotional intercultural learning that supports learners in making the most of their mobility programs.

After reviewing the program as a whole, and the process through which it was developed, we will explore how the pilot was rolled out with a network of 47 cooperating member organization in over 40 countries.

Finally we will review the preliminary results from implementation research and considerations for evaluating participant learning. We will conclude with next steps around future development and the potential for innovative and sustainable partnerships.

Author(s):

Katharine Sanders    
Sentio Global Education Network
United States

Ann Andreza Martins    
AFS Intercultura Brasil
Brazil