Graphics Programs Reference
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Solutions and Recommendations
As a result, international experience and interac-
tion is important to a Millennial, and therefore, to
university administrators. In fact, globalizing (also
known as internationalizing) higher education
has become a priority for universities around the
world. Universities seek to provide an education
enabling students to comprehend global-reaching
issues related to their particular fields of academic
interest, and in preparation for study abroad experi-
ences. Such policies are encouraged and supported
by university associations such as the Association
of Public and Land-Grant Universities (formally
the National Association of State Universities and
Land Grant Colleges) whose mission-statement
encourages State Universities and Land-Grant
colleges to provide international components to
their university policy and their students' overall
education experience.
Today however, the state of internationaliza-
tion of American campuses is disappointing. A
study done by the American Council on Education
(Green, Luu & Burris, 2008) shows that campuses
are far from embracing internationalization as
evidenced by the lack of university administra-
tors dedicated to international coordination and
an emphasis on student-mobility over the other
dimensions of internationalization such as orga-
nizational change, staff development and most
importantly curriculum innovation (Rudzki,
1995). “Curriculum innovation” is perhaps most
forward looking in those instances where multi-
user virtual environments (such as virtual teaming)
can play a role. Just as we saw the emergence of
the availability of ICTs on campus in response
to a demand from Millenials, we can also start to
envision how ICTs can aid curriculum innovation
in response to a demand for internationalization.
Faculty members for example, have engaged in
international research collaborations using virtual
teaming for decades with the use of one primary
internet-based ICT application: e-mail.
Despite the many challenges posed by ICTs for
higher educational purposes, especially multi-user
virtual environments, we can begin to look at a
model that might enable success. Based on the
evidence presented above, we believe that courses
with the following design elements at minimum
make the most sense for maximizing returns to
learning with the use of ICT applications: (1) has
a team-based approach or collaboration opportu-
nities; and (2) has computer-mediated learning
opportunities. The dimensions of complexity to
teaching and learning in these environments are
added in layers depending on the type and purpose
of the course, which may include: acquiring and
absorbing collaborative software, and addressing
distance learning issues including international
collaborative learning. As a result, it is important
to look at suggested best practices from all of these
aspects of teaching and learning.
As discussed above, the value of the team-
based approach to learning is widely accepted;
this does not mean however that courses designed
for team-based learning do not require guidance,
especially in a higher education setting. Based
on the results of a survey of 6,435 engineering
students, teamwork in the classroom works best
when there is significant guidance from the in-
structor on how students should organize in order
to collaborate effectively (Oakley et al., 2007).
We suggest professors may wish to first consult
Johnson and Johnson for a baseline understand-
ing of cooperative learning. Adding one logistical
note, it is also perhaps best to focus on projects or
activities that last throughout the entire semester,
as opposed to activities that are only weeks long
in duration.
The next step would be to think about how
to avoid the pitfalls of using a virtual interface
for team-based learning such as: communication
breakdowns and cultural variances. The recom-
mendations we are about to make are taken from
the context of the business world, but as mentioned
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