Consider the “pockets of innovations” resource based on research carried out by Contact North and discuss some of the case studies and reflect on how and what technology might be used to engage and motivate learners in your proposed program. You might also draw on the ideas from Clifford and Montgomery about program development on making connections between the ‘local’ and the ‘global citizen.

My course will include case studies, so I found the Open University of Catalonia resource in Spain featuring challenge-based learning built around case studies and real-life situations, competency development, and continuous assessment interesting. https://www.uoc.edu/portal/es/index.html. I realize further research is required, but I failed to locate additional information on their case studies on the university website. Unfortunately, my personal biases surfaced when I read the website advertising stating “The first university online of the world” and “We are a pioneer, expert and benchmark university in e-learning.” I have a business background and aware that “marketing is the key to a successful business.” I have to question the university statements’ validity. No additional time was committed to research this university or case study examples.

Although I intend to design my course face-to-face, I realize it may be blended or entirely online in 2022. Nevertheless, I will be using case studies and real-life problem-solving situations, TED Talk videos, live online interactions, Zoom or Skype meetings, online quizzes, essays, exams, and group research. Pockets of Innovation identified the Justice Institute uses a tool designed to provide realistic training simulations for emergency management personnel, and the tool is now widely used in multiple professions. I will do some research on locating the name and source of this tool. I am excited and looking forward to exploring, researching, and using many of the technology tools available.

The definition of ‘global citizens’ seems to be debated in academia, but I feel my learners offer and exhibit a moral sense of responsibility to humanity and awareness of the interdependence of all lives (Nussbaum, 2002). The scope of knowledge in my course is broad, and it includes acknowledging my learner’s commitment to action (as a local and global citizen) to address local and world problems. One example would be having a transformative curriculum while encouraging new ways of thinking. This would include awareness of cultural differences and learners’ ability to interact sensitively across cultures. I am very proud of my graduate learners and completely agree with (Haigh & Clifford, 2011), who state, “the future of our planet and our societies depend on the engagement and creativity of the decision making of our future leaders, who are our current graduates.” My learners are re-introduced to what it means to be a responsible citizen – local and global.

References

Haigh, M. & Clifford, V. (2011). Integral vision: a multi-perspective approach to the recognition of graduate attributes. Higher Education Research and Development, 30(5), 573-584. https://www.researchgate.net/publication/233059506_Integral_vision_A_multi-perspective_approach_to_the_recognition_of_graduate_attributes

Nussbaum, M. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 5(1), 1-25. https://www.lawrence.edu/mw/Nussbaum%20-%20Education%20for%20Citizenship%20in%20an%20Era%20of%20Global%20Connection.pdf