Abstract:

Focused on the case of the global competence educational model for youth with blended approach as an HRD project in APEC, this study aimed to analyze its design principles and core factors through literature review on 10-year implementing experiences. As a blended model for global competence education, this case with the title of APEC Edutainment Exchange Program has three characteristics as follows:
1) Based on blended learning, this model designed a three­-step process of online pre-­learning, offline hands­-on experiential learning, and online post-­learning. Specially, the pre-­learning step is enriched with individual e-­learning to provide knowledge­-based contents and group activity with real-­time interaction and communications,
2) In order to avoid simple visit and tour overseas, this model included learning activities such as reflection, mentoring, peer feedback based on experiential learning theory,
3) To strengthen learners’ motivation and self­-directedness, this model has a principle of team ­based project learning.

Students formed peer groups, selected topics to learn on global issues by themselves and proceeded team ­based project learning activities searching for concrete and practical final learning outcomes. This program, which includes the above described features, have been implementing targeting the youth from elementary to university students every year for more than 10 years since 2005. Under the support of various institutions by year, the model has been applied in different themes such as multicultural education, STEM education, and entrepreneurship education, etc. As a global education model based on blended learning, the key factors emphasized in the long-­term on­site implementation can be summarized as follows. First, students in global experiential learning generally have a big gap in emotional and cognitive aspect due to language and cultural differences, unfamiliar learning contents and environments. Therefore, it is necessary to strengthen advance preparations of learners to have basic knowledge, skills and attitude in the online pre-­activity step. Second, participating students emphasized the support from mentors in cognitive and emotional aspects in the challenging and complicated learning environments. Elementary and middle school students preferred college students, and high school students preferred experts in their interesting areas for future careers. To activate the interaction and communication among them, this model introduced several digital tools such as social network messengers, applications of online group discussion and reflection diaries, etc. Third, global education aims at building global-­scaled competency in knowledge, skill and attitude. So to provide more authentic learning opportunities, multilateral cooperation system and communities that support this global competency education are needed. This support system starts from a small school unit and can be linked to or extended to regional institutions, education ministries in nations etc. These support system and community networks are also needed for more stable and sustainable operation of the program.

Keywords:

Blended learning, experiential learning, collaborative learning, global competence, youth exchange program, APEC.