About this paper

Appears in:
Pages: 6597-6605
Publication year: 2015
ISBN: 978-84-606-8243-1
ISSN: 2340-1117

Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain

DEVELOPING INTERCULTURAL COMPETENCE IN ERASMUS MUNDUS: REFLECTIVE PRACTICE THROUGH TECHNOLOGY-ENHANCED LEARNING

D. Lukic1, M. Solari2, M. Yarosh3

1Glasgow Caledonian University (UNITED KINGDOM)
2University for Peace (COSTA RICA)
3Universidad de Deusto (SPAIN)
The mobility that the Erasmus Mundus (EM) programme provides is one of its most important characteristics. Students gain educational experience in at least two countries that have different teaching and learning models as well as different traditions. At the same time, through their mobility, students also get to live in culturally diverse settings. Having to both study and live in several diverse contexts can present intercultural challenges. In order to successfully work and collaborate with their colleagues from across the world, study in culturally different educational institutions and live in different countries, students require a set of abilities for dealing with cultural diversity. These abilities, collectively termed intercultural competence, enable effective studying, living and working across different cultural boundaries.

The paper will present approaches and initial results from the Erasmus Mundus Intercultural Competence Project (EMIC) funded by the EC Erasmus Mundus Action 3 fund. The paper focuses on the approach undertaken to develop intercultural competence within a sample of Erasmus Mundus Master courses. The EMIC Learning Programme employed consists of a face-to-face learning event supported by an online platform and reflective activities. The inter-cultural competence online platform is used for learning activities by participants that extend the learning process and allows reflection and contextualising the learning within participants’ everyday experiences. The paper will detail approaches to integrate qualitative data and real-world experiences of Erasmus Mundus students as the main 'content' of learning and intercultural competence development.

Reflection on own competence and dealing with diversity through emotional and cognitive perspective-taking is a key aspect of intercultural competence development. The paper discusses how this reflective practice can be developed through a combination of face-to-face and online activities. A particular challenge in this process is the inner contradiction of formalised and static elements of blended training and situated nature of reflective practice within participants’ own life and work. The paper provides a set of recommendations for technology-enhanced learning approaches that aim to integrate reflective practice on intercultural issues within (none)formal learning programmes.
@InProceedings{LUKIC2015DEV,
author = {Lukic, D. and Solari, M. and Yarosh, M.},
title = {DEVELOPING INTERCULTURAL COMPETENCE IN ERASMUS MUNDUS: REFLECTIVE PRACTICE THROUGH TECHNOLOGY-ENHANCED LEARNING},
series = {7th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN15 Proceedings},
isbn = {978-84-606-8243-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {6-8 July, 2015},
year = {2015},
pages = {6597-6605}}
TY - CONF
AU - D. Lukic AU - M. Solari AU - M. Yarosh
TI - DEVELOPING INTERCULTURAL COMPETENCE IN ERASMUS MUNDUS: REFLECTIVE PRACTICE THROUGH TECHNOLOGY-ENHANCED LEARNING
SN - 978-84-606-8243-1/2340-1117
PY - 2015
Y1 - 6-8 July, 2015
CI - Barcelona, Spain
JO - 7th International Conference on Education and New Learning Technologies
JA - EDULEARN15 Proceedings
SP - 6597
EP - 6605
ER -
D. Lukic, M. Solari, M. Yarosh (2015) DEVELOPING INTERCULTURAL COMPETENCE IN ERASMUS MUNDUS: REFLECTIVE PRACTICE THROUGH TECHNOLOGY-ENHANCED LEARNING, EDULEARN15 Proceedings, pp. 6597-6605.
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