Monday, 11 March 2013

A2: Stumbling on: seeking to quantify opportunities for inter-cultural module design


Paul Welsh
Liverpool John Moores University, UK

This paper seeks to argue for a toolkit that can be used in module planning and reviews to evaluate the effectiveness of interculturality within Higher Education modules. To structure this I have considered that the aim of all modules, irrespective of subject matter, is to promote interculturality and the effective use of technology enhanced learning (TEL) could do this. My submission set out to discuss the development of a toolkit to ensure that modules are able to present students with an opportunity to become globally and interculturally fluent.

Based on the language fluency concepts of Byram my early research attempted to argue that the model of Intercultural Communicative Competence (ICC) (Byram, 1997) can be used to provide an extra dimension to module reviewing and planning.

This paper explores links between interculturality and students' competency in information technology together with linking this to develop greater understanding across cultures. Seeing competency as more than digital literacy, in interculturality it is the ability to adopt the skills, knowledge, attitudes and education that are seen as the essentials of deeper understanding of other cultures (Byram 1997). Using TEL should give course designers opportunities to promote ICC and Leask and Younie (2006) argue that on-line education will develop a 'spirit of collaboration' in international projects. Gupta (2012) describes the immersion that should take place for an encounter to be intercultural and points out that some active engagement is required for this process, this active process can be brought about by the use of TEL.


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