An Agile Approach to Collaborative Online International Learning: A Case Study of Virtual Indigenous Food Sovereignty and Public Policy Internships in Aotearoa (New Zealand) and Ontario, Canada
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| Title: | An Agile Approach to Collaborative Online International Learning: A Case Study of Virtual Indigenous Food Sovereignty and Public Policy Internships in Aotearoa (New Zealand) and Ontario, Canada |
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| Language: | English |
| Authors: | Tim Fadgen, Tony Porter, Kiri Edge, Chelsea Gabel, Brooke Hayward, Adrianne Lickers Xavier |
| Source: | Online Learning. 2024 28(4):231-255. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, COVID-19, Pandemics, Distance Education, Indigenous Knowledge, Indigenous Populations, International Cooperation, Intercollegiate Cooperation, International Educational Exchange, Global Approach, Culturally Relevant Education, Public Policy, College Faculty, Program Development, Electronic Learning |
| Geographic Terms: | New Zealand, Canada |
| ISSN: | 2472-5749 2472-5730 |
| Abstract: | COVID-19 and the policy shift to lockdowns had a considerable impact on global higher education. Campuses transitioned to virtual, online teaching, leveraging a host of learning technologies to deliver educational content. While many universities had existing infrastructure to shift to online content delivery, interactive, collaborative learning within this virtual teaching space was not as simple. Students were unable to travel for valuable exchange and field-based learning activities, including applied research and internship opportunities. This best practices article considers one attempt during COVID-19 lockdowns in Aotearoa (New Zealand) and Ontario, Canada to co-create and deliver an innovative, cross-national virtual learning environment. The project that emerged from these unprecedented circumstances asked: how can students in different countries, on opposite sides of the globe, engage in virtual collaborations to develop practical insights into global, locally relevant public policy problems? The model leveraged existing academic staff, university resources, and existing relationships between researchers and community organizations to provide a successful model. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455373 |
| Database: | ERIC |
| Abstract: | COVID-19 and the policy shift to lockdowns had a considerable impact on global higher education. Campuses transitioned to virtual, online teaching, leveraging a host of learning technologies to deliver educational content. While many universities had existing infrastructure to shift to online content delivery, interactive, collaborative learning within this virtual teaching space was not as simple. Students were unable to travel for valuable exchange and field-based learning activities, including applied research and internship opportunities. This best practices article considers one attempt during COVID-19 lockdowns in Aotearoa (New Zealand) and Ontario, Canada to co-create and deliver an innovative, cross-national virtual learning environment. The project that emerged from these unprecedented circumstances asked: how can students in different countries, on opposite sides of the globe, engage in virtual collaborations to develop practical insights into global, locally relevant public policy problems? The model leveraged existing academic staff, university resources, and existing relationships between researchers and community organizations to provide a successful model. |
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| ISSN: | 2472-5749 2472-5730 |
