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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
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
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  Data: 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
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  Data: 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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      – Text: English
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        PageCount: 25
        StartPage: 231
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Distance Education
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      – SubjectFull: Indigenous Knowledge
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      – SubjectFull: Indigenous Populations
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      – SubjectFull: Public Policy
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      – SubjectFull: New Zealand
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      – SubjectFull: Canada
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      – TitleFull: 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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