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- Convenors:
-
Giovanna Guslini
(Formerly of the Italian Ministry of Education, University and Research)
Mary Hallin (University of Nebraska at Omaha)
Mina Rad (World Cultural Diversity)
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- Format:
- Panel
- Sessions:
- Tuesday 7 June, -
Time zone: Europe/London
Short Abstract:
This panel will explore both physical (in person) and virtual modes of learning, how today's educational models of mobility for both young people and adults are changing, and the tools that best document different experiences around the world. We will examine how new information and communication technologies (e.g. Internet, Zoom, Google Meet) can facilitate cross-border collaboration and enhance inter-institutional, intercultural and knowledge exchange at all educational levels. This panel is also interested in comparing different forms of documentation, written, oral, visual, knowledge exchange and exploring what is the best form/method to use for respective cultures. e.g. video might be best for countries in the South where documentation may primarily be oral rather than written. We will also examine the advantages and disadvantages of physical learning and virtual exchange, taking into account experiences which existed before the COVID-19 pandemic and were reshaped by the pandemic and now take on a different meaning. Although physical mobility seems to remain the main goal of everybody, in case of temporarily restricted physical mobility, a blended or entirely virtual mobility has now become the new norm and brings new perspectives of international exchanges. Given the above considerations, we welcome papers that discuss physical and virtual mobility and look at how today's educational patterns of mobility are changing, for both young people and adults.
Long Abstract:
This panel will explore both physical (in person) and virtual modes of learning, how today's educational models of mobility for both young people and adults are changing and the tools that best document different experiences around the world. With the Internet and new modes to connect up virtually (e.g. Zoom, Google Meet), learning can be done in person or virtually. The virtual modes can increase mobility such that a person can ‘travel’ to another part of the world virtually to learn and experience another culture. The new information and communication technologies facilitate cross-border collaboration and enhance inter-institutional, intercultural, international networking and knowledge exchange at all educational levels. This panel is also interested in examining the various forms of documentation, written, oral, visual, knowledge exchange and explore what is the best form/method to use for respective cultures. We will also examine the advantages and disadvantages of physical learning and virtual exchange taking into account experiences which existed before the COVID-19, were reshaped by the pandemic and have taken on a different meaning. The COVID-19 pandemic revolutionised our lives but also forced a radical change in educational and communicative approaches and tools. Before, virtual mobility was limited and often experienced as secondary to physical mobility and direct contact. However, all have had to accept an unwanted but, perhaps, healthy leap forward for the future of education of young people and adults. Digital and visual technologies have made it possible to break out of the lockdown and many are now trying to capitalise on what they have learned in the last two years. That 'leap' for which many individuals and institutions were not prepared, will surely leave a legacy. Although physical mobility seems to remain the main goal of everybody, in case of temporarily restricted physical mobility, a blended or entirely virtual mobility has now become the new norm. How today do we learn or teach or exchange knowledge and experience in a foreign country, without physically leaving home? How can today's virtual mobility complement physical mobility in global knowledge exchange and education? And how can it bring the new dimensions of international collaboration and cooperation? Given the above considerations, we welcome papers that discuss physical and virtual mobility and look at how today's educational patterns of mobility are changing, for both young people and adults.
Keywords:
Education, Documentation, Virtual Mobility, Physical Mobility, Digital and Visual Technologies
Sponsorship:
IUAES Commission on Anthropology and Education and IUAES Commission on Documentation
Accepted papers:
Session 1 Tuesday 7 June, 2022, -Paper short abstract:
This paper describes and reflects upon a series of virtual binational professional development efforts intended to help Mexican educators become more ready to support the 500,000+ students in Mexican schools who were born in the US and/or had school experience there before coming to Mexico.
Paper long abstract:
Two of the three paper authors helped pioneer the study of these students in Mexico, visiting schools and using surveys 20 years ago (and since) to show that migration between Mexico and the United States was not just South to North (i.e., Mexico to the US) and included school-age children. The third author, an applied linguist, has studied language education for immigrant newcomers in a number of countries as well as ways the transnationally mobile describe their migration and education experiences and how both relate to their senses of nationality and affiliation with their host society. While the three of us have collaborated for research and occasional teacher professional development for more than a decade, COVID-19 has moved a lot of educator professional development on line and thus has eased participation by presenters who are geographically disbursed. Using hierarchies of knowing articulated by psychological anthropologists Melvin Spiro (1977) and Ray D’Andrade (1991), this paper first outlines what Mexican educators need to know to welcome and help transnationally mobile students succeed in their classrooms. Then it describes a number of virtual professional development seminars organized by state departments of education in three Mexican states before ultimately scrutinizing their design to consider how much of the needed ‘teacher procedural knowledge’ can be developed through Zoom sessions. Digital technology enabled distance education raises exciting possibilities for bringing expertise to Mexican educators, but it is better suited to raising awareness about the need for changed praxis than for precipitating actual, coherent, thoughtful change.
Keywords
Transnational Youth, Schooling, Teacher Professional Development, Mexico, United States
Paper short abstract:
Due to special reasons of environmental and just getting out of poverty condition, students from Liangshan need active nutritional -medicine and sports -medicine programs.
Paper long abstract:
The Nutritional - health-sport project has been discussed in Daliangshan, among the lvyin School, the Anti-poverty Foundation and the Research Institute of the National Health and Medical Commission combined with the spirit of the 2022 Beijing Zhangjiakou Winter Olympics and Paralympics, the project jointly designed by cooperating with the research institutes in East China, a new project named as the ( Sunshine Playground Project) proposed by the China Foundation for Poverty Alleviation and the Green School. Help Yi minority young people to popularize health movement is the lager goal. Sports medicine has expanded from previous limited understanding of the sports disease treatment to a new definition. Modern medical --sport innovation theory encourages the use of modern technologies including 5G technology classroom, adding exercise methods and nutritional intervention elements, issuing sports nutrition prescriptions, and using exercise methods and nutritional intervention methods to promote the health of the Yi population, especially adolescents. The conclusion part of the paper will discuss the thinking involving the innovation of Liangshan sports nutrition medicine theory and practice from green school.
Keywords
1) Physical Fitness of Yi Youths (2) Lvyin (Green-Shade) School, Anti-poverty Foundation and National and Health Commission Research Institute (3) Nutritional Intervention Programs to Popularization Health Movement in Daliangshan (4) Sunshine Pla
Paper short abstract:
Before the COVID-19 pandemic educational learning and international conferences occurred primarily in person. Physical presence was necessary for educational learning and interaction among students. International conferences were held in person with participants flying to the location of the conference to participate and interact with other colleagues
Paper long abstract:
When COVID-19 occurred in 2020, in person learning was stopped and conferences were canceled. Educators quickly adopted Zoom and other virtual platforms to continue educational learning. The negative aspect of remote learning has often been cited in the news. Yet, the COVID-19 pandemic allowed educators to become innovative and adopt new methods to utilize in educational learning. Conference organizers also adopted Zoom and other virtual platforms to hold international conferences. Though unable to physically meet in person at a conference, a participant can travel virtually to other parts of the world to attend conferences. In addition, international webinars and other virtual meetings are occurring. The virtual conferences and webinars facilitate knowledge exchange across the globe. The COVID-19 pandemic has resulted in development of virtual modalities that facilitate educational learning, international conferences and global knowledge exchange. Using personal experiences this paper explores the following: 1) using virtual educational methods to complement in person educational methods; 2) utilizing virtual modes such as Zoom, WhatsApp to facilitate global knowledge exchange and international collaborations; and 3) using digital and virtual technology to have a virtual mobility to attend conferences/meetings in other parts of the world without leaving one’s country-of-origin. The benefits of virtual and in person modalities are discussed. Integrating virtual modes in educational settings and in international conferences/webinars can facilitate educational learning and global knowledge exchange.
Keywords
Virtual and Physical Education, Global Knowledge Exchange, Virtual Mobility, International Collaborations, Digital Technology
Paper short abstract:
In this presentation I will explore the role technology played in digital cultural exchanges. II will examine distance learning projects during the first phase of COVID-19 and then later in the pandemic. Prior to the pandemic, the use of technology had been experimental, but the pandemic facilitated the use of technology by schools to explore cultures in other countries. The technology allow for digital cultural exchange to occur.
Paper long abstract:
In the post-emergency period, we asked ourselves: what has changed in the role of the teacher? what has changed in the role of the student? what legacy from the new coronavirus? The international cooperation through technologies has left a legacy of a more innovative teaching and learning: a more open education, closer to young people.
The videos produced by European children and young people on various topics dear to socio-cultural anthropology document not only complex interdisciplinary and transdisciplinary activities, but also their virtual exchanges with other cultures and their digital research: they are their creative way of dealing with anthropological issues, guided by adults.
Many schools now facing the digital transformation are trying to understand the basics of AI and what are the benefits and challenges AI can offer to provide a quality and inclusive education for all. Questions being asked include: 1) How to bring AI into the international projects? and 2) What is the impact of AI on Education, Society, Culture, and Economy? The European School Education Platforms offer many resources for one to learn about AI.
AI is not to replace human intelligence or replace the human with other intelligence, rather we need to learn to identify and use the best combination of human intelligence and AI. AI is extension of human intelligence. What skills, competences do we need to be aware of to prepare for the future? Machines cannot replace the “essential human skills such as creativity, collaboration, curiosity, critical thinking, communication, value judgements, and social and emotional learning” (Holmes and Neves 2020). Thus we need to reconfigure our curriculums to focus on the essentially human skills and anthropological experience that complements AI.
Keywords
anthropology and education, European school education platforms, artificial intelligence, digital cultural exchange; interdisciplinarity/transdisciplinarity