| Positive Nett-Works e.V. |  |
| "GLOBAL LEARNING & SHAPING THE FUTURE" New Learning for New Societies | |
| Proceedings | |
| 1: | ||
| "In which way can schools contribute to global learning?" | ||
| Mr. Oberle | ||
| Mr. Oberle | ||
| Ms. Morton-Marr , Ms. Herrlich , Mr. Oberle , Mr. Schneider , Mr. Henkel , Ms. Malloy , Mr. MacBryde | ||
| Important results / arrangements / recommendations: | ||
| Important is to learn students how to get information (self-learning-competence) Multinational projects will give chance to get in contact (face to face or using ICT) A core-curriculum for global learning is necessary (e.g. International School Peace Gardens) (Sorry for | ||
| Additions: | ||
| 1. | International School Peace Gardens www.ihtec.on.ca | |
| 2. | By giving schools and students a frame of reference within which they can begin to understand the information they are recieving, though global learning. There seems to be a gap between comprehension of information and implementation of that information. There is also a major problem with overload that is being received by students. | |
| new ideas / additional comments / unaddressed questions: | ||
| 2: | ||
| "i would like to talk with you about international examples (best practice) of access toglobal learning" | ||
| Mr. Straskraba | ||
| Mr. Straskraba | ||
| Mr. Straskraba , Ms. Zaher , Ms. Kolbe , Mr. Nahrada , Mr. benking | ||
| Important results / arrangements / recommendations: | ||
| it needs more to talk about this issue. it´s still new and ideas are still rare. guided self learning by using the internet might be a proper solution. | ||
| Additions: | ||
| new ideas / additional comments / unaddressed questions: | ||
| 3: | ||
| "how can we teach an international group considering the cultural differences and ways of learning" | ||
| Ms. Kolbe | ||
| Ms. Kolbe | ||
| Ms. Lohmann , Ms. Kolbe , Ms. Morton-Marr , Ms. de Silvio , Mr. ¤vÓ? û? , Ms. Kreuter , Mr. Schneider , Mr. Henkel , Ms. Herrlich , Mr. MacBryde , Mr. Lohmann , Ms. Toribio | ||
| Important results / arrangements / recommendations: | ||
| In order to teach international/intercultural groups a common language is needed. 2nd step: try to understand each other culturally, e.g. by setting up a commun network/learning environment. Emphasis should be put on developing interpersonal communication skills Another problem: ignorance of the other's everyday life. There fore it is important to get to know each others similarities and differences This problem can be solved by introducing a common goal to work on. While training in international NGOs differences in procedures in different countries should be examined and a record exchanged to spark off understanding and new ideas in the participating nations- the record should also be presented to gov't officials to show that something is happening- establishing ngo's as innovators In order to promote intercultural understanding, we should already start by educating young children in this field. Art, music, theater via the internet seem to be a good way. (children from all over the world producing music songs or a theater play together) Spaces should be provided for children to talk In this way the younger generation would be able to informally educate the older generations. There is the idea of creating a forum to realize some of the ideas/projects mentioned above. | ||
| Additions: | ||
| 1. | you might find www.rca.ac.uk interesting. the royal college of art in london brings students from over 40 countries together | |
| new ideas / additional comments / unaddressed questions: | ||
| 4: | ||
| "what can culture be and contribute towards a positive future" | ||
| Mr. Lohmann | ||
| Mr. Lohmann | ||
| Mr. Lohmann , Mr. Nahrada , Ms. Kolbe , Mr. Straskraba , Mr. Eilts , Ms. Hauben , Mr. benking , Ms. Morton-Marr , Mr. Dirk , Ms. Malloy , Mr. Henkel , Mr. Schneider , Mr. Auditor , Ms. Zaher | ||
| Important results / arrangements / recommendations: | ||
| Wow, that was a fast chat. And everybody was into defining, what culture is or could be. There are at least a hundred different points of view, what culture is. there was no time remaining, to discuss, how it could possibly contribute towards a positive future... But maybe, if there is interest, we can continue later on with this discussion. Thanks to you all for this little chat :-) | ||
| Additions: | ||
| 1. | Finally, some of the later sessions brought interesting comments and ideas about how culture can shape the world. | |
| 2. | Many ideas of encouraged organisations that work in their field. Most of them are looking for a joint platform to exchange experience and thoughts. To check the www.???-list might help later on to get in contact with partners in vision and target group to join the efforts. | |
| new ideas / additional comments / unaddressed questions: | ||
| 5: | ||
| "How can we involve more school subjects than foreign language teaching in global learning?" | ||
| Mr. Henkel | ||
| Mr. Schneider | ||
| Mr. Schneider , Mr. Henkel , Ms. Toribio , Mr. Auditor , Ms. Lohmann , Mr. Lohmann , Mr. Oberle , Ms. Kolbe | ||
| Important results / arrangements / recommendations: | ||
| Ooops, that was a quick ending to a very active and fruitful discussion. GLOBAL LEARNING MEANS Global Learning has been agreed to be not only content but also qualification related (meaning personal growth), and the Format of the class plays an important role in this; there is a large demand for BEST PRACTICE EXAMPLES of how to integrate global learning activities in the curriculum of all subjects ranging from languages to geography, biology etc. INTERCULTURAL CONTACT VALUE Intercultural communication and encounters (preferably real life) are agreed to play major aspects in personal growth, as in starting sustainability cooperation. Yet, how overcome financial barriers ? Answers: seek local intercultural potential, and establish direct communication abroad. This should be stated at an early age, as in kindergarden and primary school. (best practices mentioned and demanded) FACILITATING INTERCULTURAL COMMUNICATION One major focus was on establishing CONTENT AND COOPERATION ACCESS internationally, also between different social groups.A large potential is accredited to the INTERNET for establishing communication, which empowers the dedicated youth and teachers to deepen contacts to project cooperation (e.g.intercultural exhibition exchange), then travel (mostly "rich" to "poor" countries), setting a focus on LONG TERM (8weeks - preferably 6+ months) visits as in volunteerism (why not start volunteerism at 16 instead of visiting a high school in the USA, if one is redoing the year at home anyway?) for personal growth and starting effective cooperation. This demands a communication device (as an internet platform) bridging education + online communication + sustainability professionals (NGOs) + volunteerism opportunities (preferably at no cost, instead of 1,000 dollars / month(!), as some NGOS demand) There are attempts to bridge these issues as www.takingitglobal.org (global youth community, 26,000+ members, also developing and orchestrating projects worldwide, some members present in the conference) http://www.cafeweltgeist.org/en_htdocs/en_21stcentury_eduplatform.html | ||
| Additions: | ||
| 1. | Don't forget www.iearn.org and their forums. | |
| new ideas / additional comments / unaddressed questions: | ||
| 6: | ||
| "Educational Online Magazines - How can they contribute to Global Learning?" | ||
| Mr. Dirk | ||
| Mr. Dirk | ||
| Mr. Lohmann , Ms. Morton-Marr , Mr. Henkel , Mr. Schneider , Ms. Toribio | ||
| Important results / arrangements / recommendations: | ||
| No input from the recorder so far. | ||
| Additions: | ||
| 1. | There was little exchange for some reason, we will provide information and examples of best practice application of online magazines as co-creative educational online learning environments in the post-conference information. | |
| new ideas / additional comments / unaddressed questions: | ||
| 7: | ||
| "How do we eliminate the disparity of quality and content of global education" | ||
| Mr. ¤vÓ? û? | ||
| Mr. ¤vÓ? û? | ||
| Mr. ¤vÓ? û? , Mr. Schneider , Ms. Hauben , Mr. MacBryde | ||
| Important results / arrangements / recommendations: | ||
| Issues affecting global learning include - - access to appropriate resources, including funding - open communication, also results of research and development - motivation of that research and development is usual for economic gain - which limits participation - entrepreneurship as a means to solve the issue of funds - problems encountered with this is the profit motive - how can companies be motivated to adopted corporate citizenship practices with out forced govt regulation that may promote corruption. - open source communication is an important tool in the promotion of global education - how can it be expanded making it a more widely utilized mechanism of education. | ||
| Additions: | ||
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| 8: | ||
| "How to spread the concept of netizen - of online citizen, one who participates in vital affairs" | ||
| Ms. Hauben | ||
| Ms. Hauben | ||
| Ms. lenser , Mr. Lohmann , Ms. Hauben , Mr. ¤vÓ? û? , Ms. Zaher , Mr. Straskraba | ||
| Important results / arrangements / recommendations: | ||
| The question was asked about what is a netizen. Mr. Lohmann said that ingo gunther had started a web page www.refugee.net and asked if this is an example of netizenship. Not knowing the details of this makes it hard to comment adequately but the concept of citizen and concept of refugee seem opposite. That a citizen is someone who participates, while a refugee seems someone who is excluded. The question was asked "Is Netizen's purpose to provide a forum for interaction on issues afflicting the world and a communications tool attempting to reach solutions?" That is a good summary of the concept of netizen. Another helpful concept was the contribution by Mr. ¤vÓ? û? 16. who said:" I see - there a need to get ordinary people more involves in presenting solutions to their own issues - and I see netizen as a possible empowerment tool" The url for a book about netizens was given as http://www.columbia.edu/~rh120 The question was asked: " would you say that a group of netizens is equivalent to grassroots organizations who inspire change from within? by Ms. Zaher. This helped to make the clarification that "A citizen is not quite an organization in society, rather it is part of the governing structure and needs to have the ability to participate in the decisions of that governing structure. Sovereignty should ideally be with the citizens but that is less true in most countries now, however, the net was built by encouraging online participation" This helped to offer the concept: 1. instilling in those who use the internet with the idea that they are a netizen and encouraging them to be involved and 2. to be a part in creating endeavers that are worthwhile. which is a phrasing similar to the vision founding the net | ||
| Additions: | ||
| 1. | One participant said he was a netizen for the past seven years and asked how to spread the concept to others. That is a helpful focus to end on as this is something that is needed both to support the continued development of the net and also to support the continued attention to the relationship between the Net and society. | |
| new ideas / additional comments / unaddressed questions: | ||
| 9: | ||
| "how can we can overcome our box thinking, falt thinking and labeling, our imagined feeling right" | ||
| Mr. benking | ||
| Mr. benking | ||
| Mr. Straskraba , Mr. benking , Ms. Hauben , Ms. Herrlich , Ms. Morton-Marr | ||
| Important results / arrangements / recommendations: | ||
| we discussed not only how it feels like to be an island - when one once thought like beeing an ocean - so we had the new versus old world - but that there is a need to intergrate and also reduce complexity in orde to keep things or issues digestible and simple enough to hold and grasp. We discussed how to overcome box thinking and how the early Internet developments allowed peole to learn from the other side - the alien perspective... We palyed with metaphors like lands and oceans and tried to find out what old thinkers like Lyotard might be able to help us and tell us know. We also tackled the issue of people having differnt capacities, scopes, backgrounds and assumptions/attentions. | ||
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| 10: | ||
| "How do we achieve universal access at little or no cost?" | ||
| Mr. hauben | ||
| Mr. hauben | ||
| Mr. Henkel , Mr. hauben , Ms. Malloy , Mr. MacBryde , Mr. Schneider , Ms. Hauben , Ms. Morton-Marr | ||
| Important results / arrangements / recommendations: | ||
| The question raised by me was is the main task to involve government or the access can never be universal? The question did not generate a discussion so I wonder if the question was wrong. Also I did not have access to my terminal most of the time. The suggestion got made that a UN fund be sought via UNESCO. That is a possible direction. Free internet ccess was also set as the goal. Free to the user and cost born by the society. | ||
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| 11: | ||
| "How can we build Global Sustainability Education in all schools worldwide?" | ||
| Ms. Morton-Marr | ||
| Ms. Morton-Marr | ||
| Ms. Morton-Marr , Ms. Malloy , Mr. Lohmann , Ms. Herrlich , Mr. benking , Mr. hauben , Mr. Oberle | ||
| Important results / arrangements / recommendations: | ||
| There was agreement that we needed Global Sustainability Education (GSE) in all schools worldwide. This needs to be done at the same time worldwide at grass roots level and with the heads of education. The Jane Goodall Roots and Shoots and the International School Peace Gardens program were included as best practices. Discussion on the important of GSE It is easier to establish GSE curriculum in groups, such as home schools. All of this kind of education that is promoted, needs to focus on our planet and people, species survival. Survival Education or peacebuilding education needs a core of subjects under 'survival education' such as the recycled arts, environmental education, cultural understanding, conflict resolution, intercultural studies, consumer studies and the language arts and the Performing Arts. The Earth Charter and the development of a GSE Covenant was discussed but considered difficult to achieve. Our group hopes that the Internet and this conference will help us move forwards. | ||
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| 12: | ||
| "How can we connect learners and work together to create new learning communities?" | ||
| Ms. Malloy | ||
| Ms. Malloy | ||
| Ms. Malloy , Ms. Zaher , Mr. Oberle , Mr. MacBryde , Mr. Schneider | ||
| Important results / arrangements / recommendations: | ||
| It is important that each learner has an advantage, a reason for participating in a community. The internet offers a huge opportunity and potential for connecting and introducing people to various learning communities. People need new models for creating new types of learnig communities. Important is that we find ways to assist people in forming new learning communities and facilitating a life long love of learning. | ||
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