Global Education Workshop - Assignment Example

? Global Education Workshop, Part 2 Requirements from Part of the Workshop Project In relation to Part of the workshop project which was held on the topic ‘Global Education’, the requirements needed to lead the second phase have been analyzed. The objective of the workshop reflects the possibilities of global education for children belonging to the new generation. Furthermore, the objective reflects that approaches with respect to global education would eventually enable the students to become much aware about the globalized world as well as to understand the inequalities related to justice and human rights concerning global context. The objective of the workshop conducted entails the latest approaches of multicultural as well as global education. Furthermore, the objective of the workshop also entails the application as well as the evaluation of various scholarly journals for the purpose of comparing global and multicultural education. As noted in Part 1 of the Workshop Project., the requirements reflect the need for planning lesson tools particularly for the teachers, educators, community members and the children (Altbach, Reisberg & Rumbley, 2009). The lesson planning tools inculcates presentation method. The children will be provided with a brief understanding related to global education by using presentation methods. In relation to one of the objectives of workshop 1 that stated the need of scholarly journals reflects the need and feasibility of the presentation method. The lesson planning tool will include plan board, core planner and the plan book (Kharbach, 2012). Thus, these entail the requirements for framing the lesson planning tools for the intended audiences. Logical and Comprehensive Design Document That Governs the Conduct of the Project The conducted workshop reflects the study linked with global education. It incorporates the possibilities that the global education opens for the new generation children in the form of students. The following aspects depict a detailed outline about a logical as well as a comprehensive design document that would govern a smooth conduct of the workshop project. Target Group Accordingly, vital target group entails the community members, educators and the school leaders. This workshop has been conducted to provide the school leaders, educators and the community members a wider view about the aspect concerning global education and its approaches. Furthermore, knowledge with regard to global education enlightens the targeted audiences about gaining a better idea concerning the importance of global education. Duration of the Workshop The duration of the workshop can be of 9 hours conducted for a single day only. Objectives The overall goals of the workshop are to discuss and provide a wider view with respect to the possibilities that global education provides better knowledge to the new generation children. Furthermore, it aims at providing a brief view with regard to the approaches needed to enable the students towards attaining a better and a clear idea about the globalized world. Moreover, the workshop also intends to provide a better understanding about the different targets of global education to the new generation of children concerning sustainability, conflict prevention and executing education particularly for any sort of peaceful purpose. Comparison between multicultural and global education also forms the objective of the workshop. Furthermore, the workshop also throws light upon the requirement of global education and need of leadership within the K12 environment. In accordance with the workshop that has been conducted, the project entails the details about the institutions that serve as a dais with respect to global education. In relation to this particular workshop, it is to be stated that the workshop tends to provide the learners a superior understanding with respect to education that must be conducted globally and determine the role of the teachers in enhancing learning capabilities of students along with the educators. It can be affirmed from a broader perspective that this workshop will eventually help the teachers and the educators to explore as well as to adopt new techniques along with new ideas related to globalized world. Workshop Methodology In relation to determine workshop methodology, it is to be stated that the presentation that will be transported to the audiences can be in the form of softcopy presentation. In this similar context, the softcopy presentation will contain all the details related to global education. Additionally, the softcopy presentation entails plan board that helps in streamlining lesson plans, finding the resources related to the topic and lastly collaborating with others to derive further information associated with the topic. The plan board will incorporate planning classes, tracking standards to gain better understanding of the audiences and collaborating worldwide with the teachers and the educators for discussing a particular subject. Core planner With regard to the workshop concerning global education, core planner helps to plan the lessons by maintaining the standards of common core. It allows easily organizing of the lesson plans needed for smooth conduct of the workshop. Workshop Materials The workshop materials will consist of reviewing different scholarly articles and journals for attaining a broader view regarding global education designed for new generation of children. The workshop materials will also entail the studies and the workings of certain institutions that serve as a dais upon which the aspect of global education will be based. Specially mentioning, three different models will be applied to provide a vivid and a better understanding about global education to the new generation of children. In this regard, cooperative based learning model, problem-based learning model and dialogue-based learning model will be applied in order to communicate with the audiences and to encourage them to become an active participant in the workshop. In addition to the workshop materials, it will also include power-point presentation. Work Shop Structure With regard to workshop structure, it incorporates a schedule that reflects the detail learning plan for the workshop. To have a clear conceptual understanding of the lesson plan for the workshop, a table has been drafted to provide a clear picture. Time Module Topic Learning Point 8.30 am Registration 9.00 am Course Presentation Presentation as well as the introduction of the topic will be the main subject 9.30am Overview Significance of global education for the new generation children Overview of Global education 10.30am Communication session Cooperative-Based Learning Model is applied to converse with the audiences and enable them to participate actively 11.00am Coffee break 11.20am Scholarly justification In relation to Global education, scholarly journals and articles will be considered and reviewed to derive an intellectual understanding 1.00pm Question & Answer sessions Audiences are free to ask questions with regard to the topic of the workshop that represents the application of the problem-based learning model 1.30pm Lunch 3.00pm Discussion session In addition to global education, different institutions serves as a dais for its base 6.00pm Oral interaction Audiences will be allowed to have an oral interaction for having conceptual understanding about the topic in the workshop. This represents dialogue-based learning model 6.30pm Workshop ends List of Resources for the Workshop Participants In order to determine the resources for the workshop participants, it is to be stated that teachers, educators, community members and children are duly considered to be as major participants of the workshop. Therefore, there would be a requirement of an auditorium where the workshop can be held. In addition to the aforesaid requirement, there should be a greater access of internet. Specially mentioning, the lesson plan tools and the workshop materials would be presented to the audiences through softcopy presentation which requires an internet access. Additionally, there is a requirement for provision of tea for the audiences. Besides, there exists a requirement of sufficient chairs as sitting arrangement for the audiences. The auditorium must have proper audible and microphone facility. Thus, the aforesaid elements frame the resources for the workshop participants. Determination of the Effectiveness of the Workshop through Evaluation Method The workshop would be basically conducted with a view to discuss the possibilities of growth with respect to global education targeting the new generation children. Furthermore, this workshop has been arranged for the purpose of aiding the audiences to possess a better understanding of the topic related to global education. In order to determine the effectiveness of the workshop, certain evaluation tools as well as techniques will be implemented and applied. In this similar concern, the techniques like questionnaire, interview and observation which will provide a broader view with respect to effectiveness of the workshop can be taken into concern. While determining the effectiveness of the workshop through the execution of evaluation method, it is to be stated that there will be the conduct of question and answer sessions in order to get a comprehensive idea about the understanding of the audiences relating to the workshop topic. Integration of the Current and Relevant Policy Issues into the Workshop Global education represents the movement of education policies which is often acknowledged as transitional borrowing as well as lending. In the modern day scenario, change is occurring globally and for which different policy issues can be raised by a greater level (UNESCO, 2011). With regard to the integration of the current and relevant policy issues into the workshop, it can be affirmed from a broader perspective that the workshop concerning global education will enable the teachers and the educators to provide a better understanding about the globalized worldwide to the children belonging to new generation. It can be apparently observed in this similar background that global awareness as well as consciousness has accelerated in this modern era (UNESCO, 2011). It is worth mentioning that the broader implementation of state policy and fiscal issues impose considerable impact upon higher education system by a significant level. In this regard, it can be viewed that state policy issues comprises productivity, governance restructuring, performance-based funding and tuition policy among others. On the other hand, the issues concerning fiscal policies generally comprise tax levels, amount to be spent upon higher education system and mechanisms for making necessary adjustments in the spending amount related to the unexpected changes within the system of higher education (Council of Europe, 2012). In order to determine the integration of the current and relevant policy issues into the workshop, it can be stated from a broader outlook that leadership within the arena of global education plays a vital role in the development of education system in the worldwide context. In relation to the interdependent as well as interconnected scenario, the planetary challenges, global economic recessions, terrorism, political instability and global poverty among others puts an impact in the growth of an individual in the global context. Amongst these, political instability and planetary challenges among others can lead towards arising various critical issues into the workshop. With this concern, it is to be stated that leadership effectively maintains the policies as well as the practices related to global education. This can be justified with reference to the fact that the involvement of the leaders in the global education identifies and nurtures the innovation by establishing cross-disciplinary teams. Therefore, it can be affirmed that the involvement of leaders within the context of global education would eventually help in the integration of the current and relevant policy issues into the workshop by a certain degree (Usher & Medow, 2010). References Altbach, P. G., Reisberg, L., & Rumbley, L. E. (2009). Trends in global higher education: tracking an academic revolution. A Report Prepared For The UNESCO 2009 World Conference On Higher Education, pp. 1-245. Council of Europe. (2012). Why global education? Retrieved from http://www.coe.int/t/dg4/nscentre/GE/GE-Guidelines/GEgs-chap2.pdf Kharbach, M. (2012). Educational technology and mobile learning. Retrieved from http://www.educatorstechnology.com/2012/07/3-excellent-tools-to-easily-create.html Usher, A., & Medow, J. (2010). Global higher education rankings 2010 affordability and accessibility in comparative perspective. Higher Education Strategy Associates, pp. 1-72. UNESCO. (2011). Global education digest 2011. UNE SCO Institute for Statistics, pp. 3-306. Read More