Traditional ISW model – delivered internationally
These are traditional ISWs, delivered to new audiences in other countries.
The variables are number of participants, delivery terms, how sessions are conducted. These variations may be useful to groups that are intending on pursuing the delivery of ISWs internationally. Contact the individuals or institutions of each delivery model if you have more questions.
ISW (Tlaxcala, Mexico)
Camosun College – Delivered at Universidad Politecnica de Tlaxcala, Tlaxcala, Mexico
3 facilitators – 3 interpreters – 15 participants
Learning outcomes:
- Work closely with colleagues to mutually explore and enhance teaching/learning practice
- Actively engage adult students in ways that effectively enhance their learning
- Use assessment as an integral part of the learning process
- Understand and utilize the opportunities presented by diversity within the contemporary learning environment
Feedback from participants and facilitators – verbal, written and video recordings
Traditional ISW format – each day started with facilitator led presentations and workshops followed by mini-lessons by participants
Additional requirements
- instructors need at least one full day before workshop to prepare materials, equipment and facility
- instructors require additional hour before each session and at least one or two hours after
- two interpreters provided to ensure all participants could understand and communicate clearly
- translation required in the presentations, and during the mini-lessons and feedback sessions – THIS INCREASED THE TIME EACH SESSION TOOK
Recommendations:
- allow for additional time to allow for language challenges
- different expectations in terms of lunch breaks and attendance – lunch is from 2-4:00 pm
- encourage full attendance – emphasize beforehand – perhaps hold training during a term break?
ISW (Arusha, Tanzania)
Camosun College – Delivered at Arusha Technical College, Arusha, Tanzania, Africa
1 Camosun College instructor worked with 4 facilitators from ATC (mentored/coached by another Camosun instructor) – 4 translators – 22 participants
Feedback from participants and facilitators – verbal, written and video recordings
Traditional ISW format – half day theme sessions on first day; followed by mini-sessions interspersed with theme sessions in larger group. Additional mentoring time provided to 4 new ISW facilitators from ATC
The 4 ATC facilitators received a toolkit that included a briefcase filled with flipchart markers, chalk and holders, index cards, post-it notes, timers and a flashdrive containing PowerPoints and ISW resources)
ISW (Baotou, China)
Camosun College – Delivered at Baotou Technical & Vocational College, Baotou, China
2 Camosun College instructors – 24 participants
Learning outcomes:
- Work closely with colleagues to mutually explore and enhance teaching/learning practice
- Actively engage adult students in ways that effectively enhance their learning
- Use assessment as an integral part of the learning process
- Understand and utilize the opportunities presented by diversity within the contemporary learning environment
To accommodate 24 faculty with only two facilitators, participants were split into two groups (selected by Baotou leadership).
First day: all 24 participants took part in training
Day 2, 4, and 6: 12 participants completed their training and mini-sessions
Day 3, 5, and 7: second group of 12 participants completed their training and mini-sessions
End of Day 7: all participants gathered for closing ceremonies and presentation of certificates
Breakout rooms provided; projectors and laptop computers available in all classrooms
Each instructor provided with two translators with varying experience.
Challenges:
- some information “lost in translation”
- no time to translate mini-lessons (although some mini-lessons delivered in English)