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**Section 2:** Localization and globalization of learning
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The development of technological advancements has resulted in rapid globalization in education. However, recent research on globalization contends that local knowledge and wisdom for the development of individuals and the community must be fostered through integration of localization and globalization. For example, one learning solution is to create global classes in partnership with local experts. Chapters will discuss how curriculum should be designed to provide opportunities for developing students’ contextualized multiple intelligences (CMI) and triplization (globalization + localization + individualization) ability for lifelong self-learning. They will explore issues regarding designing, developing and implementing learning environments that are sensitive and appropriate to regional conventions, data in a variety of world languages, and alternate format. It will propose that we need to change our practices with technological advancements and discuss options such as allowing time and space for critical reflection before adopting any new technologies.

Chapter Title: Creating a Decentralized Statewide Online Course Network: A Case Study of the Texas Virtual School Network Author: D.L. Bearden The Texas Virtual School Network case study makes it possible for other states or nations to compare their own efforts to create equitable learning networks with that in Texas. The unique features of the Texas model for a statewide network of virtual learning are different from the statewide virtual school model adopted by other states. The decentralized administration of this network creates opportunities for every public school in the state to participate in a collaborative way in the creation of a repository of reusable learning objects and complete online courses that are financed by public education funds. This enables local education agencies to realize revenue streams for curriculum development and provides educational services to their students and the students in public schools across the state.

Chapter Title: How do students learn online? : Approaches to learning and perceptions of academic quality in undergraduate modules Author(s): Mike Mimirinis Abstract: The chapter present the results of a cross-case study analysis of how students’ 'approaches to learning' are demonstrated within a University's Virtual Learning Environment (VLE). It was propositioned that approaches to learning (deep, strategic, surface) as predictors of academic achievement are specifically demonstrated in how students utilise VLEs for their learning. The study acknowledged the significance of pedagogical evaluations which take into account the student as well as the lecturer perspective, and endeavoured to capture the complexity of the academic context by examining some of its most crucial aspects such as the role of technology, the impact of assessment and students’ perceptions of academic quality. Four case studies were conducted in three different Schools and subject areas, and 255 students and 8 lecturers were involved. Moderate correlations emerged between approaches to learning and level of use of the VLE as well as approaches to learning and use of specific VLE functions. Research evidence highlights the impact of face-to-face and online teaching strategies as well as the importance of aligning university functions involved in the provision of e-learning. Conclusively, guidelines are presented on designing online learning environments with the aim to induce a deep approach to learning.

Chapter Title: Make it work: Technology to facilitate learning in a playfulway Author(s): Madhumita Bhattacharya and Rama Kant Agnihotri (?) Abstract: This chapter deals with the concept of play and the use of its strategies to initiate learning. The concept of play has very different connotation based on number of socio-cultural and economic factors. Motivation is another important factor to keep one engaged in a play and strive to win. In this chapter we will also discuss the ways in which the competitiveness in games could be used to make a group progress and learn from each other. Mainly this chapter will involve elaboration on various psychological and cultural aspects associated with play. In this chapter we will describe a study conducted in India involving primary school teachers and students to use technologies to facilitate learning and make it enjoyable. In conclusion we will provide explanations of different culture specific local issues which should be considered in designing learning environments.

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** Submissions for Second Call short abstract deadline: September 10, 2009 **

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