Welcome to the Columbus Hub Academy!
The Columbus Hub Academy, is the new service of Columbus, that aims to stimulate the design and implementation of online international teaching and learning projects among the members of Columbus and the European University Association.
The Hub Academy will allow academics, aware of the impact of international collaboration in teaching and learning, to offer their students an international experience without moving abroad (about 95% of students usually don’t have access to those kind of opportunities).
Through collaborative online international projects students develop a set of new skills that teachers can’t easily transmit on a traditional classroom.
The interaction with peers in other countries allow student to develop seven major assets:
- Participating in interdisciplinary team-work involving networks of geographically-dispersed students and professionals.
- Understanding and managing interactions in diverse, complex and novel scenarios.
- Communicating in different languages and gaining insight into cultural differences
- Organizing complex tasks in an autonomous way, including time management.
- Finding, analyzing, evaluating and applying information to solve a specific task.
- Working with digital tools, from anywhere and everyway, in any profession.
- Gaining in entrepreneurship and employability, as more and more these skills will be appreciated by the world of labour.
Collaborative Online International projects are progressively gaining place in institutional policies as a mean to enhance learning and teaching.
Several Columbus members in Europe and Latin America are currently undergoing a major review of the internalization of the curriculum. According to the recent EUA Trends 2015 (by Andrée Sursock) 41% of European universities consider international collaboration in teaching and learning as “the feature that have contributed most to its enhancement”. There is an indication that such initiatives are not yet pervasive across the institution and remain mainly an initiative of some faculties and, even more, of individual teachers. In the near future, we will propose a benchmarking activity on institutional policies to enhance Collaborative Online Learning (such as staff policies, organizational support, available technology and incentives).