Nicole Blum

Nicole Blum

Dr Nicole Blum is a Senior Lecturer at UCL Institute of Education (London, UK). Her key areas of teaching and research interest are global learning & education for sustainable development.

Location United Kingdom

Activity

  • Glad to hear that this has been helpful.

  • Hi everyone. Great to hear your thoughts and to know that the course has given you room to reflect on your practice. Looking forward to hearing more from others in the group, too.

  • Thanks, Mark. That's great to hear.

  • Great to see these reflections from the group. You've shared some interesting examples of your own work and also raised points about how these can be challenging. Let's keep the discussion going!

  • Thanks, everyone. Yes, I love this talk - it's a great way to get learners (of any age) thinking about issues of cultural diversity, stereotyping, and our own perspectives.

  • Thanks, Laurissa. Yes, school ethos is important as it can support work inside and outside of classrooms - so not just formal learning but also extracurricular activities or community initiatives. Achieving this can be challenging in itself. We talk more about integrating into specific subjects and disciplines in week 3.

  • This is a great question, Kathryn. Does anyone else in the group have any ideas about this?

  • Thanks for the posts so far. It seems as if commonalities include addressing knowledge, values and skills/ competencies, but perhaps from slightly different approaches. The UK model is obviously specific to that national context, while the others are broader in terms of the audiences they aim to reach. Are any of the models lacking anything that you think...

  • Some thoughtful reflections here. Keep adding your ideas!

  • Yes, this is an interesting point. See my comment to Medhi above for a couple of references.

    I think more has perhaps been written recently about skills and competencies related to sustainability and climate change - although these fields are obviously strongly related and could be transferable to a certain extent. You might like to have a look at UNESCO's...

  • Hi Mehdi. He's written quite a lot on global skills, including this 2018 lecture (https://www.ucl.ac.uk/ioe/events/2018/dec/global-learning-and-skills-global-social-change) and this 2019 article which might be of interest: Global and Development Education and Global Skills (https://discovery.ucl.ac.uk/id/eprint/10085488/1/Bourn_1143-4606-2-PB.pdf).

  • Some really interesting thoughts here. Just to further note that the term 'development education' may be more familiar to those based in the UK as it has it's roots here. It is largely seen as referrring to education about international development issues (rather than child development, although Fasuan's notes were intriguing on that!) and was popular in the...

  • Thanks, Penelope!

  • Yes, the idea of a global community - and that we are all a part of it - is very important. We all belong and everyone should have a voice.

  • Great to hear everyone's thoughts. Did anything about the results of the poll above surprise you?

  • Thanks to everyone for sharing your insights here. It sounds as if you are doing some really interesting and engaging work with your students! Key themes like intercultural communication, collaboration, exploration of local and global links seem to be coming up quite a lot.

  • Yes, this can be very challenging for teachers. We'll look more at these issues in later steps of the course.

  • That's fine. Just add your thoughts when you are able.

  • Great to see new posts on the Padlet. Do keep adding them!

  • Great to see more thoughts being shared here. Ideas around collaboration and considering the importance of context for global education seem to be coming up a lot in the posts. I think the two are often linked - in that collaborating with diverse people and communities can help students to develop awareness of their own context as well as how it is similar and...

  • Hi Soe. We'll look at that a bit more in weeks 2 and 3.

  • Hi Kelly. Yes, absolutely, it's important to connect learning in the classroom to the world outside.

  • Hi everyone. Thanks for sharing your thoughts on the learning so far. Global education is indeed a complex area and there are lots of terms and ideas to explore (global learning, global citizenship education, education for sustainable development, etc.) so don't worry if you're still feeling a bit confused.

    We'll be looking at these things in more detail...

  • Welcome Nazreen. It sounds like you've got lots of expertise in this area, so it's great to have you here.

  • Welcome Yu Xuan. Great that you could join us to learn more about global education. It's absolutely fine if it's all new - there is lots for all of us to learn together!

  • Hi Mark. It should be available open access. Are you not able to view it? Let me know what you see when you try to view it and I'll see what I can do.

  • Some interesting results from the poll so far. Do add your thoughts!

  • Great!

  • Thanks for your feedback. That's really helpful to know.

  • Some really thoughtful discussions here - thank you for that! I would agree that it's often easy (especially at the moment) to get lost in the negatives, so doing exercises like this can be a great way of opening things up to more positive ideas and connections.

  • Some really interesting results to the poll so far. Does anyone else have any thoughts to share?

  • Great to see more thoughts coming in here. There seems to be lots of emphasis on interconnectedness and communication, which is very interesting.

  • Thanks for sharing your experiences and ideas everyone - some great thoughts here. Keep the posts coming!

  • Great! Glad they were helpful.

  • Hi Marion. Yes, it can be a challenge to keep up-to-date as things are constantly changing! There are lots of networks and sources of information and support out there - which we'll talk about more in week 3. Also, rather than the teacher having to do all this work on his/ her own, it can also be integrated into teaching itself - for instance, by...

  • Hello everyone and welcome to the course! We are really looking forward to hearing your ideas and experiences in the coming weeks.

  • Glad that it is a helpful one!

  • I would agree, Peter. Much of the practice that I'm aware of in schools and universities (as well as further and adult education, etc.) is led by passionate individual educators. Getting leadership and whole institutions involved is an important next step in making ESD part of the ethos of an institution. However, it is, as you say, challenging to do!

  • Hi Mette. One possibility might be to ask the students to create artwork to accompany their stories? This could be done within the English class, if that's possible, or could be done in collaboration with the school's art teacher for a cross-curricular approach?

  • Hi Chinedu. Yes, as you say, these concerns are so often inter-connected - sustainability, conflict, social vulnerability and others. And it is unfortunately still the case that many of those who suffer the most from the impacts of climate change are not the ones who are most responsible for the state of the planet....

  • @HananeChemlali Thanks for your thoughts. The research sounds really interesting, so do let us know what you find out!

  • @MatildaCrane Great! Do contact Fran (or me) via dercmooc@live.ucl.ac.uk.