International pedagogy and research

I am excited to start my new role as Interim Theme Lead for Intercultural Engagement and Internationalisation, in the Research Centre for Global Education, Coventry University. My role in the new centre started 1st August, 2017. I have been working on the outline focus of this strand of activity:

Overarching focus

The focus of this strand is on how Higher Education (HE) institutions, with a particular focus on the Coventry University Group, are integrating an international, intercultural and global dimension into the purpose, functions, design and delivery of learning experiences. This involves conducting research on the effects of strategies, initiatives and practices aiming to develop intercultural engagement (based on knowledge, attitudes and skills) and a global outlook among students and staff. More generally, it requires looking at the role that intercultural dialogue plays in addressing global issues and inequalities within wider society.

Three key sub-themes will guide this work:

  1. Interculturality in teaching and learning
  2. Internationalising the curriculum; building capacity and quality into course design and pedagogical practices
  3. International collaborations and our capacity to influence transnational education (TNE) in its broadest sense


This section goes on to list some of the current international project work I am conducting.



The overall objective of OpenMed, an Erasmus+ Capacity Building in Higher Education grant, is to widen participation and adoption of Open Educational Resources (OER) and Open Educational Practices (OEP) of Higher Education Institutions (HEIs) in the South Mediterranean region, particularly HEIs in Morocco, Palestine, Egypt and Jordan. A first task of the project, which I led, was the bringing together of an editorial compendium of good OER practices as an important source of knowledge to assist HE managers as a reference work for OEP, with significant contributions made by expert interviewees in international open education.

The compendium has been translated into French and Arabic and shared widely across the Open Education community. This work is being shared and discussed at national partner forums in Morocco, Egypt, Jordan and Palestine (2016/2017). The project is now focused on identifying regional agendas for training and institutional roadmaps for capacity building in OE practices across the HE partners.



National Partner Forums

Along with colleagues from the DMLL, Daniel Vilar-Onrubia and Sarah Merry, we have attended  a number of National Partner forums in Morocco, December 2016, Jordan March 2017 and Palestine April 2017, to further present on the work completed in the Compendium of Case Studies and Interviews with Experts about Open Education Practices and Resources which focuses on the current state of international open education, particularly in the South Mediterranean region.

Research publications currently under review:

Wimpenny , K., Villar-Onrubia, D., Merry, S., & Stefanelli, C. (2017)  OpenMed: A review based on Case Studies and Interviews with Experts about Open Education Practices and Resources, The International Review of Research in Open and Distributed Learning

Affouneh, S. Wimpenny, K., Ra’fat Ghodieh, A., Abu Alsaud, L., & Abu & Obaid, A (2017) Reflection on MOOC Design in Palestine, The International Review of Research in Open and Distributed Learning

Papers showcasing the work on the Compendium have been presented:

Harbi, S., Nascimbeni, F., Wimpenny, K., & Steffanelli, C., (2017) The OpenMed OER Regional Agenda for the South-Mediterranean, OE Global Conference, Cape Town, 2017.

Wimpenny, K., Villar-Onrubia, D., Merry, S.K., Steffanilli, C. (2017) OpenMed: Opening up Education in South-Mediterranean countries, ALT Conference, OER2017, London, April 2017.

Wimpenny, K., Merry, S., Tombs, G., Nascimbeni, F., Stefanelli, C. (2017) OpenMed: Opening up Education in Arab Mediterranean Countries, EADTU Conference paper, Rome, 19 – 21st October, 2016



Designing the OpenMed training course (and visit to MediaLab Prado)

I have most recently spent a week at the Universidad Internacional de La Rioja (UNIR), Madrid, with my colleague on the project, Daniel Villar-Onrubia, were we worked on the design of a capacity building course on open education that will be delivered next academic year to lecturers at universities in the South Mediterranean region, as part of the OpenMed Project .

During the meetings we had the opportunity to discuss the design, content and structure of the course with OpenMed colleagues from Egypt, Jordan, Morocco, Palestine, Italy and Spain, some of which will participate as facilitator in the training, which will focus on know-how and skills to use, reuse and remix Open Educational Resources (OER) and, more generally, assist them with the adoption of Open Educational Practices (OEP).

The training courses will consist of one week of intensive face-to-face training at Politecnico di Torino on September 25-30, 2017 and an online training phase from October 2017 to March 2018.

We are planning to share more details about the OpenMed project and the training course at the upcoming Teaching and Learning conference at Coventry University, June 22-23, were Daniel and I have a paper accepted, in which we will share more about the OpenMed Training Course including opportunity for interested academics from Coventry University to get involved.



Here is a short film from our meeting in Madrid, kindly shot by Ahmed Almakari, Professor of Educational Technologies, UIZ Elearning Centre, Universit‚y Ibn Zohr, Morroco

Researching online international and disruptive learning

I was awarded the Thelma Cardwell Research Foundation grant from the World Federation of Occupational Therapists, WFOT, Japan 2014, to fund research into mental health curriculum development for OT graduate preparedness. The project involved three pre-registration programmes; CU, the University of Cape Town (UCT) and PXL Limburg University, Belgium (PXL). This Online International learning (OIL) project used an innovative flipped pedagogy, which was a first for the courses involved.

Graduate therapists shared vodcasts of complex scenarios from their first posts. CU graduates also supported facilitation of online discussion forums with final year students across the three institutions. These scenarios explored a global picture of mental health OT, encouraging student creativity, individual and group problem solving, discussion of strategies, willingness to take risks and consider ways and means of extending the reach of the profession. 200+ students involved.

The impact of the design and delivery of the project from key stakeholders’ perspectives was captured , especially focusing on students’ engagement, experience, and impact on intercultural sensitivity.

The OIL module is in its third year and has extended to involve international OT partners from Nanyang Polytechnic, Singapore 2016.

The research has been written up for publication in the WFOT Bulletin, and papers have been presented at National and European conferences.

We are currently examining the experience of academic staff and graduates in facilitating the online intercultural and international exchange.

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