Study module for classroom learning

The Study Module is also adaptable for classroom (face to face learning). It contains five chapters, each equipped with a theoretical part (recommended for home reading) and reflection assigments to discuss in classroom, using panel, fischbowl or other format. The Study Module contains integrated video clips that introduce various topics that allow to understand the challenges of mobility. Videos can be used for sparking the further debate about barriers and benefits of mobilty.   Participants are invited to share their own approaches to mobility and ways in which they develop their art of intercultural communication.

The Study Module is structured according the mobility stages: before, during and after mobility activities. Each topic begins with the formulation of learning outcomes to support the facilitator in setting goals and evaluating the learning outcomes.

“Before mobility” focuses on finding answers to the questions: Why to participate in mobility programs and how to prepare for study abroad? The chapter “Mindset and self-belief” is about building the positive mindset and self-confidence. The chapter “Understanding the benefits of mobility” highlights the value of study abroad experience for students, teachers and teacher trainers.  

“During mobility” focuses on finding answers to the following questions: What to keep in mind while abroad and how to learn as much as possible from this experience? The chapter “Intercultural communication and cultural adaptation” centers on cultural variations in communication styles and cultural dimensions that affect classroom activities. The chapter “Facilitating reflection during study abroad” is about critical reflection tools to support independent learning and critical thinking during exchange period.

“After mobility” section will help users to make the re-entry experience meaningful for the long term. The chapter discusses re-entry process of returning home after mobility, including emotional, identity and professional challenges.