Global learning as a challenge for the instructional technology units in higher education

Abstract

Instructional technology units (ITU) in different higher education institutions have different names not necessarily reflecting the mission and mandate of the unit. In addition, the tasks performed cover a wide range of technological, managerial and pedagogical activities. In addition, the existing literature shows more than one definition of global learning, where each reflects a different pedagogical philosophy or a distinct level of technology integration. This study aims at assessing the magnitude of challenge imposed by global learning on the instructional technology units at higher education institutions. An examination of the jobs performed by these units cross-examined against the set of common features of global learning specifies the tasks clearly challenged. In addition, the subset of features that are not addressed by any of these tasks has an indicative weight in assessing the challenge. Qualitative assessment is employed to judge the magnitude.