Differentiated Learning (according to the accompanying videos) seeks to create learning experiences for individuals with specific needs, pace and also track outcomes towards adjusting instructions to meet targeted goal. It provides opportunities where every learner does not have to be on the same page at the same time, neither complete task at the same pace, nor do they even need to be doing the same task. Credence is accorded to differentiated learning as it harnesses the attention of every learner, tailor-make learning to meet the needs of learners, track performance, adjust instructions to fit every learner, understands diversity in experience etc. However, Global Learning as a concept of Differentiated Learning anchors on the similar credence.

According to Kevin Hovland (2014) Global learning is a term widely used across higher education, yet without an agreement or clear understanding among higher education faculty, staff, and practitioners on what it means. Observation shows that many institutions coin their vision and mission statement in a way to suggest global presence. They state missions and visions with the intentions to impact or touch the globe positively. But, the outcome of such definitions is rather linked with comprehensive internationalization than to global learning.

The concept of comprehensive internationalization is defined as a commitment, confirmed through action, to infuse international and comparative perspectives throughout the teaching, research, and service missions of higher education. Hudzik and McCarthy (2012). Green (2015) in support stated six dimensions of comprehensive internationalization which includes: articulated commitment, academic offerings, organizational infrastructure, external funding, institutional investment in faculty, and international students and student programs.

Comprehensive internationalization no doubt shapes the ethos and values of higher institutions’ mission statements and impacts campus life, external frames of reference, partnership, relations, systems of trade, research, communication etc.

Global Learning on the other hand was used by The Association of American Colleges and Universities (AAC&U) to signal a narrow focus on what students are actually expected to learn through curricular and cocurricular educational experiences. AAC&U used ‘global’ rather than ‘international’ to indicate greater attention to the locational, cultural, and political fluidity characterizing real-world challenges and opportunities.

Global learning has been defined as a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. AAC&U (2014).

To Global Footprints, Global Learning (or The global dimension, or Global Citizenship) is concerned with exploring the interconnections between people and places around the world. It asks us to observe the similarities and differences that exist around our world today and relate these to our own lives.(Accessed through: www.globalfootprints.org/globallearning/)

  According to Global Learning Programme (GLP)-England, it can be described as an approach to learning about international development through recognising the importance of linking people’s lives throughout the world. In the context of the GLP, global learning encourages critical examination of global issues and an awareness of the impact that individuals can have on them.

Schools participating in global learning recognise the impact that knowledge and understanding of development can bring to pupils’ learning across the curriculum. (accessed through: http://glp.globaldimension.org.uk/pages/11255)

It is added that through global learning, students should:

(1) become informed, openminded, and responsible people who are attentive to diversity across the spectrum of differences,

(2) seek to understand how their actions affect both local and global communities, and

(3) address the world’s most pressing and enduring issues collaboratively and equitably. (Association of American Colleges and Universities 2014; http://www.aacu.org/value/rubrics/ globallearning.cfm)

In articulating the learning outcomes linked to this vision of global learning, the rubric suggests a developmental arc defined in relation to a set of domains: global self-awareness, perspective taking; cultural diversity; personal and social responsibility; understanding global systems; and applying knowledge to contemporary global contexts. Hovland (2014).

Qualities of a global learner:

• A global learner articulates their own values in the context of personal identities and recognizes diverse and potentially conflicting positions vis- à-vis complex social and civic problems.
• A global learner gains and applies deep knowledge of the differential effects of human organizations and actions on global systems.
• A global learner understands the interactions of multiple worldviews, experiences, histories, and power structures on an issue or set of issues.
• A global learner initiates meaningful interaction with people from other cultures in the context of a complex problem or opportunity.
• A global learner takes informed and responsible action to address ethical, social, and environmental challenges.
• A global learner applies knowledge and skills gained through general education, the major, and cocurricular experiences to address complex, contemporary global issues. (Hovland 2014)

https://aacu.org/sites/default/files/files/Global/global_learning_2014.pdf

 https://www.youtube.com/watch?v=YueUFhZoHYY

References: 

Association of American Colleges and Universities. 2013. Strategic Plan 2013-17. Big Questions, Urgent Challenges: Liberal Education and Americans’ Global Future. Washington, DC: Association of American Colleges and Universities. www.aacu.org/about/documents/strategicplan2013_17.pdf 

Association of American Colleges and Universities. 2014. Global Learning VALUE Rubric, accessed March 11, 2014. www.aacu.org/value/rubrics/ globallearning.cfm. 

Green, Madeleine F. 2005. Measuring Internationalization at Comprehensive Universities. Washington, DC: American Council on Education. www. acenet.edu/news-room/Documents/MeasuringComprehensive.pdf. 

Hovland, K. (2014). Global Learning: Defining, Designing, Demonstrating. A joint publication of NAFSA: Association of International Educators and the Association of American Colleges and Universities. Accessed 11/12/2016 https://aacu.org/sites/default/files/files/Global/global_learning_2014.pdf

Hudzik, John K., and Joann S. McCarthy. 2012. Leading Comprehensive Internationalization: Strategy and Tactics for Action. Washington, DC: NAFSA. www.nafsa.org/uploadedFiles/Chez_NAFSA/Resource_Library_Assets/Publications_ Library/Leading%20CIZN.pdf.