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ScienceDirect

Procedia Computer Science 00 (2019) 000–000

www.elsevier.com/locate/procedia

th
The 9 World Engineering Education Forum (WEEF - 2019)
Internationalization of the Curriculum with a

Connectivism Approach

2
Claudia Aponte , Ramiro Jordan ,
1
1 Consultant in International Education, Medellin, Colombia, apontemac@gmail.com
2 University of New Mexico, Albuquerque, NM, USA, rjordan@unm.edu

Abstract

We propose a criterion to plan and manage, in an integral and practical way, the structures and processes
necessary for the internationalization of the curriculum at the institutional level, an engineering faculty, and the
classroom. This proposal is based on the theory of complexity and connectivism, with the purpose of training future
global engineers and other disciplines.

© 2019 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).

Keywords: Internationalization; curricula; connectivism; global professionals; dimensions

1. Introduction

The “internationalization of the curriculum (IdC) with a connectivism approach”, proposed by Aponte and Peña
[1]. is a new paradigm to manage the internationalization process at the institutional level, of academic programs and
learning environments, from internal nodes to outside networks where communities, knowledge, experiences,
subjects and learning can connect globally. In connectivism or learning theory for the digital age, learning is mainly
a process of networking and knowledge flux through these networks. The proposed work promotes the education of
competent students in the construction of their personal learning networks in such a way that it prepares them to
cultivate throughout their lives and to behave like global professionals.
Aponte and Peña [1], formulate a criterion, adapted by the authors Aponte and Jordan [2], which when diagnosed
with an instrument based on a rating scale allows establishing the degree of internationalization and the pattern of
behavior at the institutional, Engineering curricula, and learning environments. The proposed criteria are related to
structures and processes intentionally designed and managed to promote: nodes of inter-institutional relations;

1877-0509 © 2019 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/3.0/).
Selection and peer-review under responsibility of the scientific committee of WEEF 2019