Project based learning opportunities like GlobCom are frequently positioned as merit-based, volunteer or extension programs. At Curtin the real-life, international learning experience is deeply embedded within the PR curriculum, ensuring all students are exposed to this unique learning opportunity. This has been achieved by embedding the project within (but not limiting it to) the compulsory Cross-Cultural Communication unit (CCComm). 

 

CCComm unit is characterised by an authentic multi-tier assessment strategy, which relies on a combination of self-, team-, industry- and instructor assessment and feedback, thereby drawing on the totality of knowledge and expertise available across all levels of this real life learning experience (the the graphic on the right for further illustration). 

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Throughout the GlobCom learning experience, students benefit from multiple sources of feedback, including local assessment feedback, guidance from the dedicated GlobCom mentor, comments from the international judging team, as well as individualised feedback provided by industry professionals as part of the symposium.

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Students reflect on their learning journey on an ongoing basis via the use of video blogs (or vlogs), which are shared with their peers. The final, post symposium reflections are commonly the most insightful ones, allowing students to contemplate how much they have learned over the course of only a few months.

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Students are accustomed to instructor-led feedback. The client component and in particular the timely feedback provided by the expert panel in response to the final presentations represents a level of authenticity that could not be replicated in the classroom. Students listen. They closely watch their peers. They take note. They learn – no matter if as part of the wider GlobCom audience, or as part of the presenting teams on stage.

 

Furthermore, their first hand experience in having to work in diverse, multinational teams across time zones provides content for further local learning opportunities, such as discussions about different learning styles, reflections on time management, insights into different cultures and role plays attempting to 'solve' associated challenges, e.g. conflict resolution.

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Ongoing, timely and multi-source feedback on students' progress and performance drives learning (and enables quality monitoring - and the opportunity for timely 'interventions' - for instructors)