Learning InternationallyA model of learning internationally. While it is generally acknowledged that learning is a culturally referenced activity, most international curricula are referenced implicitly on contemporary Western models of learning. These models, by their nature, restrict an understanding of international learning and the development of an international disposition and mindedness. This paper uses recent cross cultural comparative learning research to evaluate a model of knowledge enhancement based on the model of the self-managing and directed learner. It shows how this type of analysis can lead to a more elaborated and differentiated model of learning and develops a framework for pedagogic practice that derives from this perspective. The influence of student learning characteristics on progress through the Extended Essay. (Munro J., 2003). This article, published in Journal of Research in International Education, 2 (1) 5 - 14 examines some of the learning factors that influence performance on the Extended Essay. Learning internationally in a future context. A key focus of contemporary educational provision is learning that is relevant internationally. This paper presents an explicit model of learning that is referenced on knowledge enhancement and that is referenced in international learning contexts. The model identified a number of key learning actions. It shows how cultures differ in their approaches to learning and knowledge enhancement. Using language to learn. Language influences learning and the knowledge we build in several essential ways. This paper examines the use of language within an knowledge enhancement model of learning and identifies implications for learning and teaching internationally. A version of this paper was presented at an Invitation Seminar at the International Baccalaurette Organisation Curriculum Unit in Cardiff, Wales in May, 2005. Links |