Building capacity for global connections and collaborations - New perspectives
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ISTE Global PLN Webinar, January 2020
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Building capacity for global connections and collaborations - New perspectives
- 2. Julie Lindsay, PhD @julielindsay January 2020 Building capacity for global connections and collaborations NEW PERSPECTIVES View these slides online https://tinyurl.com/ISTE2020Lindsay
- 4. What is online global collaboration? Why should we collaborate globally?
- 5. Online Global Collaboration LET’S DEFINE THIS! Geographically DISPERSED OPEN Technologies Collaboration CO-CREATION
- 6. Two types of communication to sustain global collaboration SYNCHRONOUS
- 7. Two types of communication to sustain global collaboration ASYNCHRONOUS
- 9. Local to global… Reduce ETHNOCENTRICITY (Union & Green, 2013)
- 10. Local to global… Develop EMPATHY (Cook, Bell, Nugent, & Smith, 2016; Klein, 2017; Riel 1994)
- 11. Open a dialogue between INSIDE and OUTSIDE perspectives (Wenger, 1998)
- 12. The Taxonomy of Global Connection (Lindsay & Davis, 2012)
- 13. LEVEL 1: Intraconne ction Typically one teacher and a set of students
- 14. LEVEL 2: Interconne ction Two classes share for intercultural understanding and problem solving
- 15. LEVEL 3: Managed Global Connection Collaborative learning between classes designed and managed by teachers
- 16. LEVEL 4: Student to Student (Teacher Management) Students connect with each other and develop collaborative learning modes supported by the teacher
- 17. LEVEL 5: Student to Student (Student Management) Students take on leadership roles and manage learning across classrooms and groups with teacher facilitation
- 18. Features of successful online global collaboration Relevant to the curriculum Reliable & frequent communication Strong project organisation Designed with clear guidelines Able to learn about the cultures involved Co-create new meaning with global partners
- 20. Slow uptake of digital and online learning in K-12 • First order barriers – hardware, software, networking • Second order barriers – attitudes and beliefs about the efficacy of digital learning (Ertmer, 1999; Brantley-Dias and Ertmer, 2013; Ertmer, Ottenbreit- Leftwich, Sadik, Sendurur, & Sendurur, 2012)
- 21. New concepts and pedagogies Theory into practice
- 25. Mindset…... some background • Refers to a person’s mental outlook or set of attitudes • Refers to a belief or disposition • Enables or is the barrier to new ideas and practices
- 26. Mindset…... • Growth mindset – Dweck – Personal beliefs – Abilities can be developed through hard work • ‘Asset’ and ‘deficit’ – Klein – approach global connections with empathy and the expectation of equality between partners – ‘learning about’ global partners and ‘solving for’ rather than ‘solving with’
- 27. Global Collaborator Mindset…... • An iterative process • Empowers educators in becoming skilled online global collaborators • Potentially further influences pedagogical approaches
- 29. ATTRIBUTES of the Global Collaborator Mindset… Julie Lindsay, 2019
- 30. CONNECTION An educator who is connected: • Designs and manages an online presence • Builds a Personal Learning Network, joins and leverages local and global Professional Learning Communities • Develops virtual working relationships with multiple stakeholders • Applies synchronous and asynchronous communication modes • Shares their own culture and is curious and empathetic with new cultures • Negotiates connections with significant others to develop authentic audiences and partnerships for collaboration
- 31. OPENNESS An educator who is open: • Leverages available digital technologies to create and share fluently online • Implements new ideas for teaching and learning with the belief that education is not just about content knowledge • Adopts a ‘beyond the textbook’ stance where learning can happen anywhere, anytime, with and from others • Flattens the learning so teachers and students learn together and with others beyond the classroom • Integrates new pedagogical practices in the classroom • Expresses empathy, is respectful of and receptive to other ways of knowing
- 32. AUTONOMY An educator who is autonomous: • Assumes pedagogical independence and digital freedom • Plans classroom learning independently of and in harmony with other educators • Applies a flexible and agile approach with curriculum, classroom dynamics, and global partnerships • Demonstrates resilient as a risk-taker and is able to cope with change • Adapts online and blended learning modes to take advantage of global learning opportunities • Reframes actions as a leader in global learning • Develops interdependent networked relationships for globally enhanced learning
- 33. INNOVATION An educator who is innovative: • Practices online collaboration as the new normal • Designs new collaborative models for learning within and beyond the classroom • Cultivates growth mindsets and global citizenship amongst learners • Constructs new approaches and relationships to learning while social • Focuses on processes as well as outcomes through design thinking and design cycle applications to global collaboration and understand • Leads new ways of thinking and learning using digital technologies
- 35. A Vision for the FUTUR E Julie Lindsay, 2019
- 36. Thank you! Please stay connected. Julie Lindsay @julielindsay http://flatconnections.com http://www.julielindsay.net Global projects for K-12 levels Online professional learning for educators at all levels Learning about the world, with the world
- 37. References and Resources Cook, L., Bell, M., Nugent, J., & Smith, W. (2016). Global collaboration enhances technology literacy. Technology and Engineering Teacher, 75(5), 20-25. Brantley-Dias, L., & Ertmer, P. A. (2013). Goldilocks and TPACK: Is the construct ‘just right?’. Journal of Research on Technology in Education, 46(2), 103-128. Ertmer, P. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61. Ertmer, P., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education. Lindsay, J. (2019, March). The global collaborator mindset. National Future Schools Conference, Melbourne. Spotlight speaker. Post-conference recording https://youtu.be/Js_GMhWAHyM Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon. Klein, J. D. (2017). The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships. Bloomington, IN: Solution Tree Press. Riel, M. (1994). Cross‐classroom collaboration in global Learning Circles. The Sociological Review, 42(S1), 219-242. doi:10.1111/j.1467-954X.1994.tb03418.x Union, C., & Green, T. (2013). The use of Web 2.0 technology to help students in high school overcome ethnocentrism during Global Education Projects: A cross-cultural case study. The Georgia Social Studies Journal, 3(3), 109-124. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Editor's Notes
- Talk about international and global - one does not mean the other What about cosmopolitan….?
- Collaboration is the action of working with someone to produce or create something. ● It is when two or more people attempt to learn something together. ● It is distinct from cooperation where tasks are distributed amongst learners. ● Online collaborative learning is important for providing global community development that supports interpersonal exchange, information collection and analysis and problem solving
- Online global collaboration broadly refers to geographically dispersed educators, schools and learning environments that use online and open technologies to learn with others beyond their immediate environment in order to support curricular objectives, intercultural understandings, critical thinking, personal, social and ICT capabilities (Lindsay, 2016).
- Two types of communication methods are needed to sustain a global project: Synchronous and Asynchronous. The traditional classroom is separated by location and separated by time. The Flat Classroom is unified by the Internet and unified by asynchronous communication tools.
- Two types of communication methods are needed to sustain a global project: Synchronous and Asynchronous. The traditional classroom is separated by location and separated by time. The Flat Classroom is unified by the Internet and unified by asynchronous communication tools.
- Another outcome of local to global learning is where you don’t just read about people but deal with people – we have the tools to go to the source and have a real conversation Craig Union wrote his PhD on how global projects positively reduce ethnocentricity Anne – takes rural, dairy farming students to the world – when kids study about the world it’s somewhere else – but when they learn with the world the diversity of thought and learning no longer depends on physical space
- Ettienne Wenger, educational theorist in communities of practice – One principle for developing global communities is to Open a dialogue between inside and outside perspectives Another outcome of local to global learning is where you don’t just read about people but deal with people – we have the tools to go to the source and have a real conversation
- Why we need it The problem is that in the K-12 classroom we have not clearly identified emerging pedagogical approaches in relation to online global collaborative learning through the use of Information and Communication Technologies (ICT) that provide opportunity to connect and learn with others online. Ertmer – second order barriers – belief, attitude - MINDSET
- Pedagogical change refers to how educational goals might evolve due to a paradigm shift to constructivist teaching modes with a focus on cultivating a community of learners for online globally connected and collaborative learning.
- Growth mindset - a set of personal beliefs related to qualities such as intelligence, talents, and personality a person with a growth mindset believes abilities can be developed through dedication and hard work Asset = approach global connections with empathy and the expectation of equality between partners Deficit = ‘learning about’ global partners and ‘solving for’ rather than ‘solving with’
- The Global Collaborator Mindset challenges the belief that technology integration and access to online networks automatically means educators are naturally global and collaborative. The goal of the GCM therefore is to motivate educators to open their minds to new possibilities in order to introduce new ways of thinking, believing and doing
- Why we need it The problem is that in the K-12 classroom we have not clearly identified emerging pedagogical approaches in relation to online global collaborative learning through the use of Information and Communication Technologies (ICT) that provide opportunity to connect and learn with others online. The Global Collaborator Mindset challenges the belief that technology integration and access to online networks automatically means educators are naturally global and collaborative. The goal of the GCM therefore is to motivate educators to open their minds to new possibilities in order to introduce new ways of thinking, believing and doing
- I have implemented online global collaboration in my classroom for over 20 years – K-12 and now higher education, I have spoken to a lot of educators in the past 20 years, They tell me it takes some skill with IT tools, but more than that it takes a certain disposition, attitude, or mindset to make this work
- As a pedagogical approach OGCL refers to a set of skills, behaviours, beliefs and technologies supporting interactions and collaborations that are online and global in context.
- A new pedagogical approach to teaching and learning - the OGCL Framework This is what the classroom of the future, the classroom of NOW looks like OGCL at the centre - the new normal - every student at every year level Supported by Pedagogies - practices that are online, participatory, collaborative, holistic and self-determined competencies - their ability to implement global collaborative learning and include empathy, self-awareness, critical thinking, communication, design for learning, and reflection. Beliefs - what the educator considers is true for teaching and learning and include learner efficacy, the value of learning ‘with’, and that people and communities can bring about change GCM - foundational structure A whole-school approach is necessary for this to be effective.