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Building capacity for global connections and collaborations - New perspectives

ISTE Global PLN Webinar, January 2020

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Building capacity for global connections and collaborations - New perspectives

  1. 1. Julie Lindsay, PhD @julielindsay January 2020 Building capacity for global connections and collaborations NEW PERSPECTIVES View these slides online https://tinyurl.com/ISTE2020Lindsay
  2. 2. My global www.julielindsay.net about.me/julielindsay
  3. 3. What is online global collaboration? Why should we collaborate globally?
  4. 4. Online Global Collaboration LET’S DEFINE THIS! Geographically DISPERSED OPEN Technologies Collaboration CO-CREATION
  5. 5. Two types of communication to sustain global collaboration SYNCHRONOUS
  6. 6. Two types of communication to sustain global collaboration ASYNCHRONOUS
  7. 7. Local to global… Reduce ETHNOCENTRICITY (Union & Green, 2013)
  8. 8. Local to global… Develop EMPATHY (Cook, Bell, Nugent, & Smith, 2016; Klein, 2017; Riel 1994)
  9. 9. Open a dialogue between INSIDE and OUTSIDE perspectives (Wenger, 1998)
  10. 10. The Taxonomy of Global Connection (Lindsay & Davis, 2012)
  11. 11. LEVEL 1: Intraconne ction Typically one teacher and a set of students
  12. 12. LEVEL 2: Interconne ction Two classes share for intercultural understanding and problem solving
  13. 13. LEVEL 3: Managed Global Connection Collaborative learning between classes designed and managed by teachers
  14. 14. LEVEL 4: Student to Student (Teacher Management) Students connect with each other and develop collaborative learning modes supported by the teacher
  15. 15. LEVEL 5: Student to Student (Student Management) Students take on leadership roles and manage learning across classrooms and groups with teacher facilitation
  16. 16. 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
  17. 17. Infrastructure Technology Integration Professional Learning Pedagogical ENABLERS…
  18. 18. 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)
  19. 19. New concepts and pedagogies Theory into practice
  20. 20. The educator as online global collaborat ive pedagogu e
  21. 21. SKILLSET and MINDSET
  22. 22. 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
  23. 23. 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’
  24. 24. Global Collaborator Mindset…... • An iterative process • Empowers educators in becoming skilled online global collaborators • Potentially further influences pedagogical approaches
  25. 25. ATTRIBUTES of the Global Collaborator Mindset… Julie Lindsay, 2019
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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
  30. 30. The Online Global Collabora tive Learning Construct Julie Lindsay, 2019
  31. 31. A Vision for the FUTUR E Julie Lindsay, 2019
  32. 32. 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
  33. 33. 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.

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