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New perspectives on building capacity for global connections and collaborations

Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.

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New perspectives on building capacity for global connections and collaborations

  1. 1. Julie Lindsay - @julielindsay March 2019 Building capacity for global connections and collaborations NEW PERSPECTIVES
  2. 2. My global journey @julielindsay
  3. 3. • What is online global collaboration • Why we should collaborate globallyPart 1 • Design, implementation and management of online global collaboration Part 2 • New concepts and pedagogies – from theory to practicePart 3
  4. 4. What is online global collaboration?
  5. 5. Collaborative learning “[C]ollaborative production is simple: no one person can take credit for what gets created, and the project could not come into being without the participation of many.” Clay Shirky, Here comes everybody
  6. 6. Outcomes of collaboration 1. Appropriation - my ideas plus your ideas equals our collaborative artifact 2. Co-construction - my ideas multiplied with your ideas equals a collaborative product that is greater than the mere sum of our separate efforts 3. Transformation - the experience of working with another changes the way a person thinks and offers opportunity for transfer of skills (Mercer, 2013)
  7. 7. Impact of Technology Social, Interactive, Open
  8. 8. Online Collaborative Learning TOOLS? SKILLS?
  9. 9. Moving from local to global learning modes……. Local Local Blended Global Global Blended Offline Online
  10. 10. Online Global Collaboration LET’S DEFINE THIS! Geographically DISPERSED OPEN Technologies Collaboration CO-CREATION
  11. 11. Learn with the world, not just about the world
  12. 12. Two types of communication to sustain online global collaboration Traditional Learning Separated by Location Separated by Time Connected Learning Unified by the Internet Unified by asynchronous communication tools SYNCHRONOUS and ASYNCHRONOUS
  13. 13. Synchronous online collaboration
  14. 14. Asynchronou s online collaboration
  15. 15. Two types of communication to sustain global collaboration SYNCHRONOUS
  16. 16. Two types of communication to sustain global collaboration ASYNCHRONOUS
  17. 17. Why we should collaborate globally
  18. 18. Local to global… Reduce ETHNOCENTRICITY (Union & Green, 2013)
  19. 19. Local to global… Develop EMPATHY (Cook, Bell, Nugent, & Smith, 2016; Klein, 2017; Riel 1994)
  20. 20. Open a dialogue between INSIDE and OUTSIDE perspectives (Wenger, 1998)
  21. 21. “I think when we collaborate globally we learn just as much about those other people as we do about ourselves” Anne Mirtschin, Australia
  22. 22. Skills for the future
  23. 23. Skills for the future UBER EMPOWERED Work via • platforms, projects, gigs • freelancing, contests, contracts, tours of duty Technologies • cloud • on-demand AI • personalisation & personal devices
  24. 24. Design, implementation and management of online global collaboration
  25. 25. 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
  26. 26. The Taxonomy of Global Connection (Lindsay & Davis, 2012)
  27. 27. LEVEL 1: Intraconne ction Typically one teacher and a set of students
  28. 28. LEVEL 2: Interconne ction Two classes share for intercultural understanding and problem solving
  29. 29. LEVEL 3: Managed Global Connection Collaborative learning between classes designed and managed by teachers
  30. 30. LEVEL 4: Student to Student (Teacher Management) Students connect with each other and develop collaborative learning modes supported by the teacher
  31. 31. LEVEL 5: Student to Student (Student Management) Students take on leadership roles and manage learning across classrooms and groups with teacher facilitation
  32. 32. ISTE Standards for Students
  33. 33. ISTE Standards for Educators
  34. 34. Case Study: Endangered Animals Global Project
  35. 35. Wiki portal Originally on Wikispaces, archives and currently on
  36. 36. Build EMPATHY for the global collaboration design vision DEFINE the problem and objectives of the global collaboration design Brainstorm to IDEATE solutions to the design objectives Build a PROTOTYPE design to communicate the solution Pitch the global project design to others for FEEDBACK Design Thinking Cycle
  37. 37. Empathy – start with teachers
  38. 38. Empathy – Connect students
  39. 39. DEFINE global project parameters
  40. 40. Student collaborative team work
  41. 41. What’s next? Voicethread to share team ideas IDEATE and share resources
  42. 42. Prototype / Outcomes
  43. 43. Feedback - Sacred Heart PS, Melbourne
  44. 44. Globally connected learning…….. A new culture of learning – an ability to work with those who will enrich outcomes Synchronous
  45. 45. Learners are the best textbook for each other
  46. 46. New concepts and pedagogies Theory into practice
  47. 47. Teacher Activator Institution Conduit to collaboration Community Partners in learning Student Active learner Changing roles……
  48. 48. The educator as online global collaborat ive pedagogu e
  49. 49. SKILLSET and MINDSET
  50. 50. ATTRIBUTES of the Global Collaborator Mindset…
  51. 51. CONNECTION
  52. 52. OPENNESS
  53. 53. AUTONOMY
  54. 54. INNOVATION
  55. 55. The Online Global Collabora tive Learning Construct
  56. 56. A Vision for the FUTUR E
  57. 57. If you aren’t doing it, it’s not happening Tom Friedman, The World is Flat, 2017
  58. 58. Images:, @lennimk, Thank you! Please connect with me. Julie Lindsay @julielindsay
  59. 59. References Cook, L., Bell, M., Nugent, J., & Smith, W. (2016). Global collaboration enhances technology literacy. Technology and Engineering Teacher, 75(5), 20-25. Harasim, L. (2017). Learning theory and online technologies (2nd ed.). New York, NY: Routledge. Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education. Klein, J. D. (2017). The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships. Bloomington, IN: Solution Tree Press. Mercer, N. (2013). The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn. Educational Psychologist, 48(3), 148–168. doi:10.1080/00461520.2013.804394 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.