The Global Educator
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Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
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The Global Educator
- 1. The Global Educator Julie Lindsay @julielindsay about.me/julielindsay flatconnections.com #flatconnections Global Education Conference 2015 @globaledcon #globaled15
- 2. Meet Julie Lindsay….. Global Educator, Innovator Teacherpreneur, Author MA Educational Technology Leadership MA Music EdD Student, University of Southern Queensland Adjunct Lecturer, Charles Sturt University, Faculty of Education Global collaboration consultant Apple Distinguished Educator Google Certified Innovator Director, Learning Confluence Pty Ltd Founder, Flat Connections @julielindsay | flatconnections.com | @flatconnections | about.me/julielindsay
- 3. Discussion areas today…. Becoming a Global Educator and Global Education Leader Online Global Collaboration http://www.flickr.com/photos/29487767@N02/3574392846 Pedagogical Change & Strategies for Going Global
- 4. You do not need to leave home… But what does it mean…….? What is a Global Educator? http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 5. You know you are a Global Educator when you…….. Connect and share • Connectivism • Establish PLN’s and PLC’s • Use social media and personal branding • Be a contributor and a sharer http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 6. “The pipe is more important than the content in the Connectivism – George Siemens ‘Connectivism’ “…..draws upon the fact that the very concept of knowledge and learning are changing before our eyes with the advent of new technologies.”
- 7. ‘Flatten’ the learning You know you are a Global Educator when you…….. • Flat learning pedagogy • Actions to flatten the learning • Connection • Citizenship • Collaboration
- 8. Flat, connected learning means bringing the world into the learning space and putting you and your students out to the world for meaningful collaborations. An astute global educator is not the barrier to learning but becomes the bridge to many and varied global journeys such that ‘flat’ learning becomes the norm and ‘unflat’ learning stifling and constrictive.
- 9. Encourage and model global digital citizenship You know you are a Global Educator when you…….. • Foster global competency through global context • Have empathy learning with other cultures • Know about global current events http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 11. Collaborate anywhere, anytime You know you are a Global Educator when you…….. • collaborates with anyone, anywhere, anytime, in any way possible • understands the degrees of global collaboration as distinct from cooperation for deep learning • is adept at teacher-sourcing • builds online global communities
- 12. Use online technologies to bring learners together You know you are a Global Educator when you…….. The ‘Generic’ Toolbox Communication Community Scheduling, Calendar, Workflow Collaboration & Co-Creation Celebration
- 13. Design futuristic online learning environments You know you are a Global Educator when you…….. • is able to design learning in order to develop students' global competencies • is conversant with design thinking • understands the importance of collaboration as a global learning objective and important practice
- 14. Globally connected learning…….. A new culture of learning – an ability to work with those who will enrich outcomes
- 16. Globally connected learning ‘Barriers?’ • Technology infrastructure • Technology access • Digital fluency • Global digital citizenship skills • Conformity – all must be the same • The ‘we are already collaborating’ response • No idea where to start….. http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 17. Yes! and…… Can you complete the sentence? ….add to chat? http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 18. Being a global educator means… …having a constant awareness that the extent of our classroom does not stop at the classroom door. …understanding that there are always other perspectives on issues, that there is a wider world out there that does not live in the same time zone, the same climate, and have the same worldview. Chris Betcher, PLC, Sydney http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 19. What is a Global Education Leader?
- 20. Before the Internet……..(Hanvey, 1982) Perspective consciousness ‘State of the planet’ awareness Cross-cultural awareness Knowledge of global dynamics Awareness of human choices
- 21. Today, a global education leader may be a…… Teacherpreneur ….a leader who ‘takes all the best practices in education and latest advances in technology and uses them to blaze new trails in teaching and learning that focus on connection and collaboration’
- 22. An outlier teacher is a K-12 educator who self- directed to create and develop an innovative pedagogy using emerged or emerging digital social media through collaborative and global open networking. (Arteaga, 2012, p. 14) Today, a global education leader may be an…… Outlier
- 23. An educator who supports knowledge construction in a non-hierarchical approach to learning globally. Today, a global education leader may be a…… Learning Concierge
- 24. What do global education leaders need to know? A global education leader has to know how to build virtual and real learning communities - and then blend them with face-to-face learning A global education leader understands the imperative of networked, community-driven learning and how to support global digital citizenship objectives.
- 25. Leading for pedagogical change Leaders must demonstrate and model collaborative practices to support pedagogical change.
- 26. We have the tools, we have the pedagogies, it’s time to connect the world!? What is Online Global Collaboration?
- 27. What does Collaborative Learning look like? http://www.flickr.com/photos/cogdog/8536946439/
- 28. Clay Shirky, Here comes everybody “[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.”
- 29. Photo by giulia.forsythe - Creative Commons Attribution License https://www.flickr.com/photos/59217476@N00 Created with Haiku Deck
- 30. Norms of Online Global Collaboration A roadmap for better understanding
- 31. Norms of Online Global Collaboration
- 32. Yes! and…… Can you complete the sentence? ….add to chat? http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 33. Online Global Collaboration Taxonomy Examples of successful global collaborations http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 34. Level 5: Learning collaboratives Level 4: Community of practice Level 3: Online learning Level 2: Real encounters Level 1: Online interactions Online Global Collaboration Taxonomy
- 35. Level 1: Online interactions Mode: Asynchronous Purpose: To share classroom activities and expand learning from local to global Example: Quadblogging (David Mitchell, UK) http://www.quadblogging.com/ Online Global Collaboration Taxonomy
- 36. Example: Skype in the Classroom https://education.skype.com/ Example: School in the Cloud: SOLE: Self Organised Learning Environments and Granny Cloud (Sugata Mitra) https://www.theschoolinthecloud.org/ Level 2: Real Encounters Mode: Synchronous Purpose: To connect in real time to external learners and experts Online Global Collaboration Taxonomy
- 37. Example: Cyberfair (Global SchoolNet) http://www.globalschoolnet.org/gsncf/ Example: Out of Eden Walk to Learn (Paul Salopek) http://learn.outofedenwalk.com/ Level 3: Online Learning Mode: Asynchronous (mostly) Purpose: To encourage learning through online interaction and shared artefacts Online Global Collaboration Taxonomy
- 38. Example: Global Read Aloud http://theglobalreadaloud.com/ Example: One Million Lights http://www.philanthropic- engineering.org/collaboration.html Example: ‘A Week in the Life’ http://www.flatconnections.com/a- week-in-the-life.html Level 4: Communities of Practice Mode: Synchronous and Asynchronous Purpose: Specific learning objectives to foster global collaborative practices Online Global Collaboration Taxonomy
- 39. Co-Created Showcase Multimedia Focus on ‘global issues’ ‘A Week in the Life…’ A Flat Connections Project for Elementary School students Grades 3-6, age 8-11 Tool: Voicethread
- 40. ‘Once we’ve gone flat, there’s no turning back’ The Grade 3A class at AAS Tool: Fuze
- 41. Example: Flat Connections Global Project http://flatconnectionsglobalproject.net/ Example: Connect with China http://www.flatconnections.com/connect-with-china.html Level 5: Learning Collaboratives Mode: Synchronous and Asynchronous Purpose: To foster learner autonomy in global collaboration and co-creation Online Global Collaboration Taxonomy
- 42. Flat Connections Global Project Student leadership Co-creation – research and multimedia Global awards - celebration Emerging technologies - the future of learning http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 44. Yes! and…… Can you complete the sentence? ….add to chat? http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 45. What are Strategies for Going Global? Pedagogical Change?
- 46. The change we need ……. • Community building as a prerequisite to learning • Collaboration that leads to co-creation with other learners who are not in the same time and space, • Pedagogical independence and leadership for change within a school/institution http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 47. Changing roles…… • The role of the teacher (as ‘Activator’ – Hattie) • The role of the student (as active learner) • The role of the school (as conduit to global collaboration) • The role of the community (as partners in learning) http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 48. From Pedagogy………. ………..to ‘Cosmogogy’? …….the study of learning while connected to the world using digital technologies whereby the context of learning is ‘with’ rather than ‘about’. ……not location based and considers whom you learn with and what you construct together most important. (Julie Lindsay)
- 49. “Cosmogogy” • From the word ‘cosmo’ which means ‘of or relating to the universe’ • Based on constructivist learning theory and connectivism as a learning approach • Uses online technologies as an essential scaffold for learning objectives
- 50. Yes! and…… Can you complete the sentence? ….add to chat? http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
- 51. The Global Educator Coming in book and eBook formats theglobaleducator.net #theglobaleducator Author and Editor: Julie Lindsay Leveraging Technology for Collaborative Teaching & Learning
- 52. http://flatconnections.com Julie Lindsay: julie@flatconnections.com Learning about the world, with the world
Editor's Notes
- makes connections for themselves and others and is able to leverage these connections when needed connects the past, present and future uses social media to connect and collaborate builds a viable Personal Learning Network finds and join purposeful Professional Learning Communities establishes a strong global personal brand contributes online globally daily as part of established workflow is willing to share, mentor, lead and be led as part of the learning landscape
- has an understanding of ‘connectivisim’ and networked learning
- A global educator: learns about the world, with the world understands learning in a digital world means working with others at a distance and online adopts new pedagogies for ‘flat’ learning understands how the learning space walls are brought down or ‘flattened’ to bring the world in is able to sustain connections and collaborations is fluent in three essential actions to flatten learning: Connection, Citizenship, Collaboration
- has empathy learning with other cultures and by doing so: - is comfortable learning with and from others in other parts of the world, and aims to get to know learning partners virtually - is confident working with other cultures - is someone who understands varied perspectives, and empathizes with others in an effort to resolve global issues - is adept at encouraging empathy that leads to positive action through global connections - adopts and encourages multiple perspectives knows about global current events and is knowledgeable about current events to stimulate authentic communication, shared understanding and appreciation of different perspectives
- fosters global competency through global context
- collaborates with anyone, anywhere, anytime, in any way possible understands the degrees of global collaboration as distinct from cooperation for deep learning is adept at teacher-sourcing builds online global communities to: - create an interconnectedness of communities - address values of equity, social justice and sustainability - foster relationships for learning knows how to learn synchronously and asynchronously
- is able to use both synchronous and asynchronous online technologies to bring learners together knows how to use Web 2.0 to publish global experiences is digitally fluent across devices and software encourages student interaction and collaboration that leads to action
- is able to design learning in order to develop students' global competencies is conversant with design thinking understands the importance of collaboration as a global learning objective and important practice
- An example of global sharing to enrich understanding
- An example of global sharing to enrich understanding
- Way before the Internet was available in schools, Hanvey (1982) writes about the ‘attainable global perspective’ and came up with five dimensions of a global perspective. These are: Perspective consciousness: awareness on the part of the individual that their view of the world is not universally shared and others views may be profoundly different ‘State of the planet’ awareness: an awareness of prevailing world conditions and development, including emergent conditions and trends Cross-cultural awareness: awareness of the diversity of ideas and practices to be found in human societies from around the world and how one’s own society may be viewed from other vantage points Knowledge of global dynamics: comprehension of key trails and mechanisms of the world system that may increase intelligent consciousness of global change Awareness of human choices: awareness of the problem of choice confronting individuals, nations and the human species as consciousness and knowledge of the global system expands
- It is one thing to connect with the world and appreciate the ‘them’ and ‘us’ learning opportunities, however it is a whole other challenge to be able to collaborate globally with different learning partners. The latter is what all educators and learners should be aspiring to. True global collaboration in the classroom needs a shift in teaching that allows teachers and students to 'flatten' the learning experience to bring the outside world in and put themselves out there - to build bridges for global empathy and intercultural competency to create workable structures where all participants can learn with and not just from each other. But what does this all mean?
- Collaboration is the action of working with someone to produce or create something. Two or more people attempt to learn something together. Distinct from cooperation where tasks are distributed amongst learners. Collaborative learning: where students team together to explore a significant question or create a meaningful project.
- What happens when we add ‘global’ to online collaboration? Same digital tools? Yes Same online collaborative practices? Maybe What is different? New understandings time zones, cultural differences, new languages New pedagogies that support collaborative learning while not face to face collaboration leads to co-creation at a distance
- It is one thing to connect with the world and appreciate the ‘them’ and ‘us’ learning opportunities, however it is a whole other challenge to be able to collaborate globally with different learning partners. The latter is what all educators and learners should be aspiring to. True global collaboration in the classroom needs a shift in teaching that allows teachers and students to 'flatten' the learning experience to bring the outside world in and put themselves out there - to build bridges for global empathy and intercultural competency to create workable structures where all participants can learn with and not just from each other. But what does this all mean?
- Community building as a prerequisite to learning Collaboration that leads to co-creation with other learners who are not in the same time and space, Pedagogical independence and leadership for change within a school/institution
- A cosmogogical approach to teaching and learning applies to having a global or a world approach. It applies to being comfortable and familiar learning with others in different places through the use of online technologies. It puts the learner at the centre of the ‘universe’, a node on the network, with the capability of reaching out and connecting to anything and anyone in order to find information, in order to collaborate and to co-create with anyone, anywhere, anytime. It also means learners approach problems and solutions from a more openly networked and in fact global perspective to the point that ‘unflat’ learning feels strange and closed in. Cosmogogical leadership pertains to understanding how to foster and support approaches to learning while connected to others in any part of the world. It is about how to support individualised and personalized learning that is less teacher and school directed, more self-determined as with heutagogy; aligned with developing a culture of collaboration as with peeragogy; with a focus on student/learner autonomy.