Issues and Trends
ED408 & Global Collaboration
In today's world, technology has allowed online learning to become collaborative and global. We can use technology to learn with our local neighbors as well as those that are on the other side of the globe. A great book to read when learning about global collaboration and online learning is Julie Lindsay's The Global Educator [view on Amazon.com].
Through Lindsay's book and ED408 coursework, I have learned about so many different tools that are currently being used by global educators. Tools include Twitter, blogs, wikis, Google Apps, Google Hangout and sites like Flat Connections. These tools allow students to co-create projects together on a global scale. This gives our students the opportunity to learn about different cultures, experience different perspectives and gain important 21st century skills. This is truly an exciting way to drive home important curriculum, making our lessons more memorable! As Julie Lindsay has said, "It's not about learning of the world, it is about learning with the world". |
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My Experience
Recently, I had the pleasure of participating in global collaborative learning. As part of the one of my college courses, ED 408, I was able to learn about global collaboration and how it is being implemented around the world. In the course, we read The Global Educator. This informative book, by Julie Lindsay, features case studies of real global collaborators, lists of collaboration tools, characteristics of good global collaborative educators and information about collaboration groups and conferences. Also, this book illustrates the many benefits of online global collaboration for the student: improved 21st century skills, improved skills for the workforce, a more well-rounded education, the development of empathy for others, exposure to varying cultures and perspectives, etc. This book is a wonderful resource for those wanting to learn more about global collaborative learning and teaching.
Through the text, I have come to understand more about building personal and professional networks to build a stronger teaching base. As an art teacher I find this especially useful. With mathematics or science, you usually have access to a same-subject peer within your school. With art this is not the case, since most art teachers are the lone teachers of that subject. Some art teachers are even teaching at multiple schools within their district, further reducing the number of peers I could seek out for advice. By building out my own networks, I can find help from teachers on the other side of my city, my state, my country or even on the other side of the world. This is very motivating to me!
In order to be a strong global educator, I must not become a barrier or obstacle for my students. I must be willing to learn as much (or more) as I teach. I will need to be a good communicator and planner. I do not have to know every technology out there, but I must be willing to ask for help when I come across something that I do not know. This help may come from my peers, my personal network or even my students.
While teaching and collaborating globally, I must lead by example. This means that I must show strong digital citizenship, that I should have empathy for others, that I should be globally connected, that I should be organized, that I should be be able to give constructive criticism or advice and that I must be adaptable. I was able to put these characteristics to the test by interacting with a global community via Ning, FlatConnections, wikis and Google Docs. During this course, I was able to work as an Expert Advisor/Learning Concierge with a variety of students. My job was to give the students advice on a technology-based project. This advice could include how to improve the flow of information, grammar or how to properly cite their resources. We also helped critique video pitches that the students had put together to illustrate their chosen topics. This was a great experience, as I was able to see how creative these students were. I was also able to see how my peers critiqued the students, which was a great learning experience on different techniques. I found a lot of satisfaction in making suggestions that the students could use not just on this project, but in future endeavors.
During this course, we also looked at case studies of some the leading teachers in the realm of online global collaboration. Some of the educators discussed included Julie Lindsay, Julie Carey, Kim Cofino, Cameron Paterson and Michael Furdyk. Through these case studies, we were able to see a myriad of different techniques and technologies being used for online global collaboration. One teacher used stuffed toys to educate about the dwindling number of rhinos, while another created global books. What struck me was that with all of these different methods, there were similarities among each of these educators and projects: persistence, a positive attitude and being learner-driven. It seems that the educators that had these qualities were successful.
In addition to the above information, we also learned about barriers to global collaboration: technology access and fluency, global digital citizenship skills, curriculum conformity and attitudes towards technology. We also learned how to overcome these barriers: develop a strong network, find reliable partners, learn about standards and curriculum design and build a strong toolbox of Web 2.0 tools. Overall, I feel that this course has helped my find what direction I need to go in order to become more global-minded. I hope to use the tools and characteristics listed within this book to become a better, more engaging, technology-driven teacher. I would love to travel the world as I do this, but it not I would happily Skype my adventures with a global partner.
Through the text, I have come to understand more about building personal and professional networks to build a stronger teaching base. As an art teacher I find this especially useful. With mathematics or science, you usually have access to a same-subject peer within your school. With art this is not the case, since most art teachers are the lone teachers of that subject. Some art teachers are even teaching at multiple schools within their district, further reducing the number of peers I could seek out for advice. By building out my own networks, I can find help from teachers on the other side of my city, my state, my country or even on the other side of the world. This is very motivating to me!
In order to be a strong global educator, I must not become a barrier or obstacle for my students. I must be willing to learn as much (or more) as I teach. I will need to be a good communicator and planner. I do not have to know every technology out there, but I must be willing to ask for help when I come across something that I do not know. This help may come from my peers, my personal network or even my students.
While teaching and collaborating globally, I must lead by example. This means that I must show strong digital citizenship, that I should have empathy for others, that I should be globally connected, that I should be organized, that I should be be able to give constructive criticism or advice and that I must be adaptable. I was able to put these characteristics to the test by interacting with a global community via Ning, FlatConnections, wikis and Google Docs. During this course, I was able to work as an Expert Advisor/Learning Concierge with a variety of students. My job was to give the students advice on a technology-based project. This advice could include how to improve the flow of information, grammar or how to properly cite their resources. We also helped critique video pitches that the students had put together to illustrate their chosen topics. This was a great experience, as I was able to see how creative these students were. I was also able to see how my peers critiqued the students, which was a great learning experience on different techniques. I found a lot of satisfaction in making suggestions that the students could use not just on this project, but in future endeavors.
During this course, we also looked at case studies of some the leading teachers in the realm of online global collaboration. Some of the educators discussed included Julie Lindsay, Julie Carey, Kim Cofino, Cameron Paterson and Michael Furdyk. Through these case studies, we were able to see a myriad of different techniques and technologies being used for online global collaboration. One teacher used stuffed toys to educate about the dwindling number of rhinos, while another created global books. What struck me was that with all of these different methods, there were similarities among each of these educators and projects: persistence, a positive attitude and being learner-driven. It seems that the educators that had these qualities were successful.
In addition to the above information, we also learned about barriers to global collaboration: technology access and fluency, global digital citizenship skills, curriculum conformity and attitudes towards technology. We also learned how to overcome these barriers: develop a strong network, find reliable partners, learn about standards and curriculum design and build a strong toolbox of Web 2.0 tools. Overall, I feel that this course has helped my find what direction I need to go in order to become more global-minded. I hope to use the tools and characteristics listed within this book to become a better, more engaging, technology-driven teacher. I would love to travel the world as I do this, but it not I would happily Skype my adventures with a global partner.
Infographic created by Phillippia Fuqua using Piktochart.com
Flat Connected Learning
What is "flat connected learning"? Basically, it a pedagogical approach that uses digital technologies to create connections and support "everyday workflow, communication, and collaboration" (Lindsay 17). This type of pedagogical approach is "enabled by online technologies and has parallels with connected learning, but in many ways it goes beyond just connecting" (Lindsay 17). All that said, what does it really mean? Firstly, to "flatten" learning means that we remove the walls or barriers. This allows us to work with those that are located a great distance from us as well as those that are close by. In a flattened environment, we are able to collaborate and create bridges that "can be built for us all to walk over to reach new pathways of knowledge construction" (Lindsay 16).
In this flattened world, global learning opportunities and partnerships are a lot closer because of the use of emerging technologies (Lindsay 17). With flat, connected learning students are able to "connect, communicate, collaborate and co-create" (Lindsay 17). There are three specific actions that are required in order to flatten the learning (Lindsay 18):
Source:
Lindsay, Julie. The global educator: leveraging technology for collaborative learning & teaching. Eugene, OR: International Society for Technology in Education, 2016. Print.
In this flattened world, global learning opportunities and partnerships are a lot closer because of the use of emerging technologies (Lindsay 17). With flat, connected learning students are able to "connect, communicate, collaborate and co-create" (Lindsay 17). There are three specific actions that are required in order to flatten the learning (Lindsay 18):
- Connect the learning
- Build global citizenship practices
- Collaborate for shared outcomes and solutions
Source:
Lindsay, Julie. The global educator: leveraging technology for collaborative learning & teaching. Eugene, OR: International Society for Technology in Education, 2016. Print.
Tools of the Trade
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Global collaboration requires a diverse set of tools. Challenges like collaborating with others from different time zones, various internet speeds, technology fluency, technology access and service availability from country to country, requires global collaborators to be innovative problem-solvers.
The tools and technology used should help overcome any problems faced when collaborating globally. To the left is a short list of tools available for global collaborators. This list is just the tip of the iceberg and should not be considered all-inclusive. |
Global Collaboration Videos
The Norms of Online Global Collaboration
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TeachMeet at BETT 2013
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How to Use Skype for Online Classes
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Infographic Courtesy of eLearning Infographics. Find more education infographics on e-Learning Infographics
The Digital Divide
What is the digital divide? According to dictionary.com, the "socioeconomic and other disparities between those people who have opportunities and skills enabling them to benefit from digital resources, especially the Internet, and those who do not have these opportunities or skills" (Source). Simply put, it is the gap that exists between those that have access to the Internet and technology and those who do not.
As we use technology more and more in the classroom, one of the major issue we face is the digital divide. It exists worldwide, country-wide and in our very own communities. Educational technology is a great interactive and engaging teaching tool, but what about those students that do not have access to an Internet-connected smartphone, tablet or computer? As we build our digital lessons we must be careful to consider all of our students, not just the connected ones. View the infographic to the right and the White House report on the digital divide (below) to learn more about the Digital Divide and how it is affecting education in the United States. Mapping the Digital Divide by WhiteHouse.gov on Scribd |