New World: Students crossing global borders
Borders are crossed and intercultural understanding takes place when students connect, collaborate and co-create meaningful actions and products. This session will share recent global examples and encourage learning about the world with the world through technology supported interactions and projects.
24. Crossing Global Borders
• What are the main benefits?
• Who can you collaborate with?
• Global CONNECTION
• What can you create together?
• Global LEGACY
• What are some actionable
outcomes to change the world?
• Global IMPACT
Part 1
Global
Borders
26. Flat Connected
Learning
Collaborative
– Culture of
Sharing
Blended
learning
Flipped
learning
Inquiry
based
Project /
Challenge
based
Part 2
Connecte
d
Learning
Leadership
Pedagogy
Web 2.0
Learning Design
27. We need to ‘flatten’ the learning
hierarchy. Students, teachers, ALL
learners, must have freedom to
communicate ‘across’ rather than
up or down
Connected Learning FLAT?
Part 2
Connecte
d
Learning
31. What is an Effective Global Collaboration?
An educational project that flattens or joins
classrooms and people from geographically
dispersed places within a technology infrastructure
built for a common curricular purpose.
Interactions foster cultural understanding and
global awareness in the process of learning.
Local identity is maintained and celebrated.
Part 2
Connecte
d
Learning
36. “Designing a global collaborative experience
involves transcending the obvious real time linkup,
fostering higher order thinking and providing
opportunities for cultural understanding while
usually making a product that impacts others in a
positive way. ”
Global Project
Design & Management
Part 2
Connecte
d
Learning
37. Flat Connections Global Project
• 500 students
• 20+ classrooms
• 6 countries
• 36 student teams
• 1 Keynote
• 24 Expert Advisors
• 18 Judges and 3 Meta-judges
• 213 Videos
• 15 eBooks
Part 2
Connecte
d
Learning
February-June 2014!
40. Project Content
Horizon Report K-12, 2013
Emerging technologies impacting
education and learning shared via a
timeline of potential relevance.
http://www.nmc.org/horizon-
project/horizon-reports/horizon-
report-k-12-edition
Part 2
Connecte
d
Learning
41. Project Themes
Open
Learning futurist, David Price OBE, argues that ‘open’ is
not only affecting how we are choosing to live, but that
it’s going to be the difference between success and
failure in the future.
http://engagedlearning.co.uk/
• The future of learning and education
• Emerging technologies and how we can and will use them
• Connected and flat learning
• Collaborative and social entrepreneurship
• Global issues and actions to solve them
Part 2
Connecte
d
Learning
42. Collaborative wiki leading to a
published eBook
cc licensed ( BY SA ) flickr photo by Anita Hart: http://flickr.com/photos/anitakhart/4586879133/
Part 2
Connecte
d
Learning
43. Educational Network (Ning)
for community development
http://flatconnectionsglobalproject.net/
Part 2
Connecte
d
Learning
52. ‘A Week in the Life…’
A Flat Connections Project for Elementary School students
Grades 3-5, age 8-10
Part 2
Connecte
d
Learning
53. ‘Handshakes’
‘A Week in the Life’, Global Project Grade 3-6
Tool: Edmodo
Part 2
Connecte
d
Learning
54. Co-creating a Popplet with students around the globe.
Student Co-creation Online
‘A Week in the Life’, Global Project Grade 3-6
Tool: Popplet
Part 2
Connecte
d
Learning
56. A Week in the Life Project
Student Summits
Tool: Blackboard Collaborate
Part 2
Connecte
d
Learning
57. Singapore American School International School of the Sacred Heart, Japan
“Using plastic water
bottles
does more harm than
good”
http://globalyouthdebates.com
Asynchronous global debates between classrooms
Tools: Voicethread & Fuzebox
Part 2
Connecte
d
Learning
60. Hua Shi Yi Fu Zhong High School, Wuhan
China - 2011
Part 2
Connecte
d
Learning
61. Crossing Global Borders
• What are some of the
challenges presented by the
technology?
• Would you do this in your
school? Why? Why not?
• Are you doing this already?
What is the project design?
What are the outcomes?
Part 2
Connecte
d
Learning
63. cc licensed ( BY NC SA ) flickr photo by Giulia Forsythe: http://flickr.com/photos/gforsythe/5617505546/
Pedagogical Shift
Part 3
Facilitatin
g
Change
64. What is ‘pedagogical shift’?
A change in teaching and learning
beliefs and practices from
transmission paradigm to
constructionist paradigm
Part 3
Facilitatin
g
Change
66. Technology must be the bridge, not the
barrier to shifting pedagogy
Image: 'forward’ http://www.flickr.com/photos/99771506@N00/3036132944
Part 3
Facilitatin
g
Change
67. “The pipe is more important than the content in the
Connectivism – George Siemens
Part 3
Facilitatin
g
Change
68. The future of connected learning
includes collaboration online –
how are we supporting this?
Part 3
Facilitatin
g
Change
69. 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
• Curriculum re-design to embed global
collaboration
Part 3
Facilitatin
g
Change
70. We CAN work with the world
Part 3
Facilitatin
g
Change
71. Join our Worlds Together
Cultural Understanding, Global Competence, International Mindedness
Part 3
Facilitatin
g
Change
72. Change: Facilitate or Constrain?
• What are the barriers and
enablers to students crossing
borders?
• Are you a facilitator or a
constrainer?
Technology infrastructure
Curriculum development
Leadership
Part 3
Facilitatin
g
Change
Today we will explore and discuss possibilities and opportunities to do with students crossing borders across these three broad areas. This session is interactive and at the end of each section you are invited to discuss key questions with others at your table. Towards the end we will have a whole room Q&A and sharing session.
Let me briefly share my global journey. Originally from Melbourne, Australia my husband and I left to teach in Zambia, Kuwait, Bangladesh, Qatar and China. We are now based back in Australia in northern NSW.
We crossed many global borders in person.
And have a much enhanced understanding of life and cultures beyond our home country.
We took our 3 year-old daughter, Violet, with us. We used to laugh when Violet asked us ‘where is home?’ as her roots back to Australia, although strong through us, were not through her own experiences of living and growing up. We always said ‘home’ was where we were as a family.
My daughter spent her entire school life outside of Australia, graduating in Beijing. She connects with many friends of all ages across the globe – and has helped to facilitate global conferences since she was 15. At age 18 all she wanted to do was come home to Australia and ‘be normal’. Now at age 20 she is leaving Australia again to work in Canada – the wonderlust of global adventures has caught her again.
Very few people have the opportunity to travel as we did over many years however it is very possible to cross global borders through other learning initiatives.
We can always learn ‘about’ something – and this is enhanced by contact either virtually or in person (or virtually in person). However, the goal for crossing borders is to learn ‘with’ others.
Learning does not happen in isolation. Learning is social.
Shared ideas, shared outcomes, shared benefits - locally and globally
When we cross borders learning must become collaborative and artifacts co-created
stereotypes, cultural superiority, socio-economic dominance
glocalisation - accepting differences and applying to local context –
this does not mean homoganisation - the goal is not for one culture to emerge
Finding differences as well as Commonalities
Global competition for jobs means that today’s students must not only be well-educated, creative problem solvers but they must also be equipped to collaborate globally.
Is a textbook going to provide adequate global learning information and experiences?
Will the Australian National Curriculum – with focus on ‘Intercultural understanding’ be the catalyst we need in this area of the world?
We need to connect ourselves, our schools and our students with the world
Once connected the outcomes of the collaborations will leave a legacy for those involved and for others
This legacy can impact the world in positive ways and in fact make a difference to how we view the world and our position in it
We need to design our connections – not hope they will happen. Just as we design curriculum and other activities for learning – connected learning takes careful design and planning
We must plan to construct or create the legacy – not just hope it will happen. This applies to creating digital artifacts – discussions, pictures, videos, other outcomes – that are available beyond the project or event.
We need to amplify the impact of our connections and legacies. Tell the world! Involve the world! Spread the word! Plan for more and better experiences.
Technology-infused connected learning
hierarchy must become collegiality
The Flat Connections Conference is one example of this.
You must connect yourself first as an educator – develop your own PLN, then connect your school and your students.
When designing global connections consider this taxonomy – all students should have experiences at each level during their 13 years of education.
Connected learning leads to global collaboration – and its associated challenges
Let’s consider what an effective global collaboration looks like
Stephen Wilmarth, teaching in High School #1 in Wuhan, China in 2011. From thousands of students he was running a pilot program with 50 to implement alternative teaching and learning methods. Despite numerous obstacles he implemented some mobile computing.
Nearly 20 of these students came to the Flat Classroom Conference in Beijing 2011. This was a big step for these students. They were the ‘privileged’ few, the cream of the crop in a typical, yet not so typical, Chinese school. Coming to the conference and meeting western students was a shock. Steve told me how some were upset at how much they still had to learn and it gave them a perspective on their own abilities and lives that was invaluable.
Can we translate this mean, ‘The process is more important than the content?’. We have many content hangups in education. What to teach compared with how to teach it. The content needs to be second to the process
When not traveling the world you can find me living 400 steps from one of the most beautiful beaches in Australia, in the world in fact.