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Designing curriculum for global understanding


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Created for educator workshop at Flat Classroom Live! Hawaii 2013

Created for educator workshop at Flat Classroom Live! Hawaii 2013

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  • Julie: We describe global collaboration in stages. GC 3.0 = more emphasis on co-created multimedia products, use of social media tools for communication, high expectations to connect in an ongoing manner, student-centered learning
  • Vicki:
  • Connect yourself, connect your school, connect your students!
  • Being connected to a Personal Learning Network or Professional Learning Community is a 21C skill for all learners. This is not about social media as such, but about using networking tools in responsible and thoughtful ways to support learning objectives. This is about using the technology to make sustained and meaningful connections. This is about professional use of social media for teachers and students.
  • Connection is about using ‘Pull’ technologies to bring the information and updates to you – syndication and aggregation as a form of organisation.
  • The Global Connection Taxonomy we developed shows a hierarchy of five levels of possible connection scenarios.
  • Step 2: Communication. In the 21C it is important to develop communication skills and be able to relate across timezones and cultures
  • Two types of communication methods are needed to sustain a global project: Synchronous and Asynchronous. The traditional classroom is separated by location and separated by time. The Flat Classroom is unified by the Internet and unified by asynchronous communication tools.
  • Vicki:
  • Step 3: Citizenship. Although technology is used in communication, digital citizenship is still squarely about relating to people.
  • This definition by authors of Digital Citizenship in Schools, Ribble and Bailey, continues to resonate here: “…the norms of behaviour with regard to technology use”
  • Are your teachers and students globally competent and globally confident? We must be providing opportunities to learn with and from others around the world in order to foster deeper understanding.
  • Our Enlightened digital citizenship model encourages all learners to avoid the fear factor by knowing how to connect and collaborate online.Expect and foster responsible and reliable and in fact professional collaborations during a global project – and as part of a flattened classroom. Note the Areas of Awareness that ask learners to consider not only technical, individual and social impacts of the use of technology but cultural and global as well.
  • Vicki:
  • Vicki:
  • Julie:
  • Vicki:
  • Julie:
  • Step 4: Contribution and CollaborationWithout contribution collaboration cannot take place
  • Students and teachers must develop technopersonal skills that give them confidence in collaborating synchronously, as these students are doing. The student on the left is working in a team during a Flat Classroom Workshop in Mumbai, India while one of her team members is connecting via Skype from Japan in real time.
  • Asynchronous collaborations via a wiki show two teachers communicating as they create an information page about Tablet Computing in their classrooms.
  • This screenshot from a wiki history shows true co-creation in a text-based environment. The red is where the second student deleted text and the green shows what was added instead. This raises the question – where do we learn how to do this? Most of us are very precious about our own content and ownership of ideas. The exam-based system we usually learn under has made us this way. So my questions to you related to technology-scaffolded collaboration are:How do teachers learn to collaborate?How do students learn to collaborate?What are the best tools?How do YOU teach collaboration and co-creation?
  • Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
  • Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
  • Transcript

    • 1. STRAND C Flat World Learning Designing Curriculum for Global Understanding Flat Classroom Live! 2013, Hawaii LEADERSHIP WORKSHOP Julie Lindsay
    • 2. Why global projects?
    • 3. Discuss! What is „collaboration‟? What is „global collaboration‟? What conditions must exist to support global collaboration in learning?
    • 4. Collaboration Primer  2 or more people working together  Higher order thinking skill  Local:  geographical proximity  more opportunity for synchronous communication  often cultural and linguistic differences minimized.  Global:  Collaborators geographically dispersed (eg cultural and linguistic differences or different time-zones)  requires more of an asynchronous approach
    • 5. Getting Started with Global Projects Find like-minded educators Design Outcomes Select Tools Manage for Success
    • 6. Challenges of Embedding Global Collaboration Going Beyond the ‘Wow’ Engaging learners and leaders Shifting traditional pedagogies Having realistic expectations
    • 7. Global Collaboration 1.0 Global Collaboration 2.0 Global Collaboration 3.0 Evolution of Global Collaboration in Education
    • 8. Am I willing to redesign my curriculum to embed a global project into what my class does? “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. ”
    • 9. Project Design Relationships
    • 11. Step 1 Connection
    • 12. Connection Personal Learning Network (PLN)
    • 13. Connection Pull Technologies 1.RSS Reader 2.Tablet-Sized Devices 3.Handheld Devices 4.Social Bookmarking 5.Joining Online Conversations 6.Networking Organizations 7.Location Based Apps
    • 14. Connection Taxonomy © Vicki Davis and Julie Lindsay, ‘Flattening Classrooms, Engaging Minds’. Pg 55
    • 15. Discuss! What technologies do you use to connect with your PLN? • RSS • Social bookmarking • Blog • Twitter • Other?
    • 16. Step 2 Communication
    • 17. Two types to sustain a global project Communication Traditional Classroom Separated by Location Separated by Time Flat Classroom Unified by the Internet Unified by asynchronous communication tools SYNCHRONOUS and ASYNCHRONOUS
    • 18. Step 3 - Citizenship
    • 19. Discuss! What is YOUR definition of digital citizenship?
    • 20. Digital Citizenship “…the norms of behavior with regard to technology use” Ribble and Bailey
    • 21. Citizenship Global competency and confidence
    • 22. © Vicki Davis and Julie Lindsay 2011 Enlightened Digital Citizenship model
    • 23. Map of world‟s Facebook connections Source: Facebook December 2010 Step 3: Citizenship Technology Access
    • 24. You can run into the 21st Century when you know how to use 21st century tools. Technical Awareness
    • 25. “To blindly accept a website‟s profile settings is to hand over your digital destiny.” Individual Awareness
    • 26. “The novelty and addictiveness of technology will harm our relationships and productivity unless we take control.” Social Awareness
    • 27. Cultural Awareness  Everyone is not just like me.  Everyone is like me in some ways.
    • 28. Step 4 Contribution and Collaboration
    • 29. Online Existence “The weakness is that if there is a problem, and you e-mail them, they can just ignore the email, or they can just do their own thing and not listen to what you ask of them.” Student in the Horizon Project
    • 30. Technopersonal skills - Synchronous Collaboration
    • 31. Technopersonal skills - Asynchronous Collaboration
    • 32. Co-Creation Collaboration
    • 33. Discuss! What is „co-creation‟? Can you have co-creation without the 3 R‟s of global collaboration?
    • 34. Step 5: Choice
    • 35. Discuss! What are the reasons for giving students choice in their learning? What are the characteristics of teachers in the choice-rich environment?
    • 36. Step 6 - Creation To be able to Create is a 21C Learning Objective
    • 37. Revised 2001 by Lorin Anderson
    • 38. Step 7: Celebration
    • 39. Celebrate New friends New achievements A sense of accomplishment Making the world a better place Enhanced cultural understanding
    • 40. Vienna International School Summit
    • 42. Discuss! What are the CHARACTERISTICS of a GOOD Global Project? How can we design learning experiences that embrace global education as well as enforce rigor and relevance.....or are these the same? How important is collaboration and co-creation in global project design? Does this importance differ depending on the age of the participants?
    • 43. Project Management Shared expectations Support for Success Reflect and Redesign
    • 44. Project Design Tools Available on the wiki:  Flat Classroom Framework Sample  Blank Flat Classroom Framework Form (writable)  Connection Planning Tool  Global Project Design Template
    • 45. Pg.257
    • 46. Pg.257
    • 47. Blooms Revised Taxonomy Research Framework
    • 48. SAMR and TPACK
    • 49. SAMR
    • 50. The SAMR Ladder
    • 51. Where do I find global partners?
    • 52. How to find Project Partners? #1 Social Networks 3. Where?Where? Description URL Global collaborative project ideas inspired by the Learning 2.0 educational network Flat Classroom Educator Network Global Education Conference Global Classrooms Taking IT Global
    • 53. How to find Project Partners? #2 Established Networks 3. Where?Where? Location URL iEarn ePals Skype Education Flat Classroom Projects eTwinning (europe online)
    • 54. How to find Project Partners? #3 Hashtags 3. Where?Where? Location URL #flatclass Conversations around the principles of merging classrooms and co-creating together #globaled Global education conversations #globalclassroom Conversations around global classroom conversations #edchat Lots of conversations happen on this hashtag in education
    • 55. How to find Project Partners? #4 Conferences 3. Where?Where? Location URL K12 Online Conference (online only) - free Global Education Conference (online only) – free m/ ISTE ($) Flat Classroom Conferences (Free for virtual $ for f2f) Lots of conferences by curriculum area Look for them!
    • 56. Discuss! How can we design learning experiences that embrace global education as well as enforce rigor and relevance? Are these the same?
    • 57. STRAND C Flat World Learning Collaboration & Sharing Exploring Emerging Technologies in the Classroom
    • 58. Horizon Report K-12 2013 Emerging Technologies