Students crossing global borders AEF 2014


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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.

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  • 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.
  • Students crossing global borders AEF 2014

    1. 1. Hot Topic New World: Students crossing global borders
    2. 2. Meet Julie Lindsay….. Global Educator Innovator Leader Author MA Music, MA Educational Technology Leadership EdD Student, University of Southern Queensland Adjunct Lecturer, Charles Sturt University, Faculty of Education Apple Distinguished Educator Founder, Flat Connections @julielindsay | #flatconnect | @flatconnections |
    3. 3. Today’s Discussion….. Part 1 Global Borders Part 2 Connected Learning Part 3 Facilitating Change
    4. 4. Part 1 Global Borders
    5. 5. ….my global journey Zambia Kuwait Bangladesh Qatar China Ocean Shores Melbourne Part 1 Global Borders
    6. 6. Part 1 Global Borders
    7. 7. Global Context Third Culture Kid Part 1 Global Borders
    8. 8. What are these “global borders” we need to cross? Part 1 Global Borders
    9. 9. Leads to learning ‘With’ Learning ‘About’ Part 1 Global Borders
    10. 10. Individual creation Leads to collaborative learning Part 1 Global Borders
    11. 11. Collaborative Learning Leads to intercultural understanding
    12. 12. Why Global Collaboration? Global competency International mindedness Cultural awareness Glocalisation! Part 1 Global Borders
    13. 13. Global Competence Part 1 Global Borders To what extent will a book help us cross borders?
    14. 14. Part 1 Global Borders Global Competence Skills for the future to cross borders?
    15. 15. Intercultural understanding in a global context……. Part 1 Global Borders
    16. 16. CONNECT Intercultural understanding in a global context……. Part 1 Global Borders
    17. 17. CONNECT LEGACY Intercultural understanding in a global context……. Part 1 Global Borders
    18. 18. CONNECT LEGACY IMPACT Intercultural understanding in a global context……. Part 1 Global Borders
    19. 19. CONNECT LEGACY IMPACT Intercultural understanding in a global context……. Part 1 Global Borders HOW?
    20. 20. CONNECT LEGACY IMPACT DESIGN Intercultural understanding in a global context……. Part 1 Global Borders
    21. 21. CONNECT LEGACY IMPACT DESIGN CONSTRUCT Intercultural understanding in a global context……. Part 1 Global Borders
    22. 22. CONNECT LEGACY IMPACT DESIGN CONSTRUCT AMPLIFY Intercultural understanding in a global context……. Part 1 Global Borders
    23. 23. 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
    24. 24. Part 2 Connected Learning
    25. 25. 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
    26. 26. 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
    27. 27. Students School You Strategies for meaningful connections Part 2 Connecte d Learning
    28. 28. Taxonomy of Global Connection Part 2 Connecte d Learning
    29. 29. Going Beyond the ‘Wow’ Engaging learners and leaders Shifting traditional pedagogies Having realistic expectations Part 2 Connecte d Learning Challenges of Global Collaboration
    30. 30. 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
    31. 31. Process/Actions to connect and flatten the classroom Technology infused learning
    32. 32. Digital citizenship…… Just in time SKILLS, HABITS and ATTITUDES for learning while digital
    33. 33. Synchronous Asynchronous Blended learning modes to support collaboration Part 2 Connecte d Learning
    34. 34. Examples from Flat Connections Global Projects Part 2 Connecte d Learning
    35. 35. “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
    36. 36. 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!
    37. 37. Community for Learning Part 2 Connecte d Learning
    38. 38. Teachers Students Extended community Community Collaborative Learning Building working relationships Part 2 Connecte d Learning
    39. 39. Project Content Horizon Report K-12, 2013 Emerging technologies impacting education and learning shared via a timeline of potential relevance. project/horizon-reports/horizon- report-k-12-edition Part 2 Connecte d Learning
    40. 40. 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. • 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
    41. 41. Collaborative wiki leading to a published eBook cc licensed ( BY SA ) flickr photo by Anita Hart: Part 2 Connecte d Learning
    42. 42. Educational Network (Ning) for community development Part 2 Connecte d Learning
    43. 43. Collaborative space (wiki) for team work and sharing process & outcomes
    44. 44. Student final video Storyboard & planning Outsourced content Personal content Topic subtheme Video specifications Credits & citations Personal Multimedia Response to Topic Part 2 Connecte d Learning
    45. 45. Synchronous student leader meetings’ Flat Connections Global Project Part 2 Connecte d Learning
    46. 46. Interact and Share with the World Collaborative Learning Community Network Spaces for Global Learning Part 2 Connecte d Learning
    47. 47. Part 2 Connecte d Learning
    48. 48. Part 2 Connecte d Learning
    49. 49. Part 2 Connecte d Learning Tool: Youblisher
    50. 50. Malaysia Colorado, USA Tool: Padlet Part 2 Connecte d Learning
    51. 51. ‘A Week in the Life…’ A Flat Connections Project for Elementary School students Grades 3-5, age 8-10 Part 2 Connecte d Learning
    52. 52. ‘Handshakes’ ‘A Week in the Life’, Global Project Grade 3-6 Tool: Edmodo Part 2 Connecte d Learning
    53. 53. 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
    54. 54. Co-Created Showcase Voicethreads Tool: Voicethread Part 2 Connecte d Learning
    55. 55. A Week in the Life Project Student Summits Tool: Blackboard Collaborate Part 2 Connecte d Learning
    56. 56. Singapore American School International School of the Sacred Heart, Japan “Using plastic water bottles does more harm than good” Asynchronous global debates between classrooms Tools: Voicethread & Fuzebox Part 2 Connecte d Learning
    57. 57. Students Crossing Borders Casey & Cannelle – The two ‘C’s’ Part 2 Connecte d Learning
    58. 58. Students Crossing Borders Australia to Qatar - 2009 Part 2 Connecte d Learning Tool: Skype
    59. 59. Hua Shi Yi Fu Zhong High School, Wuhan China - 2011 Part 2 Connecte d Learning
    60. 60. 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
    61. 61. Part 3 Facilitating Change
    62. 62. cc licensed ( BY NC SA ) flickr photo by Giulia Forsythe: Pedagogical Shift Part 3 Facilitatin g Change
    63. 63. What is ‘pedagogical shift’? A change in teaching and learning beliefs and practices from transmission paradigm to constructionist paradigm Part 3 Facilitatin g Change
    64. 64. The CHALLENGE! Teacher beliefs and dispositions to do with technology and pedagogical change Wesley Fryer Part 3 Facilitatin g Change
    65. 65. Technology must be the bridge, not the barrier to shifting pedagogy Image: 'forward’ Part 3 Facilitatin g Change
    66. 66. “The pipe is more important than the content in the Connectivism – George Siemens Part 3 Facilitatin g Change
    67. 67. The future of connected learning includes collaboration online – how are we supporting this? Part 3 Facilitatin g Change
    68. 68. 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
    69. 69. We CAN work with the world Part 3 Facilitatin g Change
    70. 70. Join our Worlds Together Cultural Understanding, Global Competence, International Mindedness Part 3 Facilitatin g Change
    71. 71. 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
    72. 72. Three things to takeaway…...
    73. 73. Image: '| WHITE moment |’ YOU can be exceptional!
    74. 74. Image: 'Star pencil’ ttp:// Connect Students for Collaborations!
    75. 75. SHIFT ‘Content’ to ‘Context’
    76. 76. Website - Teacher Network- Contact: Learning about the world, with the world
    77. 77. Julie Lindsay Director Learning Confluence Global Educator, Leader, Innovator, Author @julielindsay
    78. 78. #AsiaEd14 @AsiaEducation Next session: Lunch Level 1 Foyer and Ground Floor Foyer
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