Understanding contexts of inter cultural collaboration - ver2c

  • 941 views
Uploaded on

This is a lecture delivered last May 16, 2011 to the Digital Media students of University West (Hogskolan Vast), Trollhattan, Sweden.

This is a lecture delivered last May 16, 2011 to the Digital Media students of University West (Hogskolan Vast), Trollhattan, Sweden.

More in: Education , Technology
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
941
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
1
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide
  • Share the troll joke.Mention your research and teaching background.Tell your objectives.Mention that they can interrupt and ask questions anytime.If it is difficult in English, ask in Swede & somebody will translate.
  • Introduction of where I come fromAcknowledgment of the support of University West & my Swedish research partners
  • Some basic informationabt the Philippines
  • Talk about caring, guidance, mentoring & coaching in the family. Add extended family values.Mention less orphans/orphanages, less homes for the elderlies.
  • Some trivia on how (or why) DLSU was established in the Phils.
  • Some trivia on how (or why) DLSU was established in the Phils.
  • Give first a background of the students—Parents, student age groupsStudents’ self-service learning skillAfter the video, ask what they think of the DLSU student? Are they able to resemble themselves in some aspects?
  • I will use this illustration as opening to the idea of collaboration.Talk about lego block and mega block.If the intention and desire are strong, there should be no hurdles.Even within Trollhattan, your group may have individual differences and character, but it doesn’t mean you cannnot be independent or work together.It is more likely that you become creative when you have diverse opinions.OR have better productivity with diverse skills.Ask the students of any experience that they were stopped on the idea of working together bec of some pre-conceived notion abt the other person.
  • Each of the them is independent of one another but can be put together in combination as well.
  • With the advent of the net-generation people, PLE recognizes that learning as a continuous process needs support tools. And the PLE/PLN is constructed by the learner herself. She or he is responsible in organizing the things he wants to learn or she is learning.It also recognizes that there are several sources of learning, most of them are informal learning.
  • Personal learning network or PLE is a new approach in learning. It is a philosophy, a pedagogy. It provides learners space under their own control. It provides a more holistic learning environment providing bringing together sources and context or even separately.
  • Diversity and independence are important bec the best collective decisions are the product of disagreement and contest, not consensus or compromise.It figures out how to use mechanisms –like intelligent voting systems or other methods– to aggregate and produce collective judgments that represent not what any person in the group thinks rather, in the same sense, what they all think.The best way for a group to be smart is for each person in it to think and act independently as possible.
  • Wenger further cited that from fundamental physiological needs to satisfying safety, social and other pleasure needs, individuals are continuously and constantly pursuing all kinds of “enterprises”. These enterprises permit various forms of learning as interactions with one another and with the world take place. And as learning takes place and different interactions also take stage, “collective learning” results from all of these and leads to collective practices as well. [5] The collective learning and the collective practices are offshoots of the ecosystem of the drive for enterprises. So putting together these ideas—from periphery learning to situated learning, individuals become full participants in the community. The legitimate participation leads to collective learning as well as collective practices.
  • Social interaction has three processes—motivational, interactional & structure (about how people’s engagement over time and space creates abstract structures in which their behavior is both enabled or hindered.

Transcript

  • 1. Understanding & supporting contexts of inter-cultural collaboration thru technology
    Mavic Pineda
    Guest Lecturer
    From De La Salle University
    Manila, Philippines
    E-mail address: mavic.pineda@delasalle.ph
    18 May 2011
    University West
    Trollhattan, Vastra, Sweden
  • 2. Manila – Gothenburg
    Roughly 6076.5 Miles
    Source of map image: http://www.mapsharing.org/MS-maps/map-pages-worldmap/images-map/1-world-map-political.gif
  • 3. Basic Info
    Archipelago of 7,107 islands
    3 major group of islands
    Around 90M population
    Strong American & Spanish influences
    The only Catholic country in Asia
    the 8th most multicultural nation in the world1
    We value “family”, “education” & “democracy”
    Source of map image: http://www.infoplease.com/atlas/country/philippines.html
  • 4. Familial ties
  • 5. DLSU was built in 1911
    10 campuses in the Luzon island
    7 campuses outside Luzon
    De La Salle in the Philippines
    Teaching
    Research
    Community Service
  • 6. De La Salle in the Philippines
    • www.dlsu.edu.ph
    • 7. Manila Campus
    • 8. Trimester schedule
    • 9. 5 colleges
    • 10. Highest level of HEI accreditation in the Philippines
  • Sample profile of our undergraduate studentshttp://www.youtube.com/watch?v=ilmvQxdhQ68
  • 11. Source: http://www.cartoonstock.com/directory/p/partnership.asp
  • 12. Contexts of Collaboration
    willingness of the participant to engage
    common goals or common interests, e.g. to learn
    desire for greater good
  • 13. My personal learning network
    EXAMPLE 2
  • 14. My personal learning network
    EXAMPLE 2
  • 15. HatsuneMiku concert
    She’s a hologram Vocaloid, a virtual diva who can sing
    Human performers situated remotely sang & played second string with her
    EXAMPLE 3
  • 16. Outbreak of SARS virus
    (severe acute respiratory syndrome) flu virus
    Started in Guangdong, China in Nov 2002
    Not an influenza virus but a new disease
    Transmitted from person to person
    EXAMPLE 4
  • 17. Uncovering the cause of SARS (severe acute respiratory syndrome) flu virus
    • March 2003
    • 18. 10 research laboratories
    • 19. “A collaborative multicenter research project”
    • 20. organized by WHO
    • 21. Daily teleconferences
    • 22. Objective: determine the cause of SARS
    • 23. In-charge: Nobody
    EXAMPLE 4
  • 24. The wisdom of the crowds (Surowiecki, 2005)
    Diversity of opinion
    Independence
    Decentralization
    Aggregation
  • 25. Periphery learning
    Collective learning & practices
    Movement towards
    the center of the
    community
    Situated learning
    Learning based on the context of social participation and interactions (Wenger and Lave, 2006 )
  • 26. From periphery learning to situated learning, individuals become full participants in the community. The legitimate participation leads to collective learning as well as collective practices.
    The collective learning and the collective practices are offshoots of the ecosystem.
  • 27. Connectivism (Siemens, 2004)
    Premise:
    “Informal learning is a significant aspect of our learning experience.”
    “Learning is a continual process, lasting for a lifetime.”
    Many of the processes esp. cognitive processes are performed with the support of technology.
    Principles of Connectivism:
    Learning and knowledge rests in diversity of opinions.
    Learning is a process of connecting specialized nodes or information sources.
  • 28. Connected practice (Spante, 2009)
    Interplay of social interaction & technical systems
    CP
    SOCIAL
    TECHNICAL
    SOCIAL
    TECHNICAL
    CONNECTED
    PRACTICE
    CP
    SOCIAL
    TECHNICAL
    CP
    SOCIAL
    TECHNICAL
    Degrees of Connected Practice
  • 29. Theories supporting collaboration
    Personal learning environments – Attwell, 2007
    Wisdom of the crowds – Surowiecki, 2005
    Situated learning and social learning – Wenger & Lave, 2006
    Connectivism – Siemens, 2004
    Connected practice – Spante, 2009
  • 30. How do we go about out designing our inter-cultural collaboration tool?
    Define the context.
    Think of the collaboration tasks.
    Design without borders.
  • 31. What are your collaboration tasks?
    Brainstorming
    Planning
    Setting of objectives
    Scheduling
    Literature sharing
    Role identification
    Resources inventory
    Documentation
    Creation of reports
    Example: Social networks can contribute to student productivity
    http://www.youtube.com/watch?v=PO5H9R6gQgo&feature=related
  • 32. What adhoc or other unplanned activities do you anticipate
    Debates, arguments
    Language barrier
    Context misunderstanding
    Time differences & adjustments
    Conflicts in schedule & priorities
    Change of parameters
  • 33. Design without borders
    • Agnostic open systems
    • 34. Organic management
    • 35. Universal access
    • 36. Employ great “affinity to human nature” (Vicente, 2006)
    • 37. Respect for other cultures
    • 38. Create a beautiful and meaningful collaboration experience
  • “Today’s complex problem solving requires multiple perspectives. The days of Leonardo da Vinci is over.”
    Etienne Wenger
  • 39. What are you waiting for?
    Tack så mycket. Bra dag för alla!
    E-mail address: mavic.pineda@delasalle.ph
    http://www.slideshare.net/mobilemartha/slideshows
  • 40. References:
    • Atwell, G. (2007). The personal learning environments- the future of e-Learning? eLearning Papers vol. 2 no. 1 ISSN 1887-1542.
    • 41. Communit-eLearning (2010) . Please PLEs me. Retrieved from http://sitchensis.wordpress.com/2010/09/15/please-ples-me/
    • 42. Frontsidebus (2011). 160,000+ Watch Virtual PopstarHatsuneMiku Return to the Stage (video). Retrieved from http://www.frontsidebus.net/2011/04/160000-watch-virtual-popstar-hatsune-miku-return-to-the-stage-video/
    • 43. Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
    • 44. Spante, M. (2009). Connected practice: the dynamics of social interaction in shared virtual environments, 35-63. Gothenburg: Chalmers University of Technology. ISBN: 978-91-7385-262-3
    • 45. Surowiecki, J. (2005) The wisdom of the crowds. The wisdom of crowds, 1, 3-31. New York: Anchor Books. ISBN 0-385-72170-6
    • 46. Surowiecki, J. (2005) The wisdom of the crowds. Science: collaboration, competition, and reputation, 8, 158-168. New York: Anchor Books.
    • 47. Vicente, K. (2006). The human factor: revolutionizing the way people live with technology. New York : Routledge. ISBN 0415978912
    • 48. Vocaloid wiki (n.d.) HatsuneMiku. Retrieved from http://vocaloid.wikia.com/wiki/Hatsune_Miku
    • 49. Wenger, W. (2006). Communities of practice a brief introduction. Retrieved from http://www.ewenger.com/theory/