EHU + SUNY Ulster online collaboration
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EHU + SUNY Ulster online collaboration



SUNY Ulster and European Humanities University (EHU) joined forces in a collaborative course module. Here is the series of lessons and the student responses in discussion boards and using Pixton.

SUNY Ulster and European Humanities University (EHU) joined forces in a collaborative course module. Here is the series of lessons and the student responses in discussion boards and using Pixton.



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  • Interdependence of different media
  • RC
  • Vika to speak to this
  • Vika to speak to How it was Promoting
  • VIKa to explain Richard to explain
  • RC proposed to have the rubric
  • RC to speak of the level of language skills of the EHU students, Vika to speak to the sitting up and taking note Hope to speak to seeing the LMS in cyrrillic
  • Hope knew the belarusans were juggling jobs and Alesia and Vika used to teaching fully Templated online courses versus faculty driven development started from scratch
  • Hope felt it was important to be in the country’s LMS that were speaking a foreign langauge the least we could do is play in their sandbox Vika felt it was a big favor to have the course in Moodle
  • RC - Kick off the collaboration Persepolis smuggled in
  • RC
  • RC introduce Rebecca and the Globalization 101 links and video content and analysis briefs and soon to be Human Rights Tool Kit 2.0   Every semester we learn more about how the international collaborations can improve. Presently, we are adopting a meaty introductory component devised with Rebecca Smolar of Globalization 101, SUNY Levin Institute. We will start the students introducing themselves, by investigating cultural differences in relation to the Media and investigating the gathering of "News". Our introductory lesson plan will be on the Globalization 101 website later this year.  
  • RC
  • RC
  • RC > HW
  • HW
  • Hope
  • HW
  • HW
  • HW
  • HW
  • HW
  • RC
  • Vika mentioned Survey monkey
  • RC ……Graphic Novel because of ESL connection but the surprise and re-group was the sophistication in the responses from all
  • RC and Vika opportunity for the EHU students to comment informally in the discussion boards and postings was a nice alternative to Academic or ToeFL focused communication. It helped them to be more frank, more sincere.
  • RC the depth and the scope and the sequence…audio, visual, kinesthetic, all learning styles being used. People exchange different thoughts and visuals better comprehend the story and the context of the story. Great to see the imagery as well as the conversation about the reading
  • HOPE - Pixton online tool to allow the students to collaborate without having artistic or drafting ability but to convey the concepts and thinking about the course and the connections made Web 2.0 tools are plentiful but not necessarily stable. Vika - to speak to how Hope RC to talk to word: PUBLICATION …22 year think of the word in a different light.
  • HW _ example of collessing truly Media Lesson plan and Persepolis and the structure of the graphic novel VIKA
  • HW
  • HW called the CEO with PIXTON to accommodate what we are doing
  • HW to talk to the way the students figured out a work around in a way that each student could add their own strip One of the students from Columbia RC to talk to using Pixton earlier next time we run this collaboration
  • RC One of the students from Columbia, Three Kings Days
  • RC to talk How we got started Transition to Short Term Study Abroad

EHU + SUNY Ulster online collaboration Presentation Transcript

  • 3. SUNY Ulster Richard Cattabiani  Director of International Programs  English Faculty Hope Windle  Instructional Design  European Humanities University Victoria Minina  Lecturer of English Alesia Krupenikava  Lecturer of English Tatsiana Senina  Lecturer of English Globalization 101 Rebecca Smolar  Project Director
    • Mid October to Mid December, 2009 Duration 10 weeks. Beginning of Nov to Beginning of December, 2010 Duration 5 weeks.
    • Offered in English.
    • EHU Independent value added for EFL students Two credit course
    • Ulster
    • Integrated into Contemporary World Literature
    • Three credit course
    • To design a safe space for international collaboration
    • To articulate the difference between people driven media versus corporate or state driven media
    • To broaden students and faculty appreciation of other cultures and politics
    • Before A SKYPE chat every two weeks starting a semester in advance
          • to establish the relationship of professors
          • to develop the course content
    • During A one-hour SKYPE chat every week during the course to assess how things were going.
    • choosing a methodology for online teaching
    • developing detail instructions for working in the course
    • developing a syllabus and week by week assignments
    • integrating EHU teaching standards into SUNY educational environment
  • 9.
    • Grading criteria & rubrics
    • S haring of responsibilities
    • Engaging and selecting students
  • 10. STUDENTS
    • The EHU students – advanced EFL course for ToEFL preparation (40 - 17).
    • The Ulster students – a 200 level English course: Contemporary World Literature (11).
    • Each student was graded only by his / her own instructor
    • All students were expected to contribute to the discussion
    • Final course grades were determined by the instructor on the following basis:
            • Assignments: 50%
            • Active participation in discussion: 50%
  • 12. DEVELOPING A RUBRIC Activity Interpretation Grading criteria Answers all Questions State a position and include responses to six [6] other posts. This could include the Professors’ Excellent / A (Ulster students) 10-9 (EHU students) The comment is accurate, original, relevant, and is well written. This comment adds substantial presence to the course and stimulates additional thought about the issues under discussion. Answer all Questions State a position and include responses to four [4] other posts. This could include the Professors’ Above Average / B (Ulster students) 8-7 (EHU students) The comment lacks at least one of the above values but is above average in quality. The comment makes a significant contribution to our understanding of the issue being discussed. Answer Questions State a position and include responses to two [2] other posts. This could include the Professors’ Average / C (Ulster students) 6-5 (EHU students) The comment lacks two or three of the required responses. The comment makes no significant contribution to our understanding of the issue being discussed. Answer Some Questions Interacts once a week Ideas are not well-developed, do not add to discussion D (Ulster students)   4 (EHU students) Answer No Questions No discussion or interaction with the class F (Ulster students) 3 (EHU students)
  • 13. LANGUAGE
    • No problems.
  • 14.  
    • The 2009 & 2010 modules were divided into 3 sections:
          • an introductory 3 week ( 1 week ) unit about Media 1.0 vs. 2.0
          • designed by Richard Cattabiani and Hope Windle
          • with Rebecca Smolar, Globalization 101
          • reshaped by the EHU instructors
      • 5 week (2 weeks) unit focusing on the book Persepolis by Marjane Satrapi, initially designed by Richard Cattabiani but reshaped by all
      • 2 week (2 weeks) creative project based on the graphic novel format.
  • 16. LMS
    • Moodle course space.  
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  • 30. v v v
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  • 35. Creating a cross-cultural media project worthy of publication
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  • 41.
    • Persepolis. I loved the story, and I thought it was clever to use a graphic novel to surpass any language barriers between the two groups.
    WHAT STUDENTS SAY American students really have explicit freedom of speech!!!!!!!! And due to this course we had an opportunity to appreciate it and express our ideas and then discussed them!!! Wonderful!!!!!!!! It seems that US media is a little more democratic than Belarusian. But it was interesting to know that sometimes the Americans didn't trust the news as well as Belarusian people. I think I got good information about US media in this project.
  • 42. Any Questions? Victoria Minina [email_address] Hope Windle [email_address] Richard Cattabiani [email_address]