Ehu ulster coilnyc_final


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Easy and Accessible is the Power of Moodle in our International Online Collaboration.
Working closely with the SUNY Levin Institute, and SUNY COIL, Instructional Design and International Programs at SUNY Ulster have forged a unique approach to working internationally online. SUNY Ulster and European Humanities University in Belarus collaborated internationally by combining components of media literacy, contemporary world literature and literary analysis with basic ESL composition skills in a Moodle course space. Moodle provides an easily accessible Learning Management System for ALL students, no matter the country, no matter the home LMS.

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Ehu ulster coilnyc_final

  1. 1. E H U - S U N Y C O L L A B O R AT I V E P R O J E C T
  3. 3. SUNY UlsterRichard Cattabiani  Director of International Programs  English FacultyHope 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
  4. 4. COURSE TIME SCHEDULE Mid October to Mid December, 2009 Duration 10 weeks. Beginning of Nov to Beginning of December, 2010 Duration 5 weeks. Offered in English.
  5. 5. CREDIT INFORMATIONEHU Independent value added for EFL students Two credit courseUlster Integrated into Contemporary World Literature Three credit course
  6. 6. COURSE GOALS 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
  7. 7. KEEPING IN TOUCH 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.
  8. 8. COURSE DEVELOPMENT 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. 9. COURSE DEVELOPMENT Grading criteria & rubrics Sharing of responsibilities Engaging and selecting students
  10. 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).
  11. 11. STUDENT EVALUATION 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. 12. Activity Interpretation Grading criteria Excellent / A The comment is accurate, original, relevant,Answers all Questions and is well written. This comment adds (Ulster students)State a position and include responses to six [6] substantial presence to the course and 10-9 (EHU stimulates additional thought about the issuesother posts. This could include the Professors’ students) under discussion. Above Average / BAnswer all Questions The comment lacks at least one of the above (Ulster students) values but is above average in quality. TheState a position and include responses to four [4] comment makes a significant contribution to 8-7 (EHUother posts. This could include the Professors’ our understanding of the issue being discussed. students) Average / CAnswer Questions The comment lacks two or three of the required (Ulster students) responses. The comment makes no significantState a position and include responses to two [2] contribution to our understanding of the issue 6-5 (EHUother posts. This could include the Professors’ being discussed. students)Answer Some Questions DInteracts once a week (Ulster students)Ideas are not well-developed, do not add todiscussion 4 (EHU students) FAnswer No Questions (Ulster students)No discussion or interaction with the class 3 (EHU students)
  13. 13. LANGUAGENo problems.
  14. 14. COURSE CONTENT 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.
  15. 15. LMS Moodle course space.
  16. 16. vv v
  17. 17. Creating a cross-cultural media project worthy of publication
  18. 18. HOW CAN YOU PREPARE FOR THIS PARTNERSHIP?Passion to teach and learn about the world outside the USA Willingness to teach online Develop a relationship with your instructional designer Familiarity with the languages involved
  19. 19. STRATEGIES TO FACILITATE THIS PARTNERSHIPDevelop simple outcomesMake timeAgree upon start and end dateAgree upon contentAgree upon formatAgree upon Learning Management System (LMS)
  20. 20. WHAT IT TAKES Start early Select your students very carefully Use student-centered methodology Use many visuals (e.g. photos, pictures, videos, etc) Provide clear instructions for each assignment Provide weekly feedback Be ready to work hard
  21. 21. 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 SAYAmerican students really haveexplicit freedom of speech!!!!!!!! Anddue to this course we had anopportunity to appreciate it andexpress our ideas and then discussedthem!!! Wonderful!!!!!!!! It seems that US media is a little more democratic than Belarusian. But it was interesting to know that sometimes the Americans didnt trust the news as well as Belarusian people. I think I got good information about US media in this project.
  22. 22. Any Questions?Victoria Minina minina@ehu.ltHope Windle windleh@sunyulster.eduRichard Cattabiani