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Pedagogical practices of K-12 online global collaborative educators

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Pedagogical practices of K-12 online global collaborative educators

  1. 1. Pedagogical practices of K-12 online global collaborative educators Julie Lindsay - @julielindsay October 2018
  2. 2. • What is online global collaboration • Why is online global collaboration important? Part 1 •Online global collaboration – outcomes, impacts, barriers and enablers Part 2 • The Global Collaborator Mindset (GCM) • Emerging pedagogical practices – (OGCL) Part 3 • Online global collaborative learning - Implications for K-12 education Part 4
  3. 3. What is online global collaboration? Why is it important? Part 1
  4. 4. Geographically dispersed learners Use of online technologies Learning with not just about Co-create new understandings and share work online What is online ‘global’ collaboration?
  5. 5. Why is online global collaboration important? To build global competency To provide a focus for online technologies To create a new paradigm for modern learning To support glocalisation To foster empathy with others To reduce ethnocentricity
  6. 6. The key factors are the design features of the collaboration, changes made in teaching and learning structures for all collaborative partners involved and use of online technologies. (Garrison & Cleveland-Innes, 2005)
  7. 7. Design + Facilitation of authentic online collaborations •Learn of global issues + gain multiple perspectives •Form and establish dispositions that are embedded in global competency. •Fosters the development of global awareness and global competency. (Duggleby & Lock, 2018)
  8. 8. What does the literature reveal? Beliefs about teaching & learning, emerging pedagogical practices An & Reigeluth McLoughlin and Lee Laurrillard Ertmer Somekh Larson & Brown Mansilla & Chua Orlando Collaboration, Collaborative learning practices & communities Dillenbourg Garrison Harris Laurrillard Wenger Harasim Lock Maguth Adult learning for/with digital technologies, curriculum & pedagogical development Anderson Downes Siemens Arteaga Snyder Blaschke Resnick Brown Educational technologies, technology integration, online learning Ertmer Greenhow Mishra Selwyn Bonk Dede Veletsianos Stevens &Craig
  9. 9. •In what ways do educators implement online global collaborative learning? •What dispositions, habits and practices do these educators adopt in order to do so? •What happens to pedagogy when online global collaboration is implemented? •How can we construct a model around this for other educators to learn from and adopt similar approaches to teaching and learning to affect pedagogical change? The literature gap….
  10. 10. Case study research
  11. 11. Two-phase research design • Phase 1: Online survey (Parts A, B, C) • Phase 2: Semi-structured interviews
  12. 12. Research questions How might online global collaboration influence educators’ pedagogical approaches? 1. What are the experiences of educators who implement online global collaboration? 2. How do educators’ beliefs about learning and teaching influence their engagement in online global collaboration? 3. In what ways do educators dispositions and personal pedagogies enable online global collaboration?
  13. 13. Meet the Global Educators
  14. 14. Analysis: Coding Playbook
  15. 15. Online global collaboration Outcomes, impacts, barriers and enablers Part 2
  16. 16. Adoption of modern teaching methods – Constructivist, connectivist – Online Collaborative Learning (OCL) – Open networking, open publishing Identification of new learning modes – Inquiry-based – Beyond the textbook – Inclusive of others beyond the classroom – Collaborative and team-based – Autonomous & independent – Supported by new virtual learning modes Teaching and Learning – Outcomes and Impacts OUTCOMES IMPACTS Curriculum – Flexible & agile – Holistic, interdisciplinary design Open learning, open practice – Choice of tools – Willingness to share online Digital learning legacy – Process of learning shared – Collaborative outcomes shared – Evidence of open online curation and sharing of ideas and practices Emerging pedagogy – As a result of online global collaboration – To support online global collaboration
  17. 17. Barriers to online global collaboration • Communication issues • Technology infrastructure and access • Lack of time • Lack of autonomy in the classroom • Isolation from like-minded educators • Lack of priority for global collaboration
  18. 18. Further delineation of barriers Personal Blended Situational Teaching and Learning: Communication modes and global awareness • Interpretation of project goals and objectives • Inconsistent responses or contributions from other educators in a global project or other global situation • Difficulty with interpreting time zones and knowing when and how to communicate with others • Handicapped by a lack of intercultural understanding when connecting with different cultures • Limited understanding of and experience with how to communicate and learn with others at a distance • Reticence with or fear of communication in other languages • Culture of isolation between educators within the school • Limited priority for developing external relationships and global awareness by the school
  19. 19. Further delineation of barriers Personal Blended Situational The Educator in the Digital Learning Environment • Low digital literacy and digital fluency skills • Low confidence to use digital tools for online, connected and collaborative learning • Reluctance or inability to share ideas virtually in support of others • Reluctance or inability to publish professional or student work online and share classroom activities and collaborations • Inadequate school-based access to online technologies • Closed online learning environments (such as Office 365) • Network/Bandwidth inadequate for full class participation • Inconsistent and unreliable technology • Exclusion from BYOD or other device-based programs
  20. 20. Enablers to online global collaboration • Establishing effective communication between educators • Support from stakeholders • Effective technology in the school • A small and trusting global network • Educator experience and beliefs • Educator ‘personality’ or mindset • Enhanced awareness of self and one’s place in the world
  21. 21. Online Global Projects as Enabling Structures
  22. 22. The Global Collaborator Mindset (GCM) Emerging pedagogical practices (OGCL) Part 3
  23. 23. “I think it’s really about attitude and I always go back to the word flexibility. Teachers have to be flexible, they have to let go of you know being the master in the room, the sage on the stage as they call it and really taking more of a guide on the side role.” (Donna) “Mindsets, confidence in using technology, confidence in being able to communicate with people who maybe don’t speak English as their first language.” (Stella) “You know, that it’s not hard because I think a lot of people just go oh I can never do that or I’ll wait until I’m told I have to do that to do it and those are the kind of mindsets that hinder online collaboration.” (Janice) The Global Collaborator Mindset (GCM)
  24. 24. Attributes of the Global Collaborator Mindset (GCM)
  25. 25. Online Global Collaborative Learning (OGCL) Conceptual underpinning
  26. 26. Online Global Collaborative Learning (OGCL)
  27. 27. Online global collaboration Implications for K-12 Education Part 4
  28. 28. “Global collaboration has really revolutionised my teaching and everything that I do, no matter what I am teaching in or what I’m teaching or what curriculum subject matter I’m working with it has really changed my approach and how I think about education.” (Donna) “I relied on learning with the people I collaborated with, and I think it’s by hands on and experiencing that, that you really learn very much about collaboration on a global scale.” (Stella) “You’re changing the way teachers are really teaching and students are really learning by how you’re doing your global project and project-based learning.” (Valerie) “Online global collaboration needs to be part of the learning, not on top of the learning.” (Angela) “It’s another way of learning, it’s another way of learning with people who are not right next to you but who have a different perspective who have different things to offer.” (Lindy) “It’s more than a pedagogy, but I wouldn’t necessarily call it a curriculum. I think global collaboration for me is a necessity for us to teach children the skills they need for the 21st century, like in my opinion it should be a non-negotiable.” (Janice) Curriculum or pedagogy?.....
  29. 29. Implications for K-12 Education A planned, whole school/system approach…. • Adopt the Global Collaborator Mindset (GCM) • Adopt technology tools for modern learning objectives, • Move beyond cooperation to collaboration and co-creation • Understand online global collaborative learning (OGCL), and commit to implementing it
  30. 30. References (select) Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), 6. Dweck, C. S. (2006). Mindset: The new psychology of success: Random House Digital, Inc. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. doi:10.1080/15391523.2010.10782551 Garrison, D., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2 Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246-259. doi:10.3102/0013189X09336671 Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis. Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20. doi:10.1007/s11412-008-9056-2 Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education. Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon. Lock, J. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, 24(2), 137-153. doi:10.1080/1475939X.2014.946957 McLoughlin, C., & Lee, M. J. (2008). The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3-10. Union, C., & Green, T. (2013). The use of Web 2.0 technology to help students in high school overcome ethnocentrism during Global Education Projects: A cross-cultural case study. The Georgia Social Studies Journal, 3(3), 109-124. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Seven principles for cultivating communities of practice. Cultivating Communities of Practice: a guide to managing knowledge, 4. Yin, R. K. (2014). Case study research: design and methods (Fifth ed.). Los Angeles: SAGE.
  31. 31. Thank you! Julie Lindsay