An Introduction to COIL,
Collaborative Online
International Learning
Sarah Guth
Program Coordinator for International Coll...
What is COIL?
Collaborative Online International Learning is not a technology, but a new
teaching and learning paradigm th...
COIL-like terms

2003

2006

2007

2008

2013

• Telecollaboration (Belz)

• collaborative online international learning (...
Goals of the SUNY COIL Center
The SUNY COIL Center’s Mission Statements:
•

To Encourage and support the development and i...
COIL Courses
•

Use technology to bridge the distance between students around the world

•

Involve faculty working in par...
Any Discipline
Agriculture

•

Dairy Production and Management

Belarus

Use technology to bridge the distance between stu...
Positive Feedback from Students
•

Enthusiasm
– I was honored to be a part of this pilot course and I firmly believe the c...
Recommendations from Students
There was one keyword that appeared in the recommendations more
than any other: “more”. Stud...
Impacts for Faculty
Professional development opportunity for faculty/staff
I gained new perspectives from my international...
Impacts for Institutions
•

Creates goodwill and interest in campus among prospective exchange or
international students

...
What do COIL courses look like?

11
You can COIL any course
Discipline A

Film Studies

ESL

Civilization
Sequence

Discipline B

Interdisciplinary

Teacher E...
You can COIL any course
Discipline A

Film Studies

ESL

Civilization
Sequence

Discipline B

Interdisciplinary

Teacher E...
You can COIL any course
Discipline A

Film Studies

ESL

Civilization
Sequence

Discipline B

Interdisciplinary

Teacher E...
You can COIL any course
Discipline A

Film Studies

ESL

Civilization
Sequence

Discipline B

Interdisciplinary

Teacher E...
What Have We Learned

16
Keys to Success

Partnerships
Learning
First

• Create close partnership between
faculty and technology and
international ...
Questions?

email
coilinfo@suny.edu
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  • this is demonstrated by a large number that suggest the courses be offered again and students who preface their comments with the problems encountered but say they would recommend it to others.
  • this is demonstrated by a large number that suggest the courses be offered again and students who preface their comments with the problems encountered but say they would recommend it to others.
  • Coil introduction

    1. 1. An Introduction to COIL, Collaborative Online International Learning Sarah Guth Program Coordinator for International Collaborations SUNY COIL Center
    2. 2. What is COIL? Collaborative Online International Learning is not a technology, but a new teaching and learning paradigm that aims to develop intercultural awareness and competence across shared multi-cultural online learning environments. COIL bring students and teachers in geographically distant locations, from different lingua-cultural backgrounds together. The COIL model does not merely promote courses where students from different countries share an online classroom. Rather, it aims to create co-equal teamtaught learning environments where teachers from two cultures work together to develop a shared syllabus, emphasizing experiential and collaborative student learning. The courses give new contextual meaning to the ideas and texts they explore. 2
    3. 3. COIL-like terms 2003 2006 2007 2008 2013 • Telecollaboration (Belz) • collaborative online international learning (Rubin & Wilson) • virtual mobility (VM-BASE) • online intercultural exchange (O’Dowd) • globally networked learning (Starke-Meyerring & Wilson) • exchange 2.0 (Soliya, iEarn, Global Nomads) 3
    4. 4. Goals of the SUNY COIL Center The SUNY COIL Center’s Mission Statements: • To Encourage and support the development and implementation of collaborative online international courses around SUNY and the world • To build bridges between the instructional design, international programs and teaching faculty communities • To promote, integrate and enhance international education experiences across the curriculum Focus on Student-to-Student Interactions promote: • experiential & collaborative student learning • learning course content through one’s own and others’ unique cultural lenses • development of intercultural awareness and online communicative competence • opportunities to build diverse personal relationships • experience working in multicultural virtual teams 4
    5. 5. COIL Courses • Use technology to bridge the distance between students around the world • Involve faculty working in partnership to bring their students together online from two or more countries • Can be built from new or existing courses • Require teachers from each country to develop a shared syllabus and design tasks and activities that promote intercultural awareness and collaboration • Do not require course with an international specific focus • Are usually hybrid with a F2F component in each school and the COIL component online • Last from 4-12 weeks • Can be from almost any discipline 5
    6. 6. Any Discipline Agriculture • Dairy Production and Management Belarus Use technology to bridge the distance between students around the world Business & Finance Global Citizenship & Corporate Social Responsibility Ghana • Involve faculty working in partnership toConstruction Management Engineering International Collaborative bring their students together online Brazil Turkey, Israel, from two or more countries Foreign Languages Japanese and American Culture Japan • Can be built from Feminisms in Comparative Perspective new or existing courses Gender Studies • Require teachers Religion and Conflict in Europe from each country to History develop a sharedScience Fiction and Modern Society syllabus and design tasks and Literature activities that promote intercultural awareness Media Arts & Film and collaboration Cross-Cultural Video Production Music Jazz! with an international • Do not require courseBorn in America, Created Internationally Performing Arts Voice and Movement for Actors specific focus Mexico Turkey Germany Belarus S. Africa - Denmark Australia Political usually European Politics Belgium • Are Science hybrid with a F2F component in each school and the COIL Psychology Early Childhood & Adolescence Education England component online Social Work Advanced Social Work Practice with Communities • Last from 4-12 weeks South Africa Teacher be Introduction to Exceptional Children Education • CanEd from almost any discipline Taiwan Writing Belize Global English Composition 6
    7. 7. Positive Feedback from Students • Enthusiasm – I was honored to be a part of this pilot course and I firmly believe the collaboration between the two universities should be continued. I think that there should be more conferences under this course and they should be more extended. • Perspectives: see their own culture in a different light; a high level of awareness of „self‟ and „other‟ and reflection on the experience. – It was fascinating to see the different perspectives concerning the topics we discussed in the course. It was interesting to see how we generalize our opinions while in reality they might be just exclusive to us. – It challenged me to think in new ways. • Skills – language skills (I practiced my English in speech and writing) – communicative competence (how to interact with strangers that live overseas and be close friends with them) – overcoming technophobia (I still hate technology but I have come away with a much bigger realization of the world.) • Team teaching – As a team the teachers were great. It was fun to watch them exchange ideas and theories about a given piece of literature because their knowledge is so encyclopedic. Individually, they are still excellent professors. 7
    8. 8. Recommendations from Students There was one keyword that appeared in the recommendations more than any other: “more”. Students wanted more: – time for collaborative work; – months (2 semesters rather than one) – time for class discussion – time to talk with [the international] students
mas interacciones entre los alumnus – video chats – class time – oral sessions – comparisons between both cultures 8
    9. 9. Impacts for Faculty Professional development opportunity for faculty/staff I gained new perspectives from my international partner from the outset, as well as confidence in my own approach toward my students at our institution. I am more convinced than ever that, with proper institutional and technical support, these collaborations are invaluable for students and instructors around the world. Particularly for students with limited opportunities to travel abroad, the opportunity to share an educational experience with students from other cultures and countries is very important. 9
    10. 10. Impacts for Institutions • Creates goodwill and interest in campus among prospective exchange or international students • Bring international experiences to wider range of students • New internationalization vector to meet strategic goals • Cost-effective pathway to internationalize curricula • Reduced administrative complexity • Students are usually enrolled, charged tuition, and awarded grades only at their home institution. • Avenue to develop new partnerships • Option to invigorate new or moribund MOUs • Opportunity for Dual Degree student interactions • Can support existing education abroad programs • Increase student interest and comfort in studying abroad • Help better prepare students for going abroad 10
    11. 11. What do COIL courses look like? 11
    12. 12. You can COIL any course Discipline A Film Studies ESL Civilization Sequence Discipline B Interdisciplinary Teacher Ed Honors English US Country (LOI*) A US (English) Italy (EFL) Lebanon (ESL) Country (LOI) B Belarus (Russian) LEVEL A Undergraduate LEVEL B Mixed Turkey (Turkish) Interdisciplinary Interdisciplinary Asynchronous Synchronous & Asynchronous Germany (ESL) US AsynchronousIsrael (Hebrew) & (English) Synchronous Language Tutor – Language Learner Video Exchange Course created from 6-week module Undergraduate Undergraduate scratch Course created from Brazil (Portughese) scratch Graduate Undergraduate Mixed Asynch Video wiki LMS Discussion Forum/ File sharing Synch N/A Skype N/A Video conferencing LOI = Language of Instruction Civil Engineering
    13. 13. You can COIL any course Discipline A Film Studies ESL Civilization Sequence Discipline B Interdisciplinary Teacher Ed Honors English US Country (LOI*) A US (English) Italy (EFL) Lebanon (ESL) Country (LOI) B Belarus (Russian) Germany (ESL) LEVEL A Undergraduate Undergraduate LEVEL B Mixed Graduate Turkey (Turkish) Interdisciplinary Asynchronous SynchronousIsrael (Hebrew) & & Asynchronous US (English) Synchronous Language Tutor – Language Learner Course created from 6-week module Undergraduate Brazil (Portughese) scratch Undergraduate Mixed Asynch Video wiki LMS Discussion Forum/ File sharing Synch N/A Skype N/A Video conferencing LOI = Language of Instruction Civil Engineering
    14. 14. You can COIL any course Discipline A Film Studies ESL Civilization Sequence Discipline B Interdisciplinary Teacher Ed Honors English US Country (LOI*) A US (English) Italy (EFL) Lebanon (ESL) Country (LOI) B Belarus (Russian) Germany (ESL) LEVEL A Undergraduate Undergraduate LEVEL B Mixed Graduate Turkey (Turkish) Interdisciplinary Asynchronous US (English) Israel (Hebrew) & Synchronous Course created from Undergraduate Brazil (Portughese) scratch Undergraduate Mixed Asynch Video wiki LMS Discussion Forum/ File sharing Synch N/A Skype N/A Video conferencing LOI = Language of Instruction Civil Engineering
    15. 15. You can COIL any course Discipline A Film Studies ESL Civilization Sequence Discipline B Interdisciplinary Teacher Ed Honors English US Country (LOI*) A US (English) Italy (EFL) Lebanon (ESL) Turkey (Turkish) Country (LOI) B Belarus (Russian) Germany (ESL) US (English) Israel (Hebrew) LEVEL A Undergraduate Undergraduate Undergraduate Brazil (Portughese) LEVEL B Mixed Graduate Undergraduate Mixed Asynch Video wiki LMS Discussion Forum/ File sharing Synch N/A Skype N/A Video conferencing LOI = Language of Instruction Civil Engineering
    16. 16. What Have We Learned 16
    17. 17. Keys to Success Partnerships Learning First • Create close partnership between faculty and technology and international support on campus. • Set clear educational goals and objectives before planning the technology to be used. Relationships • Build strong working relationships with teams locally and abroad. Flexibility • Assess effectiveness and have the flexibility to adjust as needed. 17
    18. 18. Questions? email coilinfo@suny.edu

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