2. facilitated steps towards project design
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This document outlines 7 steps for facilitating global collaborative projects: 1) Connection - finding like-minded educators through personal learning networks and pull technologies. 2) Communication - using synchronous and asynchronous tools to connect classrooms separated by location and time. 3) Citizenship - developing digital citizenship and global competency. 4) Contribution and Collaboration - using technopersonal skills for synchronous and asynchronous collaboration. 5) Choice - allowing student choice in projects. 6) Creation - emphasizing higher-order thinking and co-creation. 7) Celebration - recognizing new friends, achievements, and cultural understanding gained through the project. The document also discusses challenges of embedding global projects and the evolution of global collaboration models.
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2. facilitated steps towards project design
- 1. Facilitated Steps Towards Project Design Flat Classroom Live! 2013, Hawaii LEADERSHIP WORKSHOP Julie Lindsay
- 4. Getting Started with Global Projects Find like-minded educators Design Outcomes Select Tools Manage for Success
- 5. What is an Effective Global Collaborative Project? An educational project that flattens or joins classrooms and people from geographically dispersed places within a technology infrastructure built for a common curricular purpose. Interactions foster cultural understanding and global awareness in the process of learning. Local identity is maintained and celebrated.
- 6. Am I willing to redesign my curriculum to embed a global project into what my class does? “Designing a global collaborative experience involves transcending the obvious real time linkup, fostering higher order thinking and providing opportunities for cultural understanding while usually making a product that impacts others in a positive way. ”
- 7. Challenges of Embedding Global Collaboration Going Beyond the ‘Wow’ Engaging learners and leaders Shifting traditional pedagogies Having realistic expectations
- 8. Global Collaboration 1.0 Global Collaboration 2.0 Global Collaboration 3.0 Evolution of Global Collaboration in Education
- 9. The Evolution of Global Collaboration in Education P 7
- 12. Connection Personal Learning Network (PLN)
- 13. http://www.flickr.com/photos/jrhode/375671790/in/pool-rss Connection Pull Technologies 1.RSS Reader 2.Tablet-Sized Devices 3.Handheld Devices 4.Social Bookmarking 5.Joining Online Conversations 6.Networking Organizations 7.Location Based Apps
- 14. Connection Taxonomy © Vicki Davis and Julie Lindsay, ‘Flattening Classrooms, Engaging Minds’. Pg 55
- 17. Two types to sustain a global project Communication Traditional Classroom Separated by Location Separated by Time Flat Classroom Unified by the Internet Unified by asynchronous communication tools SYNCHRONOUS and ASYNCHRONOUS
- 18. Step 3 - Citizenship
- 19. Digital Citizenship “…the norms of behavior with regard to technology use” Ribble and Bailey
- 20. Citizenship Global competency and confidence
- 21. © Vicki Davis and Julie Lindsay 2011 Enlightened Digital Citizenship model
- 23. Technopersonal skills - Synchronous Collaboration
- 24. Technopersonal skills - Asynchronous Collaboration
- 26. Step 5: Choice
- 28. Step 6 - Creation To be able to Create is a 21C Learning Objective
- 29. Revised 2001 by Lorin Anderson
- 32. Celebrate New friends New achievements A sense of accomplishment Making the world a better place Enhanced cultural understanding
Editor's Notes
- Vicki:
- Julie: We describe global collaboration in stages. GC 3.0 = more emphasis on co-created multimedia products, use of social media tools for communication, high expectations to connect in an ongoing manner, student-centered learning
- Connect yourself, connect your school, connect your students!
- Being connected to a Personal Learning Network or Professional Learning Community is a 21C skill for all learners. This is not about social media as such, but about using networking tools in responsible and thoughtful ways to support learning objectives. This is about using the technology to make sustained and meaningful connections. This is about professional use of social media for teachers and students.
- Connection is about using ‘Pull’ technologies to bring the information and updates to you – syndication and aggregation as a form of organisation.
- The Global Connection Taxonomy we developed shows a hierarchy of five levels of possible connection scenarios.
- Step 2: Communication. In the 21C it is important to develop communication skills and be able to relate across timezones and cultures
- Two types of communication methods are needed to sustain a global project: Synchronous and Asynchronous. The traditional classroom is separated by location and separated by time. The Flat Classroom is unified by the Internet and unified by asynchronous communication tools.
- Step 3: Citizenship. Although technology is used in communication, digital citizenship is still squarely about relating to people.
- This definition by authors of Digital Citizenship in Schools, Ribble and Bailey, continues to resonate here: “…the norms of behaviour with regard to technology use”
- Are your teachers and students globally competent and globally confident? We must be providing opportunities to learn with and from others around the world in order to foster deeper understanding.
- Our Enlightened digital citizenship model encourages all learners to avoid the fear factor by knowing how to connect and collaborate online.Expect and foster responsible and reliable and in fact professional collaborations during a global project – and as part of a flattened classroom. Note the Areas of Awareness that ask learners to consider not only technical, individual and social impacts of the use of technology but cultural and global as well.
- Step 4: Contribution and CollaborationWithout contribution collaboration cannot take place
- Students and teachers must develop technopersonal skills that give them confidence in collaborating synchronously, as these students are doing. The student on the left is working in a team during a Flat Classroom Workshop in Mumbai, India while one of her team members is connecting via Skype from Japan in real time.
- Asynchronous collaborations via a wiki show two teachers communicating as they create an information page about Tablet Computing in their classrooms.
- This screenshot from a wiki history shows true co-creation in a text-based environment. The red is where the second student deleted text and the green shows what was added instead. This raises the question – where do we learn how to do this? Most of us are very precious about our own content and ownership of ideas. The exam-based system we usually learn under has made us this way. So my questions to you related to technology-scaffolded collaboration are:How do teachers learn to collaborate?How do students learn to collaborate?What are the best tools?How do YOU teach collaboration and co-creation?
- Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
- Educational networks are for community building and collaboration.Wikis are for disruption and collaboration
- Educational networks are for community building and collaboration.Wikis are for disruption and collaboration