Global Collaborative Projects allow students to work together on themes or topics across cultures using technology while remaining in their classrooms. They can involve structured or unstructured interactions between students on a limited or ongoing basis. Examples provided include competitions identifying landmarks, virtual field trips to share data about local areas, and having "travel buddies" share experiences across schools. Global projects help students develop broad perspectives, skills like communication, and cultural understanding by drawing on real-world resources. Success requires proper preparation, student-driven projects aligned with curriculum, and use of technologies like blogs, video chat, and social media to facilitate global collaboration.
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
This literature review provides an overview of digital literacy in schools. It was developed in the context of the Digital Futures in Teacher Education project (www.digitalfutures.org)
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Exploring open approaches towards digital literacyDEFToer3
This presentation was delivered at the European Conference in E-learning, University of Groningen, 25-26 October 2012 by Anna Gruszczynska and Richard Pountney
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
Guidelines for Collaborative Online International Learning - Mobility from Ho...Susana Galante
Handbook for practitioners on how to embed collaborative online international learning (COIL) created for Internationalization Department at Kibbutzim College of Education by Susana Galante and Dr Anya Glickman
This presentation will assist in preparing a novice online EFL teacher for not only the complexities, problems, responsibilities and challenges encountered but also the tremendous rewards that can be gained from the e-moderation process. The role played by the e-moderator in creating and teaching an online course in English as a Foreign language will be explored. In particular, the e-moderators beliefs and perceptions as well as the challenges encountered throughout the process. Furthermore, It will detail the relevant theories of online learning and show how they are represented through various models, creating a framework to assist the e-moderation process.
Where Is The M In Interactivity, Collaboration, and Feedback?Michael Coghlan
Presentation for the Wireless Ready Event on March 29th, 2008. Audio accompanying approximately the first half of these slides at http://michaelc.podomatic.com/entry/2008-03-29T07_39_46-07_00
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
A Green
1. By A Green NOT FOR DISTRIBUTION
Global Collaborative Projects allows individuals or groups of students, to work together and
gather information on a theme, question or topic (Cater, 2005). Global Collaborative Projects
are student-centered learning experiences that frequently involve learners from different cultures
using technology to improve global awareness, while remaining in their classrooms.
Global Collaborative Projects can consist of structured or laissez-faire interactions. Each Global
Collaborative Project will have a timing outline, where projects will have a limited duration
period, while other projects will be ongoing (Carter, 2005). Global Collaborative Projects enable
students to relate to one another across cultural obstacles and diverse locations (Gibson,
Rimington, Landwehr-Brown, 2008).
Global Collaborative Projects provides a means for students to interact with diverse populations
to meet the challenges of the rapidly changing world. Global Collaborative Projects support
students to
"confront stereotypes and exotica and resist simplification of other cultures and global
issues; foster the habit of examining multiple perspectives; teach about power, discrimination,
and injustice; and provide cross-cultural experiential learning,"
(Merryfield, 2002, p. 18).
Global Collaborative Projects can be included within the school curriculum in a variety of ways.
It is important for an evaluation to be made about which particular technologies and projects will
best suit a class’s needs and curriculum development (Carter, 2005).
Kidlink promotes ‘The Landmark Game,’ where a class will select a landmark from
anywhere in the world, research nine interesting facts, be given 3 clues about other participants
chosen landmarks each week, while interacting with each participating schools and developing
yes or no questions for them. After three weeks, the school that has solved the majority of
landmarks is the winner of the competition. In 2010 thirteen countries participated and were able
to interact with different cultures and grade levels resulting in students gaining skills in areas
such as: problem solving, critical thinking, map reading, and organisation (Kidlink, 2010).
iEarn specializes in virtual fieldtrips where students collect data, information, and
statistics about their town or area. Findings are then reported; images, sounds and videos of
experiments, surveys and other educational activities are posted online via a wide range of
technologies. Virtual fieldtrips require students to work in close proximity with one another,
resulting in students developing communication skills, teamwork, civic responsibility and
friendships. Multicultural understandings are developed through virtual fieldtrips as students are
encouraged to make cross-cultural comparisons of international postings (iEarn, 2011).
The Learning Place offers students with a travel buddy, which is usually a soft toy that
undertakes different journeys. A travel buddy, with a number of students, will explore life in a
variety of schools and have the opportunity to meet people from different communities. The idea
is for students to record a diary of their Travel Buddy’s adventures so that other participating
schools may gain insight into a differing life from their own. A Travel Buddy diary can be used
to explore different technologies and may include: status updates on social networking sites,
videos, pictures or blog posts. Each Travel Buddy has their own website to ensure that everyone
involved can view it’s different experiences (The Learning Place, 2011).
Through Global Collaborative Projects students are able to draw on real-world resources, which
help students to develop broadened global perspectives (Bacon, & Kischner, 2002). Global
perspectives allow students to engage meaningfully in a constantly changing world. In the past
only a select few students were able to participate in global fieldtrips and cultural exchanges.
Through 21st Century technology, such as blogs (EduBlogs), video conferencing (Skype),
forums, wikis (Wikipedia), social net working sites (Twitter), podcasts (The Tech Teachers), and
movies (TeacherTube) these experiences have become available to a much larger quantity of
students (Grant, 2010).
Despite the variety of opportunities available for Global Collaborative Projects, success of global
learning is not always certain. For a project to succeed, the teacher will need to ensure that the
topic focus and methodologies reflect the aims of the curriculum, class and individual students
(Carter, 2005). While the teacher is required to develop the initial outcomes of a project, it is
2. By A Green NOT FOR DISTRIBUTION
vital for teachers to recognize that collaborative projects are social learning activities which
involve experimental learning, where students can generate knowledge and meaning from their
experiences, and that effective collaborative projects should be student driven rather than teacher
oriented (Townsend, 2002).
A student’s personal context and prior knowledge will influence their interests, motivations and
expectations while taking part in collaborative projects (Nanchurla, 2009). A teacher must ensure
sufficient preparation has been made before the commencement of a global project. Background
knowledge about content to be explored and technologies to be used enables students to develop
their own questions about certain topics (Falk and Dirking, 2000). If preparation does not occur a
student can feel overwhelmed and become disinterested in the project. Tolisano (2011) states
that the learning experience should be framed by pre-activities that stimulate prior knowledge,
while post-activities should give students the opportunity to reflect, create and connect to the
new experiences.
It is important for teachers of the 21st Century to possess attitudes, knowledge and skills that will
prepare the youth to be rational, competent, open minded, creative and humanistic (Shaw, 2009).
In Australia there is a 21st Century curriculum emerging, it is research-motivated and project-
based, it will connect the community: globally, nationally, stately, and locally, and include
higher order thinking, multiple intelligences, and technology. Global collaboration is a modern
method used to facilitate 21st Century learning (ACARA, 2010). As a pre-service teacher it is
vital to research potential global projects to incorporate into a classroom. Pre-service teachers
may feel more confident, to develop students into 21st Century Learners, once collaborative
learning has been thoroughly researched.
Web
2.0
is
a
collection
of
technologies
that
allows
people
to
share
a
common
space,
where
multimedia
can
be
uploaded,
manipulated
and
discussed.
As
a
teacher
of
the
21st
century
it
is
important
that
Global
Collaborative
Projects
are
explored
through
Web
2.0.
As
a
pre-‐
service
teacher,
having
no
significant
experience
in
the
area
of
Global
Collaborative
Projects,
blogs
would
be
an
excellent
starting
point.
Blogs
support
the
sharing
of
ideas
through
text,
multimedia
or
embedded
hyperlinks.
Blogs
reflect
the
writer’s
experiences,
and
have
the
potential
to
develop
a
sense
of
community.
Not
only
can
blogs
be
accessed
from
anywhere
in
the
world
they
can
also
improve
a
student’s
critical
thinking,
reading
and
writing
(Caverly,
et
al.,
2008).
Another
way
for
a
pre-‐service
teacher
to
ease
into
Global
Collaborative
Projects
is
via
Learning
Circles,
which
have
structure,
a
clear
schedule
and
involves
around
eight
other
classes
(iEarn,
2011).
Through
learning
circles
students
and
teachers
are
required
to
work
together
which
promotes
teamwork,
responsibility,
self-‐
sufficiency,
and
multi-‐cultural
understandings.
Working
with
a
global
community
provides
innovative
ways
of
embedding
communication
technologies
into
the
classroom
(Riel,
2002).
Learning
circles
encourage
professional
development,
which
supports
teachers
in
keeping
up
to
date
with
21st
Century
technology
(Riel,
2002).
Education programs without Global Collaborative Projects are inclined to dedicate less attention
to the interpersonal, intrapersonal, and naturalistic intelligences (Gardner, 1993) that are
important for global perspectives, therefore it is important for modern teachers to embrace 21st
technology as teachers now have the means to develop partner schools worldwide (Grant, 2010).
As a pre-service teacher it is important to realize that some collaborative projects may fail,
however there are a variety of projects and support available to teachers. It is a matter of
tailoring projects to a classes abilities, interests and skills (Carter, 2005). It is important for all
teachers to realize that avoiding Global Collaborative Projects is detrimental to their students, as
they would be deprived of global experiences that would enable them to function in a constantly
changing world (Shaw, 2009). Classrooms are enriched when they are not defined by the four
walls that enclose them, but rather by a collaboration of resources developed all over the world
to build understanding (Bacon, & Kischner, 2002). Collaborating with students around the
world is a necessary means to develop 21st Century learners (Shaw, 2009).
3. By A Green NOT FOR DISTRIBUTION
References:
ACARA. (2010). Australian Curriculum. ACARA. Retrieved February 22, 2011 for the ACARA
website: http://www.acara.edu.au/curriculum/curriculum.html.
Bacon, N., Kischner, G. (2002). Shaping Global Classrooms. Educational Leadership, 64,48-51.
Carter, B. (2005). Insights into International Collaborative Project. Project Resources. Retrieved
February 21, 2011 from the iEarn website: http://www.iearn.org.au/projectr.htm.
Caverly, D., Nicholson, S., Battle, J., Atkins, C., (2008). Techtalk: Web 2.0, Blogs, and
Developmental Education. Journal of Developmental Education, 32 (1), 34-35.
Falk, J., Dirking, L. (2000). Learning from Museums, Visitor Experiences and the Making of
Mearning. Oxford: AltaMira Press.
Gallagher-Geurtsen, T. (2009). A Call to Engage With(in) Global Flows of the multi-cultural
Classroom. The National Association for Multi-Cultural Education, 11 (4), 200-203.
Gardner, H. (1993). Multiple Intelligences. United States of America: Basic Books.
Gibson, K., Rimmington, G., Landwehr-Brown, M. (2008). Developing Global Awareness and
Responsible World Citizenship with Global Learning. Roeper Review, 30, 11-23.
Gran, A . (2010). Tearing Down the Walls. Distance Learning, 7 (2), 37-41.
iEarn. (2011). Local History Project. Collaboration Centre. Retrieved Febuary 21, 2011 from the
iEarn website: http://media.iearn.org/projects/localhistory.
Kidlink. (2011). The Landmark Game. The Announcement. Retrieved February 23, 2011 from
Kidlink website: http://www.kidlink.org/kidspace/start.php?HoldNode=1430.
Merryfield, M. (2002). The Difference a Global Educator can make. Educational Leadership, 60
(2), 18-21.
Nanchurla, A. (2009). Knowledge Delivered in any other form is perhaps sweeter. Training and
Development. 63, 54-62.
Queensland Department of Education and Training. (2011). Travel Buddy. The Learning Place.
Retrieved Febuary 20, 2011 from The Learning Place Website:
https://learningplace.eq.edu.au/cop/tb.asp?orgid=80&suborgid=498.
Riel, M. (2002). Interpersonal Skills. Learning Circles Teachers’ Guide. Retrieved Febuary 22,
2011, from Learning Circles Teachers’ Guide Website:
http://www.iearn.org/circles/lcguide/p.intro/a.team.html.
Shaw, A. (2009). Education in the 21st Century. Ethos, 11-17.
Tolisano, S. Framing a Skype Learning Experience. Retrieved Febuary 22, 2011, from
http://aroundtheworldwith80schools.net/.
Townsend, T. (2002). Engaging Students In the Global Classroom. Journal of the HEIA, 9 (3),
24-30.