The KISP project brought collaborative learning beyond the classroom by having teachers and students from Canada, China, South Korea, the Philippines, Malaysia, and Bangladesh collaborate on projects online. The project had three phases including creating digital stories and working on national and multi-national group projects. It provided opportunities for intercultural understanding and developing 21st century skills. Challenges included differences in school calendars, language barriers, and technical infrastructure issues. Recommendations focused on building an online learning community, designing international project-based learning with telecollaboration, and providing teacher professional development.

1. Bringing Collaborative Learning beyond Classroom: Case Studies
KFIT International School Project
(KISP)
Gyeong Mi Heo & Alain Breuleux (McGill University, Canada)
Rhea Febro & Amelia Buan (MSU-IIT, Philippines)

2. KFIT International School Project
The KISP was initiated
(a) to provide teachers and
students an opportunity
to collaborate with other
groups from different
countries, and
(b) to build an online
learning community for
teachers and students to
promote PBL-
Telecollaboration.
Innovative Practices in Teaching and Learning: A Regional 2
Seminar

3. Implementation of the KISP
• Participants from Canada, China, Republic of Korea,
the Philippines, Malaysia, and Bangladesh.
• March 5 – July 25, 2012 (Culminating activity -
Presentation of final collaborative outputs)
• Education Community portal and Voice/Video
conferencing system (e.g., Skype and Adobe
Connect)

4. Three Phases of the KISP
• Phase 1: Digital story
• Phase 2: National project
• Phase 3: Multi-national group project - Weather
calendar project
(See http://unescokisp.wikispaces.com )

5. Impact of the KISP
• Impact on Student Learning
a) 21st Century Skills: Digital Literacy
b) Intercultural Understanding
• Impact on Teacher Competence
a) Technological, Pedagogical, and Content
Knowledge (TPACK)
b) Professional Learning Communities
Innovative Practices in Teaching and Learning: A Regional 5
Seminar

6. Benefits of the KISP
The KISP provided the teachers and students a
meaningful opportunity to
a) communicate and collaborate with others from
different countries at different levels
b) learn from others with different background,
knowledge, and skills
c) use various ICT tools for communication and
collaboration as well as presentation and media
production
d) increase awareness and appreciation of different
countries and cultures.
Innovative Practices in Teaching and Learning: A Regional 6
Seminar

7. Challenges of the KISP
a) Organizational and cultural barriers: Differences
of school calendars, available time, ICT facilities,
and teaching and learning approaches to
curriculum
b) Language barriers: Lack of English proficiency
c) Technical barriers: IT infrastructure for Internet
connectivity
d) Collaboration barriers: Challenges of getting to
know each other, and understanding better
others' contexts, cultures, and perspectives
Innovative Practices in Teaching and Learning: A Regional 7
Seminar

8. Recommendations
a) Building an online learning community
b) Design of international PBL-Telecollaboration
project
c) Teacher professional development
Innovative Practices in Teaching and Learning: A Regional 8
Seminar

9. THANK YOU!
Dr. Gyeong Mi Heo, Education Consultant, CEFRIO, Canada (
gyeongmi.heo@gmail.com)
Ms. Rhea Febro, Asst. Professor, MSU-IIT, Philippines (
rhea.febro@g.msuiit.edu.ph)