![Collaborative learning
“[C]ollaborative production is simple: no one person can take
credit for what gets created, and the project could not come into
being without the participation of many.”
Clay Shirky, Here comes everybody](https://image.slidesharecdn.com/newperspectivesonbuildingcapacityforglobalconnectionscollaborations-190331032844/75/New-perspectives-on-building-capacity-for-global-connections-and-collaborations-5-2048.jpg)
Uploaded byJulie Lindsay
New perspectives on building capacity for global connections and collaborations
This document discusses online global collaboration and its benefits. It defines online global collaboration as geographically dispersed, open collaboration using technology. Benefits include reducing ethnocentrism, developing empathy, and opening dialogue between different perspectives. The document also provides strategies for designing, implementing, and managing successful online global collaboration projects between classes. These include making projects relevant, providing reliable communication, strong organization, and allowing students to learn about other cultures. It advocates changing traditional teacher and student roles to promote more student autonomy and leadership in global projects.
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New perspectives on building capacity for global connections and collaborations
- 1. Julie Lindsay -@julielindsay March 2019 Building capacity for global connections and collaborations NEW PERSPECTIVES
- 2. My global journey@julielindsay
- 3. • What isonline global collaboration • Why we should collaborate globallyPart 1 • Design, implementation and management of online global collaboration Part 2 • New concepts and pedagogies – from theory to practicePart 3
- 4. What is onlineglobal collaboration?
- 5. Collaborative learning “[C]ollaborative productionis simple: no one person can take credit for what gets created, and the project could not come into being without the participation of many.” Clay Shirky, Here comes everybody
- 6. Outcomes of collaboration 1.Appropriation - my ideas plus your ideas equals our collaborative artifact 2. Co-construction - my ideas multiplied with your ideas equals a collaborative product that is greater than the mere sum of our separate efforts 3. Transformation - the experience of working with another changes the way a person thinks and offers opportunity for transfer of skills (Mercer, 2013)
- 7. Impact of Technology Social,Interactive, Open
- 8. Online Collaborative LearningTOOLS? SKILLS?
- 9. Moving from localto global learning modes……. Local Local Blended Global Global Blended Offline Online
- 10. Online Global Collaboration LET’SDEFINE THIS! Geographically DISPERSED OPEN Technologies Collaboration CO-CREATION
- 11. Learn with theworld, not just about the world
- 12. Two types ofcommunication to sustain online global collaboration Traditional Learning Separated by Location Separated by Time Connected Learning Unified by the Internet Unified by asynchronous communication tools SYNCHRONOUS and ASYNCHRONOUS
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- 15. Two types ofcommunication to sustain global collaboration SYNCHRONOUS
- 16. Two types ofcommunication to sustain global collaboration ASYNCHRONOUS
- 17. Why we shouldcollaborate globally
- 19. Local to global… ReduceETHNOCENTRICITY (Union & Green, 2013)
- 20. Local to global… DevelopEMPATHY (Cook, Bell, Nugent, & Smith, 2016; Klein, 2017; Riel 1994)
- 21. Open a dialoguebetween INSIDE and OUTSIDE perspectives (Wenger, 1998)
- 22. “I think whenwe collaborate globally we learn just as much about those other people as we do about ourselves” Anne Mirtschin, Australia
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- 24. https://hbr.org/2016/03/work-in-the-future-will-fall-into-these-4-categories Skills for thefuture UBER EMPOWERED Work via • platforms, projects, gigs • freelancing, contests, contracts, tours of duty Technologies • cloud • on-demand AI • personalisation & personal devices
- 25. Design, implementation and managementof online global collaboration
- 26. Features of successfulonline global collaboration Relevant to the curriculum Reliable & frequent communication Strong project organisation Designed with clear guidelines Able to learn about the cultures involved Co-create new meaning with global partners
- 28. The Taxonomy ofGlobal Connection (Lindsay & Davis, 2012)
- 29. LEVEL 1: Intraconne ction Typically one teacherand a set of students
- 30. LEVEL 2: Interconne ction Two classes sharefor intercultural understanding and problem solving
- 31. LEVEL 3: Managed Global Connection Collaborative learning betweenclasses designed and managed by teachers
- 32. LEVEL 4: Student to Student (Teacher Management) Studentsconnect with each other and develop collaborative learning modes supported by the teacher
- 33. LEVEL 5: Student to Student (Student Management) Studentstake on leadership roles and manage learning across classrooms and groups with teacher facilitation
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- 36. Case Study: Endangered AnimalsGlobal Project
- 37. Wiki portal Originally onWikispaces, archives and currently on https://endangeredanimalsglobal.weebly.com/
- 39. Build EMPATHY forthe global collaboration design vision DEFINE the problem and objectives of the global collaboration design Brainstorm to IDEATE solutions to the design objectives Build a PROTOTYPE design to communicate the solution Pitch the global project design to others for FEEDBACK Design Thinking Cycle
- 40. Empathy – startwith teachers
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- 42. DEFINE global projectparameters
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- 44. What’s next? Voicethread to shareteam ideas IDEATE and share resources
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- 46. Feedback - SacredHeart PS, Melbourne
- 48. Globally connected learning…….. A new cultureof learning – an ability to work with those who will enrich outcomes Synchronous
- 50. Learners are thebest textbook for each other
- 52. New concepts andpedagogies Theory into practice
- 54. Teacher Activator Institution Conduit to collaboration CommunityPartners in learning Student Active learner Changing roles……
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- 65. If you aren’tdoing it, it’s not happening Tom Friedman, The World is Flat, 2017
- 66. Images: https://vlad.studio/, @lennimk,http://pixabay.com Thank you! Please connect with me. Julie Lindsay @julielindsay http://flatconnections.com http://www.julielindsay.net
- 67. References Cook, L., Bell,M., Nugent, J., & Smith, W. (2016). Global collaboration enhances technology literacy. Technology and Engineering Teacher, 75(5), 20-25. Harasim, L. (2017). Learning theory and online technologies (2nd ed.). New York, NY: Routledge. Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education. Klein, J. D. (2017). The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships. Bloomington, IN: Solution Tree Press. Mercer, N. (2013). The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn. Educational Psychologist, 48(3), 148–168. doi:10.1080/00461520.2013.804394 Riel, M. (1994). Cross‐classroom collaboration in global Learning Circles. The Sociological Review, 42(S1), 219- 242. doi:10.1111/j.1467-954X.1994.tb03418.x 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. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.