This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.

1. Pedagogical practices of
K-12 online global collaborative
educators
Julie Lindsay - @julielindsay
October 2018

2. • What is online global collaboration
• Why is online global collaboration
important?
Part 1
•Online global collaboration – outcomes,
impacts, barriers and enablers
Part 2
• The Global Collaborator Mindset (GCM)
• Emerging pedagogical practices –
(OGCL)
Part 3
• Online global collaborative learning -
Implications for K-12 education
Part 4

3. What is online global collaboration?
Why is it important?
Part 1

4. Geographically
dispersed learners
Use of online
technologies
Learning with not
just about
Co-create new
understandings
and share work
online
What is online
‘global’
collaboration?

5. Why is online
global
collaboration
important?
To build global competency
To provide a focus for online technologies
To create a new paradigm for modern learning
To support glocalisation
To foster empathy with others
To reduce ethnocentricity

6. The key factors are the design features of
the collaboration, changes made in
teaching and learning structures for all
collaborative partners involved and use of
online technologies.
(Garrison & Cleveland-Innes, 2005)

7. Design + Facilitation of authentic online collaborations
•Learn of global issues + gain multiple perspectives
•Form and establish dispositions that are embedded in global
competency.
•Fosters the development of global awareness and global
competency.
(Duggleby & Lock, 2018)

8. What does the literature reveal?
Beliefs about teaching & learning, emerging pedagogical practices
An &
Reigeluth
McLoughlin
and Lee
Laurrillard Ertmer Somekh
Larson &
Brown
Mansilla &
Chua
Orlando
Collaboration, Collaborative learning practices & communities
Dillenbourg Garrison Harris Laurrillard Wenger Harasim Lock Maguth
Adult learning for/with digital technologies, curriculum & pedagogical development
Anderson Downes Siemens Arteaga Snyder Blaschke Resnick Brown
Educational technologies, technology integration, online learning
Ertmer Greenhow Mishra Selwyn Bonk Dede Veletsianos
Stevens
&Craig

9. •In what ways do educators implement online global
collaborative learning?
•What dispositions, habits and practices do these educators
adopt in order to do so?
•What happens to pedagogy when online global collaboration
is implemented?
•How can we construct a model around this for other
educators to learn from and adopt similar approaches to
teaching and learning to affect pedagogical change?
The literature gap….

10. Case
study
research

11. Two-phase research design
• Phase 1: Online survey (Parts
A, B, C)
• Phase 2: Semi-structured
interviews

12. Research questions
How might online global collaboration influence educators’
pedagogical approaches?
1. What are the experiences of educators who implement
online global collaboration?
2. How do educators’ beliefs about learning and teaching
influence their engagement in online global collaboration?
3. In what ways do educators dispositions and personal
pedagogies enable online global collaboration?

13. Meet the Global
Educators

14. Analysis: Coding Playbook

15. Online global collaboration
Outcomes, impacts, barriers and enablers
Part 2

16. Adoption of modern teaching
methods
– Constructivist, connectivist
– Online Collaborative Learning (OCL)
– Open networking, open publishing
Identification of new learning
modes
– Inquiry-based
– Beyond the textbook
– Inclusive of others beyond the
classroom
– Collaborative and team-based
– Autonomous & independent
– Supported by new virtual learning
modes
Teaching and Learning – Outcomes and Impacts
OUTCOMES IMPACTS
Curriculum
– Flexible & agile
– Holistic, interdisciplinary design
Open learning, open practice
– Choice of tools
– Willingness to share online
Digital learning legacy
– Process of learning shared
– Collaborative outcomes shared
– Evidence of open online curation
and sharing of ideas and practices
Emerging pedagogy
– As a result of online global
collaboration
– To support online global
collaboration

17. Barriers to online global collaboration
• Communication issues
• Technology infrastructure and access
• Lack of time
• Lack of autonomy in the classroom
• Isolation from like-minded educators
• Lack of priority for global collaboration

18. Further delineation of barriers
Personal Blended Situational
Teaching and Learning: Communication modes and global awareness
• Interpretation of project
goals and objectives
• Inconsistent responses or
contributions from other
educators in a global project
or other global situation
• Difficulty with interpreting
time zones and knowing
when and how to
communicate with others
• Handicapped by a lack of
intercultural understanding
when connecting with
different cultures
• Limited understanding of and
experience with how to
communicate and learn with
others at a distance
• Reticence with or fear of
communication in other
languages
• Culture of isolation between
educators within the school
• Limited priority for developing
external relationships and
global awareness by the
school

19. Further delineation of barriers
Personal Blended Situational
The Educator in the Digital Learning Environment
• Low digital literacy and
digital fluency skills
• Low confidence to use
digital tools for online,
connected and collaborative
learning
• Reluctance or inability to
share ideas virtually in
support of others
• Reluctance or inability to
publish professional or
student work online and share
classroom activities and
collaborations
• Inadequate school-based
access to online technologies
• Closed online learning
environments (such as Office
365)
• Network/Bandwidth
inadequate for full class
participation
• Inconsistent and unreliable
technology
• Exclusion from BYOD or other
device-based programs

20. Enablers to online global collaboration
• Establishing effective communication between educators
• Support from stakeholders
• Effective technology in the school
• A small and trusting global network
• Educator experience and beliefs
• Educator ‘personality’ or mindset
• Enhanced awareness of self and one’s place in the world

21. Online Global Projects as Enabling Structures

22. The Global Collaborator Mindset (GCM)
Emerging pedagogical practices (OGCL)
Part 3

23. “I think it’s really about attitude and I always go back to the word flexibility.
Teachers have to be flexible, they have to let go of you know being the master in
the room, the sage on the stage as they call it and really taking more of a guide on
the side role.” (Donna)
“Mindsets, confidence in using technology, confidence in being able to
communicate with people who maybe don’t speak English as their first language.”
(Stella)
“You know, that it’s not hard because I think a lot of people just go oh I can never
do that or I’ll wait until I’m told I have to do that to do it and those are the kind of
mindsets that hinder online collaboration.” (Janice)
The Global Collaborator Mindset (GCM)

24. Attributes
of the
Global
Collaborator
Mindset
(GCM)

25. Online Global Collaborative Learning (OGCL)
Conceptual underpinning

26. Online Global Collaborative Learning (OGCL)

27. Online global collaboration
Implications for K-12 Education
Part 4

28. “Global collaboration has really revolutionised my teaching and everything that I do, no matter what I am
teaching in or what I’m teaching or what curriculum subject matter I’m working with it has really changed
my approach and how I think about education.” (Donna)
“I relied on learning with the people I collaborated with, and I think it’s by hands on and experiencing that,
that you really learn very much about collaboration on a global scale.” (Stella)
“You’re changing the way teachers are really teaching and students are really learning by how you’re doing
your global project and project-based learning.” (Valerie)
“Online global collaboration needs to be part of the learning, not on top of the learning.” (Angela)
“It’s another way of learning, it’s another way of learning with people who are not right next to you but who
have a different perspective who have different things to offer.” (Lindy)
“It’s more than a pedagogy, but I wouldn’t necessarily call it a curriculum. I think global collaboration for me
is a necessity for us to teach children the skills they need for the 21st century, like in my opinion it should be
a non-negotiable.” (Janice)
Curriculum or pedagogy?.....

29. Implications for K-12 Education
A planned, whole school/system approach….
• Adopt the Global Collaborator Mindset (GCM)
• Adopt technology tools for modern learning objectives,
• Move beyond cooperation to collaboration and co-creation
• Understand online global collaborative learning (OGCL), and
commit to implementing it

30. References (select)
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Dweck, C. S. (2006). Mindset: The new psychology of success: Random House Digital, Inc.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect.
Journal of Research on Technology in Education, 42(3), 255-284. doi:10.1080/15391523.2010.10782551
Garrison, D., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of
Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2
Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What
Path Should We Take Now? Educational Researcher, 38(4), 246-259. doi:10.3102/0013189X09336671
Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.
Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning,
4(1), 5-20. doi:10.1007/s11412-008-9056-2
Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International
Society for Technology in Education.
Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and
Bacon.
Lock, J. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, 24(2), 137-153.
doi:10.1080/1475939X.2014.946957
McLoughlin, C., & Lee, M. J. (2008). The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity.
International Journal of Teaching and Learning in Higher Education, 20(1), 10-27.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance
Learning, 2(10), 3-10.
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., McDermott, R., & Snyder, W. M. (2002). Seven principles for cultivating communities of practice. Cultivating Communities of
Practice: a guide to managing knowledge, 4.
Yin, R. K. (2014). Case study research: design and methods (Fifth ed.). Los Angeles: SAGE.

31. Thank you!
Julie Lindsay
jlindsay@csu.edu.au