The document outlines the implementation of digital pedagogy in international courses, emphasizing the importance of global competence in higher education. It discusses guidelines for integrating technology into collaborative learning environments, identifies challenges, and recommends practices to enhance intercultural collaboration among students. The document provides models for virtual exchanges, offering insights into effective strategies for engaging in international education.

1. 1
Digital Pedagogy
in
International Courses
WRITTEN BY SUSANA GALANTE, DIGITAL PEDAGOGY UNIT
PARTNERS:
DR. ANYA GLICKMAN, COORDINATOR OF INTERNATIONALIZATION DEPARTMENT
DR. DOVI WEISS, HEAD OF DIGITAL PEDAGOGY UNIT
RINAT ARVIV ELYSHEV, HEAD OF RESEARCH AUTHORITY UNIT
KIBBUTZIM COLLEGE OF EDUCATION
SECOND EDITION, JANUARY 2021

2. 2
Table of Contents
1. Background .................................................................................................................... 3
1.1. Being Globally-Competent in an Interconnected World................................................ 4
1.2. A Global Educational Approach in Higher Ed............................................................. 5
1.3. Computer-Supported Collaborative Learning Environments for Virtual Exchanges........... 6
1.3.1. Integrating Technology with TPACK ................................................................. 7
2. Digital Pedagogy: Guidelines for Implementation.................................................................. 7
2.1. How to Get Started..................................................................................................... 8
2.1.2. Types of Interaction:........................................................................................... 10
2.2. Suggested Models.................................................................................................... 10
2.2.1. Stages for Implementation of COIL....................................................................... 12
2.2.2. Selecting Digital Platforms/Tools: Suggestions and Ideas ......................................... 13
3. Challenges.................................................................................................................... 20
3.1. Technology............................................................................................................. 20
3.2. Culture................................................................................................................... 21
3.3. Language................................................................................................................ 21
3.4. Administration and Execution.................................................................................... 22
4. Recommendations and Conclusions .................................................................................. 22
The following suggestions should be kept in mind when embarking on international collaborations. 22
4.1. Conclusion and Goals for the Future ........................................................................... 25
5.References..................................................................................................................... 25
6. Appendix 1: Case Studies, 2019 ....................................................................................... 28
6.1. Telecollaboration for “Speaking Skills”, English Teaching Department, Faculty of Humanities,
Dr. Tina Waldman ......................................................................................................... 28
6.2. Educational Entrepreneurship and Virtual Worlds, MA in Educational Technologies. Dr. Miri
Shonfeld....................................................................................................................... 30
6.3. Global History of Women and The Historical Revolutions in a Global Perspective, History
Department, Faculty of Humanities, Dr. Nimrod Tal............................................................ 32
6.4. Multimodal Storytelling for Interdisciplinary Collaboration in “Teaching English in a
Technologically-Enhanced Environment”, English Teaching Department, Faculty of Humanities-
Mrs. Susana Galante....................................................................................................... 33
6.5. Mentoring Program, Hebrew Language Department, Faculty of Humanities, Dr. Miki Kritz 35
6.6. Virtual course on “Bilingualism” open to international students, English Department, Faculty
of Humanities, Dr. Miri Yochanna.................................................................................... 36
7. Appendix 2: Case Studies, 2020....................................................................................... 37
7.1. Short-term virtual exchange for authentic learning of course content, “Social Networks in
Educational Contexts”, MA Program in Educational Technologies- Dr. Tami Seifert................. 37

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7.2. Videoconferencing Events within a Community of Practice Framework, “From Ecological
Thinking to Environmental Citizenship” Seminar Course, MA Program in Environmental Studies,
Faculty of Science- Dr. Dafna Gan.................................................................................... 38
7.3. "Campaign"- Shared Product on Social Issues in Social Media, Communication and Film
Studies Department, Faculty of Arts- Mr. Eran Shapira ........................................................ 39
7.4. Collaborative Multilingual Translation and Multimodal Exchange for Analysis of Literary
Text, “Sholem Aleichem Between Tel Aviv and Basel”, Literature Department, Faculty of
Humanities- Dr Lilach Naishtat-Bornstein.......................................................................... 40
7.5. Distributed Expertise in Collaborative Learning of Local Issues with a Glocal Perspective,
"Borders and Bridges", Communication and Film Studies Department, Faculty of Arts- Dr. Nahuel
Ribke........................................................................................................................... 42
7.6. Collaborative Multimodal Annotation in Interactive Images- Teaching English in a
Technologically-Enhanced Environment", English Department, Faculty of Humanities- Mrs.
Susana Galante.............................................................................................................. 44
8.Appendix 3: Questionnaire for Interviews........................................................................... 44
8.Appendix 3: Useful Sources of Information......................................................................... 45
9.Acknowledgements......................................................................................................... 46
1. Background
The 21st century has brought about changes in every aspect of life through ubiquitous
technology and Internet-based social media (Shonfeld & Gibson, 2018). Life in this age
involves navigating in an ever-changing, multicultural, interconnected and interdependent
world. A globally-connected pedagogical approach (Ito et al., 2013) can connect students to
the realities of the workplace and the world in general, build bridges of communication, and
create new opportunities for collaboration. Deep, interactive and social learning can be
enabled through virtual exchanges facilitated by a digital pedagogy embedded in the design
of Higher Ed courses. The implementation of this pedagogy for this purpose can help
students acquire the following four essential competences.
Intercultural skills. In today’s networked and globalized world, the ability to collaborate and
communicate online across cultural, national and regional divides is becoming an
increasingly important aspect of the global workplace (UNIcollaboration, 2019). Graduates of
today need to be able to operate in culturally diverse, digitally mediated environments,
working both face-to-face and online with members of other cultures. In fact, it is not
uncommon to find people from different countries working on the same project from
different locations in the world, both synchronously and asynchronously. Multicultural
literacy and global awareness (Dede, 2010)- which include empathy and tolerance- can
guarantee effective communication for the best possible results.

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Collaboration skills. The degree of importance for collaborative capacity is growing in an era
where work is increasingly accomplished by teams of people who have complementary
expertise and roles, and may never meet in person (Dede, 2010). Moreover, we are now
living in a knowledge-building society in which knowledge is built as part of a societal effort
(Scardamalia and Bereiter, 2006).
English language skills. English has become an international language and as such serves as
the common vehicle of communication for very diverse purposes among speakers with or
without the same linguistic and cultural background. Non-native speakers of English
outnumber native speakers significantly, thus turning English into a global phenomenon
(Selvi & Yazan, 2013).
Digital literacy skills. The overwhelming and ongoing technological developments present
enormous challenges, such as handling questions over the reliability of the infinite sources of
information we have access to and coping with their abundance. Acquiring digital literacy
requires a large variety of complex skills such as cognitive, motoric, sociological and
emotional skills that users of digital environments need to master in order to use these
effectively (Eshet, 2012).
To sum up, modern learning must be global, providing intercultural understanding and
collaboration while achieving curriculum objectives and bringing the world to the students.
Courses that include an international component should be part of any program of studies in
Higher Ed. This calls for a shift in pedagogy, a change of mindset, and the integration of
digital and online technologies (Lindsay, 2016). Virtual international exchanges that
guarantee exposure to other cultures and student engagement will help participants practice,
acquire and eventually enhance the skills required to be well-adjusted citizens of a global
world (Partnership for 21st Century Skills, 2006).
1.1. Being Globally-Competent in an Interconnected World
Global competence is the skills, values, and behaviors that prepare young people to thrive in
a more diverse and interconnected world (World Savvy, 2019). Globally-competent
individuals have the capacity to examine local, global and intercultural issues, to understand
and appreciate the perspectives and world views of others, to engage in open, appropriate and
effective interactions with people from different cultures, and to act for collective well-being
and sustainable development (Programme for International Student Assessment, 2018).
The four domains or capacities (Mansilla & Jackson, 2011) for globally competent
individuals are described below and illustrated in Figure 1.
● Investigate the world beyond their immediate environment. Framing significant
problems and conducting well-crafted and age-appropriate research.

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● Recognize others’ perspectives and their own. Articulating and explaining such
perspectives thoughtfully and respectfully.
● Communicate ideas effectively with diverse audiences. Bridging geographic,
linguistic, ideological, and cultural barriers.
● Take action to improve conditions. Viewing themselves as players in the world and
participating reflectively.
Figure 1- Domains of Global Competence (OECD, 2018)
1.2. A Global Educational Approach in Higher Ed
To be able to develop globally connected learners, educators must become globally
connected themselves. This involves developing the above-mentioned attributes and abilities
to learn about and engage with the world themselves, and ultimately find ways to foster them
in students.
The implementation of transformative learning through a global educational approach
involves a deep structural shift in the basic premises of thoughts, feelings and actions. A
model of partnership between peoples, cultures and religions at both micro and macro levels
lies at its heart. This includes participatory (Jenkins et al., 2009) decision-making processes,
and aims at fostering mutual knowledge (Cabezudo et al., 2012) and collective self-
awareness. In fact, learners are encouraged to develop a sense of their own worth and pride in
their own particular social, cultural and family backgrounds. This strengthens the sense of
being part of a community (local-global) where individual and collective rights and
responsibilities are known and respected by all, creating a feeling of mutual support and a
need to participate in common decisions, thereby promoting the principles of pluralism,
nondiscrimination and social justice. “Glocalization" in higher education can encourage the
enhancement of learners' "glocal" experience through a critical academic and cultural
exchange of global and local issues. (Patel & Lynch, 2013).

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To introduce a globally-connected learning approach (Ito et al., 2013), an alternative culture
of learning and teaching (Sagy et al., 2018) must be instilled. In contrast to a traditional
culture associated with external values, knowledge-building communities (Scardamalia &
Bereiter, 2006) will promote internal values among its students. These are associated mainly
with intrinsic motivation, learning as an end in itself, a deep conception of learning,
acknowledging the existence of various sources of information and an acceptance of
uncertainty. For students to eventually adopt this alternative culture of learning, they will
need to undergo a process of enculturation (Brown, Collins & Duguid, 1989) which may take
time.
1.3. Computer-Supported Collaborative Learning Environments for
Virtual Exchanges
In recent years technology has changed the learning dynamics of space and time (Hod et al.,
2018). Nowadays virtual exchanges, also known as telecollaboration or collaborative online
international learning (COIL) can serve as a format for experiential cross-cultural learning
(O'Dowd, 2018). Through them students engage in digitally-enabled interaction and
collaboration with classes in distant locations. In telecollaborations, knowledge and
understanding are constructed through learner-interaction and negotiation (UNIcollaboration,
2019).
Computer-supported collaborative learning (CSCL) environments can make virtual exchanges
possible. In order to design them successfully, it is essential to create an appropriate social
infrastructure (Bielascyk, 2006). This refers to the supporting social structures that facilitate
the desired interaction between collaborators using the CSCL tools, and comprises three levels,
which are illustrated in figure 2 and also described below.
The Cultural Level. It revolves around issues of classroom philosophy, goals and norms. It
takes time to develop a culture that fosters communal learning. New tools provide public
exemplars that reinforce norms and students’ contributions in the communal activities. For
example, argumentation among students with different viewpoints, can become models for
others.
The Activity Level. It centers around participant structures. The classroom practices that
influence the social infrastructure are:
● Teaming. It fosters a sense of group identity and responsibility, and an incentive to
engage in database interactions and communal knowledge-building.
● Face-to-face (F2F) meetings. These facilitate whole class or team-based discussions,
and reinforce social presence (Garrison & Arbaugh, 2007) in future virtual interactions
by helping students develop personal connections and be perceived as “real people”.

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● A culminating event. This can include oral presentations and affect the amount of
student interdependency.
The Tool Level. This focuses on issues regarding the use and adaptation of different tool
capabilities. The latter involves the users’ modification of features because they have been
specifically designed for this purpose, or because the users may use a feature in unexpected
ways (Koehler & Mishra, 2009). According to Järvelä & Hadwin (2013) computer-based
pedagogical tools used to successfully support regulation in individual learning contexts can
be leveraged for collaborative task contexts, and computer-based tools for supporting
collaborative knowledge construction can be leveraged for supporting regulatory processes.
It is necessary to see how all these components and others- like the teacher’s role, the level of
curriculum integration, and the curriculum content- interact as a system (Bielascyk, 2006).
Figure 2- CSCL levels for the social infrastructure
1.3.1. Integrating Technology with TPACK
For the design of a virtual exchange, it is recommended to implement the TPACK model for
the integration of digital tools (Koehler & Mishra, 2009). This model focuses on three areas
of knowledge which must be taken into consideration- content, pedagogy, and technology.
The latter involves an understanding of the added value to be gained as well as the constraints
of the selected tool. The emphasis is placed on how all these three types of knowledge are
combined. The teaching expertise required for the integration of technology in such courses
will be complete only if the knowledge about both the virtual and physical learning space
(Kali et al., 2019), and the system and the culture each group belongs to are all taken into
account and combined as part of the whole (Warr et al., 2019).
2. Digital Pedagogy: Guidelines for Implementation
In order to benefit from the experience already gained at Kibbutzim College of Education
(KCE), ten interviews were held. Five interviewees have introduced virtual exchanges in
courses they teach. Three of these interviewees have been doing this for years. Another
interviewee has been responsible for the design of a COIL experience and the counseling of
the lecturers involved. Three other interviewees are in management positions and have taken

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the lead in promoting global learning in the study programs. The remaining interviewee is a
key figure in providing the necessary infrastructure and equipment for the use of technology
at KCE. Eventually, five models for implementation of virtual exchanges were built based on
the interviews (See Suggested Models below).
2.1. How to Get Started
Finding global partners and coordinating a shared design
Finding a virtual exchange partner and class that are cooperative and responsive may be the
key to success. Here are some ideas or platforms where to look for one:
● Unicollaboration. A platform for collaboration within the European Community. The
Virtual Exchange Partner Finding Tool (see here) supports academics in finding a
virtual exchange partner.
● Gridpals. A network created by Flipgrid. After signing up, log in to the Educator
Dashboard, complete the profile, activate GridPals and toggle on email invites for
fellow GridPals to connect.
● Conferences. A precious chance for connected educators to engage in both lifelong
learning and networking.
● Twitter. A social media platform that allows for the creation of professional learning
networks (PLN) around common interests. For tweets on global learning, see
@globaledcon, @Robodowd and @FlatConnections,
At the start, it is necessary to discuss the possibilities for collaboration, exchange the
necessary information, and coordinate the design and implementation with your partner.
Building a work relationship will probably take time as trust, which is essential for effective
collaboration, is gradually built. Lecturers must be synchronized and try to create exchanges
that work with current curricula while providing an opportunity for meaningful learning.
The initial discussion among partners should focus on the following:
● Students in each class (number, age and background information). To decide on the
type of interaction and other connected issues like the size and composition of mixed
teams.
● Courses, pedagogical goals and syllabi. To find points of common interest for
collaborating and thus have each group benefit.
● Schedules and calendars. To decide on a timeline for the exchange and see whether
synchronous work is possible and desirable.
● Technological conditions in class and at students’ homes. To pick digital platforms
that are not only effective for the learning but are accessible to both groups.
The frameworks below can facilitate the inclusion of global learning as an integral part of
courses and help achieve its goals.

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1. Fostering Communities of Learners (FCL). Learning communities help advance the
collective knowledge through distributed expertise, thus also supporting the growth of
individual knowledge. Their defining quality is that there is a culture of learning in
which everyone is involved in a collective effort of understanding (Brown &
Campione, 1994; Scardamalia & Bereiter, 2007).
2. Knowledge-Building Communities (KBC). This approach is characterized by the
building of knowledge as part of societal effort for the improvement of ideas
(Scardamalia & Bereiter, 2006).
3. Community of Practice (CoP). This is a simple social system of learning (Wenger,
2010). It consists of a group of people who share a concern or a passion for something
they do, and learn how to do it better as they interact regularly. The key elements are
domain, community and practice.
4. Project-Based Learning (PBL). This is a student-centered approach in dynamic
classrooms in which students can acquire a deeper knowledge through active
exploration of real-world challenges and problems. According to Thomas Markham
(2011), this shift away from a focus on curriculum is mandated by the global world.
PBL students can take advantage of digital tools to produce high quality, collaborative
products.
5. Inquiry-Based Learning (IBL). It is a student-centered approach, but it only works if
teachers play a key role in seeding a productive environment (Grant, Swan & Lee,
2017). The learning process starts by posing questions, problems or scenarios, thus
engaging students in active learning. Figure 3 with North Carolina’s model from
Friday Institute for Educational Innovation (Spires et al., 2014) can help illustrate this
approach.
Figure 3- IBL
6. Content and Language Integrated Learning (CLIL). This approach refers to the
learning of content through an additional language (foreign or second), thus teaching

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both the subject and the language (David Marsh, 1994). It allows students to achieve
the appropriate level of academic performance in CLIL subjects, improving students’
proficiency in both their mother tongue and the target language, developing
intercultural understanding, and social and thinking skills (Coyle et al., 2010). CLIL
prepares students for the globalized world and increases students’ motivation to learn
foreign languages.
7. Task-Based Learning (TBL). Learning revolves around the completion of tasks, which
can be real-life situations or have a pedagogical purpose (Willis, 1996). The focus is
on the authentic use of language for genuine communication.
2.1.2. Types of Interaction:
1. Whole class. This can be conducted in video conference platforms, in collaborative
shared boards (for written, graphic or oral posts; for recorded messages in videos),
through assignments uploaded in shared sites/digital portfolios, or in forums for
discussion.
2. Mixed groups. Two to three students from each class in one mixed team work on a
shared product or task. This can be completed, for example, in collaborative
documents, boards or mind maps.
3. One-on-one. Students can serve as mentors for others.
2.2. Suggested Models
The models for collaborative international learning (COIL) that have emerged from the
interviews are described in Table 1. They can also be seen in an increasing degree of intensity
in the participatory structure in Figure 4. For a description of the case studies, see Appendix 1
and 2.
Models Schedule Syllabi Modality Interaction Framework
1. A fully shared
learning
experience
Synchronized Same Mostly
asynchronous
Collaboration in one
same mixed team for
learning and
completion of all tasks
Virtual meetings during
part of regular sessions
and asynchronous work
for further progress;
close contact with
partnering lecturer;
detailed and careful
planning; technological,
logistic and pedagogical
support needed
TBL; CLIL

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2.Intense short-
term
collaborative
learning
Synchronized
or different
Different Mostly
synchronous
Close collaboration in
mixed groups to
advance a project.
Done until its
completion over a
specific period of time
PBL
3.Ongoing
collaboration in
addition to
learning of
regular course
content
Different Different Asynchronous
&
synchronous
Mixed pairs or teams
collaborate on a
project as an
additional element in
the respective courses.
This is done mostly
outside the sessions
throughout the course.
Shared virtual meetings
for both groups usually
held at the beginning
(for introductions) and
end (for sharing of
products); lectures
given by each lecturer
to the other group
PBL
4.Collaborative
tasks for
learning of
regular content
in each course
Different Different Asynchronous Interaction of mixed
pairs, teams, or whole
group for completion
of tasks for learning of
specific content within
respective syllabi.
Different goals for each
group, achieved through
collaboration
TBL; IBL;
KBC; CoP
5. Sharing
learning at
special
videoconference
events
Synchronized
scheduled
meetings
Different Synchronous Whole group
interaction and
discussions in mixed
groups in one joint
virtual session.
A set structure: 1.
Lectures delivered by
students to share
learning of their choice;
2. Interaction in mixed
groups for discussion;
3. Whole group
interaction for insights
and further discussion
CoP; KBC
6.Virtual course
open to
international
students
One One Asynchronous Whole class
interaction in forums
for discussion and
collaborative
assignments in groups
KBC

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All students are part of
one same class
Table 1- Models for COIL in Higher Education in decreasing level of participatory structure
Figure 4- Models for COIL in increasing level of intensity in participatory structure
2.2.1. Stages for Implementation of COIL
The following stages are necessary in most virtual exchanges:
1. Building trust and familiarity through introductory activities. Students need to start to
get to know each other before they can work together. A whole class videoconference
could be held, a shared collaborative presentation (Google Slides) could be built with
each student’s introduction in a slide, or introductory posts could be added in a
collaborative board where students can also respond to others (Padlet or Flipgrid).
2. Learning to collaborate and getting familiar with digital tools to be used.
Collaboration and digital skills should be learnt in a gradual way through tasks
designed accordingly. This could be done through the teacher’s modeling and having
students experiment with collaborative activities in class first. For long and
continuous virtual exchanges within mixed groups, students could begin by discussing
the group identity and working on a contract.
3. Collaborative work. Students engage work on a product which is the outcome of
negotiations and collaborative work. Or they may engage in knowledge-building in an
effective and meaningful way for everyone involved.
Special attention needs to be paid to scaffolding students’ use of the English language,
especially for programs outside the English Department. This could be done through the
collaborative building of a glossary (for example, in Google Slides or Docs) with useful
expressions and words before engaging in any type of international virtual exchange. It is
also recommended to get the language support for students offered by the Research Authority
to get them ready for the presentations of their tasks and in general.
Virtual course open to all in
a knowledge-building
community
Special videoconferences
events for shared learning
Collaborative tasks for
learning of course content
Ongoing collaboration in
addition to learning of
regular course content
Intense collaborative short-
tearm online learning
A fully shared learning
experience

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2.2.2. Selecting Digital Platforms/Tools: Suggestions and Ideas
Table 2 contains a list of suggested tools for collaborative online international learning with
information that may be helpful when selecting the tool that will facilitate the achievement of
pedagogical goals.
Tool
Type
Digital
Tool
Added
Values
Affordances
& Uses
Constraints
& Tips
1.Video-based
responses in
collaborative
grid
Flipgrid • Helping
students learn
from each
other
• Giving each
student a
voice
• Making
thinking
visible and
developing
multimodal
literacies
• Enhancement
of speaking
and
argumentation
skills
• Social learning
and relevancy
• Getting-to-know-
you activities;
Asynchronous
oral online
discussions; oral
presentations;
peer feedback;
reflection;
introductions and
community-
building
activities; answers
to questions for
development of
critical thinking
skills
• Links can be
added
• Individual
feedback can be
given by the
teacher.
• Use of
microphone only
in the posts or
textual responses
possible
Some students
may be camera
shy or reluctant
to be seen in
videos
TIPS:
1. Development
of speaking
and
presentation
skills done
gradually-
Students may
get permission
to have
cameras turned
off or show
something else
in the first post.
2. Allowing
pair work for
gradual
acquisition of
self-confidence
2. Collaborative
board for notes
Padlet • Helping
students learn
from each
other and/or
collaborate
• Making
thinking
visible
• Giving each
student a
voice
• Asynchronous
written online
discussions;
brainstorming;
peer feedback;
reflection; mind
maps; timelines
• Written posts can
be enriched or
illustrated with
videos, drawings,
pictures,
documents, links,
thus fostering
multimodal
literacies
• Recording voice
messages possible
• Very easy to
share and use;
Only up to
three boards
offered in the
free version
TIPS:
1. Remaking
boards when
they are no
longer
needed2.
Holding
multiple
accounts for
different email
accounts

14. 14
accessible from
any device
3. Collaborative
document
Google
Docs
• Helping
students learn
from each
other and/or
collaborate
• Communicatio
n- An ongoing
dialogue is
possible,
allowing for
synchronous
and
asynchronous
collaborative
work and/or
discussions,
and formative
assessment.
• Multiple students
can work
collaboratively in
a synchronous or
asynchronous
way
• Peer feedback or
feedback from
teacher for
formative
assessment are
both possible.
• Accessible from
any place with an
Internet
connection
• Flexibility of text
• Review of editing
history possible
• Everything
automatically
saved.
Gmail account
needed
4. Collaborative
presentation
Google
Slides
• Helping
students
collaborate
and/or engage
in knowledge-
building
• Development
of visual
literacy
• Making
thinking
visible
• Promoting
autonomous
life-long
learning
• Introductory
presentations,
distributed
expertise based
on research/
learning/ prior
knowledge for
each team or
student to
contribute with a
slide
• PBL in a learning
community (LC)
• As scaffolding for
written record of
synchronous
group discussions
in virtual rooms
for sharing with
the whole group
• Simultaneous
work by multiple
people on
different slides
possible
• Version history
and possibility to
restore a former
version
Gmail account
needed
5. Collaborative
site
New Google
Sites
• Making
contents
accessible
• Promoting
autonomous
life-long
• Shared site;
Building of
computer-
supported
collaborative
learning (CSCL)
No forum for
online
discussions
TIP:
Embedding
Google Docs/

15. 15
learning and
fostering self-
regulated
learning
• Helping
students learn
from each
other and
engage in
knowledge-
building
environment;
Portfolio pages
for collaboration
and distributed
expertise within
mixed groups
• Free and easy to
use
• Similar interface
to the one for
other Google apps
• Seamless
integration with
other Google
products
• Different
templates, themes
and color
• Pictures easily
uploaded
• Other platforms
can be embedded.
Padlet boards/
Flipgrid
6. Learning
management
system (LMS)
Moodle • Making
contents
accessible
• Fostering self-
regulation
• Facilitating
class
management
and
assessment
• Promoting
knowledge-
building
• A shared site for
access to material
and submission of
tasks
• For asynchronous
online forums for
discussion and
peer feedback
• Access to Zoom
possible through
the course site on
Moodle at KCE
Not user-
friendly to
some
Interface
perceived as
unappealing by
some
7. Cloud storage
&
synchronization
service
Google
Drive
• Helping
students
collaborate
and/or learn
from each
other
• Portfolios in
shared folders
with viewing
rights for all/some
and editing rights
for some;
Curation of
content for
research in groups
Gmail account
needed
Limited storage
in the free
version
8.Social network Facebook
group
• Helping
students learn
from each
other
• Communicatio
n
• Interaction,
asynchronous
online
discussions,
sharing, etc.
TIP:
Setting the
group to
“private”
9. Collaborative
timeline/ canvas
Sutori • Fostering
multimodal
literacies and
making
thinking
visible
• Promoting
critical
thinking
• Collaborative
timeline
presentations-
e.g., Sequence of
events in History
or plots in
Literature
Only the basics
(sharing and
collaborating,
adding text and
image and
presentation
mode) included
in free version

16. 16
• Helping
students learn
from each
other
• Visual or textual
content can be
added.
10. Custom maps
for visualization,
and information
My Maps
(by Google
Maps)
• Facilitating
collaboration
and
knowledge-
building
• Promoting
multimodal
literacies
• Contributions
from the Learning
Community based
on research or
previous learning
can be made on
one same map
• Various layers of
content are
possible.
• Information
added to Google
Sheets
collaboratively
can be imported
to the map.
• Pictures can be
added.
• EXAMPLE:
Significant events
or places in the
life of a scientist
or the main
character of a
novel
Names of
collaborators
need to be
added to the
text by students
themselves.
11.Collaborative
mind-maps
Cacoo by
Nulab
• Helping
students learn
from each
other and
engage in KB
• Fostering
multimodal
literacies,
creativity and
critical
thinking
• Promoting
autonomous
lifelong
learning
• Mind maps of
complex
processes,
allowing for
visualization
• Reflection of
learning fostered,
and ownership of
learning allowed
if created by
students
• EXAMPLE:
Groups of
students build a
map each for a
different stage of
a complex
process
(Distributed
expertise). This is
done in a slide of
their own within
one same
presentation.
Students can see
maps from other
groups and
engage in
negotiation for
Only a limited
number of
slides allowed
in free version,
thus limiting
the number of
groups that can
collaborate

17. 17
the shared map
for the whole
process.
• Possibility to add
emojis (relevant
to students’ lives
and help visualize
abstract ideas)
12. Online
graphic design
Canva • Creativity and
critical
thinking skills
• Making
thinking
visible
• Collaboration
• Infographics,
posters,
presentations, and
other visual
content.
• To reflect
learning or
communicate a
message in a
visual way
For more
features, an
upgraded
version is
needed.
13. Interactive
visual content
Genially • Fostering
multimodal
literacies and
critical
thinking
• Helping
students learn
from each
other
• Multimodal
annotation
• Layers of content
are added to a
picture through a
shareable link.
Presentations can
be created.
• User-friendly and
visually appealing
14. Cloud
information
storage and team
workspace;
video
conferencing
Microsoft
Teams
• Helping
students learn
from each
other,
collaborate
and/or engage
in KB
• Communicatio
n
• To communicate,
store information,
share and
cooperate.
• PBL
• Peer feedback can
be given.
Microsoft
account needed
15. Content
curation
collections
Wakelet • Promoting
autonomous
life-long
learning
• Helping
students learn
from each
other
• Content in
various forms
(PDF documents,
Web pages, text,
pictures,
YouTube) saved
and organized in
shared collections
• Possibility to
collaborate to
share ideas,
inspiration, and
knowledge
• Individual
collections shared
for viewing
• Digital portfolios,
storytelling,
projects, research.
16. Cloud video
conferencing
Zoom • Helping
students to
learn from
• Virtual
synchronous
meetings: very
Time limitation
of 45 minutes
with more than

18. 18
Breakout
Rooms
each other and
collaborate
• Communicatio
n
easy to use, high-
quality video and
audio; recording
possible; various
features for
collaboration and
engagement
• Breakout Rooms:
separate rooms
within the video
conference for
groups. The
lecturer can be
present in any of
the rooms for
coaching and
monitoring.
three
participants in
free version
Recording in
every breakout
room
simultaneously
is impossible.
Multiple
licenses may
be needed for
recordings of
discussions in
mixed groups
for research
purposes.
17. Collaborative
boards for teams
Miro • Helping
students learn
from each
other and
collaborate
• Communicatio
n
• Making
thinking
visible
• Interactive
meetings;
collaborative
brainstorming;
mindmapping;
multimodal
content; projects
For more
features
upgraded
version
necessary
18. Collaborative
whiteboard
Google
Jamboard
• Helping
students learn
from each
other
• Creativity
• Making
thinking
visible
• Interactive
whiteboard for
collaboration with
possibility to use
different types of
modalities
(image, text,
audio)
• Multiple boards
can be used
simultaneously
allowing for pairs
of students or
groups to
brainstorm ideas,
design a project
or build
knowledge
collaboratively in
a visual
environment
• A Google app
with storage in
the cloud
• Easily shared
through a link
• Boards can be
locked for
specific users
allowing only
them to edit
Up to 20
boards can be
created for one
same Jam.

19. 19
19. Written
debate platform
Kialo edu • Fostering
critical
thinking
• Helping
students
collaborate
and learn from
each other
• Making
contents
accessible
• Boards for
scaffolding of
well-reasoned
discussions
online; for
argument
mapping (pros
and cons)
• Clear, visually
compelling
format that makes
it easy to follow
the logical
structure of a
discussion and
facilitates
thoughtful
collaboration.
• Possibility to
create teams
20. Interactive
images
Thinglink • Making
thinking
visible
• Facilitating
knowledge-
building
• Making
contents
accessible
• Addition of
multimodal layers
of content to one
image for
reflection of
learning,
exhibition of final
products for each
mixed group in
hotspots added to
one same image
for the
collaboration, etc.
An upgraded
version
necessary for
upgraded
features
21. Collaborative
Annotation of
texts
Hypothes.is • Helping
students learn
from each
other
• Critical
thinking skills
and
communicatio
n
• For holding
discussions, read
socially, organize
research, and take
personal notes in
a selected text
Figure 5 contains the most recommended tools for each of the main types to facilitate the
learning in virtual exchanges.

20. 20
Figure 5- Top recommendations of digital tools for VE’s
3. Challenges
Upon implementing international virtual exchanges, several challenges were encountered by
the interviewees. It is important to look into them to ensure the conditions for future
exchanges are improved. The challenges mentioned are grouped under four main emergent
themes.
3.1. Technology
1. Technological issues. Some of the following may be missing:
- Equipment (cameras, laptops, microphones, headsets, screen projector, etc.)
that works, is sufficient and has been installed in advance.
- Good Internet connection
- Installation of digital platforms, licenses and registration for both groups if
necessary.
2. Lack of suitable learning spaces for video conferencing. It is sometimes difficult to
have the camera capture all the class in synchronous whole-class meetings. The
computer is often on the lecturer’s podium in a diagonal position and the class faces
the screen (See 13 in Recommendations).

21. 21
3. Lack of confidence with the use of technology among lecturers. Some lecturers may
not feel comfortable experiencing difficulties in front of the class.
4. Inadequate choice of tool/platform. As reported by an interviewee, time is often
wasted in looking for the most suitable tool/platform to attain the pedagogical goals.
5. Difficulty in coaching students in multiple synchronous team virtual sessions. One
lecturer alone usually struggles to assist all students and coach them in such sessions.
Much of the success will rely on the lecturer’s ability to handle such situations. In one
interviewee’s opinion, technological and pedagogical assistance on the spot can be of
great help for some types of exchanges.
3.2. Culture
6. Different work ethics among lecturers. Lecturers must be aware of the existing
cultural differences and be responsible for honing their own intercultural skills. These
dissimilarities can lead to different expectations, raise frustration levels and harm the
collaboration.
7. Cultural differences among students. This issue, which lies at the core of the virtual
exchange, may lead to misunderstandings. One of the differences reported, for
example, was Israeli students feeling others were not as animated and warm. This
initial impression led them to conclude their partners did not care about the project,
which was not true. If handled successfully, such situations will deepen the ties and
contribute to the development of intercultural skills.
8. Necessity to develop collaboration skills. Collaboration is a learned skill, and its
development is central to virtual exchanges. Students need to be gradually trained in
doing so as part of a well-thought plan. This must be also in accordance with codes of
online conduct and management. Unfortunately, there are always students who do less
work and this causes resentment among others.
9. Need for flexibility from partnering lecturers. It is important to understand that
compromises must be made in order to be able to coordinate the work and collaborate.
Also, solutions may need to be found when unexpected problems arise, and patience
will often be needed.
3.3. Language
10. Insufficient mastering of English language skills for teaching. Even lecturers who
have a high level of English may lack the necessary linguistic competence or may not
feel comfortable teaching in this language for the first time.
11. Poor English language skills among students. This may create difficulties to
communicate in an intelligible way and hold meaningful discussions.
12. Students’ perception of the language component as threatening. This may cause
students to avoid taking international courses in English or not be ready to benefit
from them if their level is not up to the standard.

22. 22
3.4. Administration and Execution
13. Scheduling. Synchronous work in virtual exchanges is not possible unless the two
courses are scheduled for the same day and time, which may be especially challenging
due to time differences. Different academic calendars is also an issue that needs to be
taken into account for selecting activities, teaming and planning the whole virtual
exchange. In some cases, especially for asynchronous work, the collaboration may not
last long enough to achieve visible results. Last, but not least, in order to pursue
sustainability, the same course must be scheduled for the same semester the following
year by administration authorities. This will make a second iteration of the design for
the virtual exchange possible and will allow for the collaboration to continue and
grow already with other groups.
14. Cancelation or disruption of collaboration due to unexpected circumstances. One
example of such an occurrence is the Covid health crisis which affected the virtual
exchanges that had been planned before the outbreak of the pandemic in one way or
another. The communication stopped in some cases and projects were not completed.
One interviewee reported students felt the aim of the collaboration had been missed.
Another instance of changing circumstances is the relocation of a partnering lecturer
or his/her moving to another educational institution. This may cause a temporary
suspension or end of the collaboration. These cases raise the question of how to
achieve sustainability despite unusual difficulties or instability.
15. Finding suitable and long-term partners. It often takes time to find a suitable partner
or anyone who may be willing to collaborate at all. Some interviewees have expressed
interest in being part of a global community of lecturers with an interest in global
education that would allow to make connections for future collaborations. Still, after
starting a collaboration many interviewees were disappointed in finding themselves
doing all the work or seeing that the collaboration was not being handled the way it
was expected by their partner. Very often are students disappointed as they see the
ones in the other group are not as responsive.
4. Recommendations and Conclusions
The following suggestions should be kept in mind when embarking on international
collaborations.
1. A “Start small” approach. It is recommended to engage in a collaboration on a small
scale, preferably with one (ongoing) collaborative task (See the list of suggested
models above), the first time. Then the partnership can be gradually built as insights
are gained and fine-tuning of the design is done. Furthermore, the lecturers’
familiarity with the tools and the level of comfort with the use of English for teaching
(for courses outside the English department) will increase. Also, lecturers will obtain
a deeper understanding of intercultural issues themselves as part of their professional
growth as connected educators.

23. 23
2. Inspiration and connectedness for global educators. Sharing should be encouraged
and sought for. In our knowledge-building society in this ever-changing world it is
important to view all educators as design partners of a vision for global learning. This
can be done by networking and the creation of local opportunities, such as the
building of a professional learning community that meets regularly or at study days.
Furthermore, a site can be built with inspiring models and guidelines.
3. Focus on global issues as an integral part of the course syllabus. Matters of global
significance should be discussed in any subject area within a glocal and multidisciplinary
approach which suits the complexity of the realities of the 21st century. Courses in fields
like History, Arts or Education may be suitable for collaboration and authentic
learning. The international element can add a richer dimension that will give a broader
perspective to local issues.
4. Attention paid to team formation in the initial stages of course. In collaborations, time
should be spent on the team and community building aspect at its beginning. This
needs to be addressed adequately in the design of the course through a digital
pedagogy, by providing social supports and scaffolding that can be gradually
removed. One of the interviewees said they have students formulate the team’s rules
and sign a contract they must all abide by. This can diffuse any negative emotion or
stress, and guarantee a successful collaboration.
5. Social Presence. Virtual synchronous meetings can help students be perceived as
“real people” in computer-mediated communication within virtual learning
environments. Face-to-face visits of delegations of students to partnering institutions,
can help build a solid basis to start the collaboration or strengthen ties already built
through the virtual exchange. One interviewee proposed this as part of a three-stage
programme aimed at developing intercultural skills. The programme suggested would
first include a virtual exchange, followed by short visits of student delegations, and
eventually concluding with a student exchange for a semester.
6. Awareness of linguistic issues. Language assistance should be sought or provided to
students who are not in the English programme, as part of a support-system in place.
One possible way to tackle linguistic issues is to have courses in English for
Academic Purposes (EAP) preparing students for such learning experiences. Another
way to do so is through tutoring for groups of students working on presentations or
other required assignments. This has already proved to be helpful. According to one
interviewee, what is mostly needed is time being devoted to this, support and
repetition. An additional suggestion, for collaborations with teams including more
than two Israeli students, is teaming up students with a good command of English
with students that have other strengths.
7. Consideration given to granting special credit to students as part of assessment. In view of
the increased challenges some students may face in these courses, some interviewees
believe that students should be given recognition of participating in international courses
or for additional effort. This would offer students an incentive to take them. For
example, one interviewee assigned a student the curation of all the products for
display on a site, which involved working on the text too. The credit the student got
for this was, as seen by her lecturer, an opportunity for alternative assessment for a

24. 24
student who usually struggles with traditional forms. This way the student’s learning
could be reflected in a way that engaged her interests and relied on her strengths.
8. Awareness of role of technology as a tool to enhance the learning and facilitate the
exchange. The design of tasks and the exchange itself should be guided by
pedagogical goals. Tools need to be picked for their added value. Virtual exchanges
will be successful if the necessary support to promote communication and
collaboration is found through technology.
9. Techno-pedagogical guidance for lecturers. Specialized assistance of this sort (for
example, with the choice of suitable tools or platform) should be made available
during both the design and the implementation stages. Doing this, either through
mentorship or as part of a community of practice, with a view of the system and in a
coordinated way will ensure consistency and help the vision of the college be realized.
10. Techno-pedagogical assistance available to students if needed. Also, as part of
coordinated efforts, specialized help should be at the students’ disposal to ensure they
gain the necessary digital skills to accomplish the tasks.
11. A support technician responsible for all matters concerning internationalization. The
appointment of a person from the technical support team who is responsible for
international courses can help take care of relevant issues more efficiently. This
person could gain very valuable experience and knowledge, and eventually become an
expert in this area. It has also been suggested that students get credit for offering
technical support.
12. Suitable learning spaces for international courses. The classroom assigned needs to
be a learning space designed for the needs of implementing a globally connected
approach. Therefore, this should be carefully selected or adapted. For example, to
overcome the obstacle of the computer being placed in a diagonal podium, connection
in this room could be wireless. One of the interviewees believes that allowing for
flexible learning environments will offer an option or solution for various seemingly
insurmountable issues. In his opinion, a flexible system-wide overview, which allows
students to connect from different places and not only in the classroom, is both
helpful and possible.
13. English interface for platforms used. The English version of Moodle, which is the
platform used at KCE, should be made available if possible (See Moodle in table for
Suggested Tools).
14. Coordination among all concerned. Virtual exchanges should be the result of joint
coordinated efforts made by everyone concerned (including people responsible for
technical support, techno-pedagogy, rooms, and English language learning) to help
create a solid system that embraces internationalization within the institution. As
suggested by one interviewee, this should start from the planning stages and end with
meetings held to reflect on insights to be gained for future iterations. In addition, this
interviewee believes technical support teams in both countries could be in touch and
work in coordination.
15. Continuous contact among partnering lecturers. Only through frequent
communication and a regular analysis, can educators collaborate more efficiently.
This will help make the necessary improvements in time, understand what works and

25. 25
address all emerging issues. The partnership involves a process of planning,
implementation and reflection.
16. An interest in partnering shared by both partners. Both sides need to have something
to gain. It is necessary to see how both lecturers and partnering institutions can benefit
and what can bind them together to ensure a long-term and solid partnership.
17. Support and remuneration. Some interviewees consider these as determining factors
to convince lecturers to embark on the internationalization of courses and to help
make it sustainable. Lecturers need to feel that their surroundings understand that
difficulties may be an integral part of the design process and the expect growth for
everyone involved. At KCE remuneration is given to lecturers, whose application for
a call for proposals has been accepted by the Internationalization department from the
Research Authority Unit.
18. Acceptance of the possibility of initial failure as an inherent part of the design
process. International virtual exchanges involve tweaking and iterations, especially as
collaborations are the result of coordinated planning among partners. Even if inspired
by one of the models, each collaboration is eventually custom-made and suits the
people and institutions involved. It will probably take time to view tangible results.
However, this process will ensure they are meaningful and long-lasting.
4.1. Conclusion and Goals for the Future
To conclude, being connected educators and encouraging students to become connected
learners should be desired and achievable goals in Higher Education in the 21st century.
Global learning is the key to prepare students to be well-rounded citizens of this
interconnected, interdependent, multicultural and ever-changing world. This can be achieved
through virtual exchanges facilitated by computer-supported collaborative learning
environments. A well-thought-out techno-pedagogical vision, continuous coaching in digital
pedagogy and coordinated efforts by everyone involved can help embed virtual exchanges in
Higher Ed and ultimately make the above-mentioned dreamt goal a reality.
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Cabezudo, A., Christidis, C., Carvalho da Silva, M., Demetriadou-Saltet, V., Halbartschlager,
F., & Mihai, G. P. (2012). Global education guidelines: A handbook for educators to
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Coyle, D., Hood, P., & Marsh, D. (2010). Content and language integrated learning. Ernst
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Grant, S. G., Swan, K., & Lee, J. (2017). Inquiry-based practice in social studies education:
Understanding the inquiry design model. Taylor & Francis.
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6. Appendix 1: Case Studies, 2019
6.1. Telecollaboration for “Speaking Skills”, English Teaching
Department, Faculty of Humanities, Dr. Tina Waldman
An extended telecollaboration practice (ETP) has taken place since 2015 between pre-service
teachers of English as an International Language (EIL), studying in their respective
institutions in Israel and Germany (See Model 1 in Table 1). To date about 200 students have
participated from KCE and Karlsruhe University (Waldman et al., 2019). Telecollaborations
or online international exchanges (OIE) involve the application of online communication
tools to bring together classes of learners in geographically distant locations to develop their
foreign language skills and intercultural competence through collaborative tasks and project
work (Robert O'Dowd, 2007). The course for the telecollaboration mentioned above has been
designed collaboratively by the partnering lecturers and revolves around pedagogy of
speaking and communication. Students are exposed to communicative and task-based
learning approaches to speaking which they can implement in future classrooms. It also aims
at promoting collaborative skills in a virtual learning environment while providing students

29. 29
with a multicultural learning experience. The methodology is experiential and consists of
international teams of students working collaboratively and using a variety of synchronous
and asynchronous technologies. After getting to know each other, the team members
collaborate on products consisting of the creation of learning materials for COIL that they can
take into their future classrooms. This is very much an adaptation of what is done in the
course itself and is student-directed.
The weekly meetings held over one semester are coordinated sessions allowing forty-five
minutes for the students to meet their international partners to work collaboratively. In the
first and last sessions whole group virtual meetings are held. And in the rest, video
conferencing is conducted within the groups through Zoom and the use of a laptop per pair.
Students are introduced to tools every session, get familiarized with the ones they do not
know, and teach their partners the ones they do.
6.1.1. Stages in the Collaboration
1. Orientation and information exchange. In the first session German students are shown
how to navigate on the Moodle site, whose interface is in Hebrew. During that week
all students engage in two tasks. First, they make a short introductory recording on
Flipgrid. Then they respond to the German team partners assigned to them. As
mentioned above, a whole-class virtual meeting is held.
2. Team formation. During the second week, outside of the classroom students get in
touch with each other, mostly through Whatsapp, to come up with a team name and a
working philosophy. This includes goals and rules of conduct. During the virtual
session, they design a poster in a Padlet board showcasing their working philosophy
and rules of conduct. Thus, students work on the group personality in what end up
being like a contract that will make each member feel responsible for the other.
3. Evaluation of materials with a focus on collaboration and intercultural learning. This
is done within each team to help decide on a list of criteria to create such material.
4. Design of learning material. Students design learning material with an emphasis on
communication, task-based learning, the integration of digital platforms and openness
to cultural diversity.
5. Peer review. Each team gets feedback from others.
6. Final whole-class meeting. The teams share through Google Docs or Slides a
description and explanation of how their material will be used. Everyone votes for the
best project according to certain criteria through Mentimeter.
7. Editing of Projects. Students do the final editing after lecturers give the project back
to them.
6.1.2 Evolution of the Partnership
The design of the telecollaboration has involved constant contact between partnering
lecturers throughout the year for planning, reflecting and tweaking. With the first
collaboration, the lecturers saw that while the students were enjoying themselves and were

30. 30
getting to know each other, they were not learning very much and were unable to produce a
sound product at the end of the course. So, more emphasis was placed on digital pedagogical
knowledge and more multimodal literacies in the new iterations. In addition, lecturers discuss
intercultural issues in class very explicitly today.
The international collaboration with the German university has evolved and become
multilayered. This includes:
Online collaboration. In two courses in the Faculty of Humanities: one in the English
department and another one in the History one (See Appendix 1.3).
Student mobility. Exchange students have been welcomed in both institutions.
Mutual Visits. Lecturers and students have visited each other and participated in academic
activities.
References:
Waldman, T. Harel, E., & Schwab, G. (2019). Extended Telecollaboration Practice (ETP) in
Teacher Education: Towards Pluricultural and Plurilingual Proficiency. European
Journal of Language Policy. Special No. Issue 11.2.
6.2. Educational Entrepreneurship and Virtual Worlds, MA in
Educational Technologies. Dr. Miri Shonfeld
COIL is an integral part of Dr. Shonfeld’s courses. In the last ten years she has collaborated
with lecturers from the USA and Germany. Students in these courses are assigned to mixed
teams of five students, which she finds most effective for collaborative work. The
collaboration with Germany is done in the course Research on Distance Learning. This
involves doing research as a group on a topic in distance learning and interviewing each other
on Unicko. The collaboration with the students from the USA is done mostly in an
asynchronous way due to the time difference, and often synchronously for meetings in
Virtual Worlds. The latter is a computer-based simulated environment in which users can
create a personal avatar and explore this world, participate in activities and communicate with
others.
In one of the courses graduate students from KCE engaged in a virtual exchange with others
learning at the University of Texas in Austin (Shonfeld & Resta, 2018). Mixed teams worked
in the Second Life (SL) three-dimensional virtual environment collaboratively. They created
tasks for a game-like learning activity designed to help learners develop their navigation
skills in SL while learning about places and cultures across the virtual globe by participating
in a competitive game Amazing Race. The integration of a game-based activity as part of a
CSCL course was done to help motivate the students to look for ways to enhance the
performance of their teams in the competition, thus possibly increasing their feeling of
belonging and sense of community and responsibility to the group.

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The collaboration lasted a period of four to eight weeks that were found suitable to fit in both
class schedules. The design activity involved both asynchronous and synchronous work by
the teams. The meetings were held at the virtual auditorium of KCE in order to develop the
SL activity for the final game. The German students were registered in the Moodle site for the
Israeli class and team discussions were held in it. For synchronous activities, Unicko was
often used as it is embedded in Moodle, and therefore easy to access.
Assignments were designed with an increasing degree of collaboration from one to the next
one to help develop confidence among students and achieve deeper levels of trust. The
procedure involved the following stages:
Assigning students to virtual teams. Students’ availability was a determining factor for the
formation of teams. This could guarantee students would be able to meet outside the
classroom. Other factors considered were the level of English-speaking skills of the Israeli
team members and the computer-science skills of all of them.
Introducing students to Virtual World. This involved registering, creating personal avatars,
and learning the basics in navigating in the virtual world.
Initiating the virtual world collaborative-learning activity. At the first synchronous meeting
both lecturers described the activities students would do.
Monitoring and mentoring the collaborative-learning activities. Students engaged in team
meetings and activities in the virtual world and got assistance from their respective
instructors, who monitored their work, when needed.
Student reflections. This was an important requirement expected only from the Israeli group.
Self and peer assessment. This included both positive comments and suggestions, and helped
students compare their assessment of their contributions with the ones made by their team
members.
References:
Shonfeld, M., & Resta, P. (2018). Competitive Game Effect on Collaborative Learning in a
Virtual World. Collaborative Learning in a Global World, 91.

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6.3. Global History of Women and The Historical Revolutions in a
Global Perspective, History Department, Faculty of Humanities, Dr.
Nimrod Tal
As said above (see Appendix 1.1), COIL has been introduced also at the History Department
as part of the partnership with Karlsruhe University in Germany. Prof. Dr. Sabine Liebig, a
German lecturer and Dr. Tal from KCE have already collaborated in two different courses
and are now engaging in a new iteration for one of them over a semester. The emphasis in
this course is placed on key chapters in the global history of women.
The syllabus for each of the courses is different, but the international element lies at the core
of each of the respective courses and is the same for both. This component is planned,
managed and coordinated collaboratively, and consists of the following:
1. A lecture given by each partnering lecturer. This is done at two synchronous virtual
meetings for both groups.
2. Collaborative work in mixed pairs outside the classroom. Students do different tasks
throughout the course and submit a final paper. The members of the teams are jointly
assessed by both lecturers. The students use tools/platforms of their own choice to
collaborate, e.g., Whatsapp, Skype, email, Google Docs.
3. Presentations of shared products. This is done at a synchronous virtual meeting for
both groups at the end of the course.
Other elements of the collaboration which are contemplated at the design stage are the
scheduling of synchronous meetings, the role of the English language and the platforms to be
used. The schedules for each course allow for a 40-minute overlap in the sessions, which can
facilitate the three video conferences held in the course. As far as the English language is
concerned, it is considered a tool so points are not deducted for language mistakes. In fact,
this message is conveyed to students who may feel threatened at first and may consider not
registering for this course owing to this. Regarding the selection of a shared platform,
Stud.IP- used at the German university- was picked at the beginning as all students could be
given easy access to it. This year they are using another video conferencing platform, also
suggested by the Germans, called WEBconf-Meetingraum. It does not require any
previous installation and it seems easy to use. However, both platforms have a German
interface, which not be user-friendly to Israelis.

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6.4. Multimodal Storytelling for Interdisciplinary Collaboration in
“Teaching English in a Technologically-Enhanced Environment”,
English Teaching Department, Faculty of Humanities- Mrs. Susana
Galante
Virtual exchanges have been an integral part of Mrs. Galante’s course on the integration of
technology in the teaching of English since she joined KCE in 2016. The relationship built
between Dr. Beth Ritter Guth- Director of Innovation at Northampton Community College in
the USA- and Mrs. Galante has made the continuance of the collaboration possible even after
Dr. Guth’s relocation away from her previous workplace at Union County College, where it
all started.
The course in Israel has been designed as a KB CSCL environment, which consists of two
layers of collaboration- one within the class itself and another one within an international
learning community. The latter involves the completion of two to three ongoing tasks
embedded in the course syllabus for a few weeks. These joint activities with students from
different disciplines in the US around topics that interest both groups serve as modeling and
experiential learning for the Israeli students, who are pre-service teachers of English as an
International Language (EIL). Thus, the following pedagogical goals can be pursued:
1. Learning how to develop speaking and writing skills through technology
2. Authentic learning of digital tools/platforms
3. Authentic learning of communities of practice and learning communities
4. Authentic learning of international virtual collaborations and development of
intercultural skills with English as an international language for communication
The first virtual exchange consisted of a community of practice made up of students from
KCE and professors from Union County College. Both groups were interested in deepening
their knowledge of digital pedagogy. The students had learnt the use of different tools in the
course and were more technologically-savvy, while the professors could contribute with their
pedagogical knowledge and experience in the classroom. Asynchronous online discussions
for three different topics were held on Flipgrid. For example, Israelis shared their recently
acquired expertise in tools and asked for advice on issues related to their use in class. The
professors responded and shared their favorite tools.
A new virtual exchange was designed and conducted in the first semester of this last year.
The new group in Israel collaborated with students taking a course on English Language
skills with Dr. Ritter-Guth. The Americans, who are majoring in different fields, had to take
this proficiency course for different reasons. For the asynchronous exchange, Israelis were
paired up with Americans and the structure of the whole exchange was as follows:
1. First Topic: Childhood Tours

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This involved getting to know each other, the sharing of local products by Americans
and feedback from Israelis. There were two stages:
1. Introductions of Americans and sharing of digital tours created by them on
their own childhood. This had been done with Google Tour Builder as part of
their regular writing assignments and consisted of pictures with accompanying
paragraphs on ten significant places for them as they grew up. By sharing
these tours, the Americans could get a real audience that made the assignment
an authentic one. For the introductions, students recorded videos of themselves
in a shared board on Flipgrid and links to their tours were added to the posts.
2. Introductions of Israelis and responses. After watching the Americans’ posts
and getting familiar with the tools used, the Israelis introduced themselves and
gave feedback to their respective partners.
2. Second Topic: Tours of Our Lives as Youngsters
This included the sharing of local products by Israelis this time and feedback given by
Americans, and also consisted of two stages:
1. Learning of us of tools and creation of digital tours by Israelis. The Israeli
students learnt to use Tour Builder and built tours of their lives in Israel. The
links to these tours were added on a post on Fligrid together with a recorded
message to the American partners.
2. Feedback from Americans. This way both groups were exposed to each other’s
lives and cultures, and could reflect on the differences and similarities and
share their impressions.
3. Reflection. This was done locally for each group separately. The Israelis shared their
insights regarding the benefits of using digital tools for enhancing language skills in a
collaborative board (Padlet) for the class. This was followed by an oral discussion on
the added value of integrating technology in teaching, how to do it effectively, and
issues concerning feedback and assessment of digital products. All this, which is
relevant to the content of the course, equipped students who are pre-service teachers
of English with a solid basis to create their own activities for teaching within the
course. Eventually students answered a questionnaire in a Google Form with
questions on different aspects of the exchange. This allowed for reflection on other
aspects of the exchange and as feedback to build on for future iterations of this design.
One issue they found particularly intriguing was the intercultural one. For example,
students were surprised by the openness with which Americans shared their lives in
detail. Issues of this sort were raised at different stages of the exchange and discussed
in class, especially in preparation for their assignments.

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6.5. Mentoring Program, Hebrew Language Department, Faculty of
Humanities, Dr. Miki Kritz
More than three years ago Dr. Miki Kritz was responsible for setting up a COIL experience
for a course at KCE and a course at the Faculty for Foreign Languages in Oklahoma
University in the USA. This collaboration, which has been repeated and improved in
successive years, consists of a mentorship program through which Israeli students in the
Hebrew language department tutor American students taking a course in the Hebrew
language together with Jewish and Israeli culture. For the Israelis the collaboration, which is
conducted in the second semester of their annual course, is part of the regular assignments.
Both groups benefit from the collaboration in different ways. American students can improve
their Hebrew language skills while using it for authentic purposes, and learn about their
partners’ culture first-hand. And the Israeli students get an opportunity to practice their
teaching skills and gain experience, especially as some of them may teach Hebrew as a
second language after graduating.
A CSCL environment was designed for this purpose in the Moodle system of KCE. Both the
American and the Israeli students in each course are registered in the shared Moodle site as
participants. Pairs of students communicate both orally and in writing through online forums
and videoconferencing. They collaborate to complete shared tasks mostly asynchronously. At
the start Unicko was used for video conferences for whole group meetings to share
presentations on Israeli culture created by the students, for mixed work group meetings and
for other goals.
In the first year Dr. Kritz was invited to Oklahoma to train the American partnering lecturers
in the use of the platforms and digital tools to be used in the collaboration. He continued
giving counseling to all involved throughout the first two years. From the third one on,
lecturers have conducted the collaboration by themselves.
The shared site includes the following features:
1. A collaborative board for introductions. Students write posts about themselves on
Padlet to get to know each other.
2. A shared forum for asynchronous online discussion. The forum could either be open
to everyone and/or for mixed work groups (2 to 4 students).
3. A virtual classroom for shared assignments. In this section students work within their
mixed groups to complete shared assignments with different responsibilities for each
group (Americans and Israelis). The Americans fulfill writing assignments and the
Israelis give feedback.
To sum up, the use of digital tools is done for authentic purposes which help meet the
pedagogical goals of the respective courses. This gives students the chance to acquire digital

36. 36
skills as they collaborate and gain multicultural skills. The collaboration is embedded in the
syllabus of the course and lasts only part of it.
6.6. Virtual course on “Bilingualism” open to international students,
English Department, Faculty of Humanities, Dr. Miri Yochanna
A collaboration between Dr. Yochanna and Dr. Brad Washington, Director for online
MATESOL program at Notredame de Namur University in California, USA, has made it
possible for students from their respective institutions to register in virtual courses taught by
the partnering lecturer in the other’s institution. In the fall semester of the 2018-2019
academic year two of Dr. Washington’s students were able to attend Dr. Yochanna’s course
Bilingualism once it was offered in an online format. In addition to the American and Israeli
participants in the course, there was a German student who was on an exchange program at
KCE.
Adapting this course into an online version, while taking into consideration the needs of the
partnering international institution, led to the course being condensed into a seven-week
course to match the format and the number of modules in the USA. The course included
weekly discussions via forums and blogs, in which all participants were required to relate to
and comment on others' posts. This enabled an exchange that led to learning about each
other’s culture, point of view and ideas.
The online format was created on the Moodle site for the course. Learning was asynchronous,
which enabled everyone to enter and work at their own time, regardless of time differences
around the world. The international students were given a username and password for access.
However, they were met with the obstacle of getting into the system which is in Hebrew. To
help overcome this difficulty, Dr. Yochanna made a Powerpoint presentation with
screenshots and written guidelines on how to get in. Another issue which was dealt with was
the fact that everyone’s names appear in Hebrew on Moodle. So, everyone was requested to
sign their names on each post to let others know who wrote a post and be able to connect on a
more personal level.
The added value of the intercultural exchange in the course was vast. Given the diversity of
Israeli society, not only were the international students from different backgrounds, but the
Israelis were as well. This enabled contributions from different cultural origins from all the
participants in the course. Dr. Yochanna noticed that the participants felt more willing to ask
questions and open up in an online environment rather than talking face-to-face. For example,
at the start of the course as students discussed bilingualism- what it is and how one becomes
bilingual, they shared their own feelings regarding bilingual identity. Later they shared
personal narratives. They were required to do so in two languages- what they considered their
first language and English. As they analyzed and discussed their insights from this activity,
the students expressed surprise at the fact that there were many different languages in their

37. 37
group: Hebrew, Arabic, Portuguese, German, Russian and English. This aroused great
interest as they had not been aware that others were fluent in these languages even though
they had been studying with the same peers for a few years. They shared their feelings, how
they got lost in translation, came up with other expressions in the other language, and
different types of emotion words that they used in different languages. There were more
questions to the international students, who were themselves curious to learn about their
Israeli classmates.
According to Dr. Yohanna, this model may be relatively easy to put together as it is fully
virtual and there is no need to match syllabi. However, to get other institutions involved, it is
necessary to ensure students earn equal credit value and number of hours for the course as
they would in their own institution. Only this way will their participation be approved by a
partnering institution and of value to the students wishing to take part.
Even though this is an undoubtedly a model for an international course, it must be said that it
does not necessarily fit in the definition usually given for virtual exchanges.
7. Appendix 2: Case Studies, 2020
7.1. Short-term virtual exchange for authentic learning of course
content, “Social Networks in Educational Contexts”, MA Program in
Educational Technologies- Dr. Tami Seifert
In order to create authentic opportunities for learning about practical uses of social networks
in education, Dr. Tami Seifert engaged her students at the MA program in a virtual exchange
last year. Her partner, Dr..., taught a course on Digital Media in the BA study programme at...
The existing differences between both groups helped complement each other. The Americans
students were younger and more familiar with social networks. In contrast, the Israeli group
included many practicing and experienced teachers, and was more knowledgeable of
pedagogy. The groups were also different in size. There were thirty-nine students in the
Israeli group while there were sixty American participants, with students from two classes
joining in.
Owing to the time difference, the virtual exchange was fully asynchronous. The different
academic calendars allowed for a short-term collaboration of over a period of five weeks. The
exchange included the following stages:
1. Introductions. Students from both groups started connecting with each other with
introductory posts in a closed Facebook group created for the exchange.

38. 38
2. Asynchronous oral discussion in video-based responses in a collaborative grid.
Students shared their passion for teaching and responded to each other in mixed pairs.
They recorded and uploaded videos on Flipgrid over the course of two weeks.
3. Asynchronous discussion through posts in a social network. Israeli students wrote
posts in which they shared educational initiatives they lead as educators in their
Facebook group. The Americans shared similar experiences and both lecturers
responded to the posts. Dr. Seifert found the ideas and the dialogue itself truly
meaningful and, according to her, everyone involved was profoundly touched by
them.
4. Thanksgiving greetings by snail mail. The Israelis were nicely surprised with
greetings sent by the Americans at the end of the exchange. This added a personal
touch that helped leave a taste for more of the whole intercultural experience.
Through the virtual exchange the Israeli students were exposed to educational uses of two
different platforms. This allowed for meaningful discussions and reflection on issues that
came up as a result of this type of interaction. For example, special attention was paid to the
cognitive load that can be created by the abundance of posts and their length. They also
suggested ways to deal with the lack of responses to some posts.
For the course itself the Israeli students were teamed up in groups which were formed
according to the students’ individual strengths. This information was gathered by Dr. Seifert
from a survey passed before the start of the course itself. Thus, a balanced distribution of
expertise among group members could be guaranteed to help cope with challenges individual
students may face. One of them was the lack of command of the English language among
some students. So, in each group there was at least one student whose English was at a
proficiency level. Dr. Seifert said this experience proved to be empowering and motivating
for the students whose level of English was weak.
7.2. Videoconferencing Events within a Community of Practice
Framework, “From Ecological Thinking to Environmental
Citizenship” Seminar Course, MA Program in Environmental Studies,
Faculty of Science- Dr. Dafna Gan
Around three years ago Dr. Dafna Gan, Head of MA program in Environmental Studies, and
Dr Oren Pizmony-Levy, a professor at the teachers’ College in Columbia University in New
York, set up a virtual exchange for their students. Dr. Gan aspired to “bring the world to her
class” to help her students cope with the difficulties they faced when having to read academic
material in their field, which is mostly in English. Dr. Pizmony-Levy, an Israeli friend of hers
and a colleague she had done research with over the years, immediately agreed to help.
The design of the initial collaboration has evolved through various iterations since then. The
insights gained have helped overcome difficulties, such as the linguistic and the technical

39. 39
ones encountered in Israel at first. As far as administrative issues were concerned, Dr. Gan
understood the course would benefit from being an annual one as this would guarantee more
flexibility for embedding COIL.
In 2020 the collaboration consisted of three videoconferences that adhered to the following
format:
1. Oral presentations delivered by individual students to the two groups together. This
first activity, which was conducted in the main room for the Zoom session, was an
opportunity to share each group’s learning.
2. Discussion in mixed groups. Students engaged in discussions of the presentations and
other topics in three different breakout rooms. There was a lecturer with each of the
groups for moderation and involvement as part of the community. There were nine
American students and twelve students from Israel, so there were two Americans and
seven students in each of the three breakout rooms.
3. Whole group discussion. Conclusions were shared and the session was wrapped up in
the main room.
Initially the Israeli students struggled to interact orally in English during the virtual meetings
even though they had prepared questions in advance. As support was offered by the Research
Unit, an English tutor eventually guided them through a careful preparation process of the
presentations, which included several rehearsals. This proved to be influential in the success
of their talks.
Although Dr. Pizmony-Levy will not continue partnering with Dr. Gan on this exchange, it is
clear to both partners that the foundations for future collaborations were set through this one.
In fact, this same format will be used and even improved for a new partnership for the same
course in the new academic year. Furthermore, this design is also now being applied in
monthly virtual meetings organized for the international academic community in the field of
environmental studies with researchers sharing their work, thus contributing to global
learning and professional development in an interconnected society.
7.3. "Campaign"- Shared Product on Social Issues in Social Media,
Communication and Film Studies Department, Faculty of Arts- Mr.
Eran Shapira
The partnership for this course started back in 2014 when the Communication Department at
Ryerson University in Toronto in Canada offered Tel Aviv University to have students
participate in a collaborative project called Global Campus. Mr. Shapira, who also teaches
there, undertook the project. Years later in 2019 he saw the call for proposals for international
courses at KCE as an opportunity to introduce this international collaboration in this college
too. The aim of the virtual exchange was to have Israeli and Canadian students work together
to create a campaign on social issues on a digital platform. Both groups collaborated to create

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a page on Instagram called “Students for Good” with content produced by them. Some of the
issues raised were cyberbullying, recycling of clothes for the preservation of the environment,
stress and anxiety among youngsters.
There were twelve participants from Israel and twenty from Canada. The Israelis were
second-year students while the Canadian students were in their third and fourth year of
studies at the TV and Communication Department. The latter were younger.
The work was done separately by each group, and the resulting final product was a shared
one. The Israeli and Canadian students communicated mostly through Skype. Two to three
special meetings were organized in order to communicate synchronously. However, there
was a low degree of interaction as they were not supposed to work together on each one’s
contribution to the shared product. The Israelis and Canadians worked each separately on a
topic and were coached by their respective lecturers. The product thus created could be a TV
item or advertisement, which reflected each one’s point of view on the selected issue. This
way a cultural element, which could reflect different perspectives, was added. Eventually,
both products would be put together under the same heading for the topic of the campaign on
the Instagram page. Thus, the interaction focused on the sharing of products for each topic
and peer feedback.
One of the main insights gained by Mr. Shapira is that the interaction between both groups
should be more prominent in the virtual exchange. There were constraining factors for the
decisions on participatory structure which influenced its quality. One of them was the
scheduling of the course in Israel on Sunday morning. Also, the academic calendar is
different. In addition, the final event was cancelled due to the adjustments needed after the
outbreak of the coronavirus. Then students found it difficult to tackle technological issues and
find their way in a fully virtual environment. But the most prominent challenge, according to
Mr. Shapira, was the apprehension the Israeli students experienced to use the English
language.
He believes that the course this year, which will be annual, will provide a way to overcome at
least some of these challenges. Both groups will probably be able to work in a synchronized
way and finish the collaborative work in time.
7.4. Collaborative Multilingual Translation and Multimodal Exchange
for Analysis of Literary Text, “Sholem Aleichem Between Tel Aviv
and Basel”, Literature Department, Faculty of Humanities- Dr Lilach
Naishtat-Bornstein
This course was the product of a partnership between Dr. Shifra Kupperman, a Yiddish
professor, from the Department of Jewish Studies at the University of Basel in Switzerland
and Dr. Lilach Naishtat-Bornstein from Kibbutzim College. The latter was mentored by Mrs.

41. 41
Susana Galante from the Digital Pedagogy Unit, who helped design the virtual exchange and
embed it in the course through the implementation of a digital pedagogy. The Swiss students
were taking a course in Yiddish studies and the Israeli ones focused on Sholem Aleichem
work in their course.
The main aim of the virtual exchange was to promote a deep analysis of Sholem Aleichem’s
short story "The Pocket Knife" (1886) . This story was translated four times into Hebrew
(Bialik 1910, Berkowitz 1940, Ofek 1980, Aharoni 1983), but has no German translation to
this day. This moved the professors to assign the students a multilingual collaborative
translation (from Yiddish to German and to Hebrew) while using English as an international
language to collaborate.
The Israeli group was made up of 17 students while the Swiss one had 7 participants. The
course at KCE is elective so students came from different years and tracks from the Culture,
Democracy and Special Education programs. Its main aim was to expand the general
knowledge of pre-service teachers whereas the course in Switzerland focuses on Yiddish
Language and Culture.
The students from Basel- who speak German, Yiddish and English- and the students from Tel
Aviv- who speak Hebrew and English- collaborated to do research and analyze the story
through a multilingual translation supported by collaborative writing (in Google Docs) and
photography. They communicated in English among themselves.
This collaborative learning experience was made possible through multilingual (Yiddish,
English, Hebrew and German) and trans temporal (from the 19th century to the 21st century)
dialogue. Both intercultural and critical thinking skills were promoted through a glocal
approach to the learning of literature. Students were also exposed to an innovative
pedagogical approach through experiential learning.
The design of the virtual exchange included the following stages:
1. Getting-to-Know-Each-Other /Community-building activity- Students introduced
themselves each in a different slide in a collaborative presentation in Google Slides.
They added a picture and a word they like in Yiddish together with an explanation for
this.
2. Building of knowledge through exploration of historical photos associated with the
author’s life. Students created a collaborative map of Sholem Aleichem’s life with
Google MyMaps. They were required to find a historical photo linked to Sholem
Aleichem’s life and add a place for this with the photo and text on it. This way
additional layers of content were added by each student to the map to build
knowledge on Sholem Aleichem’s life.
3. Further building of knowledge through photography of daily events and their
connection to the story. Each student took five pictures from his/her daily life
connected to the main theme and elements of the short story being learnt. These
photos were uploaded to a shared board (Padlet) together with a short explanation. So

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local content was given universal meaning and became global by associating it with
the story and the other students’ connections.
4. Multilingual Collaborative Translation. Students worked in local teams (2 students)
within international teams (4 students). Each local team worked on the translation of a
segment of the short story (from Yiddish to German and from Yiddish to Hebrew
based on four existing translations). They used one same Google Doc for the two
translations within the international team, thus allowing for visibility and
collaboration. In fact, they shared dilemmas concerning the translation and consulted
each other. Creative solutions were found and discussed asynchronously in the
comment windows of the collaborative document. For example, the German students
were asked questions about the original version in Yiddish as they were responsible
for its translation to German. One of the main challenges was preserving the
uniqueness of the Yiddish language while translating the author’s words
At the end of the course the Israeli students built a unit plan for the teaching of the short story
with a focus on the specific segment they had worked on. The learning in the course had to be
reflected through this unit for High School students.
For more information in Hebrew, see here. The final products created by the Israelis can be
found in the Spectrum magazine here.
7.5. Distributed Expertise in Collaborative Learning of Local Issues
with a Glocal Perspective, "Borders and Bridges", Communication
and Film Studies Department, Faculty of Arts- Dr. Nahuel Ribke
In 2019 Dr. Nahuel Ribke partnered with Prof. Evripides Zantides, who teaches a course at
the Semiotics and Visualization Department at the University of Cyprus in Limassol. They
had met at a conference and developed a good connection. As a result of this they started
thinking of how to create a shared experience for their students. The original brainstorming
which focused on the history of the region, the similar problems each nation faces, and issues
which are almost parallel from the historical perspective of Cyprus and our region. eventually
gave birth to the shared project called Borders and Bridges.
The common goals set then were:
· to create a framework that would allow for reflection on our region both from a
local and a global perspective.
· to initiate an opportunity for collaborative work for students from Cyprus and
Israel.
The course aimed at allowing for reflection on our borders as both Cyprus and Israel have
ongoing border issues and a lot of other things in common. In fact, they both face conflicts

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whose components are religious, national and regional. Also, both nations have been under
Ottoman and British rule around the same time. So, these historical issues would be the basis
for a concrete shared product that would result from a face-to-face encounter in Cyprus.
The careful selection of students for this project is considered by Dr. Ribke as a key element
to its success. In Israel it involved the submission of proposals and an interview. The criteria
for selection focused on the students’ abilities, seriousness and commitment to the project,
and social skills. Eventually, the Israeli group consisted of 8 students from the third and
fourth year of the BA program. The project in Israel was fully funded by the college.
Students in Cyprus are in their final year of studying and get no accreditation for this course.
They do it on a voluntary basis out of pure interest and an understanding of the added value it
has for its participants. According to Dr. Ribke, this is an empowering experience on a
personal and an academic level.
The schedule, which is different from the one in regular courses, is characterized by
flexibility. This was especially significant with the advent of the corona crisis in the middle
of the project.
Careful planning for the collaboration preceded the start of the course and was done by both
partnering lecturers together. The syllabus built by Dr. Ribke for his course was as follows:
1. Acquisition of knowledge and planning over the course of four sessions. Students
learnt about the history of Cyprus and briefly about the educational system there.
They also created a series of activities for the shared sessions they would have in their
visit to Cyprus. The aim was to encourage interaction to create a positive atmosphere.
The schedule for their trip to Cyprus and the face-to-face encounters were carefully
built then.
2. A five-day shared face-to-face program in Cyprus. Getting-to-know-you activities on
their first day resulted in the creation of mixed pairs of students and an initial
brainstorming of ideas. The collection of raw material for the projects was possible
in the following days, some of which were devoted to filming.
3. Completion of shared product from a distance. The collection of material continued
after the visit. However, the outbreak of the coronavirus delayed the progress. The
mixed pairs were in touch all the time and exchanged files. The Israelis, who are
better at filming, sent photos they had taken to the students in Cyprus who are more
skilled in graphic design and new media.
4. Exhibition of shared products. The final products will be reviewed and assessed by
the partnering lecturers and will be eventually exhibited in the future.
The role of technology was mainly for communication purposes. The partnering lecturers
used the video conferencing platform Skype for the planning stage. Students searched for
information on the Internet and made all the necessary reservations for their stay online.
A WhatsApp group created for the participants in the project served as a platform for
announcements, and students shared their work on WhatsApp and Google Drive.

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Dr Ribke is certain that the face-to-face encounter was so powerful that its impact became
the driving force of the digital work that followed.
7.6. Collaborative Multimodal Annotation in Interactive Images-
Teaching English in a Technologically-Enhanced Environment",
English Department, Faculty of Humanities- Mrs. Susana Galante
At the end of last year an opportunity for a virtual exchange came up as Dr. Shea Kerkhoff,
who is a renowned figure in Global Education contacted Mrs. Galante for a brief
collaboration. They had met in North Carolina in 2014 as Ms. Galante was on a visit to US as
part of the International Visitor Leadership Program from the State Department. Dr.
Kerkhoff, who is now a professor at the St Louis College of Education at the University of
Missouri, was interested in a brief collaboration for one of her courses which is on New
Literacies.
The idea was to engage students in multimodal knowledge-building though an activity that
would require the association of words and personal content with pictures. Three images were
carefully selected or this purpose: One referred to universal themes as it was artwork- a
painting by Van Gogh. And the two others related to local content illustrating the respective
hometowns. There was one for Tel Aviv and another one depicting St. Louis. The latter
contained the element of relevancy as it was a picture taken from the Black Lives Matter
protest taking place those days. Dr. Kerkhoff felt a reference to these current events was
imperative, and Ms. Galante agreed.
Thus, through this activity, which was done on Genially, extra layers of information were
added collaboratively to these three images. Students could also contribute with images or
links in addition to the words. All students, who are future teachers, could experiment first-
hand with multimodality and knowledge-building, and reflect on ways for application in their
future classes. For example, the Israeli students could see how this could be used for the
learning of vocabulary or the teaching of different perspectives for the Literature programme.
This brief virtual collaboration, which was easy to put together, proved to be an opportunity
for authentic learning and enrichment of the existing syllabus.
See the activity here. The instructions both groups got can be found here.
8.Appendix 3: Questionnaire for Interviews
1. How do you view the role of international courses in college? What is your overall aim
when engaging in them?

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2. What kind of experience do you have with international courses?
3. Can you briefly describe the international courses you have engaged your students in/ are
familiar with? What type of model do they fit in (collaboration, inquiry-based learning,
CLIL, etc.)?
4. Please, describe the activities. What were the pedagogical objectives?
5. What was the role of technology in the courses?
6. What digital tools/platforms were used in it? How successful was the choice of these tools?
7. What challenges did you face? Name a few and the ways you managed to overcome them if
you did or suggested solutions for the future.
8. How do you envision the future of international courses for you and for the college in
general? What do you dream of doing?
9. Which digital tool/platform would you like to introduce in your international courses?
Why? What are the added values of this digital tool? Please feel free to dream about
the ultimate digital tool for your course. Can you share with me your dream ?
10. What insights can you share which you have you gained from your international
experience?
11. Any further comments?
8.Appendix 3: Useful Sources of Information
➢ ACE (American Council on Education) Members Use Technology to Expand Access
to International Education (Higher Education Today, a blog by ACE)
➢ California Global Education Project
➢ Connected Learning Alliance
➢ Educating for Global Competence: Preparing Our Youth to Engage the World
➢ Engagement Global
➢ Establishing a framework with Global Competencies
➢ European Association for International Education
➢ Journal of Studies in International Education
➢ Sustainable Development Goals
➢ Virtual Exchange Coalition (Soliya, Global Nomads Group, iEarn USA). Retrieved
from http://virtualexchangecoalition.org/
➢ The Global Education Conference Network- A Global Education Declaration;
Teaching for Global Readiness Scale (integrated; situated; critical; transactional) by
Shea Kerkhoff (contact - does research on Global Literacy and new literacies) from
North Carolina
➢ The Power of International Education
➢ United Nations Sustainable Development Goals
➢ Internationalization at Home in Finland

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9.Acknowledgements
We are deeply appreciative of the generosity with which all the interviewees (see below),
kindly shared their experience in virtual exchanges and their passion for global education.
Our special thanks to those whose courses contributed to the identification and description of
most of the models (see Table 1) already in the first edition of this vision statement.
Dr. Smadar Donitsa, Head of Faculty of Humanities
Dr. Adiv Gal
Mrs. Susana Galante (See model number 4)
Dr. Dafna Gan (See model number 5)
Dr. Micki Kritz (See model number 4)
Dr. Lilach Naishtat-Bornstein
Dr. Nahuel Ribke
Dr. Miri Schonfled (See model number 2)
Dr. Tami Seifert
Mr. Eran Shapira
Dr. Nimrod Tal (See model number 3)
Dr. Beverley Topaz, Head of English Teaching Department
Dr. Tina Waldman (See model number 1)
Mr. Yohav Wolf, Head of Informations Systems and Technologies
Dr. Miri Yohanna (See model number 6)