It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Global collaboration in the classroom: Meet Flat ConnectionsFlat Connections
An overview of global collaboration strategies for classroom learning. Flat Connections teacher development and global projects are reviewed.
These slides were used for an online webinar September 2014. The recording for this webinar is here: http://goo.gl/1kslWX
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
The digital imperative: Connect learning with the worldJulie Lindsay
In this presentation, global collaboration consultant, innovator, teacherpreneur and author, Julie Lindsay will explore enablers for and evidence of the use of online technologies to connect learners in different schools, areas and countries. Using her global experience, Julie will showcase how technology is being used to promote intercultural understanding and collaborative creation.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Designing Engaging Curriculum for Global Collaboration in the ClassroomJulie Lindsay
Designing Engaging Curriculum for Global Collaboration in the Classroom - Learning 2.012 Conference Leader, Beijing, China. October 2012.
Let’s Go Global! Let’s connect with the world! This session will immerse participants in the exciting world of global collaborative projects at all levels of learning. After reviewing essential steps to flatten the classroom the focus will be on design and management for effective and successful global projects using emerging technologies and Web 2.0 tools. Existing projects will be explored for essential design parameters and new projects and opportunities discovered. This session is for teachers at all levels of learning, curriculum coordinators, administrators and anyone interested in improving learning outcomes and engaging learners.
Designing curriculum for global understandingJulie Lindsay
Created for educator workshop at http://fclive2013.flatclassroomproject.org/Designing+Curriculum+for+Global+Understanding Flat Classroom Live! Hawaii 2013
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
Since the 1990’s educators have leveraged the power of the Internet to forge online global collaborative learning. More recently global competency and intercultural understanding in conjunction with cross-border collaboration and digital fluency have emerged as ‘future ready’ key capabilities. However, learning environments struggle to embed authentic real world learning and build capacity for global connection and collaboration. Julie shares new perspectives on developing a Global Collaborator Mindset and implementing Online Global Collaborative Learning (OGCL) as a pedagogical approach.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
Embedding Global Collaborative Projects into the CurriculumJulie Lindsay
Global Project Design essentials for success in the classroom
Presented by Julie Lindsay at the Global Education Conference 2011 and the Beijing Learning Summit 2011.
This session will focus on curriculum design and pedagogy to embed global collaborative learning experiences and projects into the classroom to enhance learning outcomes. Emerging technologies allow students to experience communication and interaction with others around the world, however designing a meaningful learning experience through a global project that is also part of the curriculum is an important part of developing global digital citizenship and intercultural awareness. Techniques used in Flat Classroom Projects from upper elementary level to high school level will be shared and discussed.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
The future of learning is global - a vision for leadershipJulie Lindsay
Schools want to go global, teachers want to connect their classrooms with the world, but what are the leadership skills needed to 'flatten' a school and launch it into the future. In fact, the future is now, the vision needs to be articulated now, and global learning should be planned across the curriculum now, not as an add on or as something too hard to access. This session will share ideas and resources for planning to move a learning community into a globally connected and collaborative future.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Global Collaboration Tools & Connections #gcuglobalVicki Davis
How to connect globally with other classrooms. Advice on how to connect, share, and improve your classroom with global competency, technology, and connections. It is time for education to improve.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
The Global Educator
1. The Global Educator
Julie Lindsay
@julielindsay
about.me/julielindsay
flatconnections.com
#flatconnections
Global Education Conference 2015
@globaledcon #globaled15
2. Meet Julie Lindsay…..
Global Educator, Innovator
Teacherpreneur, Author
MA Educational Technology Leadership
MA Music
EdD Student, University of Southern
Queensland
Adjunct Lecturer, Charles Sturt University,
Faculty of Education
Global collaboration consultant
Apple Distinguished Educator
Google Certified Innovator
Director, Learning Confluence Pty Ltd
Founder, Flat Connections
@julielindsay | flatconnections.com | @flatconnections | about.me/julielindsay
3. Discussion areas today….
Becoming a
Global
Educator and
Global
Education
Leader
Online Global
Collaboration
http://www.flickr.com/photos/29487767@N02/3574392846
Pedagogical
Change &
Strategies for
Going Global
4. You do not need to leave home…
But what does it mean…….?
What is a Global Educator?
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
5. You know you are a Global Educator when you……..
Connect and share
• Connectivism
• Establish PLN’s and PLC’s
• Use social media and
personal branding
• Be a contributor and a
sharer
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
6. “The pipe is more important than the content in the
Connectivism – George Siemens
‘Connectivism’
“…..draws upon the fact that
the very concept of
knowledge and learning are
changing before our eyes
with the advent of new
technologies.”
7. ‘Flatten’ the learning
You know you are a Global Educator when
you……..
• Flat learning pedagogy
• Actions to flatten the learning
• Connection
• Citizenship
• Collaboration
8. Flat, connected learning means bringing the world into the learning space and putting
you and your students out to the world for meaningful collaborations.
An astute global educator is not the barrier to learning but becomes the bridge to many
and varied global journeys such that ‘flat’ learning becomes the norm and ‘unflat’
learning stifling and constrictive.
9. Encourage and model global digital
citizenship
You know you are a Global Educator when you……..
• Foster global
competency through
global context
• Have empathy learning
with other cultures
• Know about global
current events
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
10.
11. Collaborate anywhere, anytime
You know you are a Global Educator when you……..
• collaborates with anyone, anywhere, anytime, in
any way possible
• understands the degrees of global collaboration as
distinct from cooperation for deep learning
• is adept at teacher-sourcing
• builds online global communities
12. Use online technologies to bring
learners together
You know you are a Global Educator when you……..
The
‘Generic’
Toolbox
Communication
Community
Scheduling,
Calendar,
Workflow
Collaboration &
Co-Creation
Celebration
13. Design futuristic online learning
environments
You know you are a Global Educator when you……..
• is able to design learning in order to
develop students' global competencies
• is conversant with design thinking
• understands the importance of
collaboration as a global learning
objective and important practice
16. Globally connected learning
‘Barriers?’
• Technology infrastructure
• Technology access
• Digital fluency
• Global digital citizenship skills
• Conformity – all must be the same
• The ‘we are already collaborating’ response
• No idea where to start…..
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
17. Yes! and……
Can you complete the sentence?
….add to chat?
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
18. Being a global educator means…
…having a constant awareness that the extent of
our classroom does not stop at the classroom
door.
…understanding that there are always other
perspectives on issues, that there is a wider
world out there that does not live in the same
time zone, the same climate, and have the same
worldview.
Chris Betcher, PLC, Sydney
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
20. Before the Internet……..(Hanvey, 1982)
Perspective consciousness
‘State of the planet’ awareness
Cross-cultural awareness
Knowledge of global dynamics
Awareness of human choices
21. Today, a global education leader may
be a…… Teacherpreneur
….a leader who ‘takes all the best
practices in education and latest
advances in technology and uses them to
blaze new trails in teaching and learning
that focus on connection and
collaboration’
22. An outlier teacher is a K-12 educator who self-
directed to create and develop an innovative
pedagogy using emerged or emerging digital
social media through collaborative and global
open networking. (Arteaga, 2012, p. 14)
Today, a global education leader may
be an…… Outlier
23. An educator who supports knowledge
construction in a non-hierarchical approach to
learning globally.
Today, a global education leader may
be a…… Learning Concierge
24. What do global education leaders
need to know?
A global education leader has to know how to
build virtual and real learning communities - and
then blend them with face-to-face learning
A global education leader understands the
imperative of networked, community-driven
learning and how to support global digital
citizenship objectives.
25. Leading for pedagogical change
Leaders must demonstrate and model
collaborative practices to support pedagogical
change.
26. We have the tools, we have the
pedagogies, it’s time to connect the
world!?
What is Online Global Collaboration?
28. Clay Shirky, Here comes everybody
“[C]ollaborative production is
simple: no one person can take
credit for what gets created, and the
project could not come into being
without the participation of many.”
29. Photo by giulia.forsythe - Creative Commons Attribution License https://www.flickr.com/photos/59217476@N00 Created with Haiku Deck
30. Norms of Online Global
Collaboration
A roadmap for better
understanding
32. Yes! and……
Can you complete the sentence?
….add to chat?
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
33. Online Global Collaboration Taxonomy
Examples of successful global collaborations
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
34. Level 5: Learning
collaboratives
Level 4: Community
of practice
Level 3: Online
learning
Level 2: Real
encounters
Level 1:
Online
interactions
Online Global
Collaboration
Taxonomy
35. Level 1: Online interactions
Mode: Asynchronous
Purpose: To share classroom activities and
expand learning from local to global
Example: Quadblogging (David Mitchell, UK)
http://www.quadblogging.com/
Online Global
Collaboration
Taxonomy
36. Example: Skype in the Classroom
https://education.skype.com/
Example: School in the Cloud: SOLE: Self Organised
Learning Environments and Granny Cloud (Sugata Mitra)
https://www.theschoolinthecloud.org/
Level 2: Real Encounters
Mode: Synchronous
Purpose: To connect in real time to
external learners and experts
Online Global
Collaboration
Taxonomy
37. Example: Cyberfair (Global SchoolNet)
http://www.globalschoolnet.org/gsncf/
Example: Out of Eden Walk to Learn (Paul Salopek)
http://learn.outofedenwalk.com/
Level 3: Online Learning
Mode: Asynchronous (mostly)
Purpose: To encourage learning through
online interaction and shared artefacts
Online Global
Collaboration
Taxonomy
38. Example: Global Read Aloud
http://theglobalreadaloud.com/
Example: One Million Lights
http://www.philanthropic-
engineering.org/collaboration.html
Example: ‘A Week in the Life’
http://www.flatconnections.com/a-
week-in-the-life.html
Level 4: Communities of Practice
Mode: Synchronous and Asynchronous
Purpose: Specific learning objectives to
foster global collaborative practices
Online Global
Collaboration
Taxonomy
39. Co-Created Showcase Multimedia
Focus on ‘global issues’
‘A Week in the Life…’
A Flat Connections Project for Elementary School students
Grades 3-6, age 8-11
Tool: Voicethread
40. ‘Once we’ve gone flat, there’s no turning back’
The Grade 3A class at AAS
Tool: Fuze
41. Example: Flat Connections Global Project
http://flatconnectionsglobalproject.net/
Example: Connect with China
http://www.flatconnections.com/connect-with-china.html
Level 5: Learning Collaboratives
Mode: Synchronous and Asynchronous
Purpose: To foster learner autonomy in
global collaboration and co-creation
Online Global
Collaboration
Taxonomy
42. Flat Connections Global Project
Student leadership
Co-creation –
research and
multimedia
Global awards -
celebration
Emerging
technologies -
the future of
learning
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
46. The change we need …….
• Community building as a prerequisite to
learning
• Collaboration that leads to co-creation
with other learners who are not in the same time and
space,
• Pedagogical independence and
leadership for change within a school/institution
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
47. Changing roles……
• The role of the teacher (as ‘Activator’ – Hattie)
• The role of the student (as active learner)
• The role of the school (as conduit to global
collaboration)
• The role of the community (as partners in
learning)
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
48. From Pedagogy……….
………..to ‘Cosmogogy’?
…….the study of learning while
connected to the world using digital
technologies whereby the context of
learning is ‘with’ rather than ‘about’.
……not location based and considers
whom you learn with and what you
construct together most important.
(Julie Lindsay)
49. “Cosmogogy”
• From the word ‘cosmo’ which means ‘of or
relating to the universe’
• Based on constructivist learning theory
and connectivism as a learning approach
• Uses online technologies as an essential
scaffold for learning objectives
50. Yes! and……
Can you complete the sentence?
….add to chat?
http://theglobaleducator.net/ | #theglobaleducator| http://flatconnections.com
51. The Global Educator
Coming in book and eBook formats
theglobaleducator.net
#theglobaleducator
Author and Editor: Julie Lindsay
Leveraging Technology for
Collaborative Teaching & Learning
makes connections for themselves and others and is able to leverage these connections when needed
connects the past, present and future
uses social media to connect and collaborate
builds a viable Personal Learning Network
finds and join purposeful Professional Learning Communities
establishes a strong global personal brand
contributes online globally daily as part of established workflow
is willing to share, mentor, lead and be led as part of the learning landscape
has an understanding of ‘connectivisim’ and networked learning
A global educator:
learns about the world, with the world
understands learning in a digital world means working with others at a distance and online
adopts new pedagogies for ‘flat’ learning
understands how the learning space walls are brought down or ‘flattened’ to bring the world in
is able to sustain connections and collaborations
is fluent in three essential actions to flatten learning: Connection, Citizenship, Collaboration
has empathy learning with other cultures and by doing so:
- is comfortable learning with and from others in other parts of the world, and aims to get to know learning partners virtually
- is confident working with other cultures
- is someone who understands varied perspectives, and empathizes with others in an effort to resolve global issues
- is adept at encouraging empathy that leads to positive action through global connections
- adopts and encourages multiple perspectives
knows about global current events and is knowledgeable about current events to stimulate authentic communication, shared understanding and appreciation of different perspectives
fosters global competency through global context
collaborates with anyone, anywhere, anytime, in any way possible
understands the degrees of global collaboration as distinct from cooperation for deep learning
is adept at teacher-sourcing
builds online global communities to:
- create an interconnectedness of communities
- address values of equity, social justice and sustainability
- foster relationships for learning
knows how to learn synchronously and asynchronously
is able to use both synchronous and asynchronous online technologies to bring learners together
knows how to use Web 2.0 to publish global experiences
is digitally fluent across devices and software
encourages student interaction and collaboration that leads to action
is able to design learning in order to develop students' global competencies
is conversant with design thinking
understands the importance of collaboration as a global learning objective and important practice
An example of global sharing to enrich understanding
An example of global sharing to enrich understanding
Way before the Internet was available in schools, Hanvey (1982) writes about the ‘attainable global perspective’ and came up with five dimensions of a global perspective. These are:
Perspective consciousness: awareness on the part of the individual that their view of the world is not universally shared and others views may be profoundly different
‘State of the planet’ awareness: an awareness of prevailing world conditions and development, including emergent conditions and trends
Cross-cultural awareness: awareness of the diversity of ideas and practices to be found in human societies from around the world and how one’s own society may be viewed from other vantage points
Knowledge of global dynamics: comprehension of key trails and mechanisms of the world system that may increase intelligent consciousness of global change
Awareness of human choices: awareness of the problem of choice confronting individuals, nations and the human species as consciousness and knowledge of the global system expands
It is one thing to connect with the world and appreciate the ‘them’ and ‘us’ learning opportunities, however it is a whole other challenge to be able to collaborate globally with different learning partners. The latter is what all educators and learners should be aspiring to.
True global collaboration in the classroom needs a shift in teaching that allows teachers and students to 'flatten' the learning experience to bring the outside world in and put themselves out there - to build bridges for global empathy and intercultural competency to create workable structures where all participants can learn with and not just from each other. But what does this all mean?
Collaboration is the action of working with someone to produce or create something.
Two or more people attempt to learn something together.
Distinct from cooperation where tasks are distributed amongst learners.
Collaborative learning: where students team together to explore a significant question or create a meaningful project.
What happens when we add ‘global’ to online collaboration?
Same digital tools? Yes
Same online collaborative practices? Maybe
What is different?
New understandings time zones, cultural differences, new languages
New pedagogies that support collaborative learning while not face to face
collaboration leads to co-creation at a distance
It is one thing to connect with the world and appreciate the ‘them’ and ‘us’ learning opportunities, however it is a whole other challenge to be able to collaborate globally with different learning partners. The latter is what all educators and learners should be aspiring to.
True global collaboration in the classroom needs a shift in teaching that allows teachers and students to 'flatten' the learning experience to bring the outside world in and put themselves out there - to build bridges for global empathy and intercultural competency to create workable structures where all participants can learn with and not just from each other. But what does this all mean?
Community building as a prerequisite to learning
Collaboration that leads to co-creation with other learners who are not in the same time and space,
Pedagogical independence and leadership for change within a school/institution
A cosmogogical approach to teaching and learning applies to having a global or a world approach. It applies to being comfortable and familiar learning with others in different places through the use of online technologies. It puts the learner at the centre of the ‘universe’, a node on the network, with the capability of reaching out and connecting to anything and anyone in order to find information, in order to collaborate and to co-create with anyone, anywhere, anytime. It also means learners approach problems and solutions from a more openly networked and in fact global perspective to the point that ‘unflat’ learning feels strange and closed in. Cosmogogical leadership pertains to understanding how to foster and support approaches to learning while connected to others in any part of the world. It is about how to support individualised and personalized learning that is less teacher and school directed, more self-determined as with heutagogy; aligned with developing a culture of collaboration as with peeragogy; with a focus on student/learner autonomy.