Pedagogical practices of K-12 online global collaborative

educators

Julie Lindsay - @julielindsayOctober 2018

• What is online global collaboration

• Why is online global collaboration important?

Part 1

•Online global collaboration – outcomes, impacts, barriers and enablersPart 2

• The Global Collaborator Mindset (GCM)

• Emerging pedagogical practices –(OGCL)

Part 3

• Online global collaborative learning -Implications for K-12 educationPart 4

What is online global collaboration?Why is it important?

Part 1

Geographically dispersed learners

Use of online technologies

Learning with not just about

Co-create new understandings and share work

online

What is online ‘global’

collaboration?

Why is online global

collaboration important?

To build global competency

To provide a focus for online technologies

To create a new paradigm for modern learning

To support glocalisation

To foster empathy with others

To reduce ethnocentricity

The key factors are the design features of the collaboration, changes made in teaching and learning structures for all collaborative partners involved and use of online technologies.

(Garrison & Cleveland-Innes, 2005)

Design + Facilitation of authentic online collaborations•Learn of global issues + gain multiple perspectives•Form and establish dispositions that are embedded in global

competency.•Fosters the development of global awareness and global

competency.(Duggleby & Lock, 2018)

What does the literature reveal?

Beliefs about teaching & learning, emerging pedagogical practices

An & Reigeluth

McLoughlinand Lee

Laurrillard Ertmer SomekhLarson &

BrownMansilla &

ChuaOrlando

Collaboration, Collaborative learning practices & communities

Dillenbourg Garrison Harris Laurrillard Wenger Harasim Lock Oran

Adult learning for/with digital technologies, curriculum & pedagogical development

Anderson Downes Siemens Arteaga Snyder Blaschke Resnick Brown

Educational technologies, technology integration, online learning

Ertmer Greenhow Mishra Selwyn Bonk Dede VeletsianosStevens &Craig

• In what ways do educators implement online global collaborative learning?•What dispositions, habits and practices do these educators

adopt in order to do so?•What happens to pedagogy when online global collaboration

is implemented?•How can we construct a model around this for other

educators to learn from and adopt similar approaches to teaching and learning to affect pedagogical change?

The literature gap….

Case study

research

Two-phase research design

• Phase 1: Online survey (Parts A, B, C)

• Phase 2: Semi-structured interviews

Research questions

How might online global collaboration influence educators’ pedagogical approaches?1. What are the experiences of educators who implement

online global collaboration?

2. How do educators’ beliefs about learning and teaching influence their engagement in online global collaboration?

3. In what ways do educators dispositions and personal pedagogies enable online global collaboration?

Meet the Global Educators

Analysis: Coding Playbook

Online global collaborationOutcomes, impacts, barriers and enablers

Part 2

Adoption of modern teaching methods

– Constructivist, connectivist– Online Collaborative Learning (OCL)– Open networking, open publishing

Identification of new learning modes

– Inquiry-based– Beyond the textbook– Inclusive of others beyond the

classroom– Collaborative and team-based– Autonomous & independent– Supported by new virtual learning

modes

Teaching and Learning – Outcomes and Impacts

OUTCOMES IMPACTS

Curriculum– Flexible & agile– Holistic, interdisciplinary design

Open learning, open practice– Choice of tools– Willingness to share online

Digital learning legacy– Process of learning shared– Collaborative outcomes shared– Evidence of open online curation

and sharing of ideas and practices

Emerging pedagogy– As a result of online global

collaboration– To support online global

collaboration

Barriers to online global collaboration

• Communication issues

• Technology infrastructure and access

• Lack of time

• Lack of autonomy in the classroom

• Isolation from like-minded educators

• Lack of priority for global collaboration

Further delineation of barriersPersonal Blended Situational

Teaching and Learning: Communication modes and global awareness

• Interpretation of project

goals and objectives

• Inconsistent responses or

contributions from other

educators in a global project

or other global situation

• Difficulty with interpreting

time zones and knowing

when and how to

communicate with others

• Handicapped by a lack of

intercultural understanding

when connecting with

different cultures

• Limited understanding of and

experience with how to

communicate and learn with

others at a distance

• Reticence with or fear of

communication in other

languages

• Culture of isolation between

educators within the school

• Limited priority for developing

external relationships and

global awareness by the

school

Further delineation of barriersPersonal Blended Situational

The Educator in the Digital Learning Environment

• Low digital literacy and

digital fluency skills

• Low confidence to use

digital tools for online,

connected and collaborative

learning

• Reluctance or inability to

share ideas virtually in

support of others

• Reluctance or inability to

publish professional or

student work online and share

classroom activities and

collaborations

• Inadequate school-based

access to online technologies

• Closed online learning

environments (such as Office

365)

• Network/Bandwidth

inadequate for full class

participation

• Inconsistent and unreliable

technology

• Exclusion from BYOD or other

device-based programs

Enablers to online global collaboration

• Establishing effective communication between educators

• Support from stakeholders

• Effective technology in the school

• A small and trusting global network

• Educator experience and beliefs

• Educator ‘personality’ or mindset

• Enhanced awareness of self and one’s place in the world

Online Global Projects as Enabling Structures

The Global Collaborator Mindset (GCM)

Emerging pedagogical practices (OGCL)

Part 3

“I think it’s really about attitude and I always go back to the word flexibility. Teachers have to be flexible, they have to let go of you know being the master in the room, the sage on the stage as they call it and really taking more of a guide on the side role.” (Donna)

“Mindsets, confidence in using technology, confidence in being able to communicate with people who maybe don’t speak English as their first language.” (Stella)

“You know, that it’s not hard because I think a lot of people just go oh I can never do that or I’ll wait until I’m told I have to do that to do it and those are the kind of mindsets that hinder online collaboration.” (Janice)

The Global Collaborator Mindset (GCM)

Attributes of the Global

Collaborator Mindset (GCM)

Online Global Collaborative Learning (OGCL)Conceptual underpinning

Online Global Collaborative Learning (OGCL)

Online global collaborationImplications for K-12 Education

Part 4

“Global collaboration has really revolutionised my teaching and everything that I do, no matter what I am teaching in or what I’m teaching or what curriculum subject matter I’m working with it has really changed my approach and how I think about education.” (Donna)

“I relied on learning with the people I collaborated with, and I think it’s by hands on and experiencing that, that you really learn very much about collaboration on a global scale.” (Stella)

“You’re changing the way teachers are really teaching and students are really learning by how you’re doing your global project and project-based learning.” (Valerie)

“Online global collaboration needs to be part of the learning, not on top of the learning.” (Angela)

“It’s another way of learning, it’s another way of learning with people who are not right next to you but whohave a different perspective who have different things to offer.” (Lindy)

“It’s more than a pedagogy, but I wouldn’t necessarily call it a curriculum. I think global collaboration for meis a necessity for us to teach children the skills they need for the 21st century, like in my opinion it should bea non-negotiable.” (Janice)

Curriculum or pedagogy?.....

Implications for K-12 Education

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

commit to implementing it

References (select)Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), 6.Dweck, C. S. (2006). Mindset: The new psychology of success: Random House Digital, Inc.Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. doi:10.1080/15391523.2010.10782551Garrison, D., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. doi:10.1207/s15389286ajde1903_2Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, Teaching, and Scholarship in a Digital Age Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246-259. doi:10.3102/0013189X09336671Harasim, L. (2017). Learning theory and online technologies. Taylor & Francis.Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. International Journal of Computer-Supported Collaborative Learning, 4(1), 5-20. doi:10.1007/s11412-008-9056-2Lindsay, J. (2016). The global educator: Leveraging technology for collaborative learning & teaching. Eugene, Oregon/Arlington, VA: International Society for Technology in Education.Lindsay, J., & Davis, V. (2012). Flattening classrooms, engaging minds: Move to global collaboration one step at a time. New York: Allyn and Bacon.Lock, J. (2015). Designing learning to engage students in the global classroom. Technology, Pedagogy and Education, 24(2), 137-153. doi:10.1080/1475939X.2014.946957McLoughlin, C., & Lee, M. J. (2008). The Three P's of Pedagogy for the Networked Society: Personalization, Participation, and Productivity. International Journal of Teaching and Learning in Higher Education, 20(1), 10-27. Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(10), 3-10.Union, C., & Green, T. (2013). The use of Web 2.0 technology to help students in high school overcome ethnocentrism during Global Education Projects: A cross-cultural case study. The Georgia Social Studies Journal, 3(3), 109-124. Wenger, E., McDermott, R., & Snyder, W. M. (2002). Seven principles for cultivating communities of practice. Cultivating Communities of Practice: a guide to managing knowledge, 4. Yin, R. K. (2014). Case study research: design and methods (Fifth ed.). Los Angeles: SAGE.

Thank you!

Julie Lindsay jlindsay@csu.edu.au