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G.E.T.T.

G.E.T.T. Global Education Through Technology. An International Classroom. Italy. Ukraine. United States. Lebanon. Classroom Activities. Topic-Based Dialogue Family Cultural Traditions Work/Meaning of Life. Exchange of Lectures. Text of lecture from Culture 1. Text of lecture

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G.E.T.T.

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  1. G.E.T.T. Global Education Through Technology

  2. An International Classroom Italy Ukraine United States Lebanon

  3. Classroom Activities Topic-Based Dialogue Family Cultural Traditions Work/Meaning of Life Exchange of Lectures Text of lecture from Culture 1 Text of lecture from Culture 2

  4. Classroom Activities Working with activity rotations: Students move from live video to chat Advance consideration of: Different semester start dates Matching classes by time zone “Plan B” in case of technology failure

  5. Benefits of this Model Students are exposed to truly global perspectives A dynamic relation between four cultures Multiple viewpoints assure balance among institutions Enables institutional networks for future collaboration Video-conferencing is the next best thing to travel!

  6. Benefits of this Model Technology is affordable and sustainable Widely used H.323 standard based Chat and email support is (almost) always available Technical support is essential User-friendly Technology Broadband connection of 256K essential

  7. Extensions of the Model Guest Lectures (national or international) Topic-Oriented dialogue – input from other countries on a specific issue/topic in a course. Core: an international experience through Interpersonal dialogue Occasional Shared Readings and Assignments Study Abroad Pre-travel Orientation Co-development of a course which fully integrates international partnership(s)

  8. Curriculum Integration – Your Institution • Coordinate courses with international components • Develop international components of current courses (develop or connect) • A region of interest to particular disciplines • A topic of interest in a particular discipline • Most challenging - develop new courses

  9. Curriculum Integration Faculty-driven at the individual course level • Course partnerships are very flexible • economics with political science • child development with sociology • The goal is a substantial contribution of an international perspective to selected content

  10. A Sociology Connection

  11. Curriculum Integration • Provide materials that can be shared • Professor lecture notes/powerpoints • References to news sites/cultural resources/your own online materials • Class connections beyond the classroom • Pictures?http://s69.photobucket.com/albums/i72/projectpoland_2006 • Encourage dialogue beyond a focus on the US • Cultural exchange and content coverage should be balanced

  12. What Makes This Happen:Technical Support Of course, this whole project relies on successful technology and “tech support.” Firewall – There must be a way to open systems to video-conferencing. Broadband – There must be a minimum bandwidth for successful connections

  13. What We Learned – Challenges • More work for faculty than expected: many lectures to accommodate different student groups; incorporation of new delivery and/or content in regular classes; etc. • Multiple groups must be consulted for project success (initial contact, test connections, faculty consultation, etc.). • Problems (technical, political, logistical, etc) are to be expected! • Negotiating time zones and different university calendars was sometimes difficult.

  14. What We Learned – Rewards • Everybody wants to do this!You can count on your partners. • Personal connections inspirefaculty as well as students and can lead to further collaboration. • The excitement of being part of a budding international educational community. • The model is adaptableto other goals/visions.

  15. What Worked for Us • Keeping in regular email contact with international colleagues • Sharing paper copies of all lectures • Early distribution of student handouts clearly defining: • A typical class session • Assignment expectations • Student responsibilities to partners • Intercultural and videoconferencing communication issues • Early establishment of student partnerships

  16. More of What Worked • Prepared questions to initiate discussions • Prepared ways of connecting course content to student’s lives and experiences • Selection of content • Structure of discussions • Types of assignments • Encouraging student email contact outside of class

  17. Try It Yourself! Please feel free to contact us: Dr. Elizabeth Shadish – 310-660-3763eshadish@elcamino.edu Bozena (“Bo”) Morton – 310-660-3235bmorton@elcamino.edu

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