Developing and Implementing Interculturality:

2. Developing and Implementing Interculturality: Integrating Globally Networked Learning into your Existing Pedagogy and Teaching Practices COIL 2018 Friday, March 16, 2018 • Dominique Scheffel-Dunand, GNL Project Lead • Lisa Endersby, Educational Developer • Nausheen Quayyum, GNL Project Assistant Note: Some slides adapted with permission from the SUNY COIL Center

3. INTRODUCTIONS Using your best 60-second elevator speech Please very briefly share with us your: • Name • Discipline • Experience and/or Interest in GNL

4. Our Agenda • Welcome & Introductions • What is Globally Networked Learning as Effective Pedagogy? • Re-Imagining Your Pedagogical Approach with GNL • Defining Your Learning Outcomes • Determining Your Teaching Activities • Describing Your Assessment Strategies • Benefits and Barriers to this Pedagogical Approach • Concluding Remarks (Debrief) & Final Q&A

5. GNL as Effective Pedagogy is … An experiential collaborative learning in an internationally focused curriculum A powerful lens to interpret inquiries with a comparative perspective A learning process that entails an understanding about the world that ultimately make students contribute fully to its future as global citizens An exploration on how social and cultural mores influence events and the development of knowledge around them by revealing transnational connections on how differential access to knowledge, technology and resources affects perspectives, ideas and opinions.

6. What are online international collaborations? No Consensus Name for Modality. Yet… • Globally Networked Learning • Collaborative Online International Learning • Telecollaboration • Virtual Mobility/Exchange • Exchange 2.0 • Connective Multicultural Learning • e-Tandem GNL is not a technology, but a new teaching and learning paradigm developing cross-cultural competence across shared multi-cultural online learning environments

7. Blended Learning Approach • Some have one partner or both teaching fully online • Most take advantage of existing technology at HEIs • Most classes take a blended learning approach • Face-to-face sessions at each school with students • Collaborative work between students takes place online and/or via videoconference • Mix synchronous & asynchronous communication • Can connect with study abroad

8. GNL-enhanced modules and courses • Genetics • Dairy Production and Management • Commercial and Civil Genetics • Dairy Production and Management • Commercial and Civil

10. Considerations for Effective Pedagogy • Student Characteristics and Capacity • Experiential, Collaborative Learning Opportunities • Creating Definitions of and Conditions for Success

11. Considerations for Effective Pedagogy with GNL • Student Characteristics and Capacity … Across Different Disciplines and Diverse Languages • Experiential, Collaborative Learning Opportunities … With An Intercultural Focus • Creating Definitions of and Conditions for Success … Considering Different Institutional Resources and Rules

13. Define Determine Describe Assessment Strategies Teaching Activities Learning Outcomes A Framework for Student-Focused Pedagogy How will we know if/what students have learned? What do we expect students to learn? How will we support meaningful, effective learning? What does successful learning look like?

14. Describing Your Vision Brainstorm 3-4 key concepts or topics that could be taught (in your course) using GNL Consider what Knowledge Skills and/or Attitudes a successful student will have attained by the end of a course or activity

15. Learning Objectives vs. Outcomes Learning Outcomes Statements of what students are expected to be able to do, think, or feel as a result of engaging in the learning process e.g. Students will be able to describe the relationship between the levels of reflection Student-Centered Learning Objectives Specific intentions that indicate the steps to be taken to achieve our aims or goals as teachers e.g. To introduce the concept of reflection to first year students Teacher-Focused

16. Case Study: Empire State College (USA) and Tec. De Monterrey Chihuahua Campus (Mexico) Courses: Geology & Environment (ESC) & Mobile App Development (Tec) Learning Goals At end of collaboration students will be able to: • Demonstrate the concept of responsible citizenship by creating a mobile app to create awareness of a particular environmental issue related to their communities • Discuss cultural influence on scientific/technological advances • Describe the importance of multidisciplinary work • Assess how IT & science can help solve issues in range of areas • Analyze importance and usefulness of distance collaborations for professional development, not only for academic purposes

17. Defining Your Learning Outcomes Select one key concept or topic from your original, brainstormed list • Develop a possible learning outcome statement to describe what learning might look like • How might you ensure that your learning outcomes are appropriate and achievable for a diverse group of students? EXAMPLE Key Concept: Writing a research proposal Learning Outcome: Students will be able to identify the four essential components of a research proposal

18. Learning Outcomes for Diverse Students • “The” Students vs. “Your” Students • Across Disciplines and Diverse Languages • Consider Cultivating Global Competencies • Many Paths to the Same Goal

19. Determine Your Learning Activities Using your created learning outcome • Identify a possible learning activity e.g. discussion, paper, presentation

20. Planning Your Learning Activity • What will students need to successfully complete the activity? • What will students do in class? (Activity Instructions) • What role will your partner class and/or instructor play in designing and/or facilitating the activity?

21. Partners in Pedagogy • Combining and/or Creating Content • Complimentary Teaching with Compromise • Feedback for and About Teaching (Formative Assessments)

22. Case Study: Corning Community College (USA) & University Of Belize Courses: Multicultural American Literature (Belize) & Freshman Composition II (Corning) Key Student Activities • Introduced themselves using pictures and narratives (Blackboard discussion forums) • Assigned to international partnerships • Mutually responsible for arranging, conducting “international interviews” and reporting in Blackboard • “National Anthems” exercise • Research into historical backgrounds of their own and partners’ anthems • Synchronously discussed anthems • Applied analysis to anthems as literary texts • Offered constructive feedback on peer’s essays • Contribute to international learning journals, including personal reflection on cross-cultural experiences

23. Designing Your Assessment Strategies Consider your learning outcome and learning activity • What does successful learning look like? • How will students show you what they’ve learned? • When will you assess student learning? • What opportunities and challenges are inherent in assessing learning across cultures?

24. Assessment Across Cultures Universal Design for Learning Moving from Disability to Diversity

25. Integrating Marginalized Voices in GNL: Benefits & Challenges from the Borderless Higher Education for Refugees (BHER) Project “The BHER students are refugees whose lives are upended by a lot of forces beyond their control. We are trying to figure out how to offer the course to 8 students who have been relocated from the camp. This is very difficult because the students are naturally preoccupied with settling in new places and they don’t have reliable access to the internet. They are having trouble accessing course materials and keeping up.” - BHER Course Instructor “Much is lost through email and Skype.” - BHER Graduate Assistant

26. Reflections The most important thing to remember when developing a GNL course is …

27. QUESTIONS? gnl@yorku.ca • Dominique Scheffel-Dunanddsdunand@yorku.ca • Lisa Endersbylendersb@yorku.ca • Nausheen Quayyumnquayyum@yorku.ca