Humanizing Global Education through E-Technologies

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Today’s students will need to both compete in a global knowledge-based economy and collaborate to devise and implement solutions to major global issues such as poverty, climate change, and conflict. As educators, we know that we need to prepare our students for an increasingly globalized world but may not know how to go about it. Teachers from around the world are connecting their classrooms through web technologies to facilitate student-led, collaborative global projects that humanize and personalize urgent global issues. This workshop will showcase the best practices of globally-minded educators who have made great headway in the area of technology-enabled international project-based learning to globalize their classrooms and coordinate rich cultural exchanges between their students and others on an international scale.

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Humanizing Global Education through e-Technologies A Presentation for WizIQ’s Connecting Online Conference, 2012:

Humanizing Global Education through e-Technologies A Presentation for WizIQ ’ s Connecting Online Conference, 2012 Jennifer D. Klein, Global Education Consultant Principled Learning Strategies, Inc.

“Real change requires not just the absence of destruction, but the presence of construction.” ~ Oscar Arias Nobel Prize Winner Peace Jam 2006:

“ Real change requires not just the absence of destruction, but the presence of construction. ” ~ Oscar Arias Nobel Prize Winner Peace Jam 2006

“As diverse as America has become, it remains remarkably inward-looking. Without an educational and media establishment that takes on the responsibility of teaching and informing and respecting the riches of foreign cultures, this country could become a paranoid and parochial suburb of a vital global village.” —Morley Safer, CBS News Correspondent :

“ As diverse as America has become, it remains remarkably inward-looking. Without an educational and media establishment that takes on the responsibility of teaching and informing and respecting the riches of foreign cultures, this country could become a paranoid and parochial suburb of a vital global village. ” —Morley Safer, CBS News Correspondent

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National Geographic 90% of students couldn ’ t find Afghanistan ? ? ? ? ? ? ? ? ? Understanding Challenge

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own a world Map 20% less than 48% Think India is a Muslim country think English is the most widely spoken language 74% National Geographic

TONY WAGNER: Seven Survival Skills :

TONY WAGNER: Seven Survival Skills Critical Thinking & Problem Solving Collaboration Across Networks & Leading by Influence Agility & Adaptability Initiative & Entrepreneurism Effective Oral & Written Communication Assessing & Analyzing Information Curiosity & Imagination

IT’S A VUCA WORLD:

IT ’ S A VUCA WORLD VOLATILITY UNCERTAINTY COMPLEXITY AMBIGUITY

“The Five Cs of Global Education” Holly Arida, Cranbrook School, MI:

cross-cultural competence: the ability to maneuver in a number of cultures collaboration: the ability to work with others over transnational boundaries connectedness: the ability to relate to other cultures and people “ The Five Cs of Global Education ” Holly Arida, Cranbrook School, MI

PRACTICAL CROSS-CULTURAL COMPETENCIES:

PRACTICAL CROSS-CULTURAL COMPETENCIES Building Blocks Characteristics of Cross-Cultural Competence Open Attitude Tolerance & curiosity about other cultures Seeking knowledge Multi-dimensional understanding Overcoming stereotyping Developing a productive approach to other cultures Self-Awareness Reflecting on our own cultural practices. Critiquing our own attitude & practices Examining how false cultural assumptions can damage working relationships & inhibit success across cultures Other-Awareness Recognizing how actions of others reflect cultural norms. Identifying the expectations of counterpart in other culture. Finding places where cultural practices overlap Assessing how to build respect & working relationships Cultural Knowledge Obtaining specific information about politics, history, social practices, conflict resolution, sources of inspiration, & attitudes toward achievement in the culture Establishing reliable sources of information about the culture Cross-Cultural Skills Transforming awareness & knowledge into actual skills Honing capacity to work across cultures Forging path toward continual refinement of skills From: Doing Business Internationally: The Guide to Cross-Cultural Success

Rationale for Non-Traditional Curriculum Design with Technology-Enabled Global Learning :

Rationale for Non-Traditional Curriculum Design with Technology-Enabled Global Learning Fosters innovative thinking through dialogue-based techniques Helps students become independent, self-motivated learners and leaders Enhances learning and transfer through relevance and personal investment Requires flexibility of teachers and students, allowing learning to develop organically Allows teachers to reach local and national benchmarks without teaching to tests or stifling students ’ curiosity and creativity

Paolo Freire, Pedagogy of the Oppressed:

Paolo Freire, Pedagogy of the Oppressed “ Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other. ”

Kath Murdoch: Inquiry Design:

Kath Murdoch: Inquiry Design

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Project-Based Learning Buck Institute for Education (bie.org)

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CHALLENGE-BASED DESIGN

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Asia Society: Teaching for Global Competence

Tools are the Means, not the End:

Tools are the Means, not the End Focus on meaning, not fancy gadgets Focus on your students ’ learning and the human beings involved Remember that mastery of tools alone doesn ’ t ensure human connections

The Challenges of Technology-Enabled Global Education:

The Challenges of Technology-Enabled Global Education The Problem The Solution Differences in Time Zones, Class Times and School Year More Asynchronous than Synchronous Tech Platforms, Opportunities Built around Vacations Limitations on Foreign End (Technology, Follow Through, Finances) Build Lower-Tech Opportunities and a Plan B into All Projects Teachers ’ Work Load Develop an Interdisciplinary Team to Share the Load Accusation that Global Education is “ Fluff, ” not Core Tie Global Units to Core Benchmarks, Assess Using ISTE ’ s NETS and Asia Society ’ s Global Competencies Matrix

ONLINE LEARNING PLATFORMS:

ONLINE LEARNING PLATFORMS Asynchronous online learning TakingITGlobal and TIGed GapMinder Google Earth ePals, WikiSpaces, etc. Facebook, MySpace, etc. Synchronous online learning TIGed Video, Skype, Google Video, Oovoo, etc . WizIQ, Blackboard Collaborate Full Video Conferencing, including multi-point

Technology Has Limitations Even in the Best of Circumstances:

Technology Has Limitations Even in the Best of Circumstances Connectivity Equipment parity Sound problems Audio delays Strong accents Video freezing and stopping Video clarity Measure success not by how well the technology worked, but by how calmly and effectively everyone involved handled problems.

Experiential, Student-Driven Projects :

Experiential, Student-Driven Projects LinkTV: One Nation, Many Voices “ A Land Called Paradise ” Break Down Taboos and Stereotypes Improve Diversity/Tolerance on Campus Develop Students ’ Technology Skills

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MAKING LEARNING “GLOCAL” Identify global problems in a local context Recognizing failure to fulfill the Millennium Development Goals or Rischard’s 20 Global Problems at home Exploring local issues that connect to global issues studied Increasing students’ sense of interdependence and connectedness Act on global problems in a local context Community service Student initiatives and innovations Fundraising events Explore global cultures in a local context Visiting a variety of local religious and/or cultural sites Seeing speakers who live locally but grew up outside your country Participating in cultural events and activities in the local community

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The Research Journalism Initiative Forging Direct Connections and Dialogue http://www.researchjournalisminitiative.net/about.html

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Grapple with real experiences told by real people Connect with other young people, not just experts (unfiltered storylines) Have opportunities to reflect on their own values Get to ask real, important questions (not “ canned content ” ) Engage in real dialogue—they aren ’ t watching tv but are participants in a high-stakes conversation Conflict is humanized when students… Have an opportunity for action in connection to the things they learned and the people they met

Teaching Kids, Teachers, Administrators and Parents to “Lean into Discomfort”:

Teaching Kids, Teachers, Administrators and Parents to “ Lean into Discomfort ” Combatting a comfort-oriented educational culture Addressing the discomfort of students Developing students ’ understanding of the discomfort of speakers Addressing the discomfort of the larger community: Including parents in video conferences Bringing other regions and voices into the conversation (i.e. focusing on South Africa in connection to conversations about the Israeli-Palestinian conflict)

Creating a Dialogue Dynamic:

Creating a Dialogue Dynamic Role of the Facilitators Tricks for humanizing the experience and overcoming awkwardness Role of the Students Methods for engaging students : pre-prepared questions vs. impromptu dialogue

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“ The videoconference was among the most powerful pedagogical experiences I have ever had. Students reflected that their real-time interaction with Palestinians made the conflict come to life in a very real way that was unlike the readings, videos, articles, and websites they had used to study the conflicts. ” Holly Arida, Teacher/Global Studies Director, Cranbrook School, USA

…And work with strong, experienced partners:

RJI ’ s Multipoint Videoconferencing with the Centre for Global Education and TakingITGlobal for Educators …And work with strong, experienced partners

Berkeley Carroll School and World Leadership School: Transit of Venus Global Collaboration Project (MS & HS):

Berkeley Carroll School and World Leadership School: Transit of Venus Global Collaboration Project (MS & HS) Students measure the trajectory of Venus in front of the sun from all over the planet In partnership with TakingITGlobal and the Centre for Global Education

Berkeley Carroll School and World Leadership School: Student-Driven Initiative, United Nations Student Conference:

Berkeley Carroll School and World Leadership School : Student-Driven Initiative, United Nations Student Conference Students fundraise to bring students to NYC from Sierra Leone, to present before the United Nations See our GlobalEdCon presentation on this Global Partnership (November, 2011), linked at http://www.worldleadershipschool.com/webinars.html

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TakingITGlobal for Educators: www.tiged.org/bestpractices

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http://pd.tiged.org/

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Professional Development in-service trainings for teachers on global education methods and tools Consulting around video conferencing and broader global educational programming Expert facilitation of workshops which address complex conflict issues while navigating the sensitivities of students, teachers and the larger community Curriculum design and workshops International network of speakers, partners and resources Principled Learning Strategies offers: Multi-Point video conferencing with World Leadership School, Research Journalism Initiative, the Centre for Global Education and TakingITGlobal for Educators

Megan Cronin, “It Was” (St. Mary’s Academy [Colorado], Advanced Creative Writing):

Megan Cronin, “ It Was ” (St. Mary ’ s Academy [Colorado], Advanced Creative Writing) http://www.youtube.com/watch?v=5ojZWFn8-2w

Jennifer D. Klein jennifer@principledlearning.org Twitter: @jdeborahklein www.principledlearning.org :

Jennifer D. Klein jennifer@principledlearning.org Twitter: @jdeborahklein www.principledlearning.org

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