HASS - Create a Globally Collaborative Learning Environment

Workshop presented at the HASS Conference, Adelaide, February 2016

This page can be found here: https://goo.gl/SozlWN

Post-workshop survey - thank you for your feedback!

Use this PADLET to share during the workshop: http://padlet.com/julielindsay/HASS2016



Introduction: Your Digital Learning Environment
You as a global educator:
  • What is your digital learning environment?
  • How are you connecting with the world? 
  • How are you collaborating with the world? 
  • What are you creating with the world? 
  • How are you building communities of practice to learn with others virtually? 
  • What do you need to learn/know to do this?

Seven degrees of connectedness (Tolisano)

Barriers and Enabler - what are they?

Activity 1: Your Digital Learning Environment

Discuss your digital learning environment

How flexible is it?

Do you have access to and use Web 2.0 tools?

Have you ever connected and collaborated with others online within the school? Beyond the school? Beyond the country?

Add comments and resources to Padlet

PART 1: Online Global Collaboration

Objective: To explore online global collaboration and current global collaborative projects


The Online Global Collaboration Taxonomy


Level 1: Online Interactions, asynchronous

To share online learning environment activities and expand communication from local to global through online digital platforms (e.g., commenting on peer blogs, artefacts)


Level 2: Real Encounters, synchronous

To connect in real time to external learners and experts (e.g., Skype interactions, Google Hangouts, videoconferences, chats)


Level 3: Online Learning, asynchronous or synchronous

To encourage learning through digital interaction and sharing of artefacts (e.g., online communities to support curriculum objectives, MOOCs)


Level 4: Communities of Practice, asynchronous or synchronous

Designed for specific learning objectives where students initiate or join deeper global collaboratives; Foster online global collaborative practices (e.g., global collaborative projects)


Level 5: Learning Collaboratives, asynchronous or synchronous

Fosters learner autonomy for online global collaboration (e.g., extended collaborative communities)


These global collaborative projects run for 6 or more weeks.

Activity 2: Exploring the online global collaboration taxonomy

  • What sense can you make of the Online Global Collaboration Taxonomy?
  • What collaborations have you 
    • Tried? 
    • Implemented successfully? 
    • Were they synchronous or asynchronous or both?
  • With a partner, choose ONE of the online projects mentioned
    • Discuss how this may come towards meeting the needs of your curriculum and learners 
    • Share what would need to be modified and what you still need to learn to be able to implement it

PART 2: DESIGN for Global Collaboration

Objective: To consider global collaborative project design

Designing a global collaborative experience involves:

  • transcending the obvious real time linkup,

  • fostering higher order thinking

  • providing opportunities for cultural understanding

  • making a product that impacts others in a positive way.



Questions to consider:

●      Who can you collaborate with? (Connection, Collaboration)

●      What can you create together and where will this creative legacy be shared? (Legacy)

●      What are the actionable outcomes to change the world? (Impact)


The Norms of Online Global Collaboration

  1. Be Prepared: For online collaboration to take place it is first essential that global partners be connected and are able to communicate using tools that everyone can easily access and use.

  2. Have a Purpose: Collaborating without a common purpose causes confusion and eventual abandonment and frustration.

  3. Be able to Paraphrase: Encourage an atmosphere of inquiry-based collaboration at all times for intercultural understanding.

  4. Be able to Perceive: A successful global collaboration is where all members work hard to share knowledge and understanding in order to propel the learning.

  5. Participate: Online global collaboration is successful when partners contribute and respond often and are not ‘invisible’.

  6. Be Positive: A constructive learning environment assumes a positive working environment free from criticism, misunderstanding, and ‘localised’ colloquialisms that block global partners.

  7. Be Productive: As part of the productivity, develop an understanding of what co-creations are possible between learners, how this could be implemented and then encourage collaborators to work towards this.

  8. Realise the Potential: Online global collaboration provides personalised learning opportunities and supports students to excel in different ways. Global educators know how important this is for individual learning and design flexible outcomes to support this potential.

Activity 3: Getting started with design for online global collaboration

  • Consider the challenges of creating a community of learners AND the Norms of online global collaboration - share ideas and questions
  • What are YOUR ideas move forward with these concepts and join/create a globally collaborative learning environment

Activity 4: 'Smackdown' Global Collaborative Project Design

  • With a partner or partners use the concepts discussed so far and craft a basic outline for an online global collaboration
  • Use the Norms of Online Global Collaboration template to guide your project development
  • ‘Smackdown’ to the group in a 1 min/ pitch and share via the Padlet


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