COTE NOTE
The Center for Online Teaching Excellence
What I know about Incorporating International Collaboration Patrice Torcivia Prusko
I am currently working in the Office of CIO, Academic Technologies as an Instructional Designer. I work on the MOOCs, SPOCs and Innovative Projects team providing design, development, production and support for digital initiatives. During the last 12 years I worked as a Visiting Assistant Professor with SUNY/Empire State College Center for Distance Learning and International Programs. I taught online and blended courses in Panama, Dominican Republic, Prague, Turkey and Lebanon. I frequently present at academic and industry conferences about the uses of Cloud Computing in education and my experiences teaching in a blended learning environment in Latin America. I hold a BS in Mechanical Engineering and MBA from Union College and a PhD in Education from UAlbany. My doctoral research was on women, self-efficacy and mathematics. I was PI for a 2013 tier 3 SUNY Innovative Instructional Technology Grant (IITG) “CrossCultural Experiential Learning Evaluation Project “ The goal of this grant is to investigate the use of AACU rubrics and e-portfolios as a way to assess students global experiences. I was co-PI for a 2012 IITG, “Virtual Study Abroad: Student Engagement & International Interaction Using Meeting & Mobile Tools “. I was invited to participate in a symposium with George Siemens, MOOCs are dead: The impact of MOOCs on Traditional University Education and research on digital learning and forecasting a 2030 vision on higher education.
“Unfortunately, only a small
percentage of students participate in study abroad programs and many groups are underrepresented.
I would like to share what I know about Incorporating International Collaboration Participation in a term abroad provides a cultural experience that develops critical skills students need to be globally competent and marketable in the workforce. Unfortunately, only a small percentage of students participate in study abroad programs and many groups are underrepresented. Our study examined how a globally networked learning experience (GNLE) may support 1) learner engagement; 2) a meaningful international experience for students. Data analysis supports that a GNLE contributes to: 1) increased student engagement; 2) cross-cultural competencies; 3) increased connectiveness between instructors and students; 4) added value to the student learning experience.
What is it 1) What is the level of value creation demonstrated by students of different cultures when collaborating in a GNLE using virtual meeting tools, mobile devices and mobile apps? 2) What are students perceptions related to the value creation of using virtual meeting tools to collaborate with students in other countries? 3) What are faculty perceptions of the value creation within a GNLE?
How it works For the purposes of our study we used a 2-3 week collaboration with a minimum of two virtual sessions, a cross team assignment and an asynchronous blog discussion. Tools tested included Skype, Blackboard Collaborate, Zoom and BlueJeans. Activities were designed to assess value of collaborations and how closely a GNLE simulates an on the ground experience. Design of the collaborations focused on: 1) activities that encouraged meaningful international experiences; 2) met academic expectations of course. Assignments included paired interviews, the development of a website, posting research, blogs, and case studies.
What I did We found collaborators through networking. Faculty had several meetings to discuss: schedule; content; expectations; roles. Collaborations started with an asynchronous icebreaker so students could introduce themselves to one another and share something about their culture. This was followed by a synchronous discussion that included guest speakers and small group break-out sessions. Each synchronous session was followed by an asynchronous session to “continue the conversation”.
How I did it We assessed a variety of tools to see which provided the best connections and interaction between students. Prior to each collaborative session, we allocated 20 to 30 minutes of lead-time to: 1) make initial connections and ensure connectivity; 2) properly arrange our
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The Open SUNY Center for Online Teaching Excellence
November 18,2014 • Volume 2 • Issue 3
COTE NOTE Staff The COTE Community Team: Alexandra M. Pickett, Associate Director, Open SUNY; Martie Dixon, Assistant Academic Dean, Distance Learning & Alternate Programs, Erie Community College; Patricia Aceves, Director of the Faculty Center in Teaching, Learning & Technology, Stony Brook University; Lisa Dubuc, Coordinator of Electronic Learning, Niagara County Community College; Christine Kroll, Assistant Dean for Online Education, Graduate School of Education, University at Buffalo; Deborah Spiro, Assistant Vice President for Distance Education, Nassau Community College; Erin Maney, Senior Instructional Designer, Open SUNY; Lisa Raposo, Assistant Director, SUNY Center for Professional Development This publication is produced by the Open SUNY Center for Online Teaching Excellence under the SUNY Office of the Provost.
Contact/Questions State University Plaza Albany, New York 12246 ContactCOTE@suny.edu
How to Submit Material This publication is produced in conjunction with the COTE “Fellow Chat” speaker series. Please submit a proposal at http://bit.ly/COTEproposal for consideration. Visit http://commons.suny.edu/cote for more information. To join COTE, visit http://bit.ly/joinCOTE
classroom tables and chairs for optimal viewing for participants on both sides. A projector provided ample viewing of both classrooms. Connecting a stereo grade speaker(s) provided clear audio. Faculty and students were surveyed before and after the course collaborations on: •
experience and level of comfort with technology
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knowledge and experience using specific tools
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type of Internet/data services they used
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perceptions of which tools worked best/were easiest to use
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devices most frequently used to participate in collaborations
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perceptions of which tools best encouraged meaningful international experiences and student engagement.
Why I did it According to First Lady Michelle Obama, her study-abroad experience was what set her apart and enabled her to land a job. President Obama has called for universities to increase the number of students who study abroad. Yet, only 1% of students actually study abroad. While nothing can replicate the value of studying or traveling abroad not all students can have this experience. A GNLE can encourage more students to study abroad; prepare students for going on a term abroad; enable students to gain the skills employers are looking for ant they will need in the future. This model is inexpensive; easily replicable and scalable and would enable all SUNY students to have a meaningful international learning experience.
What happened when I did it Initial results support the impact even a short term collaboration can have on value creation. Students: 77% found it inspiring 77% saw value in interacting with people in another culture 73% had increased confidence in interacting with people in another culture “I see the value in sharing and learning with people from other cultures.” “I have gained confidence in my ability to engage with people from another country or culture.” 75% of the faculty felt the students had greater participation 75% of the faculty felt the students demonstrated more learning 67% of the faculty perceived greater student engagement 67% were more satisfied with the course that contained a collaboration compared to other courses they teach. “I found the level and substance of student engagement made this an invaluable project.”
This publication is disseminated under the creative commons license AttributionNoncommercial-Share Alike 3.0
The Open SUNY Center for Online Teaching Excellence
November 18,2014 • Volume 2 • Issue 3
COTE NOTE What I learned Visual matters: Being able to see and hear one another promoted more interaction and kept students more focused Mobile friendly tools: 60% of students who used mobile devices said they felt the ability to access collaboration activities via mobile devices increased the time they spent on the course. They are also more reliable and available in many third world countries Chat box important for: backchanneling; technical problems; no microphone Always have a plan B Global issues to consider: difficulty in getting textbooks; video and other content may not be available outside of North America Slow or no internet
How others can use it Find a potential partner through networking; conferences; COIL Have initial discussions about schedules; course expectations; how you will divide work; who will correct work/ interact with students; length of collaboration; types of assignments; how you will fit into the curriculum; make sure students know schedule of synchronous sessions at start of course and are aware of collaboration prior to enrolling; get IT, instructional design and library involved early; determine how you will connect; where students will interact asynchronously; look for open resources. What will be primary language of course and whether this is a graded component need to be considered when designing collaboration.
The Open SUNY Center for Online Teaching Excellence
November 18,2014 • Volume 2 • Issue 3