This document discusses designing engaging curriculum for global collaboration in the classroom. It begins with an introduction to global projects and collaborative pedagogy. The document then covers challenges of global collaboration and why it is important. Conditions for effective global learning and collaboration are discussed, including blended learning, flipped classroom, and connected learning approaches. Strategies are provided for connecting classrooms globally through tools like RSS feeds and social media. The importance of communication, both synchronous and asynchronous, for sustaining global projects is also covered. Developing digital citizenship and teaching collaboration skills in students are emphasized.
7 Steps to Flatten Your Classroom 2013: With BrainstormingVicki Davis
This document provides an overview of resources for designing and implementing global collaborative projects and professional development. It discusses the seven steps to setting up a global classroom: connect, communicate, citizenship, contribute and collaborate, choice, create, and celebrate. These steps involve developing a personal learning network, coordinating communication strategies, teaching digital citizenship, encouraging participation, allowing choice, supporting creation of projects, and celebrating accomplishments. The document also outlines strategies for designing challenging global collaborative projects for students and professional development opportunities for teachers.
This document provides an overview and summary of resources from the book "The Flat Classroom Project". It includes summaries of chapters that discuss setting up a global classroom through connecting with others online, communicating, developing good digital citizenship, contributing and collaborating on projects, providing choices for students, allowing them to create, and celebrating their work. Links and quotes are provided from the book about various topics such as curating online content, assessing student participation, and designing collaborative projects. The document promotes joining the Flat Classrooms community and purchasing the book for more details on creating a global classroom.
The document provides information about the Digiteen and Digitween Project 14-1, which is a global hands-on project for upper elementary, middle, and high school students to study digital citizenship and promote effective and responsible online choices. It outlines details of the project including introduction of project managers and coordinators, agenda topics covering digital citizenship concepts and strategies, project outcomes, content on enlightened digital citizenship, and ensuring technical, individual, social, and cultural awareness when participating online. Teachers will meet weekly to discuss project goals and student progress as part of building an online learning community through collaboration on a wiki and performing an action project.
Getting started with global collaborationJulie Lindsay
Presentation / workshop given at the Asia Society Partnership for Global Learning conference, NYC, June 2012.
See resources: http://globalcollaboration.flatclassroomproject.org/2012+Partnership+for+Global+Learning
Global vision, global learning - Becoming an education change-makerJulie Lindsay
This document discusses online global collaboration in education. It provides definitions and examples of different levels of online global collaboration, from basic online interactions to complex learning collaboratives. Key points discussed include the importance of online global collaboration for developing global competence, how it provides a use for digital technologies, and how it supports a new paradigm of modern learning. Norms and best practices for effective online global collaboration are also presented.
New perspectives on building capacity for global connections and collaborationsJulie Lindsay
This document discusses online global collaboration and its benefits. It defines online global collaboration as geographically dispersed, open collaboration using technology. Benefits include reducing ethnocentrism, developing empathy, and opening dialogue between different perspectives. The document also provides strategies for designing, implementing, and managing successful online global collaboration projects between classes. These include making projects relevant, providing reliable communication, strong organization, and allowing students to learn about other cultures. It advocates changing traditional teacher and student roles to promote more student autonomy and leadership in global projects.
Building capacity for global connections and collaborations - New perspectivesJulie Lindsay
This document discusses online global collaboration in education. It defines online global collaboration as geographically dispersed, open collaboration using technology. There are two types of communication for sustaining global collaboration - synchronous and asynchronous. Developing global collaborations can help reduce ethnocentrism and develop empathy. The document outlines a taxonomy of global connection with 5 levels and features of successful online global collaborations. It discusses mindsets needed for educators to become skilled online global collaborators, including being connected, open, autonomous and innovative. Finally, it presents a vision for the future of online global collaborative learning.
This document provides information about the Flat Classroom Workshop 2013 including important links, a backchannel for discussion, pitching project ideas, and examples of Flat Classroom projects involving global collaboration between classrooms. Templates and tools are introduced to help design global projects using a Flat Classroom framework. Web 2.0 tools for collaboration and finding project partners through social networks, established education networks, hashtags, and conferences are also discussed. Project management strategies are outlined. The document promotes the flattened, blended, inquiry-based learning approach of the Flat Classroom and announces the Flat Classroom Conference in Australia in 2014.
The document outlines steps for mobile learning success. It discusses defining mobile learning and its benefits. It then provides examples of school mobile learning programs and current trends in education technology. The document also details the planning and implementation process for mobile learning programs, including considering needs, scoping the project, planning, implementation, rollout, and practicing the program. It provides additional resources for mobile learning.
It is imperative all educators become global - but what does this mean and how does it happen?
How do we define the global educator? Is it a qualification? Is it a self-declaration? Can it be proven through disposition, curriculum design, workflow, pedagogical approach, use of digital technology, or an ability to adapt and be flexible in learning? Is it all of these? As soon as the word ‘global’ is used we think about ‘global competency’ – are educators ready themselves to prepare students for adopting understandings that are global? The role online technologies play in supporting global educators is a significant factor also as it is through the use of emerging and established online technologies that global educators connect, communicate and collaborate.
Based on authentic material collected over the past 12+ months from global educators across the world this session explores the essential qualities of a global educator and a global education leader as well as global collaboration and learning design to go global, and provides strategies for becoming global.
http://www.theglobaleducator.net/
Do you co create at the elementary level- flat classrooms do!Julie Lindsay
The document discusses the Flat Classroom pedagogy which emphasizes global collaboration at the elementary level. It provides an overview of the Flat Classroom approach and outlines strategies for successful global collaboration, including making connections, communication, developing citizenship, contribution, choice, creation, and celebration. An example Flat Classroom project called "A Week in the Life" is described, which has elementary students in different locations research and share aspects of typical weekly routines to compare experiences in their different environments and cultures.
Digital citizenship: A global perspectiveJulie Lindsay
This document discusses digital citizenship from a global perspective. It begins with an introduction and agenda. Part 1 addresses issues in digital citizenship, including emerging technologies and their impact. Part 2 defines digital citizenship in a global context using an enlightened digital citizenship model that includes elements like technical awareness, social awareness, and global awareness. Part 3 discusses best practices for empowered digital citizenship action, including designing for action, collaboration, and showcasing student projects that address global issues. The overall document promotes developing cultural understanding and global digital citizenship.
1) The document discusses the Flat Classroom Project, which connects classrooms globally to promote cultural understanding, digital citizenship, and online collaborative learning.
2) A conference was held in Qatar with students from 10 countries working on projects around themes like critical thinking, creativity, and leadership.
3) Students and teachers found the conference a positive experience that built skills like problem solving, assessment, and becoming meaningful online contributors. They were inspired to continue taking action on digital citizenship.
Modernizing Education discusses the need to evolve schools and teaching for the 21st century. Technology is changing how people access and share information. To better prepare students, schools need strategic plans to incorporate new literacies, personalized learning, mobile technologies, and global collaboration into instruction. Effective models emphasize project-based learning, use of online tools, and developing skills like critical thinking across networks.
Connect with China Collaborative and Global PerspectivesFlat Connections
Keynote Presentation by Julie Lindsay and Katie Grubb for the Global Education Conference 2015.
How do learners in and beyond China connect, communicate and collaborate? What tools, strategies and attitudes are needed to support learners across cultures and beyond borders. Through connected and collaborative learning using digital and online technologies, this presentation shares how to grow beyond the walls of the classroom to a world where solutions for positive change become real and include how to: build empathy through virtual connections; identify environmental and other issues; define what problems need to be solved; ideate solutions; share solutions via multimedia and invite feedback. The Connect with China Collaborative caters for diverse learner needs. Links with community organisations and events activates authentic conversations resulting in greater understanding about how we are connected. This type of learning engages with parents and the wider community, builds student success, and creates links to intercultural understanding.
Student summit welcome pack fcc sydney june 2014Flat Connections
The document describes a student summit conference being held in Sydney, Australia from June 17-20, 2014. The conference will bring together educators, leaders, and students from over 30 schools and 5 countries to discuss the theme "What's the other story?". There will be pre-summit activities on June 17 for students to get acquainted with each other and Sydney. The main conference program runs from June 18-19 and will include sessions for students to work in teams on developing solutions to connect classrooms around the world. The student teams will create multimedia pitches to present their ideas.
Lucy Gray gave a presentation at the Midwest Educational Technology Conference in February 2013 about modernizing education in the 21st century. She discussed how technology and connectivity are changing the world and learning environments. Gray advocated for schools that value intellectual curiosity, empower teachers through professional development, engage students in their learning, use progressive teaching practices including technology, and build authentic communities. While opportunities exist, schools also face challenges from the political context of education policy, evolving technological landscapes, and managing generational diversity. Educational institutions must thoughtfully evolve to meet the needs of 21st century learners.
Project-Based Learning with a Global Focus #TCEA15Lucy Gray
This document summarizes a workshop on project-based learning with a global focus. It provides an overview of resources for connecting classrooms globally including networks like iEARN and tools like Skype, Google Hangouts, and Edmodo. It also discusses frameworks for global competence from organizations like Asia Society and discusses sample global projects on topics like the environment and mythology. The document encourages teachers to build professional relationships, join existing global projects, and provide various online and toolkit resources for starting global classroom collaborations.
7 (and a half) Steps to Flatten Your ClassroomVicki Davis
You can connect your classroom to the world! Using the methods I've learned over the past 9 years, I share how you can do just this. Starting in 2006 when I co-created the Flat Classroom Projects (winner ISTE Online Learning Award 2006), through today, I connect my students with the world. This presentation shows you how and is an updated version of the 7 steps shared in Flattening Classrooms, Engaging Minds. You can do this!
We have discovered some interesting possible wins for brands when using Jelly. Take a look at our slideshare to see the potential of this gem of an app. #AskJelly
Social media is a hype and advertising sucks. Nicole Sanberg
Social media is a hype and advertising sucks.
(or how social media is changing brand communication)
This is a talk I gave at the Piet Zwart Institute in Rotterdam last April about social media and advertising.
El documento describe los orígenes y características del movimiento artístico del Cubismo. Se desarrolló a partir de 1907 impulsado por Picasso y Braque, rompiendo con la perspectiva tradicional y descomponiendo los volúmenes en planos. Utilizaron técnicas como el collage y la geometrización de formas. Otros artistas cubistas importantes fueron Juan Gris, Fernand Léger y Jean Metzinger.
Web2LLP Workshop, Coventry, 8 November 2013
Using Social Media to Foster Collaborative Work in Multi-Disciplinary Cross-Border Projects
Auhtors: Richard Moureau and Federico Fragasso
Católogo Mosaico Idiomas 2015.
Ya puedes descargarte el nuevo catálogo de cursos de idiomas en el extranjero. Incluye cursos para adultos, junior, campamentos, año escolar,... en UK, Irlanda, USA, Canada, Francia, Alemania, ...
Thought Leadership Marketing: From Hidden Talent to Visible Expert - Presente...Dana Vanden Heuvel
Thought Leadership Marketing: From Hidden Talent to Visible Expert - Presented at the Iowa AMA
Business-to-business (B2B) marketers are being asked to position their firms as thought leaders in the industries they serve, but many marketers are still murky on just what thought leadership is and even more unsure of how to activate their experts for thought leadership. Marketers need more than just a body of content and social media to become thought leaders on the issues that are most relevant to their customers.
This event is designed for marketers who seek to use thought leadership as a means to market their brand and want to know the best way to establish thought leadership within their industry. Attendees will walk away with an understanding of what thought leadership is, and what it is not, how to build the discipline of thought leadership in an organization and how to take the first steps away from ‘hidden talent’ toward the ideal of ‘visible expert’.
Attendees will leave armed with a series of tools to help them determine and test their platform, establish the right thought leadership channels and build the case for thought leadership marketing in their organization.
The Consumer Trend Report is a summary of the next trends to watch in Latin America. This trend report was made with specially focus on the consumer and the markets. For more information: info@novenoefe.co
Este documento describe los tipos, causas y consecuencias de la violencia en las relaciones de noviazgo. Explica que la violencia puede ser física, psicológica o sexual y que generalmente los agresores fueron criados en ambientes violentos o tienen problemas psicológicos. Las víctimas suelen ser mujeres adolescentes que toleran el abuso por afecto a su pareja. Algunas consecuencias incluyen lesiones graves o la muerte, así como daños físicos y psicológicos a largo plazo.
El documento describe la evolución del mobiliario a través de las distintas épocas históricas, desde el mobiliario egipcio hasta el estilo Imperio. Se detalla el material, forma y características de construcción del mobiliario en cada período, como por ejemplo, el mobiliario romano que utilizaba bronce y madera, y el mobiliario gótico que seguía las características arquitectónicas de la época. El documento también incluye imágenes de ejemplos de mobiliario de cada estilo.
El documento trata sobre la producción y los sistemas de producción. Explica que la producción es la actividad económica que añade valor mediante la creación y suministro de bienes y servicios. Describe los diferentes sistemas de producción como la producción por proyectos, continua y por lotes. También define conceptos como productividad e índice de productividad y explica elementos clave de sistemas como Justo a Tiempo y Planificación de Materiales y Recursos.
El veterinario necesita generar reportes sobre los animales de la granja para diferentes departamentos. En el primer escenario, da de alta un nuevo animal en el sistema. En el segundo, consulta la cantidad de animales bovinos de raza Danish sanos para el gerente. En el tercer escenario, genera un reporte sobre los animales enfermos para el nutriólogo.
Este documento presenta un análisis cronológico de la historia de la arquitectura desde el período románico hasta el art déco, describiendo las características y sistemas constructivos de cada estilo. Incluye tablas cronológicas, índices y descripciones detalladas de elementos arquitectónicos como arcos, bóvedas, pilares y más. El documento provee información fundamental sobre la evolución de la arquitectura a través de los siglos.
La revista incluye sugerencias sobre literatura, arte, música, cine y política. Presenta reseñas de obras de Federico García Lorca, el surrealismo, Leonora Carrington, El Principito, Luis Buñuel, y Jim Morrison. Además, incluye un artículo sobre el personaje Edward Bernays y sus contribuciones. La revista es publicada semestralmente por Ediciones Tecnológicas y cuenta con colaboraciones literarias e imágenes creativas.
The document lists the square meter and square foot measurements of various spaces. The square meter measurements range from 94 to 205 square meters. Corresponding square foot measurements are also provided, ranging from 1,012 to 2,207 square feet.
This document discusses toilets from various locations around the world including Florence, Germany, England, France, New York, Japan, Florida, Paris, the Vatican, India, and for specific groups like musicians, people with stomach problems, bankers, and public toilets. It also mentions toilets for Rosie O'Donnell and former US President George W. Bush.
Cervantes contra Lope
Cervantes y Lope de Vega fueron dos grandes genios de las letras españolas, pero también dos acérrimos enemigos. El autor de «Don Quijote» era un hombre introvertido que ansiaba llegar a la fama, que en aquella época prácticamente solo la proporcionaba el teatro. Por eso envidiaba el éxito de Lope, que era, al contrario que él, extrovertido, fogoso, mujeriego y triunfador. Cuando salió el «Quijote de Avellaneda», que ridiculizaba parte de la obra cervantina, Cervantes no dudó que era obra de Lope. Y se desató la guerra entre ellos. Una batalla que TVE lleva a la televisión en «Cervantes contra Lope» (hoy, 22.50), una película producida por Minoría Absoluta y Onza Entertainment protagonizada por otros dos grandes talentos, en este caso de la actuación: Emilio Gutiérrez Caba y José Coronado.
Fundamentos del Arte II Apuntes Tema 5. Arte del siglo XX (I): el Surrealismo...ANA GALVAN ROMARATE-ZABALA
Este documento describe el surgimiento y características del movimiento artístico Dadaísmo en el siglo XX. El Dadaísmo surgió en 1916 en Zúrich como una reacción contra la Primera Guerra Mundial y el nacionalismo. Rechazaba el arte tradicional y propugnaba la espontaneidad, anarquía y humor. Los dadás realizaban performances absurdas y utilizaban materiales heterogéneos para cuestionar los valores establecidos. Aunque negaban el arte, utilizaban técnicas de otras vanguardias como el cub
Este documento resume la observación de una clase de quinto grado en una escuela primaria en Oaxaca, México. A través de la observación, se analizan diversos factores como el uso del espacio del aula, los materiales didácticos, las relaciones entre maestros y alumnos, el uso del tiempo, las actividades de enseñanza y aprendizaje, y las formas de evaluación. El objetivo es comprender mejor para qué sirve la escuela y qué papel desempeña en el desarrollo de los estudiantes.
El documento presenta el proyecto de "Elaboración y diseño de la red de impulsión de servicios básicos en el distrito Pariñas –Piura". El proyecto consiste en desarrollar el sistema hidráulico mediante la entrega de documentos técnicos y planos entre septiembre y diciembre de 2012. El objetivo es cumplir con los entregables aprobados por el cliente dentro del presupuesto y plazo establecidos.
Leadership for connected & global learning: Session 1 connected learning - En...Julie Lindsay
This document summarizes Julie Lindsay's presentation on connected and global learning. Some key points:
1. Julie Lindsay is a global educator who has lived and worked in several countries. She discusses connected learning, which involves being connected to others and resources to enhance learning.
2. Connected learning can take place synchronously through virtual classrooms, or asynchronously through online collaboration tools. It requires developing digital literacy and citizenship skills.
3. Effective connected learning leadership requires assessing technology skills, supporting a shift to constructionist pedagogy, and facilitating global projects to build connections between learners worldwide.
4. Examples from Flat Connections show how global debates and collaborative research projects can connect classrooms in different
The future of learning is global - a vision for leadershipJulie Lindsay
The document discusses flattening the classroom through global connections, citizenship, and collaboration using technology. It advocates for teacherpreneurs - teachers who innovate, connect globally, and lead change. School leaders are encouraged to support teacherpreneurs and enable teacher leadership through flexibility, innovation, and empowering teachers to forge global relationships. When teachers and leaders collectively build capacity through mutual trust and shared purpose, it fosters a culture of success for flat, global learning.
Leadership for connected and global learning: Session 1 ChineseJulie Lindsay
This document discusses connected and collaborative learning through online global connections. It provides examples of current global collaborative projects and best practices. The key points are:
1) Connected learning involves being connected to others and resources to support learning both locally and globally through the use of technology. It explores synchronous online learning through tools like Skype and asynchronous communication tools.
2) Successful connected learning requires leadership that facilitates a shift to more constructionist teaching approaches and the development of digital citizenship skills. It also requires assessing technology resources, skills, and support available.
3) Examples are given of current global projects connecting classrooms in different countries through online debates and collaborative multimedia e-books involving hundreds of students across 6 countries.
This document discusses considerations for teachers developing global projects with students. It outlines skills students may develop, such as collaboration and digital literacy. When planning projects, teachers should determine outcomes, activities, format, and technology needs. The document provides examples of collaborative project platforms and notes that successful projects are clearly defined, have goals and outcomes, include preparation, and are interactive and engaging. It describes two sample projects connecting students internationally through writing and music.
The document discusses the 7Cs framework for learning design proposed by Gráinne Conole. It outlines characteristics of new media technologies and their implications for learning, teaching and research. Some key points include: new technologies allow for peer critiquing, user-generated content, and networked and personalized learning. However, their potential is not fully realized as existing pedagogies are often replicated without taking advantage of new opportunities. The 7Cs framework - conceptualize, create, communicate, consume, collaborate, contribute, and critique - provides a design-based approach that encourages reflective practices and sharing. It can help educators harness new technologies while rethinking design, support and assessment of learning.
Presentation for the Global Education Conference 2015 based on material coming in the new book I have edited and written called 'The Global Educator: Leveraging Technology for Collaborative Teaching & Learning'
Do you want to collaborate with other classrooms? Do you need to meet standards that require you to have audience and global connections with your students? This presentation includes updated information shared in Flattening Classrooms, Engaging Minds to help you do just that. Presented at AdvancED Wyoming in March 2014 by Vicki Davis @coolcatteacher
The document discusses the 7Cs of learning design proposed by Gráinne Conole. The 7Cs include: conceptualize, capture, communicate, collaborate, consider, consolidate, and continue. Conole outlines how new technologies have led to more open, social, and participatory approaches to learning. However, replicating old pedagogies with new tools does not fully leverage their potential. The learning design process emphasizes explicit design methods and sharing of practices. It encourages reflecting on how to harness new technologies and resources while rethinking support and assessment of learning.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
This document provides a summary of Lucy Gray's keynote presentation on modernizing education at the Interlochen Arts Academy on April 2, 2012. The presentation discusses the state of teaching and learning in the 21st century, highlighting trends like increased use of social media, the importance of developing 21st century skills in students, and the need for personalized and globally connected learning. Recommendations are made around leveraging mobile technologies, incorporating web tools into instruction, and expanding digital resources to make learning more experiential. Examples of innovative schools adopting these approaches are also provided.
Leadership for connected and global learning - Session 2 crossing global bor...Julie Lindsay
This document outlines the goals and agenda for Session 2 of the Ningbo-Auckland Education Association Conference. The session aims to explore how to connect learning across global borders through curriculum development and online collaboration. Attendees will work in teams to discuss and design a possible collaboration in the form of an action plan. The session provides guidance on designing global projects, building online learning communities, and moving to collaboration. Teams will focus on how teachers and students in both countries can work together, communicate effectively, and build a learning legacy and impact through their collaboration.
Leadership for digital citizenship action acec 2014Julie Lindsay
The document summarizes Julie Lindsay's presentation on digital citizenship and connected learning. Some key points:
1) Julie Lindsay is an educator who promotes connected and collaborative learning through digital tools and global partnerships.
2) She discusses the importance of developing students' digital lives and responsibilities, including managing their online identity and modeling good digital citizenship.
3) Lindsay presents strategies for schools to encourage digital citizenship, such as embedding it in the curriculum, using social media for learning, and empowering student independence through connected learning models.
This document discusses open learning and how to become an open learner by connecting, collaborating, and creating. It encourages becoming a connected educator by following people on social media and joining online communities. It suggests collaborating by linking posts, answering questions, and participating in open projects. Creating involves making open courses, projects, and interactions. The document also describes open opportunities at ADLC such as joining Yammer and Twitter to practice social media skills and connecting with others using the hashtag #adlc.
Australian Council for Computers in Education (ACCE) 2016 - Keynote by Julie Lindsay
This PPT has been modified for sharing online - many audio and video files shared during the keynote have been removed.
Global Learning and Collaboration - Key ideas and themesJulie Lindsay
This document provides an overview of a presentation on global learning and collaboration. The presentation discusses the importance of developing a global perspective in students and supporting collaborative learning. It promotes connecting classrooms globally using digital tools and establishing partnerships between schools in different parts of the world. The presentation emphasizes leadership for connected learning and encourages teachers to act as innovators and leaders in global education through collaborative projects.
Pedagogical practices of K-12 online global collaborative educatorsJulie Lindsay
This document summarizes research on the pedagogical practices of K-12 educators who implement online global collaboration. It discusses what online global collaboration is, why it is important, and outlines barriers and enablers. It presents emerging pedagogical practices like adopting constructivist and connectivist approaches. Interviews with global educators revealed attributes of having a "Global Collaborator Mindset" and implications for adopting a whole school approach to online global collaborative learning.
New responsibilities of university and teachers for sustainable developmentNatalia
The document discusses several key changes in education due to the rise of information technology and open/distance learning models:
1. Students now have excellent basic IT skills and can find information on their own, so teachers serve more as guides rather than sole sources of knowledge.
2. Educational environments are becoming more flexible, responsive, and engaging by using technology to deliver knowledge in new ways and accommodate diverse learners' needs and prerequisites.
3. New approaches and skills are required to manage the challenges of an information-driven society where knowledge becomes a primary commodity and source of competitive advantage.
This document discusses project-based instruction and the importance of self-directed learning. It addresses concerns with the current education system and argues that the purpose of school should be to prepare students for life after graduation. Project-based instruction is presented as a potential solution that engages students in authentic projects with real-world audiences. This helps students develop important skills like communication, collaboration, problem-solving and the ability to teach themselves. The document provides examples of project types and emphasizes that technology tools should empower student learning rather than replace teachers.
Similar to Designing engaging curriculum for global collaboration in the classroom (20)
Holistic approaches to online collaborative learning design: Web 2.0 technolo...Julie Lindsay
When designing online learning consideration should be given to how a community can be built around subject content and objectives and how students will interact with the academic and with each other. The institutional learning management system affords a safe and reliable albeit often less than inspiring space for learning. New digital learning environments using the affordances of Web 2.0 technologies support connected and collaborative pedagogies. Holistic approaches with a focus on multimodal design extends learning into online spaces for improved engagement, provision for response choices (text, audio, video), online publishing and media creation while fostering new pedagogical approaches.
Flat Connections at the Global Education Fair, May 2018Julie Lindsay
Overview of services for educators and classrooms around the world provided by Flat Connections. Prepared for the Global Education Fair, 2018. More details on the website- http://flatconnections.com
Global collaboration - Learning on the edgeJulie Lindsay
Global collaboration can provide learning benefits. Lauren co-created an award-winning video with an international student. When collaborating globally, people learn about other cultures as well as themselves. Reducing ethnocentrism occurs through global education projects using web technologies. Designing learning that is agile, flexible, online, and collaborative can create a global community network for shared learning with people around the world rather than just learning about other places.
Subject design essentials preparing to launch!Julie Lindsay
1) The document provides guidance on designing an online subject to engage students and build an online learning community. It emphasizes the importance of teacher presence and student interaction.
2) Key areas that are addressed include the subject outline, landing page design, introductions, navigation, content modules, discussion forums, announcements, and learning activities.
3) Effective strategies suggested include using images and multimedia, establishing teacher presence through videos and regular feedback, encouraging student-led discussion threads, and designing interactive assessments and activities.
From pedagogy to cosmogogy: leadership for online global collaborationJulie Lindsay
Short presentation for the Global Education Leadership Week Conference, April 2016. http://www.globaledleadership.com/
Material is based on the book 'The Global Educator' authored by Julie Lindsay, 10`6
Human Research Ethics Committee approval letter 030915Julie Lindsay
The USQ Human Research Ethics Committee has granted full approval to Julie Lindsay's proposal titled "Online global collaborative educators and pedagogical change". The project has been approved from September 3, 2015 to September 3, 2018. Standard conditions of approval include conducting the project as proposed, notifying the committee of any issues, submitting amendments for approval before implementing changes, and providing annual and final reports.
Putting the 'global' into online collaborationJulie Lindsay
The document is a collection of 17 photos from Flickr shared under various Creative Commons licenses. The photos show a variety of subjects like nature scenes, buildings, people, and more. Each photo is credited to the photographer and linked back to the original on Flickr. In summary, it is a curated set of licensed stock photos from other users on the Flickr platform.
Who said online global collaboration is hard?Julie Lindsay
Debugging the myth of connecting local to global
We have the tools, we have the pedagogies, it’s time to connect with the world!
Keynote for the EDTechSA Conference July 15, 2015
For a Knowledge Management Round Table, Melbourne. An exploration workshop into using design thinking to support workplace change coupled with digital technologies.
Student autonomy for flat learning and global collaborationJulie Lindsay
The focus of this presentation is on developing student autonomy to build learning networks and communities of practice for collaboration, both local and global. We talk about the teacher as a connected and collaborative global learner, but we need to redesign the learning paradigm further to connect students in K-12 more independently with others. The role of the teacher as activator or ‘learning concierge’ for student network building is crucial. Knowledge construction via a non-hierarchical approach means the student must also learn to take responsibility for professional learning modes and not be reliant on the teacher as the conduit.
Join Julie to explore new ideas for collaborative learning to support deeper understanding about the world while working with the world.
Students crossing global borders AEF 2014Julie Lindsay
New World: Students crossing global borders
Borders are crossed and intercultural understanding takes place when students connect, collaborate and co-create meaningful actions and products. This session will share recent global examples and encourage learning about the world with the world through technology supported interactions and projects.
Global Education Conference Keynote 2013Julie Lindsay
Emerging technologies and increased access to networks is the catalyst to embed global awareness, interaction and understanding into all learning opportunities, but has this really happened yet? What positive social change needs to take place to fully realize the goal of a connected and 'flattened' environment that supports personalized learning?
Join Julie for 'How to Go Global' as she describes, and shows through current examples, how leadership, collaborative learning that leads to true co-creation, and building 'leagues' of designers, innovators and communities can take learning to the next level. Our future is important, let's articulate and plan to go global now.
Integrated Marketing Communications (IMC)- Concept, Features, Elements, Role of advertising in IMC
Advertising: Concept, Features, Evolution of Advertising, Active Participants, Benefits of advertising to Business firms and consumers.
Classification of advertising: Geographic, Media, Target audience and Functions.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
Designing engaging curriculum for global collaboration in the classroom
1. Designing
Engaging
Curriculum
for
Global
Collabora4on
in
the
Classroom
ASB
Unplugged
2014
Hands-‐on
Learning
Ins4tute
learningconfluence.wikispaces.com
Julie
Lindsay
2. Julie Lindsay
Director Learning Confluence P/L
MA Music, MA Educational Technology Leadership
EdD Student, University of Southern Queensland
@julielindsay | about.me/julielindsay
learningconfluence.com | flatconnections.com
3. Let’s
get
started…..
OPEN
this
WIKI:
• hSp://learningconfluence.wikispaces.com/
• Follow
link
to
Designing
Engaging
Curriculum
5. AGENDA
• PART
1
– Ge)ng
started
with
global
projects
and
collabora:ve
pedagogy
• PART
2
– Global
project
curriculum
design
• PART
3
– Design,
pitch
and
evaluate
global
projects
7. Discuss!
What is ‘collaboration’?
What is ‘global collaboration’?
What conditions must exist to support
global collaboration in learning?
8. What
is
Collabora4on?
Something
we
do
already
Enhanced
using
technology
More
than
coopera4on
Aligned
with
standards
9. ISTE
NETS.S
Students
use
digital
media
and
environments
to
communicate
and
work
collabora:vely,
including
at
a
distance……
Develop
cultural
understanding
and
global
awareness
by
engaging
with
learners
of
other
cultures.
10. ISTE
NETS.T
Collaborate
with
students,
peers,
parents,
and
community
members
using
digital
tools
and
resources
to
support
student
success
and
innova:on
11. Defining
the
Global
Collabora4ve
Classroom
A classroom that is:
connected
engages with multiple audiences
engages with diverse resources,
and tools
creates authentic, collaborative
learning outcomes
•
•
•
•
12. Challenges
of
Global
Collabora4on
Having
realistic
expectations
Going Beyond
the ‘Wow’
Shifting
traditional
pedagogies
Engaging
learners and
leaders
13. Why
Global
Collabora4on?
Global competency
d
ills
an
l
sk
ltura ded
to
-‐cu
cross ding
nee
one’s
The stan
side
nder icate
out o
act
on
u
un
.
d
t
comm nment
an gnificance
i
o
envir of
global
s
s
issue
International mindedness
Cultural awareness
.
e.
ike
m ome
ways
t
l
is
no
n
s
yone
like
me
i
er
Ev
ne
is
veryo
E
Glocalisation!
!
Local
Act
and
bal
k
Glo
Thin
14. Global
Learning:
Holis:c
and
‘Flat’
Global
Project
Design
Blended
Learning
Culture
of
sharing
Flipped
Classroom
Inter-‐
connected
Collabora4ve
Connected
Learning
Leadership
for
connected
learning
Project
&
Challenge-‐
based
‘Flat’
Learning
Pedagogy
Web
2.0
27. Communica:on
Two types to sustain a global project
Tradi:onal
Classroom
Connected
‘flat’
Classroom
Separated
by
Loca4on
Unified
by
the
Internet
Separated
by
Time
Unified
by
asynchronous
communica4on
tools
SYNCHRONOUS and ASYNCHRONOUS
29. Red
arrow
poin4ng
to
latest
ac4vity
by
students
on
the
Ning
Flat
Connec:ons
Global
Project
Ning
(Educa:onal
Community)
-‐
Connect
-‐
Communicate
Blue
arrow
poin4ng
to
global
real
4me
chat
by
students
on
the
Ning
Communicate
-‐
Blended
35. Digiteen/tween
project
outcomes
Team
forma:on,
Handshakes
Research
Topics,
Collabora:ve
Wiki
Authorship
Ac:on
Project
Design
and
Implementa:on
Celebra:on,
Reflec:on,
Sharing
outcomes
36. Be
a
DigiTeacher
• Research
the
technology
and
lead
the
way
• Monitor
and
be
engaged
• Avoid
the
fear
factor
&
make
a
difference
• Model
legal
wisdom
&
choose
your
own
copyright
hSp://www.flickr.com/photos/cogdog/8540095171/
37. Ci4zenship!
The
Ci:zenship!
2
minute
challenge
Digital
Ci:zenship
What
are
you
doing
in
your
school
to
foster
global
digital
ci4zenship?
39. If
Collabora4on
is
a
needed
&
required
21st
Century
skill,
educators
need
to
not
only
teach
it,
but
employ
&
model
it
as
well
40. Online
Existence
“The
weakness
is
that
if
there
is
a
problem,
and
you
e-‐mail
them,
they
can
just
ignore
the
email,
or
they
can
just
do
their
own
thing
and
not
listen
to
what
you
ask
of
them.”
Student
in
the
Horizon
Project
41. FlaSening
the
classroom
is
technology
enabled
collabora4on
hSp://www.flickr.com/photos/superkimbo/3940303947/
42. Collabora4on!
The
2
minute
challenge
Ci:zenship!
Contribu:on
and
Collabora:on
How
do
you
teach
collabora4on?
What
technology
tools
foster
collabora4on?
44. “‘Beefsteak or liver’ quite took away
Philip’s power of choice. He begged
for a glass of milk…”
MARK TWAIN
“PuVng
choice
into
the
classroom
will
naturally
direct
students
toward
their
own
interests
and
strengths.
It
can
allow
students
to
“shine”
in
unimaginable
ways.”
Fla$ening
Classrooms
Chapter
7
45. Using
Web
2.0
technologies
to:
•
•
•
•
•
•
•
Ques4on
Build
Invent
Connect
Have
meaning
Understand
Excel
hSp://www.flickr.com/photos/35590362@N02/5791320785/
46. Choices
for
different
learning
styles
http://k-2buildingbridges.blogspot.com/2012/04/voicethread-sharing.html
47. To be able to
Create is a 21C
Learning Objective
54. Celebrate
New friends and achievements
Reflect and evaluate
A sense of accomplishment
Enhanced cultural understanding
Making the world a better place
55. The
2
minute
challenge
What
is
missing
here?
What
would
you
add?
Take
away?
How
will
you
use
this
in
your
classroom
or
in
your
school
on
Monday
morning?
Collaborate
Choice
Ci:zenship
Create
Communicate
Connect
Flat,
Global,
Connected
Classroom
Celebrate
57. Time
to
Team
Up
• Find
like-‐minded
partners
– hSp://padlet.com/wall/asb2014
• Awer
break
sit
together
59. Flat
Connec4ons
Global
Projects
Flat
Connec:ons
Global
Project
• Grade
8-‐12,
Ning
&
Wiki
• Emerging
technologies,
E-‐Book,
Video
Digiteen
Digitween
• Digital
ci4zenship
leading
to
ac4on
• Tween:
up
to
13,
Teen:
over
13
Global
Youth
Debates
• Asynchronous
formal
deba4ng
• Global
discussions
leading
to
ac4on
A
Week
in
the
Life
K-‐2
Building
Bridges
to
Tomorrow
• Gr
3-‐5,
Edmodo
&
Wiki
• Comparing
lifestyles
and
living
• Cross-‐classroom
groups
share
and
create
• The
start
of
technology-‐based
global
interac4on
60. Flat
Connec:ons
Global
Project
• Grade
8-‐12,
Ning
&
Wiki
• Emerging
technologies,
E-‐Book,
Video
hSp://www.flickr.com/photos/32625013@N00/17135231/
64. Project
Content
Horizon
Report
K-‐12,
2013
Emerging
technologies
impac5ng
educa5on
and
learning
shared
via
a
5meline
of
poten5al
relevance.
hSp://www.nmc.org/horizon-‐
project/horizon-‐reports/horizon-‐
report-‐k-‐12-‐edi4on
65. Project
Themes
•
•
•
•
•
The
future
of
learning
and
educa4on
Emerging
technologies
and
how
we
can
and
will
use
them
Connected
and
flat
learning
Collabora4ve
and
social
entrepreneurship
Global
issues
and
ac4ons
to
solve
them
Open
Learning
futurist,
David
Price
OBE,
argues
that
‘open’
is
not
only
affec5ng
how
we
are
choosing
to
live,
but
that
it’s
going
to
be
the
difference
between
success
and
failure
in
the
future.
hSp://engagedlearning.co.uk/
66. Collabora4ve
wiki
leading
to
a
published
eBook
cc
licensed
(
BY
SA
)
flickr
photo
by
Anita
Hart:
hSp://flickr.com/photos/anitakhart/4586879133/
67. Personal
Mul4media
Response
to
Topic
Personal
content
Topic
subtheme
Outsourced
content
Storyboard
&
planning
Video
specifica4ons
Student
final
video
Credits
&
cita4ons
68. How
will
Workflow
support
FCGP
14-‐1?
FCGP-‐01:
January-‐May
• Applica4on
Deadline:
January
23
• Online
Teacher
Informa4on
mee4ng:
Before
February
7
• Classroom
and
student
handshake:
February
7-‐21
• Wiki
edi4ng
and
collabora4on:
February
22
-‐
March
22
• eBook
planning
must
be
started
by:
March
8
• Video
pitches
and
crea4on:
March
23
-‐
April
• Video
outsourced
requests
due:
Up
before
break
or
by
April
5
• Video
outsourced
requests
completed
and
uploaded:
April
17
• FCGP
videos
due:
April
26
• FCGP
eBooks
due:
May
1
• Student
Summits:
April
26
-‐
May
31
• Video
Judging
Phase
1:
April
26
-‐
May
6
• Video
Judging
Phase
2
(meta-‐judging):
May
6
-‐
13
• Awards
ceremony:
Awer
May
13
as
determined
by
the
project
organiser
69. How
will
Student
Teams
func4on?
Researchers
Student
leaders
Media
fossickers
Team
Wiki
Outsourced
video
clip
organisers
Content
editors
E-‐Book
managers
72. Main
Topic
ID
and
Research
Primary
&
Secondary
sources
Expert
Advisors
Sub-‐topic
ID
and
Ranking
Challenges
&
Trends
Collabora4ve
ranking
eBook
Content
Selec:on
Topics,
subtopics,
mul4media
Edi4ng,
cita4ons,
formaVng
Personal
Video
Topic
Selec:on
Student
chooses
topic
Aligns
with
research
&
eBook
crea4on
73. Global
Youth
Debates:
Deba:ng
into
Ac:on
hbp://globalyouthdebates.com
Slovakia
Japan
Singapore
Hong
Kong
USA
74. Explore
Global
Projects
• Find
a
partner
• Spend
some
4me
now
exploring
another
Flat
Connec4ons
Global
project
– hSp://www.flatconnec4ons.com/flat-‐
projects.html
75. What are the CHARACTERISTICS
of a GOOD Global Project?
How can we design learning experiences that embrace
global education as well as enforce rigor and
relevance.....or are these the same?
Discuss!
77. Global
project
design
features
Find
like-‐minded
educators
Design
Outcomes
Select
Tools
Manage
for
Success
78. “Designing
a
global
collabora4ve
experience
involves
transcending
the
obvious
real
:me
linkup,
fostering
higher
order
thinking
and
providing
opportuni4es
for
cultural
understanding
while
usually
making
a
product
that
impacts
others
in
a
posi:ve
way.
”
79. Global
project
design!
The
2
minute
challenge
Ci:zenship!
Engage
students
globally
What
is
an
INSPIRING,
CHALLENGING,
RELEVANT
and
GLOBAL
topic
or
theme
to
join
classrooms/learners
across
the
world?
85. What to do now?
• Design a global project – use whatever tools
•
•
•
•
you need
Be ready to ‘pitch’ this verbally and with
artifacts of your choice
‘Pitch’ for feedback
Review and update
Share via Google Doc
86. Global
projects?
Where
to
start?
• Flat
Connec:ons
–
fully
managed
and
supported
–
(caveat
–
entry
is
via
subscrip4on,
some
scholarships
available)
hSp://flatconnec4ons.com
• Global
Classroom
–
community
of
global
educators
keen
to
connect
– hSp://globalclassroom2013-‐14.wikispaces.com/
• iEARN
–
learning
circles
and
other
projects
– hSp://iearn.org
and
hSp://iearn.org.au/
• Join
networks
– Flat
Connec4ons
–
hSp://flatconnec4ons.net
– Global
Educa4on
Conference
–
hSp://globaleduca4onconference.com
88. Flat Connection Global Educator
http://flatconnections.com
12-‐week
course
-‐
global
cohort
2-‐graduate
credits
through
University
of
Northern
Iowa
90. Learning about the world, with the world
Main website - http://flatconnections.com
Teacher Network- http://flatconnections.net
Contact: admin@flatconnections.com
91. Julie Lindsay
Director Learning Confluence
Global Educator, Leader, Innovator, Author
@julielindsay
about.me/julielindsay
learningconfluence.com