cross-cultural collaboration using video and social networking
DESCRIPTION
Presentation on cross-cultural collaboration using video and social networking. ED-Media 2011, Lisbon, PortugalTRANSCRIPT
Cross-Cultural Collaboration Through a Virtual Community of Practice Using Video and Social Networking
Cross-Cultural Collaboration Through a Virtual Community of Practice Using Video and Social Networking
ED-MEDIA 2011Lisbon, Portugal
Bert Kimura, University of Hawaii, USA
Mary Kimura, Kansai University, Japan
Kenichi Kubota, Kansai University, Japan
Curtis P. Ho, University of Hawaii, USA
Bert Kimura, University of Hawaii, USA
Mary Kimura, Kansai University, Japan
Kenichi Kubota, Kansai University, Japan
Curtis P. Ho, University of Hawaii, USA
Panel Session OverviewPanel Session Overview
• Project Background
• Cross-Cultural Collaboration & Social Media
• Video Production at a Distance
• Learning Implications for VCoP & Cross-Cultural Settings
• Q & A
Goals & ObjectivesGoals & Objectives
• Student performance objectives– Plan using social media– Collaborate to produce
a short video
• Instructor expectations– How community
emerges & evolves• Cross-cultural context• Social media
BackgroundBackground
• Student Populations– Language level– Technology
experience– Graduate student
status
• Class Descriptions• Schedule of Classes• Friends
University of Hawai‘iUniversity of Hawai‘i
• Honolulu, Hawai‘i• ETEC 602, Teaching/Training
Technologies • Graduate students (17)• Working• Online classes
• Osaka, Japan• ICT for Learning• On campus (14)• Younger in age• Use of second
language• Limited online
experience
Kansai UniversityKansai University
Project DescriptionProject Description
LogisticsLogistics• Student status
• Semester schedule
• Class schedule
• Technology skill
• Collaboration & teamwork
• Time zone
• Language
Getting StartedGetting Started
• Students introduce themselves
• Student divided into project groups
• Facebook Group created for communication
Student IntroductionsStudent Introductions
• Initial Skype Sessions– Students introduce
themselves– Some chatted on
Skype with group members
• Elluminate Sessions– Background discussion
of Japanese students characteristics
– Report on what they were doing
Forming Project GroupsForming Project Groups
• Divided students into seven groups– Two Japanese
students and 2 – 3 Hawaii students
– Bilingual speaker in each group
– Japanese groups had high and low level English speakers
– Technically skill student in each group
Main Communication ToolMain Communication Tool• Facebook Group
– Closed group– Video/pictures– Discussion Board
• Kansai University/UH Facebook Group– Video introductions of
Japanese students
– Hawaii produced video about themselves
– Students commented on videos
– Discussion thread used for video project
Additional ToolsAdditional Tools
• Communication– Email– Skype
• File Sharing– Dropbox
• File editing– JayCut– iMovie– MovieMaker
Survey of Communication ToolsSurvey of Communication Tools
• Survey given in Japanese and English
• Some students were interviewed by a bilingual UH student
• Review of online discussions
Survey ResultsSurvey Results• Facebook used as the primary means of discussion
– Students could check discussion at any time– Easier for Japanese students to read and write English
• Five of 7 teams used another tool with Facebook– Skype
• Could talk with group members about plans and progress• Scheduling difficulties• Sometime difficult for Japanese students to follow
– Email• Some Japanese students didn’t like face-to-face
communication• Easier for those unfamiliar with Facebook
– Text Chat• Students could communicate in real time• Difficult for Japanese students to type ideas quickly
Using Facebook GroupsUsing Facebook Groups
• All students could review discussion and share ideas
• Japanese could read comments, use dictionaries, ask for help
• Students could plan and assign tasks
• Faculty could track of student progress
Cultural DifferencesCultural Differences
Characteristics– Communication styles
• Hawaii students were more direct
• Japanese did not want confrontation
– Decision making• Hawaii students were task
oriented• Japanese students
consensus oriented
– Personalities• Hawaii students outgoing,
assertive• Japanese shy, modest
about abilities
Cultural StylesCultural Styles
• Communication missed cultural signals– Japanese students used indirect communication
• Suggested what they wanted to do• Would not object if their ideas weren’t considered
– Hawaii students were more direct• Stated what they thought would be a good direction• Would explain why and how to use their ideas
• Group Dynamics– Hawaii students wanted ice-breakers
– Japanese students wanted some way to encourage “nominication”
Language DifficultiesLanguage Difficulties
• Hawaii students tried to speak slowly and used simple English
• Lower level Japanese students had difficulty following Skype conversations
• Japanese students who were stronger English speakers took a greater role in communication and decision making
• Some Japanese students reluctant to use English and needed encouragement to participate
SummarySummary
• Online tools allowed for a variety of ways of collaborating
• A Facebook Group discussions provided written documentation of progress
• Using other online tools with Facebook facilitated collaboration
• Time differences made face-to-face interaction challenging
• Possible future direction is to find a way to have online “nominication”
Collaborative video production processCollaborative video production process
Objectives: To produce two-minutes cross-cultural video program collaboratively.
Topic: Comparing media use in Japan and US
Period: October 15, 2010 – November 19
Seven groups: Each group consists of 2 Japanese and 3 Americans.
Self Introduction 1 Self Introduction 1
American Student Japanese Student
Self Introduction 2 Self Introduction 2
American Student Japanese Student
Video Production Process
Collaborative Project:How has social networking services changed your life?
Collaborative Project:How has social networking services changed your life?
Collaborative Project:
Facebook vs MixiCollaborative Project:
Facebook vs Mixi
Collaborative Project:
Tag… You Are It!Collaborative Project:
Tag… You Are It!
• 24-item online survey• F2F interviews• Online discussions• Quantitative and qualitative
data analyzed• High level of satisfaction overall• Japan students slightly less • Challenges identified
Summary of ResultsSummary of Results
ImplicationsImplicationsIssues with time management:
• Provide timeline to students
• Create milestones for incremental project outcomes
• Incremental feedback
• More time for project
ImplicationsImplicationsTime-zone difference:• Provide guidelines for collaborative work at a
distance
• Schedule synchronous sessions as part of class activity
• Encourage asynchronouscommunication
ImplicationsImplicationsEstablishing relationships:
• Need team-building activities at outset
• Allow time up front for “socializing”
• Need to make some activities “language
independent”
Lessons LearnedLessons Learned• Need to be more explicit on instructions
• Allow for more socialization time
• Provide more milestones
• Provide more time to work on project
ConclusionConclusion• Intercultural projects can be successful• Need to consider language proficiency and
confidence• Clear guidelines and expectations critical• Project should be both outcome and
process focused • Team-building is
essential
Future WorkFuture Work
• Planning for a Fall 2011 project underway
• Focus on implementing lessons learned
• Will consider using a virtual learning environment like Second Life for team-building and socializing
• Collect more data
• Include classes fromother countries
DiscussionDiscussion• What is your experience with cross-cultural
collaboration?
• How do you deal with language differences?
• How do you deal with time differences?
• How do you deal with cultural differences?
• What are your strategies for team or community building?
Mahalo!Mahalo!
Bert Kimura, University of Hawaii, USA
Mary Kimura, Kansai University, Japan
Kenichi Kubota, Kansai University, Japan
Curtis P. Ho, University of Hawaii, USA
Bert Kimura, University of Hawaii, USA
Mary Kimura, Kansai University, Japan
Kenichi Kubota, Kansai University, Japan
Curtis P. Ho, University of Hawaii, USA