international symposium program i. welcome from project pis andrea lunsford, stanford university...
TRANSCRIPT
International Symposium Program
I. Welcome from Project PIs Andrea Lunsford, Stanford UniversityBrigitte Mral, Örebro University
II. Fall 2006 & Intercultural TheoryAlyssa O’Brien, Stanford University
III. Winter 2007 & TechnologyChristine Alfano, Stanford University
IV. Spring 2007 & RhetoricAnders Eriksson, Örebro University
V. Looking Ahead & Pedagogy Eva Magnusson, Örebro University
** 10 minute break **
VI. Globally-Distributed Team Discussions
VII. Return for Large Group Reflections
Project Overview and Goals
A project made possible by a grant from theWallenberg Global Learning Network (WGLN)
Wallenberg Hall, Stanford University Campus
To design, implement, and evaluate a curriculum devoted to developing intercultural competencies through effective use of collaborative information and communication technologies (ICTs)
To build meta-knowledge about the role that intercultural competence and ICTs can play in global communication and international relations
Project Overview and Goals
Theoretical Base (Goswami & Lovitt, Hawisher & Selfe) Measure 1: Develop “Sensitivity and Consideration for Others” Measure 2: Understand Globally “Situated Knowledge”
Fall 2006
• Course-to-Course collaboration • 10 week collaborative course: Cross-Cultural Rhetoric (CCR)
Örebro Rhetoric elective Stanford PWR 2 theme
• Student population:6 Örebro - 15 Stanford
• 5 intercultural activities
Fall 2006: Activities to Foster Intercultural Competencies
1. Group Presentations on Cultural Identity
2. Oral Presentations of Research and Feedback on Delivery
3. WebCT/Email Exchange ofRhetorical Analysis Papers
4. Marratech Rhetorical Analysis ofPolitical Speeches & Personas
5. Closing analysis of writing practices across institutions and countries
Fall 2006: Activities, Continued
1. Group Presentations on Cultural Identity
2. Oral Presentations of Research and Feedback on Delivery
3. WebCT/Email Exchange ofRhetorical Analysis Papers
4. Marratech Rhetorical Analysis ofPolitical Speeches & Personas
5. Closing analysis of writing practices across institutions and countries
Class Blog
Electronic Writing
.Cross-Cultural Communication
Distributed TeamsFor Presentations &
Political Texts
WebCT
Marratechvideoconferencing
Synchronous communications(real time)
Asynchronous communications(variable time interval)
Small Groups Stand in Class
For Cultural Identity Presentations
Fall 2006: Technology for Intercultural Activities
WebCT and CourseWork
Fall 2006: Evaluation - Intercultural Competencies
Project Deep Learning Outcomes
4.9
5.0
5.4
5.1
5.3
4.6 4.8 5.0 5.2 5.4 5.6
Mean out of 6 point Likert Scale
Become a Better Communicator
Confidence in CommunicationAbilities
Sensitivity to and Considerationfor Others
Communication Strategies forFuture Endeavors
Collaboration Skills for FutureInteractions
Fall 2006 Value of Activities for Learning Cross-Cultural Competencies
5.0
4.3
5.3
4.3
5.1
0.0 1.0 2.0 3.0 4.0 5.0 6.0
Mean out of 6 point Likert Scale
Closing Collaborative Analysisof Rhetoric
Electronic Peer Review ofResearch Writing
Rhetorical Analysis of PoliticalTexts
Oral Presentations andFeedback
Cultural Identity PresentationExchange
Fall 2006: Evaluation - Intercultural Competencies
Fall 2006 Important for Effective Collaboration Across Cultures
5.1
5.0
4.0
4.7
0.0 1.0 2.0 3.0 4.0 5.0 6.0
Mean out of 6 point Likert Scale
Technology for VideoConferences
Large Group Discussions withEntire Class
Working Independently in SmallGroups
Working in Team with Membersfrom Both Countries
Fall 2006: Evaluation - Best Technology Practices
Winter 2007
• Course-to-Course collaboration • 10 weeks, 2 different courses:
Örebro Rhetoric B Stanford PWR 2 / CCR
• Student population:19 Örebro - 15 Stanford
• Intercultural activities:Consistent global teams
5 Marratech Connections Asynchonous Writing
Winter 2007:Örebro Rhetoric Room
• Design of Space for active learning
• New technologies made possible by the WGLN grant
Winter 2007:Örebro Rhetoric Room
Flexible Learning Environment
Winter 2007:Stanford Wallenberg Hall
Designated Space for Globally-Distributed Teams
Winter 2007:Globally Distributed Teams
“Green Hat” Group demonstrates Collaborative Embodied Rhetoric
Central frame for shared documents that can be uploaded ahead of time or created together
chatroom interfacefor text-based communication
windows showthe participants in the videoconference session
Winter 2007: Technology & Virtual Community
Winter 2007:Unexpected Team Uses of Technology
1.
2.
3.
Wiki
Collaborative Blogs
.
Cross-Cultural Communication
Instant MessagingFlickr
Marratechvideoconferencing
Synchronous communications(real time)
Asynchronous communications(variable time interval)
Skype video chats
Winter 2007: Technology
WebCT and CourseWork
Winter 2007: Wiki – Cultural Identity Profile
Winter 2007: Activities – Cultural Identity
Group Identities:
• Green Hat Group
• Velcro Group
• Fuglesang Group
• Muzikaholiks Group
Winter 2007: Activities - Ads
Winter 2007: Activities - Websites
Winter 2007: Activities – Political Texts
Winter 2007: Activities – Collaborative Blogging
Winter 2007 Value of Curricular Activites
4.5
4.8
4.6
4.7
4.1
3.9
4.2
0 1 2 3 4 5 6
Mean out of 6.0 Likert Scale
Video Conference Debriefdiscussions
Group Presentations to Classvia Marratech
Collaborative Analysis andPresentation of Group Blogs
Rhetorical Analysis of PoliticalTexts/Speeches
Rhetorical Analysis of Websites
Rhetorical Analysis of Ads
Cultural Identity PresentationExchange
Winter 2007: Evaluation - Intercultural Competencies
Winter 2007 ICTs Value for Effective Cross-Cultural Work
5.0
4.3
4.7
4.3
3.7
0.0 1.0 2.0 3.0 4.0 5.0 6.0
Mean out of 6.0 Likert Scale
Wikis for Group Work
Collaborative Blogs for Groupwork
ICTs for Internet collaborativework
ICTs for Chat and White Board
ICTs for Small Group VideoConferences
Winter 2007: Evaluation – Best Technology Practices
2006-2007 Deep Learning Outcomes
4.8
4.8
4.9
4.8
4.8
4.5
5.04
4.2 4.4 4.6 4.8 5 5.2
Means out of 6.0 Likert Scale
Perceive Analyze Produce
Work Well with Others
Using Technology
Communication Confidence
Sensitivity Consideration
Communication Strategies
Collaboration Skills
2006-2007: Evaluation – Project Goals & Measures
Spring 2007: Workshop Model
• Class-to-class workshop
• One-time meeting: Örebro Rhetoric A course Stanford PWR 2 theme course “Rhetorics of Art and Commerce” by Guest Instructor John Peterson
• Student population:7 Örebro – 15 Stanford
• 1 intercultural activity
Spring 2007: Workshop Template
Lesson Plan Template on Wiki for Ease of Guest Instructor
Spring 2007: Workshop Protocol
Preparing the Students
1. Opening remarks by Instructor to both classes via Marratech
Spring 2007: Workshop
2. Students analyze texts in 4 globally-distributed teams
Spring 2007: Workshop Protocol
3. Teams collaboratively present new knowledge and intercultural analysis insights to class
4. Turn cameras off and debrief on both sides
Spring 2007: Workshop - Rhetorical Theory
Anti-logos, the different perspective
Doxa, questioning your assumptions
Decorum, the appropriate in the context
Ethos, cultural credibility
Logos, rational discourse
Pathos, emotions at Stanford and Örebro
course courseSeveral meetings between twocourses during the academic term
workshop
class class
One or two meetings between between classes from two or more institutions
class class
Looking Ahead – Future Collaborations
Looking Ahead – Pedagogy
Pedagogy: Listening
Pedagogy: Reflecting
Pedagogy: Active Learning
Thank you for Listening
• Rhetoric Group: Stay in this Marratech Room
• Pedagogy, Technology, & Intercultural Theory Groups: type into Marratech address bar
http://switchboard.stanford.edu
Then select your virtual room
Small Group Discussions: Instructions
After the Break Globally-Distributed Team Discussions
Pedagogy. Focus on globally distributed teams, how you need to prepare students, developing effective lesson plans and class activities to engage students in cross-cultural dialogues, how to accommodate the language barrier, what kind of debrief is necessary, how to create bonding, etc.
Technology. Using different ICTs (blogging, video conferencing, wikis, etc.) for cross-cultural exchanges, room design and limitations of technology, how to balance between real-time and timelag communications. Best practices for mobile collaboration and digital writing in a global context.
Rhetoric. How to teach rigorous rhetorical theory when looking at popular and cross-cultural texts, what are the different traditions of rhetoric (eastern/western), balancing traditional rhetorical instruction with hands-on learning.
Intercultural Theory and Evaluation. How to develop intercultural competencies, the debate between cultural immersion and communication strategies, limitations for global community based on geography or language. Discussion of assessment and research measures, how to bring in diverse groups (Asia, Europe, Africa).
Symposium Large Group ReflectionQuestions for Discussion
• What do you see are the challenges and benefits of this approach to developing intercultural competencies in students and teachers?
• What are the challenges and benefits of this approach to teaching rhetoric and this methodology as a pedagogical model for global pedagogy?
• What are the benefits and challenges of this sort of technologically-mediated learning in a global context or in globally-distributed teams?
• What do you see as the feasibility and benefit of your institution's potential participation in this project?
Thank you for your participation
Check the website for footage of today’s Symposium:http://www.stanford.edu/group/ccr