Asynchronous Global Understanding

Nadya Rudenko (USPS) Anneli Schauffeli (HAN) Chris Brighton (KSO) Maria Olivia Villarreal (UDEM) Eleanor Kane (USJ)

Outline

1.Overviewoftheproject2.Implementa7on3.Results4.Discussionfromthevariouscountries5.Futuredirec7ons

Overview of the project - Goals

1.ExpandtheGUcoursetomorestudents2.Allowexchangebetweencountrieswhichstruggletovideolinkdueto7medifferences3.PilotanewplaKormforusewithGUcourses

Implementation

1.FiveGPEmembers(HAN,KSO,UDEM,USJ,USPU)agreeda7metableforpostsandcontent2.SmallgroupsofstudentscreatedonSOLE3.Postsmonitoredbyfaculty4.Finalcollabora7veprojectpostedonline/presentedinclassbyonepartnerins7tu7on

Student feedback (1)

•  108responsesfromHAN,UDEM,USJ•  Over40%ofstudentsposi7veabouttheexperience,30%ambivalent,30%nega7ve

•  Yet69%ofstudentswouldrecommendittofuturestudents

Student feedback (2)

•  Posi7veopinions:learnedaboutothercultures,prac7sedEnglish,connectedwithstudentsfromothercountries,enjoyedwatchingpartners’videos,madefriends

•  Nega7veopinions:plaKorm,lackofinterac7on,toorushed,schedulingissues

Student feedback (3)

•  Beaercommunica7onneededbetweenpartners

•  TryadifferentplaKorm•  Morerules•  More7meforthisproject(onemonthtooshort)

•  Nooverlapwithexams,etc.

The view from Japan

1.TheGUcourseexpandedto60students(fromunder16persemester)2.StudentsworkedwitheitherHANorUDEM3.Moststudentspostedrequiredvideos4.Somestudentswerefrustratedbylog-indifficul7esandusedalterna7vemedia5.Posi7veoutcomes:Studentsinterviewedpartnersandmadegrouppresenta7onsinclassaboutMexico/theNetherlands:interac7onwasrequired.ICTskillsimproved.

The view from Mexico

1.TheGUcourseexpandedto40morestudents2.Eachstudentpreparedaself-introvideoclip3.Eachgroupof4studentspreparedthreetopicvideoclips4.Pos7ngandreac7ngtovideoclips,andansweringques7onswereindividuallygraded5.Studentsexpectedmoreinterac7on,theyansweredfewques7onsfrompartners6.Posi7veoutcomes:78%ofstudentswouldrecommendittofuturestudents

The view from The Netherlands

1.  Over40studentsjoinedthecourse2.  Thestudentspreparedpergroupanintrovideo

(personalandHAN)3.  Eachgroupwassupposedtomakethreetopicvideo

clips,theytendedtowaitforthepartnertopostavideo

4.  Studentsneededtoac7velypar7cipatetogeta‘pass’5.  Lialeinterac7onontheplaKorm&outsidethe

plaKorm6.  Students‘blamed’SOLEfornotpos7ngorinterac7ng

The view from Poland

1.  12mature(26+)studentstookpart-varyinglevelsoftechnicalability

2.  Studentsfoundthelackofcon7nuouscontactdifficulttomanage

3.  Useofvideosanduploadingpicturesmadetheconversa7onsmoreinterac7ve

4.  Recommenda7ontocreatearequirementtolinkviaSkypeetc.face-to-face

The view from Russia

1.  TheGUcourseexpandedto10students2.  StudentsworkedwithHANandUDEMsequen7ally3. Moststudentspostedrequiredvideos(individual

introvideosandgrouptopicvideoclips)4.  VirtualGUwasbuildintheregularcourseand

broughtextrapoints5.  Posi7veoutcomesincludeabeaerawarenessofa

differentcultureandacquisi7onoflearningstrategiescrucialforsuccessfulcollabora7on

Interaction

Interaction

Development opportunities

• Sharingvideostoillustratethetopicsopenedanewavenueofopportunitytobroadenthecurrentdiscussiontopicsfromconversa7onstointerac7veexplora7ons.• Allowingstudentsaccesstoasynchronous7mingencouragedthedevelopmentofstudentself-learningskillsandinvestmentintheirowneduca7on.• TheasynchronousprojectillustratedthebenefitsofplaKormstoincreaseout-of-classinterac7oninthecomingyear.

Future directions

•  Con7nuingtheprojectin2017•  Addedotherteachers•  S7llsmall-scale•  Techsupportnecessaryforsomestudents•  DesignacoreforvirtualGU

Nadya Rudenko (USPS) Anneli Schauffeli (HAN) Chris Brighton (KSO) Maria Olivia Villarreal (UDEM) Eleanor Kane (USJ)