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OILS 532 Nepal Water Project
Izz ie Watson & Kathy DorcasMay 9, 2014
Executive Summary Nagarjuna Academy in Kathmandu, Nepal
St. Pius High School, Albuquerque, New Mexico, USA
Cross-cultural collaborative project
Collection and results of water samples
Skype, Facebook, YouTube videos
Emails, Phone calls
Brief History
Nepal Water Project began in 2007
Fall 2011
Spring 2012
Fall 2013
Spring 2014
Needs Analysis
Educate teens in scientific methodScience teachers share knowledge and skillsDevelop LOCAL and GLOBAL environmental awarenessSupport and encourage teensCreate opportunity for interaction
Instructional Goals
Teen science collaborationExperiential learningGlobal 21st Century skills
“Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration”
Framework for 21st Century Learning
Collaborative future global projects
Cultural ConsiderationLearning styles
• Asian – teacher is supreme
• USA – individuality and freedom of expression
Kathmandu, Nepal – Bagmati River
New Mexico, USA – Rio Grande River
Social Presence
Communication
Group cohesion
Emotions and personalities
Build trust
Namasté
Community of Practice (CoP)
Emails, Phone CallsSkypeVideoYouTubeFacebookMemorandum of Understanding
Learning Theories
Authentic Learning
Transactional Distance
Diffusion of Innovation
AudiencePrimary
• Izzie Watson and Kathy Dorcas
• St. Pius High School
• Nagarjuna Academy
Secondary• OILS 532 Prof Lani Gunawardena and TA Linda Barril
• Jose Samora – St. Pius IT Specialist
• Alok Bohara – Nepal Study Center
Tertiary • Sue Wilder, Doctoral Student
• St. Pius High School
• Other Nepalese schools
Learner Analysis – St. Pius
Learner Analysis – St. Pius
• not crowd you• encourage dialogue and questions over the materials• make learning fun by playing a game• have enthusiasm about a subject• answer questions and understand, and help work through problems • relaxed attitude• help to introduce the students to each other and be open for questions• be open with everyone in the class• Instead of being a dictator, work with the students to achieve the learning
goal• incorporate all students in the learning and ask open-ended questions• manage the classroom well, and do not allow a few students to dominate the
class or act in a distracting or disrespectful manner• make students interact and be comfortable with one another in the class
Learner Analysis – Nagarjuna
DeliveryExperiential Learning
• Skype Interaction
• Water Sample Collection
• Facebook Interaction
• YouTube video
Usability
User-friendlyBased on learner analysisNavigate activities Identified concernsFacebook interaction https://www.facebook.com/NagarjunaSt.Pius
Bloom’s Taxonomy
KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Instructional Strategies
Procedural Strategy• Determining time zone differences
• Cognitive processes
Interpersonal Skill Strategy• Modeling interpersonal behavior
• Develop verbal and imaging models of behavior
• Providing mental rehearsal
• Role-play
Learner SupportSocial Presence
Eye contact Smiling Listening Namasté Video / Audio Intimacy Immediacy Respect Time
Ideas for Future Self-disclosure Humor Storytelling
Developmental Evaluation
Real-Time Learning Complex and Emergent Long-term partnering relationships Innovation Adaptation Evaluative Questions
Student Survey
Administrator Survey
Standards
Quality Matters Rubric GS1 – Overall design made clear
GS5 – Forms of interaction incorporated
GS7 – Facilitates learner support access
GS8 – Commitment to accessibility
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http://www.southwestclimatechange.org/feature-article/drought-Rio%20Grande Framework for 21st Century Learning (2011). Retrieved fromhttp://www.p21.org/storage/documents/1.__p21_framework_2-pager.pdfGunawardena, C. N., & LaPointe, D. (2008). Social and cultural diversity in distance education. In T. Evans, M. Haughey, & D. Murphy (Eds.). International handbook of distance education (p. 52-53). Bingley: Emerald Group Publishing, Ltd.Gunawardena, C. N., & McIsaac, M. S. (2004). Distance Education. (p. 363). Retrieved from http://ocw.metu.edu.tr/file.php/118/Week10/Gunawardena-McIsaac-distance-ed.pdf
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Instruction, (pp. 81-164).Nagarjuna Academy Website. Retrieved from http://nagarjuna.edu.np Nagarjuna St. Pius Facebook Page. Retrieved from https://www.facebook.com/NagarjunaSt.Pius Namaste. (n.d.). Collins English Dictionary - Complete & Unabridged 10th Edition. Retrieved from Dictionary.com http://dictionary.reference.com/browse/namaste Nepal Study Center and Collaboration with B.E.M.P. Retrieved from http://nepalstudycenter.unm.edu/internationallinkages.htm
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St. Pius Website. Retrieved from https://www.saintpiusx.com St. Pius Clubs Video. Retrieved from
https://www.youtube.com/channel/UCUqFeL6WSeuP4yIPulZIXAw Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Cambridge, MA: Harvard University Press.Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.