Sara Guth, University of Padua & Clark Shah-Nelson, SUNY Delhi
Abstract: When working with multicultural groups, especially when English is not the native language of all participating students, Web 2.0 Tools (Wikis, Ning, Flikr, FlashMeeting) can enhance the communicative experience. We will demonstrate the use of these tools and explore other collaborative techniques that enhance the international online classroom and build upon the LMS.
Abstract: Designed to prepare learners for global work and citizenship, Globally Networked Learning Environments provide opportunities for learners to develop new ways of knowledge-making across traditional boundaries. This presentation offers principles, processes, and examples to guide the development of new pedagogies that facilitate these new ways of cross-boundary knowledge-making and is an extension of the ideas presented in Prof.Starke-Meyerring's recently published book: Designing Globally Networked Learning Environments.
This presentation offers principles, processes, and examples to guide the development of new pedagogies designed to facilitate these new ways of cross-boundary knowledge-making. Instead of being limited to local classrooms, Globally Networked Learning Environments (GNLEs) connect students with peers, instructors, and communities across traditional institutional, national, and other boundaries. In this way, GNLEs allow students to develop new ways of knowledge making in a more deeply diverse world; to question their own habitual, normalized, and locally bounded ways of knowing; to negotiate diverse ways of knowing; and to learn how to build shared learning and knowledge cultures across traditional boundaries. GNLEs are thus learning environments that can prepare learners for the kind of cross-boundary knowledge making they will need to develop as professionals and as citizens in a globally networked world.
Bryan Carter, University of Central Missouri (teleporting from Paris)
Abstract: This session explores how collaborative activities within a virtual space lead to rather unexpected consequences between students and faculty. Students who are grouped in virtual environments, based on our experience, not only demonstrate an interesting curiosity about those with whom they are interacting but also have expressed a keen interest in visiting the locations where their counterparts live. We've found the same to be true with faculty who meet and collaborate in virtual space, eventually visiting or collaboratively presenting with one another in real life. Virtual environments can serve as a wonderful springboard for real life interaction.