Richard Clouet, lecturer, Faculty of Translation and Interpreting, University of Las Palmas de Gran Canaria (Spain)
Florence Lojacono, lecturer, Faculty of Translation and Interpreting, University of Las Palmas de Gran Canaria (Spain)
Abstract: hanks to the COIL's initiative, in Fall 2012, SUNY Empire State College NY and the University of Las Palmas (Spain) taught a language course collaboratively. Spanish students, enrolled in a face-to-face English class in Spain participated in several common activities with American students enrolled in an online Advanced Spanish language course. Despite of the heterogeneity of the student body, despite of the different academic formats and the different time zones, a real trans-cultural communication raised. The presentation will be twofold: a general presentation of this cross border course (by ESC) followed by a video (ULPGC) focused on Spanish student's expectations and commentary. Some Spanish students will also participate via Skype at the COIL conference.
April 4, 2013, Final Plenary Session and Closing Remarks
Jon Rubin, Director, SUNY Center for Collaborative Online International Learning (COIL)
John E. Fowler, Assistant Director of the SUNY Center for Collaborative Online International Learning (COIL)
Sarah Guth, Program Coordinator, SUNY Center for Collaborative Online International Learning (COIL)
Other Institute Track Leaders
Summary: This three-year project, funded by the National Endowment for the Humanities, is the largest ever working group of globally networked learning practitioners with over 120 participants. Immediately following their participation in the Capstone Event for the Institute (April 2-3), many of the Fellows and Staff who have worked together these past years will present lessons learned, along with the impacts the Institute had for their campus and students, many of which should be transferable to developing globally networked courses on your campus.
Ruth Sesco, Program Coordinator, University Libraries, Ohio State University
Summary: To gather and exchange information across the international community, Ohio State University has implemented a collaborative procedural model that integrates mutually beneficial learning experiences into traditional classes as modular, short-term enhancements. This model, based on multiple successes, is adaptive to any discipline at any level and enables students to develop global competencies. Exchanging world knowledge and political/economical/cultural awareness through uniquely designed synchronous and asynchronous activities has provided students with experiential, transformative and deep learning outcomes
Presentation 1: Building Intercultural Triangle: Students’ Views Over US-Lithuanian-Russian Collaborative Module
Gulnara Sadykova, Associate Professor, Department of English Philology, Kazan Federal University (Russia)
Nazira Migmanova, graduate student, Department of English Philology, Kazan Federal University (Russia)
Summary: A professor and her graduate student will share their experiences of developing and participating in a cross-cultural collaborative module that connected students from University at Albany with their peers in European Humanities University (Lithuania) and Kazan Federal University (Russia). The presentation will report on the results of a survey completed by 25 project participants and will discuss how students assessed its educational value and its role in the development of cultural awareness.
Presentation 2: Challenges and Rewards of Online Teaching in China and the Path Forward
Mark Reisinger, Associate Professor of Geography, Binghamton University (SUNY)
Arielle Nissenblatt, junior Geography major, Binghamton University, and fall 2012 Teaching Assistant (Zhenjiang, China)
Summary: In this presentation we share our experiences teaching an online course to a group of Chinese high school students. While we found the experience to be extremely rewarding, it was not without its challenges. The rewards included working with a group of highly motivated students, and learning about Chinese culture and perspectives. Challenges included technology issues and adapting to the Chinese education system and the students’ learning styles. We will also discuss how we intend to take our experiences to the next level by creating an International Learning Community in Newing College at Binghamton University.