2013 COIL Conference Presentation Summaries

Conference Presentation Summaries

The following are summaries of this year's conference presentations accepted from our international call for presentations as well as the plenary sessions at the upcoming 5th COIL Conference.

Presenter bios can be found by clicking here

Building Intercultural Triangle: Students’ Views Over US-Lithuanian-Russian Collaborative Module

Gulnara Sadykova, Nazira Migmanova

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.

Calculating Improvisation Through a Cultural Lens: Jazz! Born in America, Created Internationally

Lenora Helm Hammonds, Mageshen Naidoo, Keld Hosbond, Dan Reis, Emmanuel O. Oritsejafor, Madeleine Elizabeth Short, Sean Adams

COIL Institute Fellows Track

Using elements of Jazz - improvisation and managing uncertainty - the North Carolina Central University (NCCU)-University of South Africa, Pretoria (UNISA)-Royal Academy of Music, Aarhus, (RAMA) COIL Fellows (and students participating remotely) share research in planning and implementing a course between the largest of the 23 COIL Institute teams.  Sharing class video footage and curriculum samples, they will outline challenges and reveal strategies employed in the design and implementation of their two-tiered course design.

Canvas by Instructure - Learning Beyond the Classroom with Canvas

John DeFonzo

Conference Sponsor Session

The only thing as valuable as time spent teaching is time spent learning--and Canvas is built to make the most (and more) of both for teachers, students, administrators and parents. Whether your school is implementing a 1:1 program or you’re looking for a way to connect with your students in an innovative, intuitive way, Canvas can help you transform learning.

Challenges and Rewards of Online Teaching in China and the Path Forward

Mark Reisinger, Arielle Nissenblatt

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.

Cinematic Storytelling Across Cultures: A Roundtable On Our American/Australian Collaborative Course

Bettina Moss, James Napoli, Hugh Burton, Herman van Eyken, Del Mackey

COIL Institute Fellows Track

From finding an international partner to building and running a course that incorporates the varied sensibilities of participants from each country, educators from National University in Los Angeles and Griffith University Film School in Australia discuss the evolution of their course, which paired students to collaborate on writing a feature film treatment.  After the overview of course creation and implementation, panel members will discuss what worked, what  didn't, and how our experience may guide future collaborations.

A Collaborative Online Writing Workshop Featuring Place: Anadolu, Turkey/SUNY Cortland

Victoria Boynton, David Franke

A writing workshop is an ideal vehicle for online international collaboration. Two professors will teach the workshop in two different cultures, organizing it around the theme of place. Students in Cortland, NY and Eskisehir, Turkey will produce and respond to each other’s writing about their home-places and the identities associated with these places. We expect this workshop to offer surprises about as well as challenges to the ways we think about those from cultures other than our own.

Come along for the ride! The OT12 MOOC - a collaborative approach to the creation of Open Educational Resources

Mirjam Hauck, Tita Beaven
 

This paper charts the expectations and experiences of participants in the OT12 MOOC where participants jointly explored the potential of crowdsourcing open translation of Open Educational Resources (OER) by trying out a range of open translation tools that facilitate online collaboration across time zones and geographical distances. Discussion forums, synchronous online conferences, recorded podcasts and the tasks themselves were designed to provide some input and share views on: the ethics and practicalities of openness in education and translating; the nature of translation; and the issue of quality assurance in open translation.

Connecting Multiple Campuses Around the Globe: Graduate Student Perspectives

Mary Risner

This session describes an exploratory study of a graduate course model in the area of Development Practice which connects over a dozen campuses around the world. The study results are drawn from qualitative data gathered from students on their perceptions of course content, synchronous and asynchronous interactions, and delivery format. Findings and implications for future implementations of the course will be presented.

Connective Multicultural Learning: insights and observations from several multi-campus experiences

Angélica Santana Fierro, James Eaves, Shalei Simms

Four separate  Connected Multicultural Learning (CML) experiences were implemented across classes in four countries.  We will discuss our experience and the trade-offs associated with conducting the CMLs in two environments: 1) where students have the flexibility to select which web tools they want to use to collaborate; 2) when students are asked to use the same social learning tool which conserves and reveals interactions between students during the CML.

Creating Global Bridges

Tony Guzman, Laura A. Lewis, Ana Niculaes

This session will describe the successes and challenges of creating a global bridge between Moldova and University at Buffalo. It will focus on the staff, faculty, and student experiences from collaborating in an asynchronous online course and participating in a real-time presentation of their projects using Adobe Connect.

A cross-border language course (Spanish/English): the point of view of students.

Richard Clouet, Nataly Tcherepashenets, Florence Lojacono

COIL Institute Fellows Track

Thanks 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.

Developing Students’ Intercultural Competence through a US-Lebanon Collaboration

Susan Coultrap-McQuin, Ina A.P. Issa

We teach two different courses with overlapping content related to women, leadership, and work.  The classroom-based course at SUNY Oswego is entitled “Women in the Workplace” and the on-line course in Lebanon is entitled “International Cross-cultural Management.”  Last semester our students participated in five weeks of asynchronous group discussions, completing a wiki and a PowerPoint presentation.  Our focus in this presentation will be on how the attitudes, knowledge and skills of intercultural competence developed in students during the process of the collaboration.

A Dialogue on Institutionalizing Curricular Internationalization Efforts

Rebecca Smolar, Chris Price, William Skipper

In this session, Rebecca Smolar and William Skipper will discuss the development and implementation process for the SUNY Global Workforce Project, a project to internationalize general education curriculum. They will lead a dialogue with the participants on the challenges of institutionalizing this project at SUNY Cortland and the College at Brockport and connecting this project to a potential new initiative to create a SUNY Council on Curricular  Internationalization.

Effects of an Interculturally Enriched Collaboration Script on Computer Supported Collaborative Learning in Higher Education

Vitaliy Popov

To foster collaboration in general as well as to bridge intercultural differences in culturally diverse groups engaged in computer-supported collaborative learning (CSCL), this study introduced an interculturally enriched collaboration script (IECS). A two-group pretest-posttest research design was used to compare the effects of the IECS with a general collaboration script on students’ learning in culturally diverse groups in a CSCL environment. 74 MSc students (representing 22 countries) from Wageningen university, the Netherlands, worked in dyads on an environmental problem. The results showed that the IECS positively affected students’ attitude towards online collaboration and their online collaborative behavior.

Facilitating Globally Networked Courses with Newsactivist.com: Student Blogs, Social Networks, and Collaborative Pedagogy

Gabriel Flacks, Eric Kaldor

This presentation will share the experiences of students from Humanities and Sociology classes from Quebec and New York who were (and are) engaged in blogging together using the NewsActivist website. It targets teachers and other educational professionals exploring effective ways to integrate blogging into curricula as a tool to foster development in writing, critical thinking, cultural awareness, and civic engagement. Further, this presentation provides best practices for the structuring of curricula using networked blogging.

Global English Composition

Ubaldimir Guerra, Ryan Hersha

COIL Institute Fellows Track

 

Global Learning: Pedagogy for the Internationalization of Humanities and Social Science Teaching

Nathan Loewen

‘Global learning’ names a pedagogy that has arisen by way of a series of projects and experiments involving the use of information and communication technologies (ICTs). Global learning proposes that institutions can internationalize their curricula by fostering intercultural competencies in the most productive place to do so: the classroom. Such networked learning is not the metaphorical ‘heart’ of cirricular internationalization. Rather, the introduction of synchronous ICTs makes evident the already-beating, already-international hearts therein. The objective of this presentation will be to explain what is meant by ‘global learning’ and provide examples that elaborate this approach to intercultural education.

Intercultural Communication in the Global Classroom: Unanticipated Discoveries

Meredith Harrigan, Mira Bergelson

COIL Institute Fellows Track

The purpose of this presentation is to introduce the audience to a globally networked course in Intercultural Communication. The course which ran in the spring of 2011 as part of the COIL Institute brought together students and faculty at SUNY Geneseo and Moscow State University. While the design and structure of the course will be the presenters’ main focus, attention will be paid to the unanticipated learning discoveries that were experienced by faculty and students at both institutions.

International Development and International Migration

German A. Zarate, Kagan Özdemir

COIL Institute Fellows Track

 

Internationalization and Globally Networked Learning: The Compatibilities and Incompatibilities of Institutional Strategies aimed at Global Positioning

Melanie Wilson

Drawing on a recent unpublished doctoral study, this presentation offers new insights into how three institutional strategies aimed at global positioning can impact GNLEs. These strategies include global institutional rankings, changes in the academic labor force, and the implementation of the ECTS (European Credit Transfer and Accumulation System) within the Bologna Process. This presentation reveals that while some institutional strategies work to enable GNL, others can work constrain them.

Internet Marketing Course Collaboration between Panama and Slovakia: Lessons learned creating an Internet Marketing Plan and Website for Habitat for Humanity

Patrice Prusko Torciva, Katarina Pisutova

We will highlight the ways in which two instructors, one in Panama and one in Slovakia, and a US trained Instructional Designer located in Slovakia, designed and developed an entire 10 week course collaboration. We will share experiences related to pedagogical issues, team assignments, connecting across time zones and institutional hurdles. While the students in Panama were “seasoned” online learners this was an entirely new experience for the students in Slovakia.

Introduction to COIL's Growing International Partner Network

Jon Rubin, Jean-Bernard Adrey, Others TBA

Plenary Session

For many teaching faculty who are excited about collaborating with peers abroad, the stumbling block is identifying the appropriate partner. In addition, many international programs offices are not used to developing such faculty partnerships. This session will introduce the work COIL has begun to create a network of university partners explicitly interested in the global networked learning modality. JB Adrey from Coventry University will also present their model for Progression in International Experience. Representatives from universities in Turkey, Belgium, and Mexico will also speak about their institution’s interest in creating similar partnerships.

Let’s Talk Turkey: An International Collaboration between Hudson Valley Community College and Istanbul, Turkey.

Susan Gallagher, Eileen Mahoney
 

This presentation is about an international collaboration with students in Yeditepe University, Istanbul, Turkey and Hudson Valley Community College in Troy, New York.  The students involved were all preparing to be teachers although the content areas of their teaching were varied.   Both classes were responsible for researching educational topics and shared the results of their research with each other during our video conferencing sessions.

manaba - Exploring ePortfolio-way: Outcome-based Education in International Education

Tomoka Higuchi McElwain

Conference Sponsor Session

How would your students demonstrate what they have learned? In this session, the manaba team will introduce several case studies of international education programs that implemented a collaborative ePortfolio system to achieve their learning objectives. This session is for enthusiastic educators who have been interested in adapting the concept of ePortfolio in their teaching environment and is designed to give snapshots of the predecessors who are engaged in utilizing such platforms in international education.

Mapping What's Not There: Complexifying the Classroom In the Age of Globalization

Anne Dalke, Anne Lesnick, Susan Buck Sutton

Three faculty members at a small women's liberal arts college will discuss our understandings of how to approach collaborative on-line courses in ways that are particular, contingent, located and inflected by meaningful difference. We will reflect on our experiences with an on-line forum known as Serendip Studio, unpacking some of the inequities and complexities in building international communities of learning, and underscoring the need to make space for the unknown, too often glossed by a rush for the generic and the universal.

Negotiating intercultural awareness and language varieties online: case study UK – Mexico

Marina Orsini-Jones, Zoe Gazeley, Elwyn Lloyd, Beatriz Vera Lόpez

Students (and tutors) at Coventry University, UK and the Facultad de Estudios Superiores, Zaragoza, Mexico City are engaging in online language and cultural exchange via a Moodle site, and are learning about each other’s culture, and each other’s conceptualizations of ‘culture’ as well as raising their awareness of different varieties of English and Spanish  The project, which is integrated into the curriculum of the two institutions involved, is funded by the Higher Education Academy (UK).

Negotiating Sex and Gender Mediums Across Continents: Brockport NY to Novgorod Russia

Barbara LeSavoy, Elena Lukovistkaya, Ann Giralico Pearlman

COIL Institute Fellows Track

This workshop examines geographies and political stakes of student engagement across continents.  Under the conference subthemes,  “Student Perspectives and Voices from Globally Networked Learning Courses,” and “How is Intercultural Exchange Transformed in Online Environments?” this workshop details  a COIL course linking women and gender studies (WGST) students/faculty at the College at Brockport (SUNY)  with  WGST/linguistics students/faculty at Novgorod State University, Russia.  The session includes COIL faculty presentations, student-produced video, and interactive course development activities.

Open SUNY, COIL and Global Affairs: What are the Synergies and Where are They Taking Us?

Mitch Leventhal, Carey Hatch

A Special Session on SUNY Networking Initiatives for Presidents, CAOs, SIOs

Access to this session is by invitation only.

Outcomes from the COIL Institute for Globally Networked Learning in the Humanities

John Fowler, Jon Rubin, Sarah Guth, Others TBA

Plenary Session

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.

Perspectives on Curricular Internationalization from a Range of Stakeholders - Faculty to Provost

David Lavallee, Carol Long, Jenifer Cushman, Jon Rubin,William Skipper. Discussant: Hans de Wit

Plenary Session

Globally networked learning directly engages faculty and the courses they teach as venues for intercultural exchange. However, individual courses do not exist in a vacuum, but are instead part of larger programs with other goals and drivers. As a result, they must be viewed in the broader context of their discipline, of academic affairs generally, and of international programs on each campus. This panel will explore how key stakeholders can participate in the curricular internationalization process, the challenges they face, and some successes they have accomplished.

A Procedural Model for International Class Collaboration

Ruth Sesco

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.

Promoting Intercultural Competence throughout the Study Abroad Cycle

Brenda García

The session will cover the design and findings of the Intercultural Program at the Universidad de Monterrey which consists of a series of interventions before, during and after the study abroad experience in order to maximize student's international learning outcomes and increase significantly their intercultural learning. It was also developed in response to a lack of measurable impacts of study abroad.

Reinventing and Innovating Internationalization of the Curriculum: Global Perspectives

Hans de Wit

Keynote Address

The global knowledge society we live in has placed international education at the forefront. International organizations, national governments, higher education leaders, students and faculty are advocating the development of global engagement, global networking and global citizenship as cornerstones for internationalization in general and internationalization of the curriculum and learning outcomes in particular. What can we learn from experiences in Europe and elsewhere in the world? What can the new technologies and social media contribute to its innovation? Can we reinvent internationalization such that not only in words but also in practice we create global networks and citizens?

The safe explorer in us:  A closer look at student voices

Loes Damhof

COIL Institute Fellows Track

In order to become global citizens who strive for excellence, we ask our students to take intellectual risks so they can work together effectively. But by exploring unknown territory, they need to leave their educational comfort zone: the safety net we provide so they can take that intellectual risk in the first place. It was the voices of the students that made us look closer at that paradox: how to find the safe explorer in us?

Strategic planning for maximizing the campus-wide impact of Globally Networked Learning - Roundtable Discussion

Lisa Irving, Richard Cahill

 

Student Perspectives on Effectiveness of Virtual Class Rooms

Muhammad Rahatullah Khan

Concrete and widely available evidence for effectiveness of virtual co-taught classrooms from the most important stakeholder i.e. the student is lacking. This presentation provides survey results carried out on students of two institutions in Saudi Arabia and USA regarding the effectiveness of virtual classrooms from diverse angles. Results show that virtual classrooms co-taught by instructors from diverse cultural backgrounds, locations, expertise and approaches are indeed a great success. Virtual classrooms are here to stay and will define our future teaching pedagogy and learning.

Transforming Intercultural Exchange in the Online Environment

Ruth P. Wilson, Yasue Yanai, Katsunori Takeuchi, Mark Adams, John Wilson

COIL Institute Fellows Track

During fall 2012, San Jose State University initiated two COIL courses with Japanese Universities: one with Kagoshima University and one with Kwansei Gakuin University.  This presentation summarizes how we used technologies, the strengths of our international collaborators, and our instructional designer to create a dynamic linguistic and intercultural experience in the classroom for students in Japan and California.  We share our experiences of how the students moved from cautious to enthusiastic as they crossed global bridges and embraced the COIL experience.

Transatlantic Public Administration and Policy

Laurie Buonanno, Beth Burns, Frank Carr

COIL Institute Fellows Track

 

Understanding and Assessing Intercultural Competence in an Online Transnational Education Programme

Richard Clouet, Florence Lojacono

Intercultural competence is commonly described as the attempt to account for the ability to go beyond one’s own culture and interact with other individuals from linguistically and culturally diverse backgrounds. In that sense, contact with other languages and cultures provides an excellent opportunity to foster the development of intercultural communicative competence and online transnational programmes play a unique role in offering students the opportunity to put into practice their intercultural competencies.

Welcome to Our World: Using Visual Rhetoric in Globally Connected Classrooms

Kelli Cargile Cook

COIL Institute Fellows Track

This presentation will explore the pedagogical value of visual rhetoric assignments in globally connected classrooms, particularly in technical communication classrooms in which students do not share a common language. It will draw from the Fall 2012 collaboration between students at Texas Tech University in the United States and Myongji University in the Republic of Korea.  Because students did not share a common language, instructors developed assignments that required students to collaborate using illustrations, photographs, and videos.  The presentation will include student examples of these assignments and discuss the assignments demonstration of course outcomes.

Writing Seminar: Rochester Institute of Technology - American College of Management and Technology (Croatia)

David S. Martins

COIL Institute Fellows Track

 

Virtual Groups: Working Together Without Actually Meeting!

Neal R. Phillips

With the advent of social media, students in online courses seek the versatility and human interest that Facebook has, and they gravitate toward online courses to escape face-to-face classroom pressures.  In addition, international students see online learning as a way to increase communication and acquire language proficiency.  Dr. Phillips’ session features ideas for creating collaboration in an online environment that not only focuses on course objectives but enhances students’ collaborations with peers here and abroad.

Voices From the Periphery: The Case of Victoria University and The University of Texas at El Paso Global Learning Community

Irma Victoria Montelongo, Effy George

COIL Institute Fellows Track

Victoria University, Melbourne, Australia, and The University of Texas at El Paso linked two first year Liberal Arts core curriculum classes creating a transnational co-course entitled Imagining Nations, Imagining Regions: The Making of Cultural Diversity in Australia and on the U.S.-Mexico Border.  Topics of study included colonialism, nationalism, culture, migration, gender and sexuality in Australia and on the U.S.-Mexico border.  The collaboration provided a rich environment for inter-institutional teaching and learning as the two institutions became curricular design partners, sharing problems and resolutions, in an ever deepening knowledge transfer relationship.