Question 45

45. What were the goals you set for yourselves when your team began the course (3-5 bullet points)?

National:

  • Demonstrate the viability of International student collaboration in the field of screenwriting
  • Keeping the course working technically
  • Encouraging cross cultural experiences and awareness of similarities and differences
  • Fostering an international creative network for opportunities in the film industry

Griffith U:

  • To design and implement an innovative course where cross-cultural creative collaboration would provide a mechanism for filmmakers to contextualize their practice
  • To encourage reflection by participants upon creative processes in addition to acquisition of practical skills.
  • To engage a learning community beyond the confines of the physical institution
  • To develop a course that would demonstrate the strengths of online and interactive learning
  • To create a model they could be built upon and expanded in the future
  • To find a way to examine the differences and commonalities of peoples located halfway around the world.
  • To build a collaborative learning experience between two classrooms
  • To compare and organize themes for successful student interaction
  • To identify the tools that would allow our students to share and exchange experiences and perceptions of their different cultures

(CCC)  (a.) To explore the feasibility of online artistic/educational collaboration in an area of performance pedagogy.

I don’t recall setting specific goals beyond course outcomes, which did include global fluency outcomes. But personally I wanted my students to begin seeing literary texts in a global/cross-cultural context, developing their global mindset, and opening their minds to new ways of thinking about their culture and their lives. I also wanted Prof. Guerra and his students to have a positive experience interacting with my own and for the collaboration to be successful enough that we both would consider trying something again, as we are! (CCC)

ESC: Communication, Global citizenry, Connections

UVIC: Community building, Cross-national dialogue, Connections

Design a course that focuses primarily on issues of writing competence, but that would also address issues of language difference and the varied sources of discursive resources:

  • Students will recognize, analyze and synthesize cross-cultural and cross-linguistic differences, and use those differences as available means for producing meaning in writing, speaking, reading, and listening.
  • Students will identify and analyze a range of influences – social, linguistic, cultural, technological and national – that have shaped them as writers, students, and individuals.
  • Develop online writing pedagogies that engage students with literacy practices important in higher education
  • Collaborate with colleagues at two affiliated campuses to deliver effective writing instruction
  • Broaden individual teaching practices using online, collaborative modalities
  • Create an exciting, new experience for students
  1. to develop global perspectives on the environment
  2. to include real world case examples in our classrooms through technology
  3. to effectively use technology to collaborate
  • To provide a unique classroom experience to ourselves and our students.
  • To explore the pedagogical possibilities of a collaborative international course environment.
  • To sample the learning outcomes of a collaborative international course environment.
  • To overcome any impediments in the way of teaching a successful seminar.
  • create an environment for intercultural learning about global diasporas, and for students to gain access to cross-cultural awareness of language and modes of communication: visually, aurally, textually, digitally 
  • offer an opportunity to students to learn with different pedagogical tools and spaces than in a standard classroom
  • develop a course that would engage our method and our content in both faculty and student collaborative modes

 

Further develop critical thinking skills in terms of how you perceive culture and nationality.

  • Further develop creative thinking and problem-solving skills through performing interactive and intercultural tasks.
  • Develop enhanced oral communicative ability through working with international students who speak English as a second or third language.
  • Developed teamwork skills through completion of synchronous and asynchronous activities between team members at the home institution and international partner institution.
  • Further developed intercultural knowledge and competence.

Upon successful completion of this course, students will be able to:

  1. analyze Japanese/American ways of thinking, attitudes, behaviors and/or products themselves using various information sources.  
  2. describe Japanese/American ways of thinking, attitudes, behaviors and/or products with their socio-cultural backgrounds.
  3. evaluate situations and choose appropriate communication strategies to meet their intention in intercultural settings. 

 

At SJSU, to provide a positive, introductory experience in global networking for students that resulted in new insights, increased interest in global issues and friendships, and development of multi-cultural competencies to prepare them for 21st century citizenship and employment.

 

  • maintain substantive course content
  • foster cross-cultural learning
  • better understand what globally networked learning environments offer beyond the traditional classroom experience
  • Students will demonstrate their ability to apply their understanding of different administrative cultures and political systems to a real world problem.
  • Building an online course as a capstone in a planned course of study in transatlantic public administration & policy.
  • Building linkages between Atlantis faculty and students.
  • Engage in cross-cultural dialogue within  our Russian/Brockport  partnership  to see and understand ways gender equality is structured across cultures and to establish cultural competence
  • Engage in cross-cultural dialogue between Russia and Brockport using insight and sensitivity to difference.
  • Develop cross-continent teaching collaboration using open access technology
  • Explore the boundaries of classroom instruction and understand ways students develop media literacy across cultures and gain skills to operate in a global atmosphere

 

HSE - I wanted the students to get the experience of an open debate with their American counterparts as equal partners, despite the impediment of the language. Of course, I wanted them to be interested in the course and to "advertise" it by word of mouth.

GMU - I think I had two goals when we started. 1) To give the students a firm understanding of and ability to analyze different incidents of mass violence and ways to try to deal with their legacies. 2) To acquaint the students with Russian peers and to show the American students some of their own unexamined assumptions about the world by showing them the same in others.

 

When we first met at the Global Center, we created the following shared learning goals:

  1. To demonstrate the ability to navigate intercultural communication across different contexts.
  2. To demonstrate an in-depth understanding of communication processes associated with cultures previously underexplored by students.
  3. To demonstrate an understanding of mindful communication.
  4. To demonstrate mindful communication in a cross-cultural interaction.

RAMA: Our goals were:

  1. To learn about what jazz means for the students and teachers in the other countries involved.
  2. To share our perceptions and interpretations of jazz with the other countries involved.
  3. To learn about the technical possibilities and limitations for long-distance learning.
  4. To build an international network for both students and teachers.

NCCU: 

Lenora Helm Hammonds

  • To build a globally networked learning environment to use as a template for successful course design
  • To learn about Jazz in other cultures and foster this interest in students
  • To understand how to collaborate across programs and ideologies
  • To learn best practices in distance education course planning and implementation

Emmanuel Oritsejafor - When the course began I had the following goals:

  • Identify external funding to sustain the initiative beyond the funding circle
  • Identify ways in which project partners could continue similar project
  • Discuss the replication of the project locally to engage high schools and higher education partners in developing a curriculum that deepen international education at these institutions.   

UNISA: Mageshen Naidoo and Sean Adams and Charl du Plessis

  • create an awareness of South African Jazz
  • explore the core elements of Jazz in other cultures
  • explore the expansion of Unisa’s Open Distance Learning mission within a globally networked learning environment
  • expand our own knowledge of the technological tools available from the international online learning environment, for engaging with students.
  • explore the perception of South African jazz from an American and Danish perspective and to see how the cultural background influences the objectivity of the participants.
  • to have the ability to overcome language and teamwork challenges and 
  • to have a positive attitude about cross-cultural team experiences

When I proposed to develop this course, I had 4 major  goals in mind:  

  1. to expand students’ knowledge about culture(s) of the Spanish –speaking world and of the United States through the ‘live’ interaction with native speakers of the target language online; 
  2. to foster cross -cultural understanding and acceptance thought engaging students in implicit debates on most controversial topics, including “natives”/”foreigners” dichotomy and immigration in its relationship to both American and European politics and globalization; 
  3. to develop respect for diverse members of world population, indispensable for the democratic citizenship in the era of globalization; 
  4. to prepare students for a teamwork with international partners, which is a highly desirable skill for the professional success in a globalized world in almost every area. (US)

Goals ULPGC team:

  • Participate in all COIL activities
  • To set up the course and to teach it, as planned
  • To gain insight knowledge of cross-border team teaching
  • To develop our ICT skills
  • Complete the course successfully.
  • Avoid any major technology mishaps.
  • Set a precedent for international cooperation.