Lessons Learned from Adventures with COIL AACU Global

Lessons Learned from Adventures with COIL -AACU Global Conference 2018 Dr. Ursula Valdez, Greg Tuke University of Washington Bothell

What is Collaborative Online International Learning (COIL)*? Pedagogy that is: ➢International ➢Interactive ➢Virtual ➢With a unique audience * The term was coined by SUNY COIL Center. The pedagogy is also called globally networked learning or virtual exchange. The name is not proprietary.

Key components of COIL courses ➢ Instructors co-create course curriculum, overlap content, 4 weeks min. ➢ Highly interactive ➢ Professors agree on technology ➢ Students remain enrolled at own institution, graded by own professor

“From the Cascades to the Andes: Environmental Issues in Peru and the Pacific Northwest” 1. Biological diversity: species, rainforest 2. Fisheries: (salmon and anchovy) 3. Use of resources: logging gold mining 4. Climate change and mountain ecology UW Bothell Universidad Peruana Cayetano Heredia, Peru

Outcomes UWB student presenting at UW panel for 2016 COIL Conference UWB students during activism for water resource conservation UPCH student participated in 2016 UW Peru Exploration Seminar as a TA

The 3 Rivers course (winter 2018) Participants and institutions 5 faculty, 49 students • UW Bothell • Universidad Nacional Agraria La Molina (UNALM) Peru • Future University of Egypt (FUE) Focus: Social, Environmental and Economical issues associated to the Columbia, Nile and Amazon river

Global teams Deliverables Impact on students - Video summarizing the topic, impacts, solutions - Remote but meaningful connections with international students - Action: letter to stakeholders - Skill building for communication and team work - Reflections - Empowered for solutions to real problems

Keeping your course alive through artificial means

INt (COIL)

Collaborative On-line International Learning workshop. (COIL) -AACU Global Conference 2018

Other UWB Course Themes • • • Communications (Global Networking, Comic Journalism) Sociology (Social Movements, US/Jap. pop. Culture) Introductory Core (Intro to writing, research) Health (Policies, Politics) Media (Social Media and Global Change) Political Science (South Africa culture/ Mediascapes) Technology (Video for social causes) Environmental Studies (Peru and US bioregions) Business (Social entrepreneur training)

From the West Coast to the West Bank: Exploring Social-Ecological Factors Impacting Women’s Health in the U. S. and in Palestine http: //westcoast 2 westbankphotovoiceuwb. weebly. com/ BHLTH 435: Women’s Global Health & Human Rights (5 Credits)

Your Questions, Issues to address today.

Not: Open on-line course Not: Identical Curriculum

5 key challenges and lessons learned

1. Finding Partners

Partner resources • Own networks: (friends, colleagues, social media) • Your university network (Global Affairs existing partnerships, depts. ) • Facebook: Fulbright Collaborative Teaching and Research page

2. Student inexperience with virtual work

Synchronous vs Asynchronous Video 1 Video 2

…. 3 skills……………. …. . Group dynamics………. . Virtual communication. …. . Cross-cultural…………….

Climate Change: and urgent call

What is the main way you believe climate change will impact the next two generations of your family? 1. Discuss in small groups 2. Summarize key group content on a short statement 3. Take a group selfie and post with slide to the link provided • You have 10 minutes to complete these tasks

Post on Google Padlet Copy and post your content and photo at this link: https: //bit. ly/2 Pun. MTx

Scaffolding of Engagement 1. Icebreaker / introductory assignment 2. Short assignment around course content 3. Problem-solving assignment/ project 4. Reflection/ debriefing

Group Dynamics -Group roles identified (Task, Process, Expert, Socio-emotional, Dissenter) -Debriefs, reflection analysis

Active closed FB group used for assignments and sharing extracurricular materials

Real Audience Matters

P. I. E Point (One key point to make) Illustration (story, quote, example) Explanation ( what it all means)

PIE example Point Explain Illustrate

Virtual Communication Skills: Response rubric

Student team video

3. Faculty inexperience with Communication tools

The 5 essentials to Video-conferencing

1. Pre-test and prep Avoids death before surgery

2. Relationship matters • Pre-work helps • Student produced-cultural artifacts • Team video intro’s

3. Have operation plan • Pre-arranged questions • Call and response • Allow for off-topic

4 Rehearse plan it Mock video conferencing Students have different challenges

5. Real audience matters Students are producing for each other Project–based learning Bring in an audience

The Great Debates course Small group discussion small group planning

4. Cross- culture fears and Power imbalances

Mistakes will be made

Pay Attention to Power

5. Team teaching challenges

How? 1. 2. 3. 4. Partner Identification Institutional Support Agreed Objectives Agreed Activities

COIL Planning Worksheet • • • Course/Subject area _______________________ Is it new course or Adaptation of existing? ___ New ___ Existing Preferred Country, faculty/university partner and why Your three most important goals for students to achieve in this course collaboration What units of your syllabus would lend themselves best to cross-cultural critical reflection and global team problem-solving? • Will part of your goal for this course be for your students to gain cross-cultural and global teamwork skills? If yes, what ideas, exercises, tools did you learn about today that you might use? List and describe how you might apply to your course. • What are three biggest challenges that you will need to overcome? How could you best get started on this? • • *For a complete COIL worksheet to complete with your partner, see: COIL Planning Guide

Resources For Finding partners JOIN our Facebook : Fulbright Collaborative Teaching and Research (https: //www. facebook. com/groups/1414798 792148821/) • Stevens Initiative “Find a Partner” program

Resources with Links Free COIL Planning Guide p 12 -18 https: //www. tukeinternationalconsulting. com/field-training. html Going Global Website of COIL resources www. tukeinternationalconsulting. com UW Bothell COIL resources and worksheet: https: //www. uwb. edu/globalinitiatives/academic/coil-initiative/coil-resources PROJECT BASED LEARNING TRAINING: http: //pblu. org/ Best links to Group roles, Cross-cultural communication and Virtual communication skills https: //www. tukeinternationalconsulting. com/project-based-learning. html

Contact for more questions Greg Tuke tukegregory@seattleu. edu Ursula Valdez uvaldez@uw. edu