DEC Scan Journal : Volume 36 Issue 2
2017 Volume 36, Issue 2 36 Contents Editorial Learning & teaching Research Share this Resource reviews Finding partners and global learning experiences: Flat Connections (Online global projects K-12 levels, Online educator professional learning courses) Global Educators and Collaborators Facebook Group The Global Education Conference International Education and Resource Network (iEARN) Center for Interactive Learning and Collaboration (CILC) Global SchoolNet Taking IT Global for Educators Asia Education Foundation Skype in the classroom References and further reading An, Y.-J. & Reigeluth, C. 2011, ‘Creating technology- enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs’, Journal of Digital Learning in Teacher Education, vol. 28, no. 2, pp. 54-62. Arteaga, S. 2012, Self-directed and transforming outlier classroom teachers as global connectors in experiential learning. (Ph.D), Walden University. Bates, A.W. 2016, Teaching in a digital age, BC Open Textbook, accessed 30 April 2017. Birkegraad, A. 2014, Collaboration: On the edge of a new paradigm, Vimeo, accessed 30 April 2017. Bonk, C. 2007, ‘USA today leads to tomorrow: Teachers as online concierges and can Facebook pioneer save face?’, TravelinEdMan, accessed 30 April 2017. Implications for practices at K-12 levels include: • fostering a deeper practical understanding of how to use online technologies for blended and global learning modes • how to develop and maintain networked communities and embed collaborative pedagogies • how to empower learners for autonomous online global collaborations. Educators should plan for every student at every level of K-12 to have at least one globally connected learning experience each year, and then build on this so that many levels of the Taxonomy are embedded into learning across the curriculum and across learning practices and pedagogical approaches regularly. Selected resources Asia Education Foundation (Australia) Asia Society (USA): Educating for global competence Global Digital Citizen Foundation P21 - Partnership for 21st Century Learning Framework for state action on global education Victorian Government, Department of Education and Training. (2016) Internationalising schooling: A how to guide for schools K12 Online Conference Keynote Trilogy 2016 - Julie Lindsay, ‘Global narratives: Collaboration on the edge’ The 4CS Research Series - Collaboration - P21 uLearn EdTalk (2016) – Julie Lindsay, ‘We are a global community - let’s learn together’ Conclusion Educators across the world are showing what the possibilities are for engaged and collaborative learning leading to enhanced outcomes by connecting beyond classrooms. This article has shown some of the related research and shared ideas for making the move from local to global learning modes using online technologies with reference to the Online Global Collaboration Taxonomy. To connect beyond the classroom, and move from local to global learning modes, it is imperative to understand the digital collaborative and global communication paradigm and the shift to constructivist and connectivist teaching modes. Ongoing practice must embed knowledge of learning theory of the 20th century and emerging theories of the 21st century, such as online collaborative learning (Harasim, 2012). Online learning is no longer peripheral or supplementary; it has become an integral part of mainstream society (Harasim, 2000). Schools must develop a connectivist model for learning and teaching, and support educators in the importance of using online technologies in the classroom for important external connections (Kop & Hill, 2008). Constructivist approaches, including social constructivism where collaborative learning combines constructionism with social learning (Laurrilard, 2009) must drive learning design and pedagogical approaches.
Volume 36 Issue 1
Volume 36 Issue 3