Sunday, January 19, 2020

Global Education Highlights (weekly)

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Thursday, January 16, 2020

2020...2030 Vision for online global collaboration

It's a new year, it's 2020! 



In 2008 I wrote this blog post 'My 2020 Vision for Global Collaboration', and looking back now things like the lack of sustainable tools that leave a digital legacy (e.g. the loss of Wikispaces in the past 2 years meant the disappearance of much online global collaborative work that could have been used for further research), and the ongoing 'locking' of tools that allow cross-border connections in schools still resonate. Digital citizenship as a concept and practice has evolved and expanded with schools looking at broader practices and implications for lifelong and life wide learning. What continues to be neglected, from my perspective and according to my research, is a school-wide approach to embedding online global collaboration into the curriculum.

In 2008 I stated: "I have a strong belief in the power of online connectivity and global collaboration (in all of it's many forms) at the school level to make a difference to the world we live in through fostering better understanding and cultural awareness. These are not just words. I have seen this happen through the projects I have run with my own classes."

Since completing my PhD research this vision has only strengthened, and now of course I am looking at outcomes for 2030!

What is your vision for teaching and learning? Through Flat Connections and other means I will continue to share strategies and best practice through design and implementation of online global projects and professional learning for schools, classrooms, educators....and all learners around the world. My ongoing vision is to support connected and collaborative online learning in K-12 and higher education.

Three new global projects will kick off in February 2020 that provide opportunities for learners in Grades 3-12 to connect, collaborate and co-create through conceptual understandings that share local to global perspectives.

New online professional learning courses are coming too! Watch this space for opportunities to learn more about the Global Collaborator Mindset, the Online Global Collaborative Learning Framework, and strategies and competencies to become a global educator.

Meanwhile -
 

Sunday, January 12, 2020

Global Education Highlights (weekly)

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Sunday, December 15, 2019

Global Education Highlights (weekly)

  • tags: education ascilite

  • The public draft included a definition of OER as follows: Open Educational Resources (OERs) are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license… Open copyright licenses provide the public with free and perpetual permissions to: (a) Retain – the right to create, own, and control copies of the content; (b) Reuse – the right to use the content in a wide range of ways; (c) Revise – the right to adapt, adjust, modify, or alter the content itself; (d) Remix – the right to combine the original or revised content with other material to create something new; (e) Redistribute – the right to share copies of the original content, the revisions, or the remixes with others. OER are defined in terms of copyright – either (1) in the public domain or (2) released under an open license. And the characteristics of a license that make it an “open license” are a free and perpetual grant of permission to engage in the 5R activities. The final version includes this definition of OER: Open Educational Resources (OER) are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license… Open license refers to a license that respects the intellectual property rights of the copyright owner and provides permissions granting the public the rights to access, re-use, re-purpose, adapt and redistribute educational materials. OER are still defined in terms of copyright – either (1) in the public domain or (2) released under an open license. But the characteristics required to make a license an “open license” have been limited.

    tags: education OER UNESCO

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Sunday, December 01, 2019

Tuesday, November 26, 2019

Sharing a PhD research outcome - The Global Collaborator Mindset

Time to blog! My PhD is done and dusted...my blog has been very neglected in recent times. It is time for me to catch up and share some new ideas.

One of the outcomes from my PhD research is the development of what I call the 'Global Collaborator Mindset'. Educators who adopt this mindset are more able and willing to connect with those beyond for global collaborative learning.

The Global Collaborator Mindset has four attributes: Connection, Openness, Autonomy and Innovation

Attributes of the Global Collaborator Mindset - Copyright Julie Lindsay, 2019

Watch this video to learn more.


Sunday, November 17, 2019

Global Education Highlights (weekly)

  • The Global Education Conference Network is an international community comprised of students, educators, and organizations who believe in the power of globally connected teaching and learning. This digital paper supports the mission of the GEC and these articles are culled from co-founder Lucy Gray's curated Twitter list of people involved in this field.

    tags: education globaleducation GEC

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Sunday, September 29, 2019

Global Education Highlights (weekly)

  • "Our interactive guide uses scientific modelling to show the impact the climate crisis will have on different parts of Australia "

    tags: education climatechange

  • Interesting model and approach to digital literacy by Dave Cormier.

    tags: digitalliteracy education

  • In a very influential essay that appeared about 15 years ago ("Digital Natives, Digital Immigrants" [pdf]), Mark Prensky coined the term 'digital natives', asserting that "students today are all “native speakers” of the digital language of computers, video games and the Internet" and that, as a result, "today's students think and process information fundamentally differently from their predecessors". In contrast, "[t]hose of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them, Digital Immigrants." While Prensky's views on this topic have evolved over the years and become more nuanced (those interested in his particular views may wish to visit his web site), this original definition and delineation of what it means to be a digital native and a digital immigrant remains quite potent for many people.

    tags: education digitalnatives

  • Presentation by Ellen J. Helsper – Oxford Internet Institute Monday, 17 November 2008International Conference on Digital Literacy Brunel University

    tags: education digitalliteracy

  • There are a number of labels to describe the young people currently studying at school, college and university. They include the digital natives, the net generation, the Google generation or the millenials. All of these terms are being used to highlight the significance and importance of new technologies within the lives of young people (Gibbons, 2007). For some, new technologies have been such a defining feature in the lives of younger generations that they predict a fundamental change in the way young people communicate, socialise, create and learn. They argue that this shift has profound implications for education (e.g. Prensky, 2001a; Gibbons, 2007; Rainie, 2006 and Underwood, 2007). Typically, supporters of this concept view the differences between those who are or who are not digital natives as primarily about when a person was born. This paper will critique and show new evidence against this conception of the digital native as based purely on generational differences. The paper will separate the ‘doing’ from the ‘being’, that is it will propose a number of digital activities (doing) that indicate digital nativeness and then examine which types of people (being) are most likely to demonstrate these characteristics. The paper will show that breadth of use, experience, self-efficacy and education are just as, if not more, important than age in explaining how people become digital natives.

    tags: education digitalnatives millenial

Posted from Diigo. The rest of my favorite links are here.