Click here to load reader

Ehu ulster coilnyc_final

  • View
    593

  • Download
    0

Embed Size (px)

DESCRIPTION

Easy and Accessible is the Power of Moodle in our International Online Collaboration. Working closely with the SUNY Levin Institute, Globalization101.org and SUNY COIL, Instructional Design and International Programs at SUNY Ulster have forged a unique approach to working internationally online. SUNY Ulster and European Humanities University in Belarus collaborated internationally by combining components of media literacy, contemporary world literature and literary analysis with basic ESL composition skills in a Moodle course space. Moodle provides an easily accessible Learning Management System for ALL students, no matter the country, no matter the home LMS.

Text of Ehu ulster coilnyc_final

  • 1. E H U - S U N Y C O L L A B O R AT I V E P R O J E C T

2. EHU-SUNY ULSTERC O L L A B O R AT I V E P R O J E C T 3. SUNY UlsterRichard Cattabiani Director of International Programs English FacultyHope Windle Instructional Design European Humanities UniversityVictoria Minina Lecturer of EnglishAlesia Krupenikava Lecturer of EnglishTatsiana Senina Lecturer of English Globalization 101 Rebecca Smolar Project Director 4. COURSE TIME SCHEDULE Mid October to Mid December, 2009 Duration 10 weeks.Beginning of Nov to Beginning of December, 2010Duration 5 weeks.Offered in English. 5. CREDIT INFORMATIONEHUIndependent value added for EFL studentsTwo credit courseUlsterIntegrated into Contemporary World LiteratureThree credit course 6. COURSE GOALS To design a safe space for international collaboration To articulate the difference between people drivenmedia versus corporate or state driven media To broaden students and faculty appreciation ofother cultures and politics 7. KEEPING IN TOUCH BeforeA SKYPE chat every two weeks starting a semester in advance to establish the relationship of professors to develop the course content DuringA one-hour SKYPE chat every week during the course to assesshow things were going. 8. COURSE DEVELOPMENT choosing a methodology for online teaching developing detail instructions for working in the course developing a syllabus and week by week assignments integrating EHU teaching standards into SUNY educationalenvironment 9. COURSE DEVELOPMENT Grading criteria & rubrics Sharing of responsibilities Engaging and selecting students 10. STUDENTS The EHU students advanced EFL course for ToEFL preparation (40 - 17). The Ulster students a 200 level English course: Contemporary World Literature (11). 11. STUDENT EVALUATION Each student was graded only by his / her own instructor All students were expected to contribute to the discussion Final course grades were determined by the instructor on thefollowing basis: Assignments: 50% Active participation in discussion: 50% 12. ActivityInterpretationGrading criteriaExcellent / A The comment is accurate, original, relevant,Answers all Questions and is well written. This comment adds(Ulster students)State a position and include responses to six [6] substantial presence to the course and10-9 (EHU stimulates additional thought about the issuesother posts. This could include the Professorsstudents) under discussion.Above Average / BAnswer all QuestionsThe comment lacks at least one of the above(Ulster students) values but is above average in quality. TheState a position and include responses to four [4]comment makes a significant contribution to 8-7 (EHUother posts. This could include the Professors our understanding of the issue being discussed.students)Average / CAnswer QuestionsThe comment lacks two or three of the required(Ulster students) responses. The comment makes no significantState a position and include responses to two [2] contribution to our understanding of the issue6-5 (EHUother posts. This could include the Professors being discussed.students)Answer Some QuestionsDInteracts once a week(Ulster students)Ideas are not well-developed, do not add todiscussion4 (EHU students)FAnswer No Questions(Ulster students)No discussion or interaction with the class3 (EHU students) 13. LANGUAGENo problems. 14. COURSE CONTENT The 2009 & 2010 modules were divided into 3 sections: an introductory 3 week (1 week ) unit about Media 1.0 vs. 2.0 designed by Richard Cattabiani and Hope Windle with Rebecca Smolar, Globalization 101 reshaped by the EHU instructors 5 week (2 weeks) unit focusing on the book Persepolis by Marjane Satrapi, initially designed by Richard Cattabiani but reshaped by all 2 week (2 weeks) creative project based on the graphic novel format. 15. LMS Moodle course space. 16. vvv 17. Creating a cross-cultural media project worthy of publication 18. HOW CAN YOU PREPARE FOR THIS PARTNERSHIP?Passion to teach and learn about the world outside the USA Willingness to teach online Develop a relationship with your instructional designer Familiarity with the languages involved 19. STRATEGIES TO FACILITATE THIS PARTNERSHIPDevelop simple outcomesMake timeAgree upon start and end dateAgree upon contentAgree upon formatAgree upon Learning Management System (LMS) 20. WHAT IT TAKES Start early Select your students very carefully Use student-centered methodology Use many visuals (e.g. photos, pictures, videos, etc) Provide clear instructions for each assignment Provide weekly feedback Be ready to work hard 21. Persepolis. I loved the story, and I thought it wasclever to use a graphic novel to surpass anylanguage barriers between the two groups.WHAT STUDENTS SAYAmerican students really haveexplicit freedom of speech!!!!!!!! Anddue to this course we had anopportunity to appreciate it andexpress our ideas and then discussedthem!!! Wonderful!!!!!!!!It seems that US media is a little more democratic thanBelarusian. But it was interesting to know that sometimesthe Americans didnt trust the news as well as Belarusianpeople. I think I got good information about US media inthis project. 22. Any Questions?Victoria [email protected] Windle [email protected] Cattabiani [email protected]