international symposium program

International Symposium Program

I. Welcome from Project PIs Andrea Lunsford, Stanford UniversityBrigitte Mral, Örebro University

II. Fall 2006 & Intercultural TheoryAlyssa O’Brien, Stanford University

III. Winter 2007 & TechnologyChristine Alfano, Stanford University

IV. Spring 2007 & RhetoricAnders Eriksson, Örebro University

V. Looking Ahead & Pedagogy Eva Magnusson, Örebro University

** 10 minute break **

VI. Globally-Distributed Team Discussions

VII. Return for Large Group Reflections

Project Overview and Goals

A project made possible by a grant from theWallenberg Global Learning Network (WGLN)

Wallenberg Hall, Stanford University Campus

To design, implement, and evaluate a curriculum devoted to developing intercultural competencies through effective use of collaborative information and communication technologies (ICTs)

To build meta-knowledge about the role that intercultural competence and ICTs can play in global communication and international relations

Project Overview and Goals

Theoretical Base (Goswami & Lovitt, Hawisher & Selfe) Measure 1: Develop “Sensitivity and Consideration for Others” Measure 2: Understand Globally “Situated Knowledge”

Fall 2006

• Course-to-Course collaboration • 10 week collaborative course: Cross-Cultural Rhetoric (CCR)

Örebro Rhetoric elective Stanford PWR 2 theme

• Student population:6 Örebro - 15 Stanford

• 5 intercultural activities

Fall 2006: Activities to Foster Intercultural Competencies

1. Group Presentations on Cultural Identity

2. Oral Presentations of Research and Feedback on Delivery

3. WebCT/Email Exchange ofRhetorical Analysis Papers

4. Marratech Rhetorical Analysis ofPolitical Speeches & Personas

5. Closing analysis of writing practices across institutions and countries

Fall 2006: Activities, Continued

1. Group Presentations on Cultural Identity

2. Oral Presentations of Research and Feedback on Delivery

3. WebCT/Email Exchange ofRhetorical Analysis Papers

4. Marratech Rhetorical Analysis ofPolitical Speeches & Personas

5. Closing analysis of writing practices across institutions and countries

Class Blog

Electronic Writing

.Cross-Cultural Communication

E-mail

Distributed TeamsFor Presentations &

Political Texts

WebCT

Marratechvideoconferencing

Synchronous communications(real time)

Asynchronous communications(variable time interval)

Small Groups Stand in Class

For Cultural Identity Presentations

Fall 2006: Technology for Intercultural Activities

WebCT and CourseWork

Fall 2006: Evaluation - Intercultural Competencies

Project Deep Learning Outcomes

4.9

5.0

5.4

5.1

5.3

4.6 4.8 5.0 5.2 5.4 5.6

Mean out of 6 point Likert Scale

Become a Better Communicator

Confidence in CommunicationAbilities

Sensitivity to and Considerationfor Others

Communication Strategies forFuture Endeavors

Collaboration Skills for FutureInteractions

Fall 2006 Value of Activities for Learning Cross-Cultural Competencies

5.0

4.3

5.3

4.3

5.1

0.0 1.0 2.0 3.0 4.0 5.0 6.0

Mean out of 6 point Likert Scale

Closing Collaborative Analysisof Rhetoric

Electronic Peer Review ofResearch Writing

Rhetorical Analysis of PoliticalTexts

Oral Presentations andFeedback

Cultural Identity PresentationExchange

Fall 2006: Evaluation - Intercultural Competencies

Fall 2006 Important for Effective Collaboration Across Cultures

5.1

5.0

4.0

4.7

0.0 1.0 2.0 3.0 4.0 5.0 6.0

Mean out of 6 point Likert Scale

Technology for VideoConferences

Large Group Discussions withEntire Class

Working Independently in SmallGroups

Working in Team with Membersfrom Both Countries

Fall 2006: Evaluation - Best Technology Practices

Winter 2007

• Course-to-Course collaboration • 10 weeks, 2 different courses:

Örebro Rhetoric B Stanford PWR 2 / CCR

• Student population:19 Örebro - 15 Stanford

• Intercultural activities:Consistent global teams

5 Marratech Connections Asynchonous Writing

Winter 2007:Örebro Rhetoric Room

• Design of Space for active learning

• New technologies made possible by the WGLN grant

Winter 2007:Örebro Rhetoric Room

Flexible Learning Environment

Winter 2007:Stanford Wallenberg Hall

Designated Space for Globally-Distributed Teams

Winter 2007:Globally Distributed Teams

“Green Hat” Group demonstrates Collaborative Embodied Rhetoric

Central frame for shared documents that can be uploaded ahead of time or created together

chatroom interfacefor text-based communication

windows showthe participants in the videoconference session

Winter 2007: Technology & Virtual Community

Winter 2007:Unexpected Team Uses of Technology

1.

2.

3.

Wiki

Collaborative Blogs

.

Cross-Cultural Communication

E-mail

Instant MessagingFlickr

Marratechvideoconferencing

Synchronous communications(real time)

Asynchronous communications(variable time interval)

Skype video chats

Winter 2007: Technology

WebCT and CourseWork

Winter 2007: Wiki – Cultural Identity Profile

Winter 2007: Activities – Cultural Identity

Group Identities:

• Green Hat Group

• Velcro Group

• Fuglesang Group

• Muzikaholiks Group

Winter 2007: Activities - Ads

Winter 2007: Activities - Websites

Winter 2007: Activities – Political Texts

Winter 2007: Activities – Collaborative Blogging

Winter 2007 Value of Curricular Activites

4.5

4.8

4.6

4.7

4.1

3.9

4.2

0 1 2 3 4 5 6

Mean out of 6.0 Likert Scale

Video Conference Debriefdiscussions

Group Presentations to Classvia Marratech

Collaborative Analysis andPresentation of Group Blogs

Rhetorical Analysis of PoliticalTexts/Speeches

Rhetorical Analysis of Websites

Rhetorical Analysis of Ads

Cultural Identity PresentationExchange

Winter 2007: Evaluation - Intercultural Competencies

Winter 2007 ICTs Value for Effective Cross-Cultural Work

5.0

4.3

4.7

4.3

3.7

0.0 1.0 2.0 3.0 4.0 5.0 6.0

Mean out of 6.0 Likert Scale

Wikis for Group Work

Collaborative Blogs for Groupwork

ICTs for Internet collaborativework

ICTs for Chat and White Board

ICTs for Small Group VideoConferences

Winter 2007: Evaluation – Best Technology Practices

2006-2007 Deep Learning Outcomes

4.8

4.8

4.9

4.8

4.8

4.5

5.04

4.2 4.4 4.6 4.8 5 5.2

Means out of 6.0 Likert Scale

Perceive Analyze Produce

Work Well with Others

Using Technology

Communication Confidence

Sensitivity Consideration

Communication Strategies

Collaboration Skills

2006-2007: Evaluation – Project Goals & Measures

Spring 2007: Workshop Model

• Class-to-class workshop

• One-time meeting: Örebro Rhetoric A course Stanford PWR 2 theme course “Rhetorics of Art and Commerce” by Guest Instructor John Peterson

• Student population:7 Örebro – 15 Stanford

• 1 intercultural activity

Spring 2007: Workshop Template

Lesson Plan Template on Wiki for Ease of Guest Instructor

Spring 2007: Workshop Protocol

Preparing the Students

1. Opening remarks by Instructor to both classes via Marratech

Spring 2007: Workshop

2. Students analyze texts in 4 globally-distributed teams

Spring 2007: Workshop Protocol

3. Teams collaboratively present new knowledge and intercultural analysis insights to class

4. Turn cameras off and debrief on both sides

Spring 2007: Workshop - Rhetorical Theory

Anti-logos, the different perspective

Doxa, questioning your assumptions

Decorum, the appropriate in the context

Ethos, cultural credibility

Logos, rational discourse

Pathos, emotions at Stanford and Örebro

course courseSeveral meetings between twocourses during the academic term

workshop

class class

One or two meetings between between classes from two or more institutions

class class

Looking Ahead – Future Collaborations

Looking Ahead – Pedagogy

Pedagogy: Listening

Pedagogy: Reflecting

Pedagogy: Active Learning

Thank you for Listening

• Rhetoric Group: Stay in this Marratech Room

• Pedagogy, Technology, & Intercultural Theory Groups: type into Marratech address bar

http://switchboard.stanford.edu

Then select your virtual room

Small Group Discussions: Instructions

After the Break Globally-Distributed Team Discussions

Pedagogy. Focus on globally distributed teams, how you need to prepare students, developing effective lesson plans and class activities to engage students in cross-cultural dialogues, how to accommodate the language barrier, what kind of debrief is necessary, how to create bonding, etc.

Technology. Using different ICTs (blogging, video conferencing, wikis, etc.) for cross-cultural exchanges, room design and limitations of technology, how to balance between real-time and timelag communications. Best practices for mobile collaboration and digital writing in a global context.

Rhetoric. How to teach rigorous rhetorical theory when looking at popular and cross-cultural texts, what are the different traditions of rhetoric (eastern/western), balancing traditional rhetorical instruction with hands-on learning.

Intercultural Theory and Evaluation. How to develop intercultural competencies, the debate between cultural immersion and communication strategies, limitations for global community based on geography or language. Discussion of assessment and research measures, how to bring in diverse groups (Asia, Europe, Africa).

Symposium Large Group ReflectionQuestions for Discussion

• What do you see are the challenges and benefits of this approach to developing intercultural competencies in students and teachers?

• What are the challenges and benefits of this approach to teaching rhetoric and this methodology as a pedagogical model for global pedagogy?

• What are the benefits and challenges of this sort of technologically-mediated learning in a global context or in globally-distributed teams?

• What do you see as the feasibility and benefit of your institution's potential participation in this project?

Thank you for your participation

Check the website for footage of today’s Symposium:http://www.stanford.edu/group/ccr