Global Collabroation Research Project
After completing some initial research, I found a global collaboration project to join that seems like it would very engaging for students. I would like to use the Out of Eden Walk as a class project. This is a based on Paul Salopek’s 7-year journey.
source: nationalgeographic.org
It is suitable for K-12 as well a higher education learners. My target audience is 7th grade social studies students.
Here is a list of some examples of the activities the students would participate in for Part One:
1.) Setting Out: Listen and Watch Paul's opening statement and explanation about why he took the journey. Then create an avatar and a mini-bio about yourself (not using your real name). Comment on what caught your attention about Paul's walk.
2.) Meet up with your walking partners. Your class will be assigned other walking partners from classrooms around the globe. Comment on two students bio posts and ask probing questions to learn more about them.
3.) Sketch a map of your neighborhood and tell a true story like how your neighborhood has changed over time.
4.) Look at your walking partners walking maps and ask questions about them.
source: Antonio's map
5.) Neighborhood walks: watch Paul's video on camelology and then take your own walk through a nearby neighborhood. Take pictures and document your walk. What's special about these pictures. What did you learn, see, smell, hear, and do? Look at your walking partner's walks and comment on them.
6.) Find an adult to interview about your neighborhood. How did they come to this place? What special memories do they have? (and other probing questions). Write your post and then look at your walking partners posts and comment on them. How are they similar or different? Any surprises?
The challenges would be getting students to step out of the comfort zones and think of the of the classroom as being bigger than just the four walls. The advantages are that slow learning and reflecting style allows the students to see how interconnected their life and the world really are. The advantage to joining a preestablished project is it gives the class a framework to move forward with and the interconnection is built-in. Signing your class up automatically allows you to be matched with others worldwide. Below is a short video of a teacher who explains the value and challenges of implementing the Out of Eden Walk in her classroom.
"In order to understand American History, you first need to understand World History." - Natalie Belli
Personal Reflection
My own experience with Global Collaboration with connecting with other university classes was not successful. We first were going to connect with a group from Poland but then found out the language barrier was too great to attempt an actual true collaboration. Next, our professor set-up a Zoom Room for us to meet with students from Connecticut but only one student showed up. Then a classmate suggested we reach out to the students on our own and encourage them to join us. Only two or three people responded. I learned that it is even harder when you do not have a physical classroom to meet with. I think maybe having an actual project to work on together may have been easier than trying to interview one another. I also heard that the classes had different deadlines and some of the Connecticut students felt it was optional and therefore chose not to participate. I learned that there are many obstacles to global collaboration and lots of planning and coordination needs to happen to ensure things run smoothly.
source: nationalgeographic.org
It is suitable for K-12 as well a higher education learners. My target audience is 7th grade social studies students.
Here is a list of some examples of the activities the students would participate in for Part One:
1.) Setting Out: Listen and Watch Paul's opening statement and explanation about why he took the journey. Then create an avatar and a mini-bio about yourself (not using your real name). Comment on what caught your attention about Paul's walk.
2.) Meet up with your walking partners. Your class will be assigned other walking partners from classrooms around the globe. Comment on two students bio posts and ask probing questions to learn more about them.
3.) Sketch a map of your neighborhood and tell a true story like how your neighborhood has changed over time.
4.) Look at your walking partners walking maps and ask questions about them.
5.) Neighborhood walks: watch Paul's video on camelology and then take your own walk through a nearby neighborhood. Take pictures and document your walk. What's special about these pictures. What did you learn, see, smell, hear, and do? Look at your walking partner's walks and comment on them.
6.) Find an adult to interview about your neighborhood. How did they come to this place? What special memories do they have? (and other probing questions). Write your post and then look at your walking partners posts and comment on them. How are they similar or different? Any surprises?
The challenges would be getting students to step out of the comfort zones and think of the of the classroom as being bigger than just the four walls. The advantages are that slow learning and reflecting style allows the students to see how interconnected their life and the world really are. The advantage to joining a preestablished project is it gives the class a framework to move forward with and the interconnection is built-in. Signing your class up automatically allows you to be matched with others worldwide. Below is a short video of a teacher who explains the value and challenges of implementing the Out of Eden Walk in her classroom.
"In order to understand American History, you first need to understand World History." - Natalie Belli
Personal Reflection
My own experience with Global Collaboration with connecting with other university classes was not successful. We first were going to connect with a group from Poland but then found out the language barrier was too great to attempt an actual true collaboration. Next, our professor set-up a Zoom Room for us to meet with students from Connecticut but only one student showed up. Then a classmate suggested we reach out to the students on our own and encourage them to join us. Only two or three people responded. I learned that it is even harder when you do not have a physical classroom to meet with. I think maybe having an actual project to work on together may have been easier than trying to interview one another. I also heard that the classes had different deadlines and some of the Connecticut students felt it was optional and therefore chose not to participate. I learned that there are many obstacles to global collaboration and lots of planning and coordination needs to happen to ensure things run smoothly.
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