Lessons Learned from Adventures with COIL

-AACU Global Conference 2018Dr. Ursula Valdez, Greg Tuke

University of Washington Bothell

What is Collaborative Online International Learning (COIL)*?

Pedagogy that is:

➢International

➢Interactive

➢Virtual

➢With a unique audience

* The term was coined by SUNY COIL Center. The pedagogy is also called globally networked learning or virtual exchange. The name is not proprietary.

Key components of COIL courses

➢ Instructors co-create course curriculum, overlap content, 4 weeks min.

➢ Highly interactive

➢ Professors agree on technology

➢ Students remain enrolled at own institution, graded by own professor

“From the Cascades to the Andes: Environmental Issues in Peru and the Pacific Northwest”

1. Biological diversity: species, rainforest

2. Fisheries:(salmon and anchovy)

3. Use of resources: logging gold mining

4. Climate change and mountain ecology

UW BothellUniversidad Peruana Cayetano Heredia, Peru

UWB students during activism for water resource conservation

UPCH student participated in 2016 UW Peru Exploration Seminar as a TA

UWB studentpresenting at UW panel for 2016 COIL Conference

Outcomes

The 3 Rivers course (winter 2018)

Participants and institutions5 faculty, 49 students• UW Bothell• Universidad Nacional

Agraria La Molina (UNALM) Peru

• Future University of Egypt (FUE)

Focus:

Social, Environmental and Economical issues associated to the Columbia, Nile and Amazon river

Global teams

Deliverables

- Video summarizing the topic, impacts, solutions

- Action: letter to stakeholders

- Reflections

Impact on students

- Remote but meaningful connections with international students

- Skill building for communication and team work

- Empowered for solutions to real problems

Keeping your course alive throughartificial means

INt

(COIL)

Collaborative On-line International

Learning workshop. (COIL)

-AACU Global Conference 2018

Other UWB Course Themes

• Communications (Global Networking, Comic Journalism)

• Sociology (Social Movements, US/Jap. pop. Culture)

• Introductory Core (Intro to writing, research)

• Health (Policies, Politics)

• Media (Social Media and Global Change)

• Political Science (South Africa culture/ Mediascapes)

• Technology (Video for social causes)

• Environmental Studies (Peru and US bioregions)

• Business (Social entrepreneur training)

From the West Coast to the West Bank: Exploring Social-Ecological Factors Impacting Women’s Health in the U.S. and in Palestine http://westcoast2westbankphotovoiceuwb.weebly.com/

BHLTH 435: Women’s Global Health & Human Rights (5 Credits)

Your Questions, Issues to address today.

Not: Open on-line course

Not: Identical Curriculum

5 key challenges and

lessons learned

1. Finding Partners

Partner resources

• Own networks: (friends, colleagues, social media)

• Your university network (Global Affairs existing partnerships, depts.)

• Facebook: Fulbright Collaborative Teaching and Research page

2. Student inexperience with virtual work

Video 1Video 2Synchronous vs

Asynchronous

….3 skills…………….…..Group dynamics………...…..Virtual communication.…..Cross-cultural…………….………………………..…………….

Climate Change: and urgent call

What is the main way you believe climate change will impact the next two generations of your family?

1. Discuss in small groups

2. Summarize key group content on a short statement

3. Take a group selfie and post with slide to the link provided

• You have 10 minutes to complete these tasks

Post on Google Padlet

Copy and post your content and photo at this link:

https://bit.ly/2PunMTx

Scaffolding of Engagement

1. Icebreaker / introductory assignment

2. Short assignment around course content

3. Problem-solving assignment/ project

4. Reflection/ debriefing

Group Dynamics

-Group roles identified (Task, Process, Expert, Socio-emotional, Dissenter)

-Debriefs, reflection analysis

Active closed FB group used for assignments and sharing extracurricular materials

Real Audience Matters

P.I.E

Point(One key point to make)

Illustration(story, quote, example)

Explanation ( what it all means)

P.I.E.

PIE examplePoint

Explain

Illustrate

Virtual Communication Skills:Response rubric

Student team video

3. Faculty inexperience with Communication tools

The 5 essentials to Video-conferencing

1. Pre-test and prep

Avoids death before surgery

2. Relationship matters

•Pre-work helps

•Student produced-cultural artifacts

•Team video intro’s

3. Have operation plan

•Pre-arranged questions

•Call and response

•Allow for off-topic

4 Rehearse plan it

Mock video conferencing

Students have different challenges

5. Real audience matters

Students are producing for each other

Project–based learning

Bring in an audience

The Great Debates courseSmall group discussion small group planning

4. Cross- culture fears and Power imbalances

Mistakes will be made

Pay Attention to Power

5. Team teaching challenges

How?

1. Partner Identification

2. Institutional Support

3. Agreed Objectives

4. Agreed Activities

COIL Planning Worksheet

• Course/Subject area _____________________________________________

• Is it new course or Adaptation of existing? ___ New ___ Existing

• Preferred Country, faculty/university partner and why

• Your three most important goals for students to achieve in this course collaboration

• What units of your syllabus would lend themselves best to cross-cultural critical reflection and global team problem-solving?

• Will part of your goal for this course be for your students to gain cross-cultural and global team-work skills? If yes, what ideas, exercises, tools did you learn about today that you might use? List and describe how you might apply to your course.

• What are the three biggest challenges that you will need to overcome? How could you best get started on this?

•

• *For a complete COIL worksheet to complete with your partner, see: COIL Planning Guide

Resources For Finding partners

JOIN our Facebook : Fulbright Collaborative Teaching and Research (https://www.facebook.com/groups/1414798792148821/)

• Stevens Initiative “Find a Partner” program

Resources with Links

Free COIL Planning Guide p12-18

https://www.tukeinternationalconsulting.com/field-training.html

Going Global Website of COIL resourceswww.tukeinternationalconsulting.com

UW Bothell COIL resources and worksheet:https://www.uwb.edu/globalinitiatives/academic/coil-initiative/coil-resources

PROJECT BASED LEARNING TRAINING:http://pblu.org/

Best links to Group roles, Cross-cultural communication and Virtual communication skillshttps://www.tukeinternationalconsulting.com/project-based-learning.html

Contact for more questions

Greg Tuke tukegregory@seattleu.edu

Ursula Valdez uvaldez@uw.edu