The educator selects or designs a project that uses technology to engage students in global collaboration. The educator facilitates student participation in the project and then guides them in a reflective debrief about how they applied appropriate tools and strategies to effectively communicate and collaborate with their peers in other countries.
Global collaboration projects enable students to work together with peers around the world. These projects give students unparalleled opportunities to develop the knowledge and skills needed for global citizenship by allowing them to authentically engage in communicating and collaborating with peers in other countries. Because global communication and collaboration is facilitated through various technologies, these projects also engage students in learning digital citizenship and Web literacy skills.
The rationale and the imperative for global competence stems, in part, from the fact that the job market as well as the economy are becoming increasingly globalized. Many jobs require individuals to communicate and collaborate with colleagues around the world using various digital technologies. Thus, preparing students to be college- and career-ready includes helping them develop the knowledge and skills needed to effectively communicate and collaborate with peers around the world. Engaging students in learning experiences where they have authentic opportunities to work directly with international peers is key. (See the Resources section for more information.)
In order to successfully facilitate a global collaboration project, the educator should:
Global collaboration projects are grounded in the learning theories of constructivism (Zemelman, Daniels, and Hyde, 2005) and connectivism. Students have the opportunity to construct new knowledge through social interactions with their peers, and digital technology enables them to develop personal learning networks that span the globe. Through structured networked collaboration, students create connections among information sources and ideas, and the learning environment expands to include members and perspectives from across the globe (Siemens, 2004).
Digital technologies enable collaborative learning environments that promote higher-level thinking and problem-solving and result in a positive effect on student achievement (Moersch, 2011). Global collaboration projects help students develop the skills needed for work, continuous learning, and citizenship in a global knowledge society (Wagner, 2008). They have also been shown to reduce ethnocentrism, stereotyping, and prejudice, and increase positive attitudes and trust (Union, 2010; Global Smart Kids, 2016).
Global competence refers to the knowledge, skills, and dispositions individuals need to be successful in today's interconnected world and to be fully engaged in and act on issues of global significance. The Global Competence Task Force defined globally competent individuals as "those who use their knowledge and skills to investigate the world beyond their immediate environment, recognize their own and others' perspectives, communicate their ideas effectively with diverse audiences, and translate their ideas into appropriate actions" (see link below).
Example Global Competence Frameworks
Example Projects for InspirationDigital Promise Global’s “3 Things for Global Learners” series highlights stories, resources, and ideas for global learning, many of which are virtual exchanges and global collaboration projects.
The items in this following section detail what must be submitted for evaluation. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and a “Yes” for both artifacts submitted for Part 2.
(500-word limit total):
Please submit the implementation plan created for the global collaboration project. Include any additional resources and notes used to plan the project.
Please also submit a video or audio recording of students participating in the reflective debrief at the end of the global collaboration project (maximum length: three minutes) OR written reflections from three to five different students that demonstrate how the global collaboration project helped them learn to communicate and collaborate effectively with peers around the world (maximum length: three pages).
(750-word limit total):
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