International Symposium Program
I.
Welcome from Project PIs
Andrea Lunsford, Stanford University
Brigitte Mral, Örebro University
II. Fall 2006 & Intercultural Theory
Alyssa O’Brien, Stanford University
III. Winter 2007 & Technology
Christine Alfano, Stanford University
IV. Spring 2007 & Rhetoric
Anders 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 the
Wallenberg Global Learning Network (WGLN)
Wallenberg Hall, Stanford University Campus
Project Overview and Goals
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
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 of
Rhetorical Analysis Papers
4. Marratech Rhetorical Analysis of
Political 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 of
Rhetorical Analysis Papers
4. Marratech Rhetorical Analysis of
Political Speeches & Personas
5. Closing analysis of writing practices
across institutions and countries
Fall 2006: Technology for Intercultural Activities
Synchronous communications
(real time)
Marratech
videoconferencing
Asynchronous communications
(variable time interval)
Electronic
Writing
.
Cross-Cultural
Communication
Class Blog
Distributed Teams
For Presentations &
Political Texts
Small Groups Stand
in Class
For Cultural Identity
Presentations
WebCT
E-mail
WebCT and
CourseWork
Fall 2006: Evaluation - Intercultural Competencies
Project Deep Learning Outcomes
5.3
Become a Better Communicator
5.1
Confidence in Communication
Abilities
Sensitivity to and Consideration
for Others
5.4
Communication Strategies for
Future Endeavors
5.0
Collaboration Skills for Future
Interactions
4.9
4.6
4.8
5.0
5.2
5.4
Mean out of 6 point Likert Scale
5.6
Fall 2006: Evaluation - Intercultural Competencies
Fall 2006 Value of Activities for Learning Cross-Cultural
Competencies
5.1
Closing Collaborative Analysis
of Rhetoric
Electronic Peer Review of
Research Writing
4.3
Rhetorical Analysis of Political
Texts
5.3
Oral Presentations and
Feedback
4.3
Cultural Identity Presentation
Exchange
5.0
0.0
1.0
2.0
3.0
4.0
Mean out of 6 point Likert Scale
5.0
6.0
Fall 2006: Evaluation - Best Technology Practices
Fall 2006 Important for Effective Collaboration Across Cultures
4.7
Technology for Video
Conferences
4.0
Large Group Discussions with
Entire Class
Working Independently in Small
Groups
5.0
Working in Team with Members
from Both Countries
5.1
0.0
1.0
2.0
3.0
4.0
Mean out of 6 point Likert Scale
5.0
6.0
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
Winter 2007: Technology & Virtual Community
windows show
the participants
in the video
conference
session
Central frame for
shared documents
that can be
uploaded ahead of
time or created
together
chatroom interface
for text-based
communication
Winter 2007:
Unexpected Team Uses of Technology
2.
1.
3.
Winter 2007: Technology
Synchronous communications
(real time)
Asynchronous communications
(variable time interval)
Collaborative
Blogs
Marratech
videoconferencing
.
Cross-Cultural
Communication
Wiki
Flickr
Instant Messaging
E-mail
Skype video chats
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: Evaluation - Intercultural Competencies
Winter 2007 Value of Curricular Activites
Video Conference Debrief
discussions
4.2
Group Presentations to Class
via Marratech
3.9
Collaborative Analysis and
Presentation of Group Blogs
4.1
Rhetorical Analysis of Political
Texts/Speeches
4.7
Rhetorical Analysis of Websites
4.6
Rhetorical Analysis of Ads
4.8
4.5
0
1
2
3
4
Mean out of 6.0 Likert Scale
Cultural Identity Presentation
Exchange
5
6
Winter 2007: Evaluation – Best Technology Practices
Winter 2007 ICTs Value for Effective Cross-Cultural Work
3.7
Wikis for Group Work
4.3
Collaborative Blogs for Group
work
ICTs for Internet collaborative
work
4.7
ICTs for Chat and White Board
4.3
ICTs for Small Group Video
Conferences
5.0
0.0
1.0
2.0
3.0
4.0
Mean out of 6.0 Likert Scale
5.0
6.0
2006-2007: Evaluation – Project Goals & Measures
2006-2007 Deep Learning Outcomes
5.04
4.5
Perceive Analyze Produce
Work Well with Others
4.8
Using Technology
4.8
Communication Confidence
Sensitivity Consideration
4.9
Communication Strategies
Collaboration Skills
4.8
4.8
4.2
4.4
4.6
4.8
Means out of 6.0 Likert Scale
5
5.2
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
Looking Ahead – Future Collaborations
Several meetings between two
courses during the academic term
course
course
workshop
One or two meetings between
between classes from two or more institutions
class
class
class
class
Looking Ahead – Pedagogy
Pedagogy: Listening
Pedagogy: Reflecting
Pedagogy: Active Learning
Thank you for Listening
Small Group Discussions: Instructions
• 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
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.
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.
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.
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 Reflection
Questions 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