The learning design components of a global collaborative classroom between lebanon and mason

Abstract

The poster presents an informational visualization of the key design components and the team teaching strategies for a Global Collaborative Classroom (GCC) awarded by the Office of Global Strategies for delivery during Fall 2016. The GCC we have planned involves a six-week, four-phased, fully online group project between University of Balamand, Lebanon and GMU that is designed to expose students to international perspectives on instructional technology topics and engage them in highly interactive learning activities for the six-week period. The collaborative classroom centers on the development of an instructional technology integration product such as a lesson, tutorial, or e-learning module, and involves global learning outcomes that foster student examination of systematic cultural issues impacting technology integration in various educational settings. In addition to knowledge-based global outcomes, there are affective global outcomes attained through multi-cultural learning activities that emphasize experiential, collaborative learning and intercultural communication. A global skills instrument will be used to assess student intercultural skills development. In summary, the poster will be organized to include sections that visually describe the following GCC components: 1) course and student details, 2) GCC design goals, strategies, assignments, 3) global learning outcomes implementation, 4) global skills inventory integration, 5) four-phased, group project learning design, 6) technology integration, and 7) team teaching approach.