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G.E.T.T. Global Education Through Technology. An International Classroom. Italy. Ukraine. United States. Lebanon. Classroom Activities. Topic-Based Dialogue Family Cultural Traditions Work/Meaning of Life. Exchange of Lectures. Text of lecture from Culture 1. Text of lecture

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g e t t


Global Education Through Technology

an international classroom
An International Classroom



United States


classroom activities
Classroom Activities

Topic-Based Dialogue


Cultural Traditions

Work/Meaning of Life

Exchange of Lectures

Text of lecture


Culture 1

Text of lecture


Culture 2

classroom activities4
Classroom Activities

Working with activity rotations:

Students move from live video to chat

Advance consideration of:

Different semester start dates

Matching classes by time zone

“Plan B” in case of technology failure

benefits of this model
Benefits of this Model

Students are exposed to truly global perspectives

A dynamic relation

between four cultures

Multiple viewpoints assure balance among institutions

Enables institutional networks for future collaboration

Video-conferencing is the next best thing to travel!

benefits of this model6
Benefits of this Model

Technology is affordable and sustainable

Widely used H.323 standard based

Chat and email support is (almost) always available

Technical support is essential



Broadband connection of 256K essential

extensions of the model
Extensions of the Model

Guest Lectures (national or international)

Topic-Oriented dialogue – input from other countries on a specific issue/topic in a course.

Core: an international

experience through



Occasional Shared Readings and Assignments

Study Abroad Pre-travel Orientation

Co-development of a course which fully integrates international partnership(s)

curriculum integration your institution
Curriculum Integration – Your Institution
  • Coordinate courses with international components
  • Develop international components of current courses (develop or connect)
    • A region of interest to particular disciplines
    • A topic of interest in a particular discipline
  • Most challenging - develop new courses
curriculum integration
Curriculum Integration

Faculty-driven at the individual course level

  • Course partnerships are very flexible
    • economics with political science
    • child development with sociology
  • The goal is a substantial contribution of an international perspective to selected content
curriculum integration11
Curriculum Integration
  • Provide materials that can be shared
    • Professor lecture notes/powerpoints
    • References to news sites/cultural resources/your own online materials
    • Class connections beyond the classroom
    • Pictures?http://s69.photobucket.com/albums/i72/projectpoland_2006
  • Encourage dialogue beyond a focus on the US
  • Cultural exchange and content coverage should be balanced
what makes this happen technical support
What Makes This Happen:Technical Support

Of course, this whole project relies on successful technology and “tech support.”

Firewall – There must be a way to open systems to video-conferencing.

Broadband – There must be a minimum bandwidth for successful connections

what we learned challenges
What We Learned – Challenges
  • More work for faculty than expected: many lectures to accommodate different student groups; incorporation of new delivery and/or content in regular classes; etc.
  • Multiple groups must be consulted for project success (initial contact, test connections, faculty consultation, etc.).
  • Problems (technical, political, logistical, etc) are to be expected!
  • Negotiating time zones and different university calendars was sometimes difficult.
what we learned rewards
What We Learned – Rewards
  • Everybody wants to do this!You can count on your partners.
  • Personal connections inspirefaculty as well as students and can lead to further collaboration.
  • The excitement of being part of a budding international educational community.
  • The model is adaptableto other goals/visions.
what worked for us
What Worked for Us
  • Keeping in regular email contact with international colleagues
  • Sharing paper copies of all lectures
  • Early distribution of student handouts clearly defining:
    • A typical class session
    • Assignment expectations
    • Student responsibilities to partners
    • Intercultural and videoconferencing communication issues
  • Early establishment of student partnerships
more of what worked
More of What Worked
  • Prepared questions to initiate discussions
  • Prepared ways of connecting course content to student’s lives and experiences
    • Selection of content
    • Structure of discussions
    • Types of assignments
  • Encouraging student email contact outside of class
try it yourself
Try It Yourself!

Please feel free to contact us:

Dr. Elizabeth Shadish – 310-660-3763eshadish@elcamino.edu

Bozena (“Bo”) Morton – 310-660-3235bmorton@elcamino.edu