In light of what has been a very busy to start to the year, I thought I’d share my first (occasional) Global Education Update …

 
cc licensed ( BY ) flickr photo shared by woodleywonderworks

Global Classroom 2011-12 is coming to an end

Nine months after the official launch of the Global Classroom Project (2011-12), we are planning its conclusion. There are feedback surveys to prepare, a few VoiceThreads to create, a wiki showcase to work on, and the final webinar(s) to organise …

Yet, as I look back, I’m happy. This project, and the people I work with, have helped me through the ups and downs of the past year, and led to some amazing new opportunities and connections. It has been a wonderful experience, and I’m certainly looking forward to taking a few months break!

We are currently working on the final project, building a commerative wiki (http://globalclassroommementos.wikispaces.com), and sending several #globalclassroom scrapbooks around the world. It is time to celebrate our teachers’ & students’ achievements in Global Classroom 2011-12.

The May #globalclassroom Twitter chats start this weekend (in a few hours)

This month marks the first time our newly-formed chats team have organised the monthly #globalclassroom chats.

I’d like to thank Jennifer Fenton (@jennysfen), for organising this month’s chat, and to Andrew Thompson (@1AndrewT63), who bravely put his hand up to help out, and is on the list for next month

This month’s topic is: Getting a global project started … Where do you begin, and how do you make it meaningful and sustainable?, contributed by Laurie Renton (@RentonL).

I hope you will take a moment to explore (and bookmark) our new Global Classroom Twitter Chats wiki, which you will find at http://theglobalclassroomchats.wikispaces.com

The chats start today, Saturday, May 12, and run until Monday / Tuesday next week. Please see the wiki to find out when they run in your timezone. I hope to see you there!

Exploring new opportunities with iEARN Australia 

And finally, in what was one of the most satisfying moments of the year to date, I’ve joined the iEARN Australia management team, where I’ll help run the Australian branch of the world’s largest and longest established global collaboration community.

Drawing on my experience running Global Classroom, I am looking forward to helping grow the iEARN Australia network, raising awareness about the benefits of global education and collaboration within the wider Australian educational community. I’m determined to make the most of this very special opportunity, so stay tuned!

I’m a couple of weeks behind on my #flatclass reflections, but here are my thoughts on Chapter 6: Contribution and Collaboration …

Key ideas in this chapter included: “Receive, Read, and Respond“, the essential habits which underpin effective global projects; and an exploration of strategies for supporting communication, collaboration, and leadership within global learning communities.

While the focus of the bookclub was on supporting student communication and collaboration, I want to apply these ideas to the teachers in the #globalclassroom community, sharing some of the challenges we’ve faced, and the lessons I’ve learnt over the past year.

Building Community

The Global Classroom Project was designed as a meeting space & global collaboration platform, not as a single collaborative project (e.g. Digiteen). At last count we’ve hosted over 15 major projects, and welcomed hundreds of teachers into our online spaces. Yet, while we do our best to welcome new teachers into our community, we continue to confront the major challenge of connecting with our ‘lurkers’.

Our single greatest challenge is the first step: Saying ‘hello”.

While we provide the online spaces for teachers to connect, we have no control over their participation & engagement in our community & project spaces. I’ve learnt that different online spaces suit different people … and realised that less than 1/3 of our new teacher sign-ups become actively involved in our work.

This is not to say that these teachers aren’t there, but work pressures, over-zealous email spam filters, language barriers, and variations in school years are significant barriers to their active participation in global collaboration …

For me, our greatest success stories have emerged from a simple IM “hello” on Skype or Twitter. We need to establish the personal connection, translating the teacher’s name on the spreadsheet into a real human being. BUT, we need our teachers to make that first step – to receive, read, and respond to our communications; as some are finally doing – nearly 6 months after joining!

Learning for the future

As this past year has flown past, we have witnessed Global Classroom become an established feature of the global collaboration community. We fulfill a need; providing the space and connections for innovative teachers to explore new ways to flatten their classroom walls, and mentor new teachers in the art of global collaboration.

Global Classroom 2012-13 will be different, because our teachers are different, and because I’m different. We’re learning from our mistakes, and through the book club, I’m becoming more comfortable learning and working with the #flatclass community. We have separate identities and roles, but we are learning so much by learning together.

I may be a dreamer, but I believe we can make Global Classroom a world-leading educational community in the years to come.

Our work is pushing the boundaries of what is possible; and I believe that our implementation of some of the #flatclass “handshake” strategies & communication advice (Chapters 4 and 6) will enable us to improve the connections we forge with our people, who are the true leaders of educational change.

Chapter 5: Citizenship, focussed on the complex educational issue of digital citizenship.

I was particularly interested in the idea that we could examine digital citizenship through 5 lenses, the areas of technical, individual, social, cultural, and global awareness.

As I am not a classroom teacher, I really struggled to relate this chapter to my own teaching practice. Personally, the guiding discussion questions for each area enabled me to critically examine my relatively limited understanding of this topic,  and I am sure that this chapter will be a useful resource in the years to come.

I’m going to close with a thought-provoking video on this topic, the keynote for the next Flat Classroom Project (2012). It is well worth watching, as it explores the various facets of our digital lives.

Chapter 4, Communication, focuses on the need to develop the “techno-personal skills”, the online habits, which sustain online collaboration and networking. For me, some key ideas from this chapter relate to the nature of online communication tools, and some handy ideas for efficient, inclusive communication between teachers and students involved in global collaboration.

While I was originally going to focus this post on ways we could improve the #globalclassroom handshakes, I’m going to jump ahead a little, and write about something I learned today (relating to Chapters 4 and 5).

The situation

Today, I invited a teacher from the Middle East to join an upcoming #globalclassroom project. A little later, I became concerned that involvement in this project might inadvertently place this teacher in a difficult situation …  relating to the volatile political situation in the region.

Sadly, I was correct.

We talked about the issue, and our teacher decided to decline the invitation.

I was disappointed, but relieved that I hadn’t put my friend at potential risk.

I had learned a valuable lesson

When we collaborate globally, our ignorance of cultural and religious differences can have dramatic, unintended consequences in the lives of real people, in the real world.

We need to learn about, and be sensitive to difference. Yes, this seems obvious, but is so much harder in practice – as we “don’t know what we don’t know”.

This is why I believe it so critical to have open, public and private communication channels for global collaborative projects, and why it is so essential to build trusting, respectful relationships with the teachers you work with.

We need to create the space for people to talk and get to know each-other. I have personally learned so much about other people through mindless conversations about our lives and families – via Skype IM and Twitter conversations. These conversations usually occur in private mediums, and help to build mutual trust and respect. This means that when potential issues arise, when we are not sure about something, we feel more confident in asking for clarification behind the scenes.

As teachers, we can’t teach our students to be ‘culturally aware’ if we don’t understand, and model this awareness ourselves.

You don’t realise what this means until you’ve experienced it first-hand. It truly seems the more I learn, the less I know.

So, looking ahead … 

I hope, over time to get to know my friend a little better. If permissible, I’d love to just chat about our work & life from time to time …  I know so little about her culture, work, and way of life. If not, I hope she can at least point me in the right direction.

Inshallah.

Despite suffering from severe information overload, there were a few quotes and ideas in this chapter which really stood out, helping me to understand a little more about my own (technology enabled) learning habit, and educational mindset.

 Flickr CC Licensed: ‘Working Together Teamwork Puzzle Concept’

“When you know how to connect effectively, you have the power to learn”

Personally, this idea reflects my own experiences over the past year. On March 22, I celebrated the first anniversary of my first-ever global project, the very first time I was able to connect my students with the world.

I have been on Twitter for maybe 14 months, yet my global connections have transformed the way I teach, and the way I learn. My connections have led to wonderful global friendships, amazing educational partnerships, and quite literally impacted on students’ learning around the world.

I couldn’t do the work I do without my wonderful PLN, who support, inspire, and educate me on a daily basis. This is humbling, but it is a fundamental truth.

The Teacherpreneur – My “Ah-ha” Moment

A teacherpreneur is a person who seeks to enrich their classroom learning environment by “forging partnerships with other classrooms with common curricular goals and expectations. They accept the risks and responsibilities for the endeavour, and are accountable for the outcome.” (p. 44).

“Good teacherpreneurs aren’t renegades, they are connectors” (p. 45)

As I frantically scribbled “YES!!” in my notes, I realised that this concept defines what I have become over the past few months. While I haven’t yet had the opportunity to make meaningful, long-term connections within my own school and classroom learning environment, I’m helping to connect teachers around the world

‘Teacherpreneurship” is the idea which underpins the #globalclassroom community – we have created a place where teachers can work together to forge global partnerships, explore ways to extend their curriculum through global connections, and share responsibility for the ultimate success of their projects.

And this is an idea worth sharing.

A little history

A year is a very long time in the life of an educator, and as the #globalclassroom co-founder, it is hard to believe I am days away from commemorating the first anniversary of my very first global project.

Back in 2011, I ran the World Water Day 2011 International LinoIt Project; enabling my students to connect, and share their understandings about water conservation and WaterWise practices with children the world.

This project had over 2200 international hits within a week, and helped my former school achieve “Star WaterWise School” status here in Western Australia.

We’re back for “World Water Day 2012″

Take the opportunity to share your students’ learning with the world!

The World Water Day International LinoIt Project (2012) is open to K-12 classes worldwide. Watch the video, explore the issues, and encourage your students to share their thoughts, learning, and solutions with the world!

A note for teachers: Please tell your students that their comments are moderated, and that inappropriate comments will be removed. This is a PUBLIC document, and should be treated as such. Thankyou.

Project LinoIt Page: http://bit.ly/WorldWaterDay2012

We hope you will join us, and share your thoughts, pictures, videos on our LinoIt Page on March 22, 2012.

Global collaboration is a journey which tends to take you in unexpected directions!

A year ago, I would never have dreamt that I’d be reading and reviewing Flattening Classrooms, Engaging Minds, nor would I have believed I would have the chance to connect and learn with the authors, Julie Lindsay and Vicki Davis.

Rather than writing an ‘official book review’, I’ve decided to record my musings on the #flatclass book as I try to engage in the online book club over the coming weeks.

So, here are my musings on Chapters 1 and 2.

“21st century skills harness not only the power of technology, but the power of people” (p. 3)

Reading the introductory chapters, I was taken aback by the parallels between my recent (unpublished) writings about #globalclassroom, and the #flatclass authors’ thoughts on effective global collaboration.

Having written almost exactly the same words a few days previously, this statement reinforced one of the key lessons I’ve learned leading Global Classroom – that while our work was made possible by technology, it is our people who have made it a reality.

Our work has been successful because our teachers, all over the world, are actively supporting each-other’s professional learning, and sharing responsibility for the management (and success) of our #globalclassroom projects.

“The aim of global collaboration is to improve learning, flatten classroom walls, and develop authentic audiences” (p. 4)

As I wrote some time ago, we are creating “the online spaces for teachers and students to connect, share, learn, and collaborate on a global stage”. And we’ve succeeded in building community; providing the space and support network for teachers to connect and collaborate, where they can experience the powerful impact of global collaboration and learning first-hand.

Built by teachers, for teachers, The Global Classroom Project is enabling our students to share their learning with the world; and helping our teachers explore innovative, transformational teaching and learning practices. We’ve opened up a window to the world, and we can’t go back.

“Connect one person at a time, build trust, and move forward together.” (p. 20)

I was struck by Suzie Nestico’s comment in the first #flatclass book club session relating the success of global collaboration to “building trust in the online environment”, going beyond the intitial connections to engaging in meaningful collaborations.

We are starting to make this happen, particularly in our Skype group, where teachers, who came to us with little confidence and collaborative experience, are building online connections and friendships through IM conversations and skype calls.

With a little support and encouragement, these teachers are starting out on their learning journeys, beginning to engage in their very first, more meaningful global collaborations. Yes, these are small steps, but these teachers’ stories are inspiring their colleagues – locally, and around the world.

“It is time to be the voice of change.” (p.20)

“Learning globally includes making a difference to the world.” (p.7)

I never expected to lead the creation of a global learning community. I was ‘just’ a second year relief (substitute) teacher, who has never had a class of his own. Yet, my social networking presence enabled me to make that initial connection with Deb Frazier in Ohio, USA; and later, it provided the connections which underpinned the collaborative development of the Global Classroom community.

As Deb and I look forward to celebrating the first anniversary of our ‘Twitter connection’ in April 2012, we can’t believe how our #globalclassroom spaces have become vibrant, community-minded forums where our teachers and students are connecting, making friends, and beginning to collaborate globally.

We are making a difference in the world, and helping teachers become the “voices of change”.

So, I conclude with a simple “thank you”

Julie and Vicki, it is hard to believe that an exploration of the #flatclassroom website and project wikis would kindle a teacher’s dream, and ultimately lead to the collaborative creation of a new global community.

But it did.

My work has changed the way I see and interact with the world. I now have friends across 6 continents, and find myself in the extraordinary position of leading a global education community in my third year of teaching.

I have a lot to learn, yet I suspect I am becoming “a voice of change”. I’m helping to make a difference in the world; and as our grassroots community continues to grow and evolve, I’m not alone.

Dear Mr P.,

Last year, you took a young teacher, new to your school, under your care. He was shell-shocked and disorientated after being unexpectedly appointed to his first teaching position at 9AM on the first day of school.

Yes, as you know, that teacher was me.

To this day, I still don’t fully understand what you saw in me. Yet, you did your best to ensure I was treated fairly, and had the unshakable belief that I was capable of doing great things with ICT. I felt, for the first time, that someone believed in my abilities, and I sincerely appreciated your support and guidance through the tough times.

Later, just when I was preparing to leave, you asked me to take on Room 13. All I wanted to do was leave my memories behind; yet, with your encouragement, I took on that challenge, and I am truly glad I did.

In those four weeks, I proved to myself that I could teach. I felt like a teacher.

I am not sure how much you know about the Global Classroom project I did with those students, but it marked the very first time I collaborated with teachers around the world. I was learning how to flatten my classroom walls, and exploring ways to enable my students to connect, share, and learn with kids around the world.

And this was just the beginning …

Mr P., my teaching experience in Room 13 changed the course of my career.

After my departure, I went on to co-found and coordinate the development of The Global Classroom Project: 2011-12.

I know you believed I was good with ICT, but I had no idea that I would lead the creation of a global online learning community, which now connects hundreds of teachers and thousands of students around the world.

Yet, with all that happened last year, I was never able to properly thank you for everything you did for me.

Out of the trauma and painful decisions which defined the start of my 2011 school year came new friendships, wonderful opportunities, and the realization that I could use my ICT skills to create, and do something special. I rediscovered my love of teaching, and found my educational niche.

I’m not sure if we will meet again, so I’d like to take this opportunity to say something I wanted to say a long time ago …

“Thank-you Mr P. You made a real difference in the life and career of a young educator.”

This is one of them, via my good friend @surreallyno.

“A lonely desk toy longs for escape from the dark confines of the office, so he takes a cross country road trip to the Pacific Coast in the only way he can – using a toy car and Google Maps Street View.”

Composed by Tom Jenkins (details here)

Address Is Approximate from The Theory on Vimeo.

  

Several months ago, a dear member of my PLN taught me how to use Skype.

Skype is an amazing tool which enables teachers to flatten their classroom walls; opening up windows into other people’s worlds. Yet, for me, it is the informal, sideline discussions about food, language, and everyday life which I treasure the most.

How can I forget my discussions about the English language with Deb Frazier in America? Or the hilarious conversations about family, food, and culture with Lin-lin in Taiwan? And I still pinch myself at the memory of skyping & saying hello to the Indian Finance minister & teachers in Kerala, India

Skype conversations, particularly with Hello Little World & Global Classroom Skypers, have helped me build, connect, share, learn and collaborate; yet, perhaps most importantly, they have transformed how I see and interact with the world.

I now know that Skype helps break down barriers, and helps us discover what we have in common with other people around the world. It leads us to rewarding global friendships … and It teaches us to care.

If Skype does this for me, a teacher, what can it do for our students?

A lesson and question to ponder as I continue on this journey of mine.