COILing Across a Decade10th Anniversary COIL conference
April 2016(Coffee club)
Sabine McKinnon Anne Smith
Michael Bromby
What is COIL? http://coil.suny.edu/
Center for Collaborative Online International Learning at SUNY SUNY is largest comprehensive uni in US 64 campuses, nearly 500,000 students started in 2006; non-commercial 24 SUNY campuses 28 Global Network partners worked with 50 HEI’s from around the world published 24 case studies
SUNY
The COIL approach form of virtual exchange and globally networked learning brings together geographically distant academics and
students from different cultural backgrounds to communicate and collaborate through online communication tools
from 4 weeks to entire module promotes interactive shared coursework, emphasizing
experiential learning Students get to know each other while developing
meaningful projects together broadens and deepens their understanding of course content builds cross-cultural communication skills and international
awareness through engaging with the perspectives of peers from abroad
Encourages interdisciplinary approach
3 GCU presentations at COIL conference1. Sake and Irn Bru: Using COIL to
internationalise entrepreneurship education in Scotland and Japan (Kansai University, Osaka) (Anne Smith and Sabine McKinnon)
2. Scale and Polish or Scales of Justice? Filling the gap in interdisciplinary teaching (SUNY Monroe Community College) (Michael Bromby)
3. Pecha Kucha 20 slides for 20 seconds Assessment and feedback for asynchronous discussion (Michael Bromby)
• Wikispaces: interactive online platform for student engagement in assessment– Gather data and share with Kansai partners– Produce comparative group report
• Skype/Facebook: Communication tools to interact on project
The question of tools
Interaction on FacebookXXXXXX
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Synchronous interaction on Skype
Interaction with Wikis
Method:
Entry questionnaire
• Establish perceptions of cultural awareness and subject knowledge
Assessment set up
• Design assessment to incorporate test with a feedback/feedforward system
Communications set up
• Set up Fb page to encourage social learning, set up Wikis with tuition for formal learning, set up skype for planning communications
Cultural and Knowledge lectures
• Delver knowledge based lectures and guest lecturer delivered session on Japanese culture
Workbook on IIP
• Prepare work booklet for Kansai and GCU students
Exit questionnaire
• Review level of Cultural Intelligence and Subject Knowledge
Entry questionnaire
• Establish perceptions of cultural awareness and subject knowledge in pre-intervention survey
Assessment set up
• Design assessment to incorporate test with a feedback/feedforward system
Communications set up
• Set up Fb page to encourage social learning, set up Wikis with tuition for formal learning, set up skype for planning communications
Cultural and Knowledge lectures
• Deliver knowledge based lectures; guest lecturer delivered session on Japanese culture
Workbook on IIP
• Prepare work booklet for Kansai and GCU students
Exit questionnaire
• Review perceptions and subject knowledge in post-intervention survey
Reference
McKinnon, S., Smith , A. and Thomson, J. (2015) A Window to the World: Using Technology to Internationalise Entrepreneurship Education, Journal of
Perspectives in Applied Academic Practice, Vol 3, issue 3, pp.15-23
http://jpaap.napier.ac.uk/index.php/JPAAP/issue/view/12
Learning from the conference
COILing across differences is the most rewarding
• Geographical
• Disciplines
• Levels of study
Examples from conference: COILing across countries
Potsdam University and Tecnologico de Monterrey
SUNY and Bilkent University San Jose State University and
Allama Iqbal Open University De Paul University ; Symbiosis
International University and University of Dubrovnik
SUNY and Hanze University of Applied Sciences
SUNY and Universidad de Cartagena
COILing across disciplines
SUNY Oswego and Tecnologico de Monterreyo project management o multimedia design o creative writing / theatre and script writingo electrical engineering Task: create a design for stage set
COILing across disciplineso Marketing and Engineeringo Law, opthalmic dispensing and dental assistantso ‘common good projects’ with 30 international
partners o Psychology and teacher educationo Archaelogy and New Media Arto Criminology and Photography
Challenges Different institutional contexts Different pedagogic approaches Different levels of familiarity with tools Different levels of student commitment Composition of international groups Time zones Assessment Language
Feedback from students
“As a result of this module I feel that I have learnt a lot about not only Japanese culture but also the Scottish culture as well. I also feel that it has improved my intercultural skills as I now want to learn more about different cultures throughout the world.”
“ (Conducting business in Japan) is very different from Western ways; to be successful in Japan one would require a very good prior working knowledge of cultural sensitivity and awareness . As a result of this module I actually feel it is something I could go ahead and do with much more confidence than before.”
“My knowledge of Japan has improved but their culture is so different from Scotland’s – I feel that there is probably more to learn over a longer period of time.”
What can we learn from the Japanese way of conducting business?
“(They are) very polite .”
“Patience is important and can lead to long-term working relationships. Respect is highly valued.”
“We could mimic the ways in which they do business such as building respectful relationships with companies before deciding to trade with them.”
“To always be humble and respect your peers’ views and opinions. Don’t be too brash or boastful.”
Benefits
Learning outcomes achieved in innovative way: students demonstrated understanding of developing entrepreneurial organisations through innovation practice in international settings
Enhanced intercultural literacy, curiosity and sensitivity through real-world international group working
Enhanced confidence with tools and processes involved in collaboration with remote partners → employability
COIL is real world learning
“The problem is that the students might getupset. This doesn’t work. What now? But that is
entrepreneurship”.
Recommendations
Careful risk assessment in advance
Always have a plan B
Work with existing learning outcomes
Provide cultural background information in advance
Prepare a glossary of common terms
Include IT staff in planning process