Markéta Sedláková FRMU Project based learning The goal is to provide an international learning opportunities for students. PBL provide realworld relevance for learning in globalization. Students can conduct a projects that are important to them and their communities. PBL leads to deeper understanding and greater retention of content knowledge. Students are better able to apply what they know to new situations. Students interact with international partners, businesses and organizations, and their community, and can develop career interests. PBL supports 21st century learning goals which are realy importnant. • Students demonstrate better problem-solving skills in PBL than in more traditional classes and are able to apply what they learn to real-life situations (Finkelstein et al., 2010). • Students improve their ability to work collaboratively and resolve conflicts. They are also improving their critical thinking. 1 COIL Collaborative Online International Learning DEEPER DIVE INTO COIL DRS. EVA HAUG COORDINATOR INTERNATIONALISATION, COIL COORDINATOR & LECTURER INTERCULTURAL COMPETENCE FACULTY OF BUSINESS AND ECONOMICS AMSTERDAM UAS 1 Eva Haug©2020 CREATING TOMORROW OVERVIEW 1. The AUAS COIL practice 2. What does a COIL project look like? 3. How to design a COIL project? 2 Eva Haug©2020 COIL ACTIVITIES ON CAMPUS VE since 2008, COIL since 2014. 2014-2015: 2 projects, 2 partners, 60 students 2015-2016: 4 projects, 3 partners, 125 students 2017-2019: 30+ projects, 16+ partners, 900 students 2020-2021: 60 projects, 30+ partners, 2000 students 3 Eva Haug©2020 PARTNERS Europe Finland, Denmark Germany, Austria France, Belgium UK, Ireland Spain Croatia US SUNY: Ulster, Buffalo, Oswego, Brockport, Rockland Univ. of Minnesota, Drexel, De Paul Chicago Global Australia & Vietnam Japan & China Mexico Chile & Brasil Belarus Kazakhstan South Africa & Morocco India 4 Eva Haug©2020 Planning & Organisation 2 teachers 2 cohorts of students 2 institutions 2 or more cultures 2 languages 1 course/module Shared content Co-teaching Collaborative student work Online COMPLEXITY Eva Haug©2020 COIL project examples US: Business Management Lebanon: Economics COIL: Cultural Influences on Management Style NL: Entrepreneurship/Marketing SA: Nutrition & Health COIL: Dietary recommendations for young professionals US: English Composition Mexico: Artificial Intelligence COIL: AI Impacts on Everyday Life Eva Haug©2020 COIL project examples US: Health and Aging Lebanon: Technology and Society COIL: The Influence of Technology on Fitness and Aging NL: International Economics & Globalisation US: Adverting & Society COIL: Branding the neighborhood US: Nursing South Africa: Construction Technology COIL: Constructing a Virtual Hospital Eva Haug©2020 Topic: To build a neighborhood brand and identity that is applicable for both cities (A’dam and Chicago) • Modules: IC & Globalisation / Advertising & Society • Duration: 4 weeks • SLO: Work out an international contrasting analysis that supports strategic decision Inquire and analyze culture icons and cultural practices Evaluate perspectives, practices, and products in one’s own and another culture. • Deliverable: 1) Icebreaker “Selfie a Day”, 2) Presentation about the brand identity, 3) Individual reflection • Assessment: separately but in agreement • Tech: Instagram, Google Doc & Slides, e-lectures on branding BRANDING THE NEIGHBORHOOD Eva Haug©2020 • MARKETING/ENTREPRENEURSHIP (AUAS) & HEALTH SCIENCES/NUTRITION (DUT) • FULL TIME STUDENTS (AVERAGE AGE 19 Y/O) AND ADULT LEARNERS • ICEBREAKER: VIEW FROM MY WINDOW (SHARING PICTURES & STORIES DURING LOCKDOWN) • COLLABORATIVE TASK: CREATE A MINDMAP OF YOUR DIETARY HABITS AND IT’S CARBON FOOTPRINT AND CREATE A DIETARY RECOMMENDATION FOR YOUNG PROFESSIONALS • TECH TOOLS: ONLINE MINDMAP TOOL AND WHATSAPP (TEXTING, VIDEO CHAT, FILE SHARING) AUAS/DUT Example Project: Eva Haug©2020 COIL PROJECT DESIGN SEQUENCE • Finding a partner • Identifying lecturers Partnering • COIL Design training • Coaching & facilitation COIL Development • Support team • Onboarding students • Evaluation Implementation 10Eva Haug©2020 WHO’S YOUR COIL SUPPORT TEAM? COIL International relations: partnerships Teaching & Learning: training, design, evaluation IT or Blended learning: tech support 11 Eva Haug©2020 FINDING A PARTNER 12 Eva Haug©2020 WHAT IS COLLABORATION? COLLABORATION IS AN INTERACTIVE PROCESS THAT ENGAGES TWO OR MORE PARTICIPANTS WHO WORK TOGETHER TO ACHIEVE OUTCOMES THEY COULD NOT ACCOMPLISH INDEPENDENTLY. Eva Haug©2020 Example Modules: Architecture in Brasil and Public Health MGT in Ghana Collaborative task: Create a floorplan for a school and its classrooms for post COVID-19 teaching Digital tools: Google Docs & Powerpoint Activity: Create a collaborative task Eva Haug©2020 Modules: Business in … and Environmental Sciences in … Collaborative task: … Digital tools: … Activity: Create a collaborative task Eva Haug©2020 Typical COIL Course Model Icebreaker, group formation, developing trust Collaborative task and problem solving Organizing the project and comparative discussions Reflecting and assessing 4-12 week collaboration Eva Haug©2020 COIL Design ILO Icebreaker Collaborative task Deliverable & assessment Reflection 17 Eva Haug©2020 INTERNATIONALISED LEARNING OUTCOMES 1. DESIGNING A TRULY COLLABORATIVE LEARNING ENVIRONMENT 2. ASSESSING BOTH PRODUCT AND PROCESS 3. THERE ARE MANY DIFFERENT LEARNING ACTIVITIES TO ACHIEVE LEARNING OUTCOMES 4. YOUR PARTNERS MAY HAVE DIFFERENT UNDERSTANDINGS OF LEARNING OUTCOMES 5. BE SPECIFIC IN ORDER TO MAKE OUTCOMES ASSESSABLE 18 Eva Haug©2020 ICEBREAKERS • WHY DO THEY MATTER? • HOW MUCH TIME DO YOU DEDICATE TO THEM? • ARE THEY PART OF THE ASSESSMENT OR NOT? • SHOULD BE: FUN & NON-THREATENING INTERCULTURAL PEOPLE (NOT TASK) FOCUSED ENGAGING & INTERACTIVE 19 Eva Haug©2020 SYNCHRONOUS VS ASYNCHRONOUS Sequential collaboration Building on each other’s contributions through progressive steps asynchronous Parallel collaboration Each completes a component that is combined into a collective work asynchronous Dialogue or synergistic collaboration Exchanging or synthesizing ideas to plan or complete a product synchronous 20Eva Haug©2020 ASSESSMENT & REFLECTION BEFORE DURING AFTER Eva Haug©2020 DURING CULTURAL MENTORSHIP 1. PROVIDE FRAMEWORKS 2. REMAIN VULNERABLE 3. PAIR EXPERIENCE WITH REFLECTION 4. BALANCE PLANNING AND RESPONSIVENESS Eva Haug©2020 • TOLERANCE FOR AMBIGUITY SCALE • NATIONAL INSTITUTE FOR LEARNING OUTCOMES ASSESSMENT (NILOA) • PURDUE’S CENTER FOR INTERCULTURAL LEARNING, MENTORSHIP, ASSESSMENT, & RESEARCH (CILMAR) RECOMMENDED RESOURCES • RETROSPECTIVE PRETEST/POSTTEST, PURDUE’S A.S.K.S. SHORT SCALES Eva Haug©2020 AMSTERDAMUAS.COM THANK YOU! e.m.haug@hva.nl 24Eva Haug©2020 2 STUDENTS PROJECTS 3 DIVERSITY IN EDUCATION Diversity Action Guide Support materials for workshop 
 INCLUSION & DIVERSITY 1 How bias can work You would like to consult your colleagues for something work/study related. Reflect on and answer these three questions: 1. Visualise the 3 people you ask for input. Consider how similar or different are they to you, e.g. visible and less visible aspects of diversity. 2. How did you arrive at these 3 people? Consider what might have influenced your thinking. 3. How diverse are their perspectives from yours? Consider what’s holding you back from seeking different perspectives. How to reduce the impact of bias We’re all biased, but we can all take action to stop the bias affecting how we interact and treat others. Here are three approaches to try: 
 INCLUSION & DIVERSITY 2 Micro-messages Micro-aggressions Definition Communicated through actions, language, tone, and gestures. They are signals that exclude and make people feel they are not valued. They most commonly impact those in under-represented groups. Examples: • ‘Wow! You’re amazing! Your disability doesn’t seem to affect you at all’ • ‘No, where are you actually from?’ • ‘Isn’t it uncomfortable to wear hijab?’ • ‘I never would have been able to tell you’re transgender’ • ‘I know you have childcare commitments, and that’s why I didn’t invite you to that early/late meeting’ • Being referred to by a pronoun that isn’t in line with your gender identity • Female leaders being labeled as aggressive • ‘You speak excellent English!’ • ‘Is that your real hair?’ • ‘What she is trying to say is…’ • Women are taught that their clothing choices make them vulnerable to harassment or assault • ‘What, is it that time of the month?’ (to a woman) • ‘Wow! I believe this negative stereotype about your community, but you’re different, so I like you!’ • ‘You belong to [insert place/country/minority group]. Isn’t life hard for your community there?’ • Interrupting someone while they share their opinion • Consistently mispronouncing someone’s name Which of the micro-aggressions do you recognise in your behaviour? INCLUSION & DIVERSITY 3 Micro-messages Micro-affirmations Definition Small actions that bring people together and make them feel included. Examples: • Showing appreciations for individual abilities and strengths • Asking others for their input • Recognising others’ achievements • Giving colleagues your full attention • Including the whole team in social celebrations • Showing genuine interest in getting to know others • Educating yourself and ensuring you use the relevant pronoun in line with a colleague’s gender identity • Checking the correct pronunciation of their name with a colleague Which of the micro affirmations do you recognise in your behaviour? Intervening - how do we step in sensitively? If we see someone excluding other person or displaying bias in how they treat others, what’s the most effective way to intervene? There are three steps that will empower you to turn any situation from exclusive to inclusive.
 INCLUSION & DIVERSITY 4 1.Be aware Know when to take action - This is all about noticing exclusion as it unfolds and recognising whether someone is at risk of feeling excluded. Put yourself in their shoes - How would you feel about what’s happening in the moment? Notice body language - Noticeable changes in amount of eye contact and speaking, as well as sudden display of defensive posture (eg crossed arms) are all signs the person in question may feel excluded. Ask yourself - Are they being denied resources, participation or an opportunity? INCLUSION & DIVERSITY 5 2.Take action Speak up, make people feel included Bring in the person who has been excluded. If necessary, use Speak Up channels. Help others lean in - Use observational statements such as ‘I noticed you used this term’ and ‘I’ve seen us solve challenges like this before’ Manage disagreement - Legitimise different views and highlight areas of agreement. Challenge constructively - Be curious, ask questions and express a desire for understanding, rather than directly calling anyone out. - - 3.Follow up Check in with those impacted, and discuss if a follow-up is needed. Depending on the situation, it may be appropriate to use Speak Up channels. Give feedback to the person excluding someone or displaying bias. Stop and reflect - Think critically and deeply about what happened and what assumptions were being made, to try and really understand what dynamics were at play. Teach don’t preach - Give actionable feedback sensitively, and in private. Reflect - Set aside time to reflect on whether the same exclusive situations are recurring and if you are doing everything you can to prevent them. - INCLUSION & DIVERSITY 6 Open conversations about diversity Why? TIP. Recognise the conversations you need to have and don’t need to have. If the objective of the conversation is to alter someone’s viewpoint or if the conversation shifts from a dialogue to a debate, it might be time to pause the conversation. Who? TIP. If the conversation is with a group, make sure it never feels like one person is being singled out. Avoid others feeling alienated and act as an ally by ensuring they don’t feel judged. What? TIP. It’s best to avoid unplanned and spontaneous conversations, keep these questions in the back of your mind as you partake in bold and inclusive conversations. So, what do I actually say? Assume positive intent TIP. We put our judgements, viewpoints and biases aside and focus on what the person actually means. Think dialogue not debate TIP. Engage in a dialogue where people feel valued and heard. You’re collaborators, not adversaries. Act with empathy TIP. Empathy requires your full attention to the conversation. When we get it right we are actively listening to what they’re saying and asking clarifying questions to gain a deeper understanding. Remember, our facial and body language mirrors this attentiveness. Markéta Sedláková FRMU