# data[].attributes.body
Review History of EOP video

Scheduled a Meeting with Your Partner

Have a draft of your COIL Plan

Expressed your "Why"

Completed the Online Icebreaker

Reviewed articles

# data[].attributes.body
Review Student Video clips
Review History of EOP
NACE Competencies
COIL & Social Justice, Cultural Exchange, and Self-Actualization
Equity

# data[].attributes.body
In addition to the more formal information about COIL, there are also other ways in which you and your partner can present a fun and engaging introduction to your partnership.

Many professors choose to record a video (together is best!) introducing themselves to one another’s students, discussing their goals for the collaboration, and sharing a bit of information about themselves and their culture, discipline, interests, etc.

For this activity, work with your partner to plan and record a video introduction for your students.

This type of video could be recorded together using Zoom or separately as you introduce yourself and move through your cultural environment.  This is also a great opportunity to demonstrate your willingness to stretch your language ability by introducing yourself in your partner’s first language.  Students will appreciate that you are creating a safe space for them to step out of their comfort zone.  Remember that you and your partner are modeling the teamwork that you want to see from your students!

Your introduction videos don’t need to be long - no more than 2-3 minutes total.  Click the + sign below to share your video or a link to your video.

# data[].attributes.body
Creating teams of students for your COIL Collaboration helps increase interaction and participation. It also gives space for students to take on different roles, make decisions, problem solve and apply what they are learning both about the content of the course and about working interculturally. There is no magic formula when it comes to creating effective student teams, but the following guidelines will help ensure you have a good foundation for the teams:

Teams should be created by the professors.  If students select teams, they will likely pick people they already know and who are like them. This will make group work between students from different countries more challenging, because students think they already know their peers from their class and will make assumptions based on existing relationships.

Teams should be diverse on both sides. You will have diversity between the students from different countries, but also pay attention to diversity of teams from the same class.  Diversity of viewpoints and backgrounds generally means richer discussions and more ideas.

Teams should have a range of skills.  Depending on the focus and length of your collaboration, it can be particularly important to ensure you have students with different skills and experience on each team. For example, if you are going to ask them to make a video, you want to have some students with editing skills on each team. You and your teaching partner could create a short survey for students before your COIL Collaboration begins and form teams based on the responses as one approach to this.

Balance the numbers from each side as best you can.  Ideally you would have 50% participation from each country on each team, but teams can work well even if your classes are very different sizes. Try to organize the teams so you have at least a 25%-75% mix of students between the partnering classes. Avoid creating teams where there is only one student from one of the participating countries.

Teams shouldn’t be too big or too small.  A good team size is 5-8, which helps ensure that all students can and need to participate. Large teams are usually less effective, and you will need to establish very clear guidelines and roles. You may need to be flexible with team size to meet the other guidelines, however, pairs should be avoided for team projects.

Students need to know they are accountable for their work. Be clear with your students about your expectation and how their teams will be assessed. Will students be asked to provide feedback on their teams? A self-assessment? Will participation be graded along with the product? Will it be different for students from different classes?

# data[].attributes.body
As mentioned in our Getting to Know You column, team building is an essential step to ensuring good collaborations among students. Team building continues throughout the COIL Collaboration, but the first step is to do an introductory icebreaker activity that allows students to begin to form relationships of trust.

You'll notice with our icebreaker that we did this in a non-positional way, which means something that anyone can contribute to - it doesn't require any particular knowledge or experience - and the response should not convey any power or prestige. Doing an icebreaker that allows all students to contribute equally will begin to establish trust among students. Trust is the basis for effective teambuilding, and for good, open discussions.

You and your partner should agree on what the icebreaker activity will be, taking into consideration how each culture builds trust and communicates. Designing the icebreaker for your collaboration is a good way for you and your partner to discuss these cultural aspects, as they may influence your overall COIL collaboration.

Linked below are a few icebreaker examples that have been used successfully in COIL Collaborations.  You can pick from among those on the list, modify one you've done before, or create a new icebreaker activity that you will use.

If you would like feedback, click the + sign to create a new post.  Write up your icebreaker activity as you will describe it to your students.  Add any additional information we should know, such as if this will be done synchronously, in small groups or large group, class sizes, languages, etc.

Comment on your peers’ contributions.  Don’t forget to add your & your partner’s names to the post.

# data[].attributes.body
Now that you have your main COIL Collaboration activity outlined, you need to decide how you will have students complete it. The first step is to determine how much of this needs to be done synchronously with you and your partner present, and how much can be done either completely asynchronously, or by having your students schedule synchronous meetings on their own.

For synchronous meetings with you present, you and your partner will need to pay careful attention to your schedules and time zones. Schedule these meetings first and anchor them into your timeline. Synchronous meetings may make sense for discussions you want to have in large groups, for conveying information and large group planning, for guests  you may bring in, or, if you have class times that are similar, to give students more opportunities to interact. Synchronous meetings are often scheduled for end of collaboration presentations.

Many COIL Collaborations are mostly or entirely asynchronous. You may provide a platform where students can interact, and/or you can let them work out communications among themselves and provide summaries or check-ins to you. These choices should follow your project design and outcomes, taking into consideration the level of guidance and direction that your students need.

When deciding between synchronous and asynchronous communications, consider the immediacy needs, that is, how quickly students need to be able to respond to each other. You also need to consider your students’ access, including how much bandwidth the platform you’re considering needs.  Below is a table developed by Daniel Stanford at DePaul University that shows technology options for different immediacy needs and bandwidth availability.

# data[].attributes.body
Let’s consider High Context - Low Context communication.  Low Context communication is direct.  Meaning is conveyed primarily by the words themselves. Summarizing and repetition of key points are used to ensure that messages are clear. The relationship between individuals, particularly in an educational or work setting, does not have much impact on how things are communicated; there is no assumption that we have shared understanding so I need to say what I mean. High Context communication relies on shared understanding to derive meaning. Non-verbal cues are very important, such as tone and body language. It’s the overall context of the communication that leads to understanding, not reliance on the words used. Because I rely on our shared understanding to convey my meaning, we need to have a relationship or a shared cultural frame of reference.

Here’s a video and a blog post that focus on high context and low context communication.  Please watch and read.

Understanding Cultural Communication Differences:

https://www.youtube.com/watch?v=0W9iLrfyq20&t=6s

A blog post written by a Polish woman living in the UK: http://www.projectabroad.eu/the-culture-map-communication-low-and-high-context-cultures/

Now think about your students and their communication styles. Are your students/is your culture generally High Context or Low Context? Will your students expect short, frequent, direct questions and comments that clearly state their opinions?  Would they be annoyed or offended by that kind of communication?  Would they expect that type of messaging only after they have developed a sense of team, or would that communication style help them develop a sense of team?

Click the + to start a new post.  Reflect on communications as it relates to the COIL Collaboration you want to develop. This could be your own communication style, the expectations of your students, experiences you have had working with people with different expectations for communications, or considerations you will bring to developing an effective COIL teaching partnership. Please share any questions, concerns or tips you have.

# data[].attributes.headline
Create 3 learning goals to meet your partner's learning goals to meet in the middle or add one or two specific to your COIL colalboration. 

# data[].attributes.subject
Create 3 learning goals to meet your partner's learning goals to meet in the middle or add one or two specific to your COIL colalboration. 

# data[].attributes.body
JOSE LUIS add the UCAB learning goals competencies for all students

The three main learning objectives defined for this virtual exchange were:
• to practice the use of technologies of communication and information in order to interact with others in a global context; • to become aware of and interact within a context of multicultural specificities and diversities; and
• to work in a collaborative manner.

REWRITE this section to acknowledge what goals/competencies are offered and so use them and move forward. .

Ilka and Jose Luis
JOSE LUIS quotes from chapter

Empathy and Goals
https://research-publishing.net/publication/chapters/978-2-490057-95-5/1294.pdf

You and your COIL teaching partner will have different goals for your overall courses.  In addition to these course level learning goals, you should have more specific learning goals and outcomes for your COIL Collaboration.

It’s fine if these goals are not exactly the same for both courses as long as you agree on discussions and activities that fit both courses. For example, if yours is an English class for language learners you may have as a primary goal that your students practice communication in English with native speakers, and your partner’s goals may be focused on students comparing educational systems in the two countries.

Making your learning goals as specific as possible will make activity design much easier. It’s not easy to be specific right away, so think of it as a three-step process:

1. Start by stating your overall goals: What do you want your students to get out of the experience? As above, these can be different between the two courses.

Ex: I want my students to learn about what higher education is like in other countries. For the other course: I want my students to practice stating their opinions and summarizing discussions in English.

2. Now try to make this more specific. What possibilities does International collaboration add? Where is the overlap with your partner’s course?  You should make goals at this stage the same for the two courses

Ex: Students should understand how societal expectations of students in Brazil and the US are similar and different.

3. Consider how you will measure student success. What should students be able to do by the end of the collaboration?  What is doable and realistic given our time frame and other realities?

Ex: Students should be able to discuss the role of students in higher education in the US and Brazil, such as behavior in the classroom, work required to be successful, how students pay for higher education, and how broader society views students.

This last example of a refined learning goal leads more easily to the development of specific activities and discussion topics. Agreeing with your partner on the learning goals for your collaboration at the beginning of your discussions will make the rest of your planning much smoother.  As the diagram below shows, you  are aiming for the intersections of the overlap between your courses and the possibilities that international dimensions bring.

Click the + at the bottom of this column and post the refined learning goal(s) that you and your partner have agreed on.  Comment on others’ posts.  We will discuss these during our synchronous meeting as the start to developing discussion questions and activities.

# data[].attributes.body
We want you to have a workable plan for your COIL Collaboration by the end of this workshop. You may not have all the details in place, but you should have at least a blueprint for your collaboration that you can continue to refine. You and your COIL partner will work on completing your COIL Collaboration Plan throughout this workshop. You should have one unified plan for your collaboration, so please fill this out together.

It is available in Word below (save a copy for yourself), or in Google docs (this is a read-only version, so please make an editable copy: open the document through the link, under the File menu, select Make a copy). We will use this Plan document throughout the workshop.

Logistics doc with Spanish and English
https://docs.google.com/document/d/1Zewc8Xb4Nwc8TCXD8BMEB1_Nh8hbg7xRRgQZI4GuwiA/edit

# data[].attributes.headline
Language as cultural expression vs means of communication

# data[].attributes.subject
Language as cultural expression vs means of communication

# data[].attributes.body
We have considered the cultural basis of communication styles. What about language?  Language and culture are closely related. The words we have in our language help us describe the world around us and help us organize our thoughts to make sense of it. Vocabulary can both reflect culture and define it.

Among people who speak the same language, slang, idioms and accents create a sense of group identity - whether that’s a national, regional or local difference, or identity in a group defined in other ways, like ethnic groups, organizations, social class, etc. Using language as cultural expression can be a way to include people in a shared identity, but can also exclude those who don’t have the shared frame of reference.

In a COIL Collaboration, we need to help students think about language as cultural identity and as a means of communication. This is particularly important if the language of the collaboration is the primary language of only one group. To get students introduced to the idea of language as identity and communication tool, you can have your students greet the other students in that group’s language as part of the icebreaker. Students can then talk about greetings, for example, how they would greet a teacher, a grandparent, a close friend, a stranger.

Attached is some advice from the University of Kansas about communicating with people if proficiency is unequal. These tips can be helpful to share with your students, and can be helpful reminders for yourself if you and your COIL teaching partner don’t have the same level of proficiency in the language you will use for communications.

Another technique that COIL professors use is to have posts in the dominant language of both groups. That is, if the primary language of one group is Spanish and the other is English, students have to post in both languages.  If they don’t have proficiency in one of the languages, they need to use available tools, like Google Translate, to assist.  This can help give all students the perspective of communicating in a language that’s not primary to them and generate conversation about language and communication. You can do this for one or more discussions, even if you agree on one language for the collaboration. It does require some guided reflection to help students unpack the experience and apply learning going forward - more on that next week.

Click the + column to start a new post.  If you have experience communicating across languages, share some stories, tips, challenges and success you’ve had that could help your students and your colleagues as they prepare their COIL collaborations.  If you don’t have a lot of experience, do you have concerns, questions, things you’re looking forward to?

# data[].attributes.body
UNESCO defines culture as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, that encompasses, not only art and literature, but lifestyles, ways of living together, value systems, traditions and beliefs (UNESCO, 2001)

Watch this quick video from UNESCO Canada -  What is culture: https://www.youtube.com/watch?v=SidKFCZ65ik

Now consider some student views of what culture is from participants in exchange programs with the US: https://www.youtube.com/watch?v=57KW6RO8Rcs

Even though UNESCO has an established definition of culture, UNESCO delegates to their conference in Ottawa still had trouble describing and defining it. Students from different countries who lived in the US and adapted to US culture also had varying ways to describe it.  So how do you talk about culture with students?

You don’t have to get into extensive definitions of culture. It’s usually sufficient for students to have an idea of what culture is so they have the vocabulary and framework to discuss cultural differences. You can focus on some of the aspects of culture that will impact the ways they interact with their peers during their COIL Collaboration.  The issues that come up most often in a COIL Collaboration are issues of Time, Trust, Communications and Leadership. We'll focus on communications in the next column.

# data[].attributes.body
If you have not made an account with Padlet, please be sure to post your name!

# data[].attributes.body
One of the key first steps in a COIL Collaboration is to develop trust among students.  Helping students gain a sense of who they are as people goes a long way towards team building.  If you've done other SUNY COIL workshops, you're likely familiar with the importance of icebreakers and developing a sense of team.

Click the + sign at the bottom of this column and tell us about something that makes you feel calm - a smell, a place, specific people, an activity, special food or drink?  Describe it and the effect it has on you. Add a picture, a video, audio or a link if you like. Read and react to your colleagues' posts. Don’t forget to add your name if you’re not signed in to Padlet.

# data[].attributes.body
Welcome to the EOP COIL  workshop!  Our goal over the next 3 weeks is to develop your collaboration plan so it's ready to implement.

All you need for this workshop is included in this Padlet or via a link. If you have not used Padlet before, watch the video below (scroll to the bottom of this post).

This workshop includes asynchronous work and one synchronous meeting per week, plus time you will schedule with your partner to work out the details of your collaboration.  Columns are labelled by week. We will focus on creating the plan, including your overall goals for the collaboration,  questions and format for the discussions, your project if you will include one, and how students will demonstrate their learning.  We'll look at culture and how it frames communication expectations, language issues and using reflective practice to help your students' critical thinking skills.

That being said, being flexible is one of the main ingredients for COIL success!  If you fall behind, jump back in and catch up as soon as you can.

Please ask any general questions you have, anytime, by posting them in the Water Cooler column (the last column all the way to the right) or by emailing me directly.

When you're comfortable with Padlet, move one column to the right and jump in!

Hope

# data[].attributes.body
I think that depending on my students cultural understanding they may have high context and low context communication. I think overall, every student will be low context. Yet, I would argue that students who utilize AAVE, have a high context communication style. Mostly because of the "shared cultural frame of reference". Additionally, I think some students on the autism spectrum have low context communication styles. In the end I don't think students will be annoyed by high context or low context communication styles as they are still learning. They will be approaching this experience the same way they approach college. With apprehension but an expectation that even language will be completely different from what they are used to. Finally, I think all my students will require trust before they feel comfortable sharing.

# data[].attributes.body
It’s important to discuss logistics as a COIL pair right from the start. You need to make sure you have a common understanding of all of these aspects before you start building activities and setting assignments for students, including agreeing on the language of the collaboration, and ensuring that your schedules will work.

The first page of the COIL Collaboration Plan asks for logistical information for the collaboration. Please meet as a team and complete as much of this section as you can this week.

Some important logistical considerations:

Make sure you communicate start and end dates, class times and days, and any holidays or observances that could impact student availability.

Discuss language use. Will you use one language or multiple languages? Any special consideration or support given to students who are less fluent in that/those languages?

What technology are you comfortable with? Is this available in both countries? If you will use a tool provided by one institution, how will the other group get access?

Please work on the logistical section of your COIL Collaboration Plan with your COIL partner by the end of this week.  If you have any tips, questions, challenges or observations that you would like to share with others or get feedback on, please click the + to start a new post.

# data[].attributes.body
I believe there will be a mixture of both when it comes to the EOP SUNY Erie incoming Freshmen. Especially since we are reaching out to traditional and non-traditional college age students.

In fact, I experience the difference between hi and low context communication within my own family. My sons accuse me of having "a secret language" because I speak to my mom and sisters in Spanish. Yet, they made the choice not to learn it when they were growing up. But I feel the same way when they talk about their video games, music, and movies they enjoy. I can't seem to understand what they mean and sometimes, if I'm being honest, I rather not know.

So given the fact that many of our students come from families who have immigrated to the US, or live in a multi-generational home, or just the age differences between them, or the fact that they are coming from different neighborhoods, etc., it is a miracle that they can find something they all have in common. I mean besides being in EOP that is.

# data[].attributes.body
I found the videos very interesting. It would be a great experience to find out the differences in the ways we communicate and the emotions which are involved in the process. I goes beyond the language itself.

# data[].attributes.body
I think I’ve observed and practiced a mix of both High Context and Low Context in the classroom. In order to establish a feeling of community and to make my students feel welcome, I keep things like body language and tone in mind, especially with first-year students who are typically anxious about the start of their college transition. I’ve also had situations during class discussions where students express something that the rest of the class is familiar with, but I’m not (mainly because of the age or cultural differences), and I ask them to explain their meaning to me.

When it comes to assignments and lessons, I find I rely on Low Context communication. I like to be direct and clear with directions while “summarizing and repeating key points.” As mentioned in one of the sources, I find that this communication style benefits a majority of students because going from High Context to Low Context can be easier than going from Low Context to High.

When using Low Context, however, I find it’s important that I’ve established a good relationship with my students from the beginning. I recently watched The Wolf of Wallstreet. There’s a scene where Leonardo DiCaprio’s character is speaking with Swiss bankers. He interrupts the conversation to ask about Swiss banking laws. It immediately gets awkward. The Swiss man in charge explains how they don’t communicate this way: “Swiss custom requires ten minute of blah blah blah—chit chat—before business can be discussed.” Personally, I find that taking class time for ice breakers and “chit chat” is essential for students to genuinely connect with one another and connect with and develop trust in me. I believe this makes more direct communication seem less abrasive when discussing assignments, feedback on writing assignments, and day-to-day lessons.

# data[].attributes.body
Now that you've watched and learned why we want to provide the COIL experience to students. Tell us why COIL is important to you.

# data[].attributes.body
Here is a template to review for visualizing how to organize your COIL collaboration project.

https://padlet.com/sunycoil/examplecoileop

https://padlet.com/sunycoil/4ya1s0oi0c9cx535

Take a look. Consider all the sections.

1. What section(s) is important?
2. Anything surprising you?
3. What do you think you won't need?
4. What do you think is missing?

# data[].attributes.body
Student COIL Orientation
https://slcny.libguides.com/sunycoil/communication#s-lg-box-24158616

What is Culture website
Task based thinking versus Relationship based
https://whatisculture.org/?page_id=57

# data[].attributes.attachment_link.title
COIL language suggestionsFOR native languag speakers2.png

# data[].attributes.body
Evaluate the students
negotiating the communication tools with students
Evaluate by student's sharing of screen shots of the teams for ZOOM meetings

Clarify that grading happens locally
Create a rubric together
Review the grades together if you would like.
In the end, Each professors grades own students

Together, they can have a conversation regarding working together in their teams and figure out the grading

Assessment with pre- and post- survey

ZOOM - TALK ABOUT THIS ISSUE OF GRADING whether individually versus team grade

Perdue Intercultural Assessment Tool
This free tool has 14 questions for you to create a pre- and post- COIL survey. Consider augmenting with reflection questions as well as questions about International teamwork
https://www.purdue.edu/cie/globallearning/ASKS_version3_combo.pdf

# data[].attributes.body
Tech Tool Google doc thanks to Olena!
https://docs.google.com/spreadsheets/d/e/2PACX-1vRy4LnkS9Sr0LSCyrD6tp2DY65wLauEHzchBi3sZg1NwAvFvhhTCX9It2ZsBbZcz7SDrbA4qkxMHY6U/pubhtml?gid=506430650&single=true

# data[].attributes.body
Hi everybody! Welcome welcome! My name is Hope Windle and I love the COIL modality since I know that it provides an opportunity to coach our students to become aware and full of empathy FOR each other. I am so glad that you’re here. A little bit about myself... I like to sit on a big ball while I work instead of a chair it keeps me focused. I really like dark chocolate with nuts. I have a cute beagle/hound dog named Bagel and we go on big walks every day in the woods near where I live. We walk a couple times a day so that I can breathe in the day and nature, even just to hear birds and see the trees. I don’t think the dog gets sick of it. He likes to chase frogs. I love to meet people from different places. There is something about it that gets me so excited! Especially when we first meet through technology, I love reading about each person and then to meet you on ZOOM is so fun. An added bonus is to meet in person.. like at a conference or visiting each others' schools. The whole process is so exhilarating! I don't live near the ocean but I love the sounds, smells and floating in water of any size, either to swim or kayak or just walk alongside a river or creek.

# data[].attributes.body
Before we get started, let's review the basics of Collaborative Online International Learning (COIL).

Can be created in any discipline; interdisciplinary collaborations work well

Encourage active student learning and teamwork

Include an emphasis on cross-cultural interactions and understanding

Typically run for 5-8 weeks

Are a graded activity in each participating class

Are usually mostly asynchronous with some synchronous activity

Can use any technology tools that serve the learning goals

Typically, a COIL collaboration lasts for several weeks during the course, running as a class project during that time. Most of the work your students will do on their COIL Collaboration happens outside of regular class time.

COIL is designed by you with your COIL teaching partner, and therefore can be designed to meet the overall learning objectives of your class.

For more information on COIL, see https://bit.ly/whatisCOIL

# data[].attributes.body
Effective COIL collaborations follow a recognized progression through specific phases.

1. The team building phase includes introductions and icebreakers, along with discussions and activities designed to help students get to know and feel comfortable working with one another online and across cultures.

2. The discussion phase includes comparative discussions and organizing the project that teams of students will be working on. This phase continues to build student teams, but focuses the work on the course topics to prepare students for effective collaborative project work.

3. The project phase is the main activity for the collaboration. This is the time that students apply their knowledge, create something together or have substantive discussions around the topic of the collaboration.

4. The concluding phase includes presentation of work completed, in any format agreed upon by the collaborating professors, final reflections, and concluding.

Please note that for maximum benefit, reflection should happen throughout the COIL Collaboration.

# data[].attributes.headline
Considering EQUITY in communication, language and across your COIL collaboration.

# data[].attributes.subject
Considering EQUITY in communication, language and across your COIL collaboration.

# data[].attributes.body
What can YOU do to create equity within your international COIL project?

1. FOR NATIVE language SPEAKERS:
Read the article (also noted below) to become aware of inequities between professors and students from the Global North ( ie technology, resource & capital rich) and Global South (less resources and money, more likely to suffer from poverty, and political violence).

2. FOR NATIVE language SPEAKERS:
Provide a local orientation specifically for native language speakers to include activities and reminders about language equity and support. See image below for pointers. Remind your students throughout the collaboration. We forget. ;0)

3. FOR NON_NATIVE language SPEAKERS:
Consider inviting an EFL/ESL course that perhaps includes the students in your course to follow your COIL project to provide additional opportunities to discuss concepts and practice speaking/writing about topics.

What do you do to create equity in your classroom locally and are there ways to apply those ideas/activities to your COIL collaboration?

# data[].attributes.headline
An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies- This article helps to consider your partner's world as you embark on this relationship...

# data[].attributes.subject
An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies- This article helps to consider your partner's world as you embark on this relationship...

# data[].attributes.body
Consider how to create equity between you and your partner  especially if one of you is in the "Global North" and one is in the "Global South".  Take a moment and read these words of wisdom from COIL Coordinators and professors in the SUNY COIL Global Partner Network.

https://journal.unicollaboration.org/article/view/38199

An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies

Authors

José Luis Jiménez Figarotti, Catholic University Andres Bello, Caracas, Venezuela

Suba Subbarao, Oakland Community College, Detroit, Michigan, US

Eleonora Bagatelia, Oakland Community College, , Detroit, Michigan, US

Consider what you can do to support your partner and their students?

# data[].attributes.attachment_link.title
An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies | Journal of Virtual Exchange

# data[].attributes.attachment_link.description
International Virtual Exchange (VE) can be a valuable addition to the AIDE (Access, Inclusion, Diversity, and Equity) toolbox, particularly at higher education institutions in the Global North. However, an interesting dynamic emerged in certain partnerships created by faculty from Venezuela, Yemen,…

# data[].attributes.body
Considering language support... sometimes, EFL/ESL courses follow a COIL to provide additional opportunities to discuss concepts and practice speaking/writing about topics.

# data[].attributes.attachment_link.description
Now that you have met with your global partners and spent sometime with students from across the globe, please respond to the following statements using the scale below that may represent behaviors your adopted/developed during the activities.

# data[].attributes.headline
ZOOM - TALK ABOUT THIS ISSUE OF GRADING whether individually versus team grade 

# data[].attributes.subject
ZOOM - TALK ABOUT THIS ISSUE OF GRADING whether individually versus team grade 

# data[].attributes.body
collaborating and working in the teams versus doing the work alone ... should the individual working alone and getting the content correct get a good grade versus working in the group?

# data[].attributes.attachment_link.title
View of An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies

# data[].attributes.attachment_link.description
Return to Article Details An unspoken truth: faculty (in)equity in the context of invisible violence: virtual exchange case studies

# data[].attributes.body
Before you move on from Week 2, did you:

Align your goals and activities

Identify your learning goals

Read about COIL Assessment

Answered the question: What is culture?

Read the importance of language as a form of cultural expression

# data[].attributes.body
You made it to the end. Here are some things to review in week 3

Technologies that make COIL go

Developing a COIL Orientation for Students

Building trust virtually

Putting Collaboration into the Classroom through Team Building

# data[].attributes.body
The COIL model is the basis of which makes for a dynamic COIL throughout the semester. Check out the trivia to test your knowledge of COIL.

# data[].attributes.body
https://create.kahoot.it/details/dbd5963a-5ae1-400b-b504-1f223603eac9

# data[].attributes.attachment_link.description
Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

# data[].attributes.headline
Share your imperfect, super-rough, rough drafts of a plan with the group ... BE COURAGEOUS! We all benefit!! 

# data[].attributes.subject
Share your imperfect, super-rough, rough drafts of a plan with the group ... BE COURAGEOUS! We all benefit!! 

# data[].attributes.body
We all benefit from feedback on our COIL plans. In this group, we are all learning what to do... AND you get to keep polishing as we head to implementation.

Please click the + sign to start a new post, then either upload your plan or share a link.

Your plan will change and grow better with attention.

Come to the ZOOM Meeting 2 and 3 with your plan to present. Everyone will be called on so get ready to share.

# data[].attributes.body
Hello, friends! I am Seb. I am a psychotherapist and a university faculty at Southern Connecticut State University. I love drinking coffee from different parts of the world! I enjoy long walks with friends! Every day, my wife and I walk for an hour at 6 am before we get busy with our work life! We talk a lot during that walk, especially about our work and kids! Sometimes, we walk together without talking while listening to audiobooks or calming or soothing music!

# data[].attributes.body
REWRITE SECTION WITH ACTIVITIES NOTED IN JL ARTICLE

The refined learning goals you developed last week should suggest activities and discussion topics for your COIL Collaboration.

From our example:
Refined goal:

Students should be able to discuss the role of students in higher education in the US and Brazil, such as behavior in the classroom, work required to be successful, how students pay for higher education, and how broader society views students.

Possible activities:

-Develop questions for discussions related to the themes

-Look for information on the internet.  Discuss accuracy of the information in small groups.

-Create case studies of what it is like to be a student in each country that they will present to classmates for discussion.

-Write/illustrate a short story about students in each country.

-Assign a topic to each student team and have them create a video, story or enactment of that topic in each country

In our synchronous meeting we used Jamboard to refine learning goals and brainstorm activities.  Please continue to contribute ideas there: https://jamboard.google.com/d/1-zeYI-lV1cd5rUw92hRso9_Y0Y7YoV1jwhS5gOutMFA/viewer?f=5

Once you have inspiration for activities that meet your refined goals, discuss with your partner and develop this into your COIL Collaboration Plan (page 3).

Please share your activities here (click the + sign to start a new post) to inspire and get feedback from your colleagues.