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We have an introductory session, outlining what the project is about, what is expected from each student, etiquette of communicating during the process, and finally outlining the benefits of the project to each student collaborating in the project.

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Zulima Barboza, COIL Admin, VZ

To develop the introductory activities to the COIL project:
1. The technological tools they are going to use, explain their use and, if necessary, where they can get support.
2. What is COIL, its objectives, scope and responsibilities.
3. What activities will they develop in COIL.
4. How should your behavior and treatment towards the members of the other group.
I develop an introductory course to prepare for the COIL activity, which must be approved by all COIL participants, and in which I will use asynchronous and synchronous resources.
Asynchronous Resources
I make two videos, one explaining what COIL represents (points 2, 3 and 4) and another indicating the tools that will be used in the project and the websites where you can get the tutorials to learn how to use it. Also, at the end of each video, I include a self-assessment and in another space the rules of netiquette and teamwork.
For this I use the university website (www.ula.edu.ve)

Synchronous Resources
Before formally starting the COIL activity, I hold a videoconference with the group to assess whether they have understood the activity they are going to undertake and its scope, insist on what intercultural work means and answer any questions they may have.
In this activity I use Zoom, Google Meet or any other tool, depending on the availability of the other institution.

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The responsible professor who is offering the COIL project should do an orientation for students. This will include:
1. What is COIL. A little about authentic learning, project based education and how the application of a COIL project addresses these concepts. How does a COUL project roll out.
2. Why is it an important part of a module. Talk about the development of intercultural competencies, the development of technological skills and the ability to work in an intercultural team, on global issues, often in a trans/inter/cross disciplinary team. Stress that these are soft skills necessary for the workplace, something employers commonly say are missing in graduates.
3. What is in it for me? The professor should address this - soft skills for employment, authentic experience of working in an international team, development of confidence working across cultures, across borders and across disciplines - part of a multidisciplinary team ( as you would find in the workplace). Opportunity to have friends in another country which heightens your awareness for issues going on there and so developing your global citizenship. A certificate of participation which can be included in your CV.

Intercultural and global competencies
This could be a short learning programme (SLP) that students could take in addition to their COIL project. This could be developed by the International Education division. This could be a 20 hour SLP which is both synchronous and asynchronous. Students could develop a deeper understanding of cultural competence but also what it takes to be a global citizen and how they can cultivate this competence. I would suggest that this was also used to develop some competence in participating in hard to have conversations. How to talk about difficult issues, without offending. This will enable students to discuss difficult issues more deeply to really develop improve understanding of the issues.

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Establishing early contact with students from both cohorts from the instructor team will help to establish community and connection early on. At least one week prior to the beginning of class or the project, the instructors should send a joint message to their students (even better, record a short video from each instructor so students can see your faces and hear your voices).

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I'd like to see a clear message of how a COIL class could help YOU. The international nature of business makes it almost a necessity to engage in collaborative international work. But what about other majors. I'd like an orientation to touch on how this would be valuable for engineering  ( actually seem like a no brainer) but maybe chemistry or biology and other STEM and non-STEM majors.

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Now that we know why, who, and what, we need the students to understand  that this isn't like a group project in the classroom where everyone is operating in the same framework.

Students should understand that basic concepts as simple of time is viewed differently-- some cultures there is no such thing as being 5 minutes late-- if you're there within 30 minutes you're on time.

Highlighting the need for flexibility and knowing what cues to look for to help them identify cultural understanding is a vital take away students can use in the project and the future. Also knowing the practical differences in timezones and schedules is important too.

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Addressing the Why, Who, What, setting up the right expectations with learning outcomes, assessments and feedback. Outlining clearly what is expected from both students and faculty, what will be the ultimate benefits and how this may change what students have been doing previously.

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The "tech check" is a module, page, or even just a document that outlines each technological component employed, how it will be used, and direct links for downloading, updating, and testing those technologies to ensure setup. It may also include some basic tutorials if needed.

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Add your ideas for the COIL Student Orientation, then drag them anywhere you think they fit.  Click on the + (look bottom left for the pink circle) to make a new post.