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Professional Learning Community- session 6

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Professional Learning Community- session 5

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What are specific examples of cross-national engagement that you observed as a result of the PLC?

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What are specific examples of cross-national engagement that you observed as a result of the PLC?

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 What, in your opinion, was the most effective part of the PLC for your participants?

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 What, in your opinion, was the most effective part of the PLC for your participants?

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What suggestions do you have for the further development of the PLC?

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What suggestions do you have for the further development of the PLC?

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what would be reasons for you to continue to particpate in the PLC?

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what would be reasons for you to continue to particpate in the PLC?

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What potential benefits does PLC offer to the educational community? If you were asked to provide a reason, what would you say?

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What potential benefits does PLC offer to the educational community? If you were asked to provide a reason, what would you say?

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What new ideas do you have about the concept of PLC that you didn’t have before?

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What new ideas do you have about the concept of PLC that you didn’t have before?

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What has been your lessons and awakenings during the PLC?

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What has been your lessons and awakenings during the PLC?

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This is the info pack we used in the first session. Participants receive one before each meeting.

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Triplet Professional Learning Community- session 3

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Reflective questions for breakoutroom discussion Triplet Session 2 (09-12-2022)

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Reflective questions for breakoutroom discussion Triplet Session 2 (09-12-2022)

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Scenarios for group discussion in breakout rooms (Triplet session 2, 09-12-2022)

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Scenarios for group discussion in breakout rooms (Triplet session 2, 09-12-2022)

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Classroom situations (separate student and teacher)

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These are the slides we used in session 2 of our triplet THUAS-Ostrava-Örebro (09-12-2022)

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Professional Learning Community- session 2

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Fall Webinar Series Part 4 - Going Virtual

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Webinar Series IEI - Online teaching with Vanessa Dennen

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Webinar Series IEI - Online teaching with Vanessa Dennen

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To make this site work properly, we use cookies. You can accept all cookies, select which ones you want to accept or deny us using cookies. All the necessary cookies that ensure the core functionalities of this website will be accepted without consent. Read more about our privacy policy.

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IEI Webinar Series Part 1: Creating a safe and engaged online classroom (Vanessa Dennen, Florida State University, USA) - Going Virtual

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Webinar Series IEI - On Inclusion with ACA and UMN

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Webinar Series IEI - On Inclusion with ACA and UMN

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IEI Webinar Series Part 2: Expert Exchange: Inclusion in Higher Education - Going Virtual

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Martin Bogdan (ACA, Brussels, Belgium) and Christopher Johnstone (UMN, USA) share thoughts on the issue on inclusion in higher education. Moderated by Eva Janebova (UPUL, Czech Republic).

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Fall Webinar Series Part 4 - Going Virtual

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To make this site work properly, we use cookies. You can accept all cookies, select which ones you want to accept or deny us using cookies. All the necessary cookies that ensure the core functionalities of this website will be accepted without consent. Read more about our privacy policy.

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Webinar Series IEI - COIL with Reinout Klammer and Petra Key

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Webinar Series IEI - COIL with Reinout Klammer and Petra Key

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https://extension.umn.edu/leadership-approach-and-models/leadership-model

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Leaders take action and do things. Learn about Extension’s leadership model and four critical leadership competencies tied to personal, relational, strategic and analytical attributes.

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https://mediaspace.umn.edu/playlist/details/1_9g7pch1d

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Playlist Details - Workshop 1 - University of Minnesota - Kaltura MediaSpace

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Reflective Engagement as Professional Development in the Lives of University Teachers

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Reflective Engagement as Professional Development in the Lives of University Teachers

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Reading_ Reflective engagement as professional development in the lives of university teachers

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Developing Self-Reflective Practices to Improve Teaching Effectiveness

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Developing Self-Reflective Practices to Improve Teaching Effectiveness

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Reading_ Developing Self-Reflective Practices to Improve Teaching Effectiveness

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A Systematic Review of the Purposes of Reflection

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A Systematic Review of the Purposes of Reflection

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Reading_ We all reflect, but why_ A systematic review of the purposes of reflection in higher education_

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Only pages 1-5 are relevant for this project.https://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2015105.pdf

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Resources on Student Mobility and Internationalizing the Curriculum

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Resources on Student Mobility and Internationalizing the Curriculum

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https://global.umn.edu/icc/resources/ci.html

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Curriculum Integration of Learning Abroad

Curriculum Integration of Learning Abroad is a University-wide initiative to internationalize the undergraduate experience by integrating learning abroad into all degree programs on all five campuses.

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Curriculum Integration : ICC : Global Programs and Strategy Alliance : University of Minnesota

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The Global Programs and Strategy Alliance (GPS Alliance) is the central international office for the University of Minnesota system. The GPS Alliance is the driving force for the University of Minnesota in globalizing teaching, learning, research, and engagement.

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https://global.umn.edu/icc/resources/umn.html

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Research at the University of Minnesota

Study of the Educational Impact of International Students in Campus Internationalization

This research sought to identify factors that influence the educational impact that international students have on the campuses of the University of Minnesota. Research methodology included focus groups, individual interviews and case studies involving faculty, domestic students, and international students.

International Student Academic Integration (ISAI) Initiative

ISAI offers customized professional development for undergraduate faculty who have international students and would like help in promoting their integration in the classroom. We support faculty in establishing inclusive learning environments and identifying and designing quality opportunities for our globally diverse students to work and learn together.
Learn more about the initiative and get involved.
Publications on Internationalizing the Curriculum and Campus

Data and Research Regarding International Undergraduate Students at UMN

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Research at UMN : ICC : Global Programs and Strategy Alliance : University of Minnesota

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This research sought to identify factors that influence the educational impact that international students have on the campuses of the University of Minnesota. Research methodology included focus groups, individual interviews and case studies involving faculty, domestic students, and international students.

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Resources on the "Groan Zone" - the space between problems and solutions

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Resources on the "Groan Zone" - the space between problems and solutions

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https://www.nceas.ucsb.edu/news/how-spark-joy-groan-zone-collaboration

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National Center for Ecological Analysis and Synthesis

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A version of this commentary has been cross-published here, on the Integration and Implementation Insights (i2Insights) blog. It is part of our commentary series on collaboration.
As researchers and practitioners engaged in transdisciplinary problem-solving, we know the value of diverse perspectives. We also know how common it is for groups to run into challenges when trying to learn from diverse ideas and come to consensus on creative solutions.

This challenging, often uncomfortable space is called the Groan Zone, and the term comes from Sam Kaner's Diamond Participation model, shown in the figure below. After an initial period of divergent thinking, where diverse ideas are introduced, groups have to organize that information, focus on what's most important, and make decisions in order to move forward into the phase of convergent thinking.

Navigating that transition between divergent and convergent thinking is the realm in which creativity and innovation emerge, if we let them.

Adaptation of Kaner's Diamond Model of Participation, as found in his book 'Facilitator's Guide to Participatory Decision Making.' Credit: Carrie Kappel.

My own, recent experience navigating the groan zone happened midway through a two-day workshop I was facilitating on oceans and the future of food, where an interdisciplinary, multi-sector group of participants became daunted by the task of integrating their extensive set of ideas and perspectives into a shared research agenda. Emotions in the room ran from optimism to incredulity to near panic.

One of the organizers, Dr. Liz Selig of Stanford Center for Ocean Solutions, remarked, "We're at that stage when we have taken everything out of the closet and it's all strewn across the floor. Now we have to sort through it all and start to make sense of what's important, what to keep, how to organize it so we can find what we need."

Every interdisciplinary working group I've ever participated in or facilitated has found themselves in the Groan Zone, staring overwhelmed at that metaphorical messy floor. The good news is you don't have to be a skilled facilitator to employ the tools for navigating this territory and tapping its creative potential. Here are some tips:
1. Don't Panic
Half the battle is recognizing that you are entering the Groan Zone. Just naming the transition from divergence to convergence as a distinct, valuable, and normal phase can help to reassure a group.
2. Encourage Dialogue
Dialogue, rather than debate, allows collective insight and creative breakthroughs to emerge in groups. Challenge participants to speak to be understood, rather than to win a point, and listen for understanding, rather than for the weakness in another's argument. Put a premium on defining terms, unpacking assumptions, and explaining thinking to bridge diverse disciplinary perspectives. When participants interact in this way, they tend to feel more comfortable wading into the Groan Zone's uncertainty and trusting the process - and each other - to carry them through to the other side.
3. Use Tools to Support Convergence
Build in specific processes to converge on ideas. It's not exactly a process of Marie Kondo'ing all those ideas you pulled out of your intellectual closets, asking if they bring you joy, but more like seeking that collective intellectual tingle that comes from lighting upon an idea that has the potential to unlock new insights.

There are also countless tools for sifting and synthesizing ideas, such as these that I've found useful:

Use conceptual frameworks to organize ideas and draw connections. Constructing a visual model together helps to reveal the different ways individuals think about the problem, which can build a shared understanding of it and unlock new ways of addressing it. Joint model building supports metacognition, raising awareness of individual assumptions, gaps, and biases.

Take a staged approach to prioritizing ideas. Invite individuals to reflect on their own, then share in pairs, then bring their insights and ideas to another pair or small group, and finally offer highlights to the full group. This 1-2-4-all process offers everyone a chance to speak and allows the group to elevate the most promising ideas rapidly.

Get the ideas on paper. Give each idea a headline, and write a short abstract that distills the problem, why it's important, and your proposed solution. Review each other's ideas. Identify areas of confusion or uncertainty. Clarify.

Specify your criteria for convergence. A simple two-axis plot can help a group decide how to focus its effort. For example, as shown in the figure below, you might assess each idea for its feasibility and potential impact, and then focus on those scoring high in both. Defining what you mean by feasibility and impact before your start scoring is essential and can be another source of collaborative learning.

Classifying ideas based on their feasibility and potential for impact can move a group toward the sweet spot of convergence. Credit: Carrie Kappel

Inviting diverse perspectives (divergence), synthesizing to yield new breakthroughs (emergence), and coalescing around a shared vision (convergence) are fundamental elements of successful collaboration, and they don't just happen once. In fact, a well-designed collaboration will move through these stages over and over again.

In the arc of a project, a group may encounter the groan zone at multiple scales - within an individual discussion, midway through a multi-day meeting, part way through a multi-year project, or all of the above. A recent survey of NCEAS working group participants showed that their satisfaction ebbs in the messy middle of their projects, but rises again as the project approaches the end.

Recognizing that the groan zone is inevitable, our best option is to embrace it and let it spark opportunities for the emergence of novel ideas. Armed with awareness and a few good process tools, could we come to see the groan zone as an essential growth zone instead?

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Carrie Kappel is a Senior Fellow, research scientist and professional facilitator of transdisciplinary collaborative working groups at NCEAS.

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How to Spark Joy in the Groan Zone of Collaboration

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A version of this commentary has been cross-published here, on the Integration and Implementation Insights (i2Insights) blog. It is part of our commentary series on collaboration. As researchers and practitioners engaged in transdisciplinary problem-solving, we know the value of diverse perspectives.

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https://cei.umn.edu/teaching-resources/active-learning

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Active learning is any approach to instruction in which all students are asked to engage in the learning process. Active learning stands in contrast to "traditional" modes of instruction in which students are passive recipients of knowledge from an expert.

Active learning can take many forms and be executed in any discipline. Commonly, students will engage in small or large activities centered around writing, talking, problem solving, or reflecting.

What is active learning?

Active learning refers to a broad range of teaching strategies which engage students as active participants in their learning during class time with their instructor. Typically, these strategies involve some amount of students working together during class, but may also involve individual work and/or reflection. These teaching approaches range from short, simple activities like journal writing, problem solving and paired discussions, to longer, involved activities or pedagogical frameworks like case studies, role plays, and structured team-based learning.

Samples of Active Learning Activities

In a "traditional" class, it is common for only some students in a given course to participate in asking or responding to questions. In contrast, a class with successful active learning activities provide an opportunity for all students in a class to think and engage with course material and practice skills for learning, applying, synthesizing, or summarizing that material.

Making Time for Active Learning

Using active learning strategies does not require abandoning the lecture format. Rather, adding small active learning strategies can make lecturing more effective for student learning. These activities give students just a minute or two to check their understanding of recent material, practice a skill or highlight gaps in their knowledge before giving an explanation.

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Active learning is any approach to instruction in which all students are asked to engage in th

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This is a great resource to have people discuss and deepen ideas. It is aimed at students but I used some for our in-person reflective meeting with colleagues.

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PZ's Thinking Routines Toolbox | Project Zero

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The Toolbox organizes the Thinking Routines into categories that describe the types of thinking the routines help to facilitate. Some routines appear in more than one category, and some routines have different versions that offer modifications for specific age groups or more specific conceptual challenges.

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here are the slides we used for our first session of the THUAS, Ostrava and Orebro PLC

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Professional Learning Community- session 1-final

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TOOLS FOR LEADERSHIP: STRATEGIES FOR IMPLEMENTATION

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TOOLS FOR LEADERSHIP: STRATEGIES FOR IMPLEMENTATION

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Here are some instructions on how to use the template in your PLC sessions

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Please use this template for your PLC. Participants will be asked to use this template as a tool to document their reflections and learning.

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FINAL - Reflection on participation in PLC

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On the SUNY COIL platform you can find a  self-guided introduction to​ Collaborative Online International Learning (COIL). It will take you about an hour to work through the materials on this website.

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Para leer esta página en español, haga clic aquí.

Getting started

This is a introduction to​ Collaborative Online International Learning (COIL). It will take you about an hour to work through the materials on this website. You can navigate this website by using the menus along the top. You do not have to work through the materials in a linear way, but we recommend that you start with the first tab: self-guided What is COIL?
So, what is COIL?
It connects you and a colleague in another country to develop collaborative projects that your students do together across time zones, language differences and geographical distance using online tools. It becomes one aspect of your course, supporting your student learning goals, giving you and your students the opportunity to engage hands-on with your course concepts and new ideas and - most importantly - exploring them from different cultural perspectives.

We hope you enjoy this introduction and that it motivates you to include COIL in your courses. The SUNY COIL Center offers online workshops to get you prepared to embed COIL into your classes, and offers opportunities for you to find partners around the world. If you would like to participate in additional training and workshops on COIL, contact your campus point person or contact the SUNY COIL Center at coilinfo@suny.edu. Workshop dates for 2020-21 are .

Special note during the global Coronavirus pandemic:

These are difficult times for people around the world. As things quickly shift in education as in all sectors of society, we believe the importance of developing cross-cultural communication skills and global understanding is as urgent as it has ever been. We applaud your interest in integrating these opportunities into your curriculum. The SUNY COIL Center is holding additional workshops, webinars and other means of supporting COIL practitioners. If you would like to be on our mailing list to learn about these opportunities, please sign up

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Para leer esta página en español, haga clic aquí. This is a introduction to​ Collaborative Online International Learning (COIL). It will take you about an hour to work through the materials on this website. You can navigate this website by using the menus along the top.

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TOOLS & RESOURCES FOR REFLECTIVE PRACTICE IN PLCs

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TOOLS & RESOURCES FOR REFLECTIVE PRACTICE IN PLCs

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This template can help you both in the planning and evaluation stages of your PLC. Thinking of the value of the PLC for the participants and making this specific in terms of intended outputs and outcomes will help in keeping the PLC focused.

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Here is a template you may want to use to plan the launch of your PLC

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4*4 PitStop method for pop-up professional (learning) networks

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4*4 PitStop method for pop-up professional (learning) networks

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This research-based method is a guide for novice PLC facilitators, introducing what PLCs are and how you can set it up.

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PitStop method for pop up professional (learning) networks DIGI

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The Learning Star is an activity you can do in the start-up phase with the participants of the PLC, gathering input on what colleagues would like to learn, why and how.

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In conversation series: internationalisation in practice

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In conversation series: internationalisation in practice

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This series by Elspeth Jones on internationalisation of higher education provides input on a wide range of internationalisation topics.

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Betty and I discuss the assumptions we make about international education and whether we're asking the right questions. To cite this video: Jones, E. & Leask...

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Leveraging diversity in the classroom: VU Mixed Classroom Model

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Leveraging diversity in the classroom: VU Mixed Classroom Model

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The VU Mixed Classroom Educational Model is built on a three-phase process through which students learn how to capitalise on different perspectives and approaches.

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Some background, tips and examples on how to internationalising learning outcomes.

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This checklist can be used to spark reflection and dialogue among lecturers on how internationalised the contents of their module(s) is.

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This checklist can be used to spark reflection and dialogue among lecturers on how internationalised their teaching practice is.

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The Hague Internationalisation at Home is a mapping tool that allows programme teams to identify which Internationalisation at Home activities and tools are present within the programme and with what objectives. The tool can be used to create awareness of what IaH can look like and what rationales a programme may used.

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Questionnaire Internationalisation of the Curriculum QiC 2

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Questionnaire Internationalisation of the Curriculum QiC 2

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As part of her work on internationalisation of the curriculum in action, Betty Leask has created two questionnaires that can be encourage reflection and dialogue with lecturers. Here is QiC 2.

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Questionnaire Internationalisation of the Curriculum 2-Leask

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Questionnaire Internationalisation of the Curriculum QiC 1

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Questionnaire Internationalisation of the Curriculum QiC 1

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As part of her work on internationalisation of the curriculum in action, Betty Leask has created two questionnaires that can be encourage reflection and dialogue with lecturers. Here is QiC 1.

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Quesionnaire Internationalisation of the Curriculum 1-Leask

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This list is the output of a KULeuven Association project on defining ‘international competences’ in the typical context of higher education. Based on extensive literature research, they identified 5 fields of international competences

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UNESCO intercultural competences story circles

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UNESCO intercultural competences story circles

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This  manual presents  a  structured  yet

flexible  methodology  for  developing

intercultural competence in a variety of contexts, both formal and informal.

It is a useful resource  for  anyone

concerned with effectively engaging with8 the growing cultural diversity within

our classrooms to ensure inclusive learning environments.

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UNESCO developing intercult competence- story circles

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TOOLS & RESOURCES FOR INTERNATIONALISING TEACHING & LEARNING

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TOOLS & RESOURCES FOR INTERNATIONALISING TEACHING & LEARNING