Technology
Successful EDGE collaborative projects require intentional use of digital technology for global collaboration. Projects and tasks are designed first, and then technology decisions are made between faculty. Technology always follows project design. This module provides resources on being intentional, ready, open, and strategic when choosing and implementing digital technologies in your instruction.
Module Overview and Sections
In this module, you will…
- Learn about the importance of intentional integration and implementation of digital technology to facilitate collaborative work between instructors and students across different regions.
- Explore the process of negotiating technology decisions between paired faculty, including synchronous and asynchronous communication methods and platform selection.
- Understand how to align technology tools with the project design for a successful EDGE collaborative project.
Be Intentional with Integration of Digital Technology
Negotiate Technology Decisions
Align Technology Tools with Project Design
Be Intentional When Planning an EDGE Project
The Constant Changes in Instructional Technologies
Modern instructional technologies offer dynamic, multifaceted learning experiences that go beyond traditional course objectives. Users have shifted from being digital consumers to content creators, with numerous ways to create and share multimedia content and artifacts.
Communication and collaboration possibilities have also significantly advanced across various platforms, synchronous interactions, and modalities (e.g., video, text, audio).
When designing EDGE project, faculty must first develop the global learning objectives and determine the activities of the EDGE project before selecting technology. Technology should always follow project design! Technology decisions are then negotiated between paired faculty.
Some questions to consider include whether students will engage synchronously as a class, in groups, or asynchronously. Faculty also choose the preferred platform or Learning Management System (LMS) for student submissions.
Reflect on the alignment of your course design
Review the learning objectives and the technologies you want students to be using. Why do you want students to use this particular technology? How will students achieve the learning objectives by using this technology?
Mindfully and Intentionally Adapt to Technology Advances
The rise in advanced and convergent technology requires instructors to critically evaluate the reasons to use a particular tool. Be sure to intentionally choose technology to support specific learning objectives and ensure that the technology application enhances students’ ability to achieve the course learning objectives. The Design section of the journey map offers detailed guidance on developing learning objectives.
Below is a chart that will help guide instructors in aligning instructional technologies with course objectives and 21st century skills (van Laar et al, 2017):
Examples of Technology Aligned to Objectives Long Description
The image is titled “Examples of Technology Aligned to Objectives” and is divided into four sections, each outlined with distinct borders. Two arrows connect the Penn State technology examples to corresponding taxonomies and objectives.
- Top-Left Box (Light Green Header): “PENN STATE TECHNOLOGY EXAMPLES”
- Canvas Learning Management System
- Kaltura or YouTube video hosting
- Image and chart creation tools (Adobe/Canva/LucidChart/Padlet/Miro)
- Microsoft Office
- Quizizz/Quizlet/H5P/Kahoot!
- Pressbooks/Open Educational Resources
- Zoom
- Arrow pointing right to next area.
- Top-Right Box (Yellow Header): “BLOOM’S TAXONOMY COGNITIVE DOMAIN OBJECTIVES”
- Remember
- Understand
- Apply
- Analyze
- Evaluate
- Create
- Bottom-Left Box (Light Green Header): “PENN STATE TECHNOLOGY EXAMPLES”
- Spatial, Padlet, Microsoft Teams, Gather.town
- Generative AI (ChatGPT, DALL-E, Midjourney)
- Sites/WordPress/SharePoint
- Flip as part of Microsoft Teams
- Virtual Reality
- Augmented Reality
- 3D Printing
- Arrow pointing right to next area.
- Bottom-Right Box (Blue Header): “ADDITIONAL TAXONOMIES”
- 21st Century Skills (van Laar et al., 2017):
- Information management
- Communication and collaboration
- Creativity
- Critical thinking and problem solving
- Contextual skills: ethical awareness, cultural awareness, flexibility, self-direction, lifelong learning, and diversity, equity, including and belonging (DEIB)
- Bloom’s Revised Taxonomy – Affective Domain:
- Receive
- Respond
- Value
- Organize
- Internalize values
- 21st Century Skills (van Laar et al., 2017):
References
Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in human behavior, 72, 577-588.
Be Digitally Ready When Planning an EDGE Project
Before starting an EDGE project, ensure you have a basic comfort level with technology. Remember that you and your partner determine the tools you will use, so if you’re comfortable with just email and Zoom, design your EDGE project within those boundaries. You may also wish to explore other tools. The key is to be comfortable with the technology before the class starts so it fades into the background, allowing everyone to focus on the course content and exchange.
Allow time at the beginning of the project for students to get familiar with the tools. Consider an icebreaker activity to let students experiment with the technology in a low-stakes setting. It is important for your students to be digitally ready to use the technologies that are introduced to your course.
Project Spotlight: Using a Talk Show Format for Classroom Teaching
Sherry Robinson, Associate Professor of Business, Penn State Hazleton
Sherry and her EDGE partner in France created a live synchronous class session called “The Noah and Sherry Show” using a talk show format. This format enriched the experience compared to non-synchronous communication, allowing everyone to greet each other weekly via Zoom.
Sherry’s advice is to only use technology that both you and your EDGE partner understand very well.
Reflect on your digital readiness
Are You Ready to Teach Your Course in a Technologically Enhanced Way?
Regardless of the tools you choose, there is a minimum level of comfort you should have with technology before embarking on an EDGE project. The good news is that you and your partner will first determine learning goals; the technology tools come later. Also, you and your partner are in control of the tools that you use. If you are only comfortable with one or two technologies, such as email and Zoom, then design your course within those boundaries.
If you or your partner’s university has a learning management system (LMS) such as Canvas, Blackboard, or Moodle and access can be shared, then you can build your course on that platform. If you want to explore other technological tools, then that is another avenue to consider.
The real point is that you both should feel comfortable enough with the technology before the class starts to facilitate the technology gradually “fading into the background” so you, your partner, and both sets of students can focus on the course content and on their exchange.
In a similar way, you’ll usually have to allow some time and possible training at the beginning of the EDGE project for the students to become familiar with the tools used. You may even consider assigning an icebreaker activity that will allow students to experiment with the technology in a low-stakes assignment.
Project Spotlight: Zoom and Multimedia Platforms for Connection
Karen Stylianides, Associate Teaching Professor, Kinesiology Department, Penn State Hazleton
Karen used Zoom and other multimedia platforms to facilitate a cross-cultural exchange between students from Penn State Hazleton and United Arab Emirates University. Despite being separated by thousands of miles and a significant time difference, the technology allowed students to work together on multimedia projects, sharing their perspectives on cultural differences, mental health, and their experiences as college students during COVID-19.
Karen’s advice for others includes recommending “embracing accessible virtual tools like Zoom to foster engagement, using social media applications such as WhatsApp for international communication, and collaborative platforms like Google Docs or Microsoft 365 to enhance creativity among students. Adopting a growth mindset not only promotes diversity but also fosters acceptance of different cultures. Technology plays a pivotal role in bridging geographical gaps and enriching the global learning experience.”
Always Test The Technology!
Murphy’s Law seems to always surface when technology is involved when teaching, so be prepared. If embarking on a synchronous activity, go online at least 30 minutes ahead of schedule to make sure things are working as they should, and if at all possible, have someone from your tech support on hand to assist if required. If you will be using solely asynchronous communication, check that your assignments, if posted in an LMS for example, are available. Check and double-check. Encourage students to point out problems (e.g. via email to you). Also let students know that you are learning with and through them.
Even if the technology works during testing, something could always go wrong, so make sure you always have a Plan B.
Expect the unexpected
Everybody—teachers, students and tech staff—are doing innovative, challenging things in a EDGE project. One fascinating aspect of EDGE projects is the unpredictable nature of knowledge building. Be prepared to extend plans if activities lead to interesting discussions or to abandon plans if they aren’t working. Flexibility can be built into the syllabus, but constant communication between paired faculty is essential for true flexibility.
Reflect On Your Technology Needs
The more you plan for the use of technologies in your course with your faculty partner, the better you will be prepared to successfully implement your technology-enhanced course. It is always good practice to think through the design and logistics of EDGE projects and make sure you have strategies to overcome any barriers when you run the course.
- Will students engage in synchronous in-class activities such as Zoom meetings or will students meet synchronously in their groups outside of class time?
- What asynchronous communication tools will students use? Faculty?
- What issues of technology might be most troublesome, and what is your plan to overcome those challenges? (Do all students have access to stable internet connection? Access to technology tools?)
- What is the preferred platform for student submissions?
- What tools would aid student collaboration?
- How familiar are students with the selected technologies? What training is necessary?
Choosing the Technology: Be Open to Different Options
Reflect on your teaching experience
In addition to student learning, effective outcomes, and skills, what else will you need to iterate your EDGE innovation?
There are many different technologies that are freely available along with those provided by each partner institution that you might consider for purposes of EDGE.
To see what tools are available, consider viewing you and your partner institution’s software catalogue including the Penn State Software Catalogue and publicly available technology suggestions including Penn State’s Pathways to Pedagogy (P2P) designed to connect faculty with appropriate educational technology tools and teaching activities that meet their classroom needs.
Be sure if you select an institution-specific technology that you can accommodate adding students from external institutions. In addition, ensure that the technology can be access by students as some technology is blocked in certain countries. To check this visit Penn State International Restrictions of Penn State Software and Technology Services.
Guidance for Tool Selection
In addition to aligning technology selection to your learning goals by being intentional, some additional considerations are:
- if the tool is approved for use by both institutions
- ease of use / learning curve to understand the technology
- functionality and collaboration capability of the tools
- availability of the tool
- compatibility on different electronic devices, and if there is any associated cost to the student.
- name of institution’s primary (centrally supported) Learning Management System (LMS) such as Moodle, Blackboard, or Canvas, if applicable
- engagement in synchronous (real-time) in-class activities such as Zoom meetings vs. students communicating
- synchronously and asynchronously outside of class time
- issues of technology that might be most troublesome or threatening and a plan to overcome those issues
- preferred platform for student discussions and submissions
- curation affordances of technology platforms
Expert Advice
“Do it! don’t be afraid. Ask questions, seek counsel, but just do it! There are so many options to choose from. There’s technology for everything at this point, and there’s usually a very user-friendly version for even the novice of novices. ”
Kimberley Hemmings-Jarrett
Assistant Teaching Professor at Penn State Abington
Additional questions to help narrow down your technology selection:
- Which tools are most commonly used in your country and your partner’s country? Which ones overlap the most?
- Are there any tools that students are currently using that could be selected for collaborative work?
- Who will provide support for the technology tool if there are issues or questions about its usage? Is there central support at each institution? Is it the responsibility of the faculty member, or is it pointing to the support of the specific tool?
- Think about the language differences, cultural differences including cultural norms and the country’s technical infrastructure. Would any of these influence a specific type of tool compared to another?
- Consider logistical challenges: time zones, academic terms, number of partners.
- “Be aware of power imbalances: language ability, academic level, access to information/ technology.”
What are the Technology Options? Penn State Virtual Exchange Tool Matrix
There are several categories of tools that you might consider, including those frequently used in EDGE projects. This section provides a comprehensive list of tools you may want to consider using.
Learning Management Systems (LMS)
Penn State’s learning management system, Canvas, offers a central location for course materials, cross-institution assignments, and discussions.
Video Conferencing Tools
Zoom and Microsoft Teams offer ways to facilitate synchronous meetings of students and instructors to have real-time collaboration.
Group Discussion Tools
Microsoft Teams offers a way for communication among students in an informal manner for connection and team building.
Project Collaboration Tools
Google Suite for Education and Microsoft Teams offer ways for co-creation of project materials including a central location for collaboration for students in cross-institutional groups.
Learning Management System: Canvas Tools
| Technology Tool | Key Features | EDGE Application |
|---|---|---|
| Canvas for Teachers | Canvas for Teachers is the free version of Canvas that allows adding others easily outside of Penn State. The same features are available in the free version. While it is not supported by Penn State, Teaching and Learning with Technology and possibly your local instructional designer (if available) will be able to offer you support. Alternatively, external Penn State faculty and students can create a new account at accounts.psu.edu and send you their user ID. You can then add them to a Canvas course. For more information, see Canvas: Add Users to Your Roster. | You will need to use the “Free for Teachers” Canvas version so that your partners outside of Penn State will be able to access it. Alternatively you will have to guide others to create access accounts and manually add them to the Penn State version of Canvas course. |
| Groups | Canvas groups function as a smaller version of a course and can be used to create a structured space for student collaboration. Students can share files, send messages, create pages, and participate in group assignments. | A benefit to using any of these Canvas tools in your EDGE project is that Canvas will be familiar to Penn State students. It is also beneficial to house all of your collaboration tools in one place so students do not have to go to multiple websites or learn multiple new tools. Some Canvas tools (like chat) will work particularly well for students with low-bandwidth. However, keep in mind that non-Penn State students may not have used Canvas before. |
| Discussions | Canvas discussions can be used for threaded discussions. Students can reply with text, audio, or video responses. |
|
| Pages | Instructors can create Canvas pages that can be collaboratively edited by students. |
Video Conferencing Tools
| Technology Tool | Key Features | EDGE Application |
|---|---|---|
| Zoom | Zoom is a cloud-based video conferencing tool. Users can set up a meeting and share a meeting link to invite others to join. Zoom allows users to record meetings and external guests can be added to external guests. For more information including ensuring access for external guests visit Penn State Zoom: Identifying and Admitting Guests in Zoom. | Zoom is a relatively reliable video conferencing tool, and it is useful for one-on-one, small group, and large group discussions. Since meetings can be recorded, they can be easily shared after the meeting. |
| Google Meet | Google Meet is an online communication tool that can be used for chat (typed), video calls, or phone calls. Users access Google Meet through the hangouts link, a Chrome extension, or their Gmail account. External users can be added to Google Meet at Penn State using the directions at Penn State Start or Join a Google Meet Meeting. | Penn State students might be more familiar with Zoom. Be cognizant that non-Penn State students might have used Zoom more compared to Google Meet or vice versa. |
| Microsoft Teams | Microsoft Teams is a unified communication platform that gives you flexibility to make and manage video conferencing meetings, as well as, advanced team collaboration features. Use the Add guests to a team in Microsoft Teams directions and point students to Guest access in Microsoft Teams for assistance. | Penn State students might be more familiar with Zoom. Be cognizant that non-Penn State students might have used Zoom more compared to Microsoft Teams or vice versa. |
Group Discussion/Communication Tools
| Technology Tool | Key Features | EDGE Application |
|---|---|---|
| Microsoft Teams | Microsoft Teams is a unified communication platform that allows for a chat tool which is a desktop and mobile messaging tool. Conversations are searchable and private. Users can organize “teams” and/or “channels” that are open to everyone in the team, or private (limited to certain people within the team). Users can drag and drop files (PDFs, videos, etc.) into their conversations, and Microsoft Teams also has an option for synchronous voice or video calls. Use the Add guests to a team in Microsoft Teams directions and point students to Guest access in Microsoft Teams for assistance. | The use of chat tools is expanding in higher education so some students may have used them while others have not used them in an educational setting before. Privacy options may be appealing to students, and it also makes it easy to organize both small group and whole class asynchronous discussions. |
| Student self-organized additional communication tools | While not approved for official use, student’s may optionally decide to self-organize in more popular applications including WeChat, What's App, Slack, Skype, Telegram, Discord, and others. | This needs to be student self-organized only and also needs to be a team-wide decision to not exclude any team members. |
Project Collaboration Tools
| Technology Tool | Key Features | EDGE Application |
|---|---|---|
| Google Sites | Google Sites is a website building tool that lets users pick their website name and do basic customization. Access to websites can be restricted by creating a list of approved readers (using those readers’ email addresses). | Students can create their own site (for instance, a personal reflection of an experience). Or, smaller groups of students or the whole class could work together to collaboratively create one website. While it is possible to restrict access to certain readers, this requires the website creator to individually add each approved reader to their website, which can be time-consuming. |
| Google Docs | Google Docs is a web-based application for creating, editing, and storing documents online. Documents can be accessed from any computer with an Internet connection and browser. Users can collaborate on a Google Doc in realtime. Users can share their Doc through a private link, or by adding a new editor’s email address. | Students can use a Google Doc for tasks like writing a group report, coordinating group work, or brainstorming project ideas. As Google products, it is likely that Penn State and non-Penn State students have used Google Docs and Google Slides before, although some countries may restrict access. |
| Google Slides | Google Slides is an online presentations app (similar to PowerPoint). With Google Slides, individuals create and edit presentations that can be accessed from any computer with an Internet connection and a browser. Users can collaborate on a Google Slides in realtime, seeing one another's additions and edits live. | Students can use Google Slides to create a group presentation. It is possible for students to delete each other’s work (although old versions can be restored, as Google tracks the documents revision history). |
| Microsoft Teams | Microsoft Teams is a unified communication platform. Just as with the asynchronous chat function in MS Teams, students can also upload any Microsoft files (Word, PowerPoint, Excel, etc.) into their “team”. Plus, easy access to the Microsoft Teams app allows you to organize team files, filter conversations, and schedule meetings all in one place. Use the Add guests to a team in Microsoft Teams directions and point students to Guest access in Microsoft Teams for assistance. | Students can collaboratively edit the documents while in the Teams app, on their Desktop, or online. Students can also save other file types and create folders to organize their collaborative work. |
Other Web Tools
| Technology Tool | Key Features | EDGE Application |
|---|---|---|
| Padlet | Padlet describes itself as being between a document and website builder that can be used to collaboratively create products like virtual bulletin boards, blogs, or portfolios. Padlet supports almost every file type, as you can create Padlet boards that consist of texts, videos, images, links, etc. | Padlet offers a variety of sharing and privacy options, making it easy for students to collaborate together but also protect their work. Padlet is mobile friendly and has iOS and Android apps. Padlet would work well as a creative space for collaborative or individual student reflection. |
| Flip via Microsoft Teams | Flip is an online, asynchronous video discussion app that is going to only be available in Microsoft Teams as of late 2024. Students record short (no more than 5 minutes) video responses. Use the Add guests to a team in Microsoft Teams directions and point students to Guest access in Microsoft Teams for assistance. | Flip is specifically designed for use in education, which means that it has robust privacy settings and is user-friendly. The video responses are designed to be short and authentic, so while Flip may not allow for deep academic discussions with citations and links, it is quite useful for shorter, informal collaboration and discussion. With changes in the platform as of late 2024, students might be used to using Flip in a learning management system or the website vs. within Microsoft Teams. |
| VoiceThread | VoiceThread is an online, asynchronous video discussion app. It can be accessed via a desktop or mobile device. Students can record audio, video, and/or text presentations or responses. Students can interact with video lectures by inserting questions throughout a lecture. | VoiceThread can be used for peer-to-peer learning and engaging multimedia activities and assignments. It also has a quiz feature and can be used for graded discussions. |
| Kahoot! | With Kahoot!, students quiz in real time with engaging competitive features (individuals or teams). It is an excellent tool for review of content/concepts, pre-testing the class, or other informal functions. It provides immediate analytic data. Kahoot! works on any device with the internet. | Students are not required to create an account or download software to join a game. While Kahoot! is primarily intended for hybrid or in-person settings, instructors could use Kahoot! to have students play educational games/competitions with students from the partner institution. For Penn State, each time this tool is used it needs to go through the approval process at Courseware at Penn State. |
| Miro | Miro is an online collaborative whiteboard platform to create, share, and collaborate in real time. It can also be used as a digital storytelling tool for a larger audience. Users can create and share collections that consist of articles, videos, images, and other content. | Miro has a detailed design that some students might not be accustomed to. Students could partner together to use Mrio to create a project, portfolio, or other digital story. |
| Canva | Canva is an online collaborative visual content platform to create, share, and collaborate in real time. It can be used for a variety of items including creating visual presentations, infographics, marketing promotional materials, and more. | Canva has a simple design that students can adapt to. At Penn State, students might be more used to Adobe including Adobe Express; however, that tool cannot allow external users. |
This section is adapted by Amy Kuntz.
References
Anderson, K., & Franklin, K. B. (2021). International Virtual Exchange: A Workbook. Clemson University.
The University of Minnesota COIL Workbook and the Clemson University Canvas Course for International Virtual Exchange. Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).
Using Artificial Intelligence Tool in EDGE Projects
As artificial intelligence (AI) becomes more prominent in education, consider how these tools might enhance collaboration and learning in EDGE projects. Before using, check Penn State’s policy on AI in education at Penn State AI Hub: AI Guidelines, along with that of your partner institution.
When selecting AI tools, align their capabilities with your learning objectives. AI tools like Microsoft CoPilot, ChatGPT, and Google Translate can support various aspects of an EDGE project, such as language translation and transcription services in Zoom, which help bridge language barriers.
Other generative AI tools can assist students with content creation, including multimedia and text-based tasks like brainstorming. Provide students with guidance on appropriately using generative AI through an acceptable use policy, such as Penn State’s Commonwealth Campus Teaching Support GenAI Acceptable Use Guide.
Technology Implementation Strategies During Your EDGE Project
There are many strategies to adopt when using technologies in EDGE projects. For instance, it is important to engage in iterative designs to improve your instructional techniques. In general, you should be aware of the complexity of using technologies for instruction, be adaptable, and investigate the context of technology being used when things get messy!
It is helpful to always be reflective and ask yourself hard questions such as “How do I monitor and manage the technology use during my EDGE project?”, “How will I know if the EDGE project was implemented successfully?”
Below are a few general tips to help you metacognitively asess your technology implementation strategies and ways to make improvements.
- How do you define success in using the technologies?
- How might you collect information or data that provides evidence for iteration?
- Are the technologies implementing helping students achieve the expected learning outcomes?
- How can the technology provide you direct evidence of what did students learn?
- How can the technology provide you indirect evidence of students experiences in the course? (e.g., What do they report they learned or experienced?)
- How do you know your students have changed affectively?
- How do you know if their values have changed?
- How do you know if they’ve gained the ability to demonstrate new 21st century skills?
Project Spotlight: Using a Virtual Reality Field Trips for Equitable Access
Kimberley Hemmings-Jarrett, Assistant Teaching Professor at Penn State Abington
Dr. Kimberley Hemmings-Jarrett (Assistant Teaching Professor at Penn State Abington) and COIL/EDGE partner within Jamaica utilized a lot of different technologies due to one class teaching social media and the other teaching web design. The most unique was using virtual reality headsets called the Meta Quest for collaboration and using the Wander Virtual Reality App.
The virtual reality headsets “were used to facilitate conversations between the students from the two universities. Students were grouped together to create social media content for one of the places in Jamaica that the travel abroad students would have visited in person.”
This particular COIL/EDGE project had half of the students from Penn State visit Jamaica and the Wander app allowed the “ students who were unable to participate in the trip in person were able to explore the locations with their edge partners using their avatars. This was a good way to make the trip more inclusive and accessible.” To be equitable for the Jamaica COIL/EDGE students, the Penn State students in turn hosted a virtual tour of the Penn State Abington campus and it helped “create a sense of ‘being there’ for both sets of students.”
Key Challenges and Strategies to Overcome Them
By acknowledging and proactively addressing technology challenges, educators and institutions can create more effective and inclusive EDGE projects that leverage technology to enhance international collaboration and learning.
Digital Divide
Challenge: Students from different geographic regions and socio-economic backgrounds may have unequal access to technology and the internet. Strategy: Provide flexible access to course materials (e.g., downloadable content, offline access). Offer loaner devices or subsidies for internet access. Ensure all essential course activities can be completed on low-bandwidth connections.
Technical Issues and Reliability
Challenge: Technical glitches, software compatibility issues, and unreliable internet connections can disrupt learning. Strategy: Conduct thorough testing of all digital tools before the course begins. Provide a robust technical support system, including help desks and troubleshooting guides. Have backup plans for critical activities (e.g., recording sessions for later access).
Digital Literacy
Challenge: Varied levels of digital literacy among students and faculty can hinder the effective use of technology. Strategy: Offer pre-course digital literacy training and ongoing support. Create easy-to-follow tutorials and guides for all digital tools used in the course. Foster a peer support network to encourage knowledge sharing.
Cultural and Language Barriers
Challenge: Differences in language, communication styles, and cultural norms can lead to misunderstandings and hinder collaboration. Strategy: Ensure that you prepare and guide students about language barriers ahead of time. Provide intercultural communication training and language support tools (e.g., translation services, bilingual materials). Some examples include Google Translate, Microsoft Translator as part of PowerPoint presentations, and using Zoom captions in another language. Design activities that promote cross-cultural understanding and sensitivity.
Engagement and Participation
Challenge: Maintaining student engagement and participation in a virtual environment can be challenging. Strategy: Use interactive and varied content formats (e.g., videos, quizzes, discussion forums). Incorporate synchronous and asynchronous activities to accommodate different time zones and schedules. Apply gamification techniques to motivate participation.
Assessment and Feedback
Challenge: Assessing student performance and providing timely, meaningful feedback in an online setting can be difficult. Strategy: Utilize digital assessment tools that offer immediate feedback (e.g., quizzes with automatic grading). Incorporate peer assessment and self-assessment to provide diverse feedback opportunities. Schedule regular check-ins and virtual office hours for personalized support.
Security and Privacy Concerns
Challenge: Protecting student data and ensuring privacy in online interactions is critical. Strategy: Choose secure platforms that comply with data protection regulations. Educate students and faculty about best practices for online security and privacy. Implement strict access controls and data encryption measures.
Cost and Resource Constraints
Challenge: Limited budgets and resources can restrict the adoption of advanced technologies. Strategy: Prioritize cost-effective and open-source tools. Seek institutional support and external funding for technology investments. Collaborate with partner institutions to share resources and expertise.
Faculty Training and Support
Challenge: Faculty may lack the skills or experience to effectively integrate technology into their teaching. Strategy: Provide comprehensive training programs for faculty on using digital tools and designing online learning experiences. Offer continuous professional development opportunities and create a community of practice for faculty to share insights and best practices.
Time Zone Differences
Challenge: Coordinating synchronous activities across different time zones can be problematic. Strategy: Schedule synchronous sessions at times that are mutually convenient or rotate meeting times. Ensure that all sessions are recorded and accessible for students who cannot attend live. Rely on asynchronous activities to complement live interactions.
Additional readings and resources
Bruff, D. (2019). Intentional tech: Principles to guide the use of educational technology in college teaching. West Virginia University Press.
Global learning experience (GLE) projects. Global Learning Experience (GLE) Projects | Programs for Partner Institutions | Partnerships | Global Engagement | DePaul University, Chicago. (n.d.).
FIU COIL Office. (n.d.). How to choose and use technology tools for COIL with data privacy and data protection in mind. Florida International University.
Resources for Coil Course Development. Office of Connected Learning. (2023, October 23).
