Resources for Developing a GCC Course

How-to-create-a-GCC

Creating a Global Collaborative Classroom:

Scheduling a  GCC: We understand the calendar of your course and your partner’s course may not align exactly. A GCC instructional designer can suggest ways to work around this hurdle.

Defining & Accessing the Global Understanding Learning Outcomes:  Applicants for GCC funding will structure their course’s global learning outcomes in line with Mason’s enumerated Global Understanding core requirements.
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Through global learning, students should become more informed, open-minded and responsible global citizens, who are attentive to myriad spectrum of diversity and who seek to understand how their actions affect both local and global communities. There are many rubrics and assessment tools faculty can use to align their courses to Mason’s Global Understanding Learning goals. Faculty should choose whichever  tools work best for their discipline or may elect to design their own rubrics.

Rubric for course curriculum improvements:

  • Global Learning Outcomes as identified by the Association of American Colleges and Universities. Aligns with Mason’s Global Understanding Outcomes but is more detailed and has supplemental planning materials available.

Assessment Tools to measure individual student learning:

  • Global Perspective Inventory “General Form” from The Global Perspective Institute Inc. at Central College in Illinois. Costs associated eligible for coverage by awarded GCC grants.
  • New for Spring 2017 courses: GCC course assessment tools developed in partnership with Mason’s Office of Assessment. Coming in summer 2016.

Collaborative Activities:

GCC courses must include intentionally designed collaborative activities that link students from the respective partner institutions together. The activities should be tied to global understanding outcomes and can be carried out in class or part of assignments. Collaborations should extend six weeks or greater in order to give time to build trust, support active learning, provide feedback, and to enable community building.

Technologies Conducive for Global Collaboration:

There numerous web tools and combinations that can be used for a GCC. In general, they fall under three categories:

  1. Learning Managements Systems (Blackboard Learn, Moodle, Canvas) — GCCs hosted by Mason faculty will typically use Blackboard Learn.
  2. Synchronous tools for video, audio or chat such as BlueJeans, Blackboard Collaborate, Skype, Google Hangouts, WebEx, and telepresence/videoconference systems.
  3. Cloud-based social media tools, such as Facebook, weblogs/wikis, Animoto, Tumblr, Twitter, etc.

Mason’s GCC instructional designers can advise on which tools best meet each courses instructional goals.

Best Practices Resources from the Field
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  1. A guide about what GCCs are Not developed by Rick Reo, Instructional Designer, Information Technology Services
  2. With it’s proven models of effective globally networked learning, The State University of New York’s Center for Collaborative Online International Learning (SUNY COIL or COIL) has a useful and comprehensive guide for faculty on  networked course development that covers technology, gathering institutional support, locating and negotiating course content with your partner professor and more. Email coilinfo@nullsuny.edu to get a free copy of the guide.

While the COIL model is very similar to Mason’s GCC model, not all options represented in resources are applicable for Mason’s GCC funding. More resource links:

Resources on Course Internationalization
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