DESIGN

This course should build a base of knowledge, skills, and attitudes that sparks students to ‘travel well’, to be curious

about the broader world, and to take seriously the responsibility of being a true global citizen.

There are three ‘buckets’ to consider in the design:

THE

BRIEF

CONTENT

EXPERIENCE

DELIVERY

What are the discrete knowledge, skills, and attitudes that comprise ‘global citizenship’ at the secondary school level?What are the learning pathways and generative topics that will fulfil the course objectives?

GLOBAL CITIZENSHIP 101

How might this course be best integrated/absorbed into a school curriculum? How might teachers best use the elements of this course in their classroom? How can we ensure that students stay motivated to complete the course?

How can the user experience best realize the potential of the online medium?What activities can students complete to prove their understanding?How can the learning management system be structured to ensure that all students receive high quality feedback and assessment?

ONE

EXERCISES

Think about the last time that you learned something online. This can be part of a structured course, an assignment for school/work, your own research, or something you did for fun. What was the visual, physical, cognitive, and emotional experience like for you?

PREPARATION

BE PREPARED TO DISCUSS DURING THE WORKSHOP

TWOChoose one website or app that you love. What about it appeals to you? What are the visual elements that make it a joy to use?

THREEWho is the one person who best represents a ‘global citizen’ in your life? What about this person makes you think of him/her?

STUDENTS AROUND THE WORLD

8:00-9:00

SCHEDULEWORKSHOP

BREAKFAST AND REGISTRATION

9:00-9:15 INTRODUCTIONS AND WARM-UP ACTIVITIES

9:15-10:30

SESSION TWO

10:30-10:45 BREAK

10:45-12:00

SESSION ONE

12:00-12:30 LUNCH

12:30-1:45 SESSION THREE

1:45-2:00 WRAP-UP