OILS 532 Nepal Water Project

Izz ie Watson & Kathy DorcasMay 9, 2014

Executive Summary Nagarjuna Academy in Kathmandu, Nepal

St. Pius High School, Albuquerque, New Mexico, USA

Cross-cultural collaborative project

Collection and results of water samples

Skype, Facebook, YouTube videos

Emails, Phone calls

Brief History

Nepal Water Project began in 2007

Fall 2011

Spring 2012

Fall 2013

Spring 2014

Needs Analysis

Educate teens in scientific methodScience teachers share knowledge and skillsDevelop LOCAL and GLOBAL environmental awarenessSupport and encourage teensCreate opportunity for interaction

Instructional Goals

Teen science collaborationExperiential learningGlobal 21st Century skills

“Within the context of core knowledge instruction, students must also learn the essential skills for success in today’s world, such as critical thinking, problem solving, communication and collaboration”

Framework for 21st Century Learning

Collaborative future global projects

Cultural ConsiderationLearning styles

• Asian – teacher is supreme

• USA – individuality and freedom of expression

Kathmandu, Nepal – Bagmati River

New Mexico, USA – Rio Grande River

Social Presence

Communication

Group cohesion

Emotions and personalities

Build trust

Namasté

Community of Practice (CoP)

Emails, Phone CallsSkypeVideoYouTubeFacebookMemorandum of Understanding

Learning Theories

Authentic Learning

Transactional Distance

Diffusion of Innovation

AudiencePrimary

• Izzie Watson and Kathy Dorcas

• St. Pius High School

• Nagarjuna Academy

Secondary• OILS 532 Prof Lani Gunawardena and TA Linda Barril

• Jose Samora – St. Pius IT Specialist

• Alok Bohara – Nepal Study Center

Tertiary • Sue Wilder, Doctoral Student

• St. Pius High School

• Other Nepalese schools

Learner Analysis – St. Pius

Learner Analysis – St. Pius

• not crowd you• encourage dialogue and questions over the materials• make learning fun by playing a game• have enthusiasm about a subject• answer questions and understand, and help work through problems • relaxed attitude• help to introduce the students to each other and be open for questions• be open with everyone in the class• Instead of being a dictator, work with the students to achieve the learning

goal• incorporate all students in the learning and ask open-ended questions• manage the classroom well, and do not allow a few students to dominate the

class or act in a distracting or disrespectful manner• make students interact and be comfortable with one another in the class

Learner Analysis – Nagarjuna

DeliveryExperiential Learning

• Skype Interaction

• Water Sample Collection

• Facebook Interaction

• YouTube video

Usability

User-friendlyBased on learner analysisNavigate activities Identified concernsFacebook interaction https://www.facebook.com/NagarjunaSt.Pius

Bloom’s Taxonomy

KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation

Instructional Strategies

Procedural Strategy• Determining time zone differences

• Cognitive processes

Interpersonal Skill Strategy• Modeling interpersonal behavior

• Develop verbal and imaging models of behavior

• Providing mental rehearsal

• Role-play

Learner SupportSocial Presence

Eye contact Smiling Listening Namasté Video / Audio Intimacy Immediacy Respect Time

Ideas for Future Self-disclosure Humor Storytelling

Developmental Evaluation

Real-Time Learning Complex and Emergent Long-term partnering relationships Innovation Adaptation Evaluative Questions

Student Survey

Administrator Survey

Standards

Quality Matters Rubric GS1 – Overall design made clear

GS5 – Forms of interaction incorporated

GS7 – Facilitates learner support access

GS8 – Commitment to accessibility

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