International Symposium Program I. Welcome from Project PIs Andrea Lunsford, Stanford University Brigitte Mral, Örebro University II.Fall 2006 & Intercultural Theory Alyssa O’Brien, Stanford University III. Winter 2007 & Technology Christine Alfano, Stanford University IV. Spring 2007 & Rhetoric Anders Eriksson, Örebro University V.Looking Ahead & Pedagogy Eva Magnusson, Örebro University ** 10 minute break ** VI. Globally-Distributed Team Discussions VII. Return for Large Group Reflections

Project Overview and Goals A project made possible by a grant from the Wallenberg Global Learning Network (WGLN) Wallenberg Hall, Stanford University Campus

To design, implement, and evaluate a curriculum devoted to developing intercultural competencies through effective use of collaborative information and communication technologies (ICTs) To build meta-knowledge about the role that intercultural competence and ICTs can play in global communication and international relations Project Overview and Goals Theoretical Base (Goswami & Lovitt, Hawisher & Selfe) Measure 1: Develop “Sensitivity and Consideration for Others” Measure 2: Understand Globally “Situated Knowledge”

Fall 2006 Course-to-Course collaboration 10 week collaborative course: Cross-Cultural Rhetoric (CCR) Örebro Rhetoric elective Stanford PWR 2 theme Student population: 6 Örebro - 15 Stanford 5 intercultural activities

Fall 2006: Activities to Foster Intercultural Competencies 1.Group Presentations on Cultural Identity 2. Oral Presentations of Research and Feedback on Delivery 3. WebCT/ Exchange of Rhetorical Analysis Papers 4. Marratech Rhetorical Analysis of Political Speeches & Personas 5. Closing analysis of writing practices across institutions and countries

Fall 2006: Activities, Continued 1.Group Presentations on Cultural Identity 2. Oral Presentations of Research and Feedback on Delivery 3. WebCT/ Exchange of Rhetorical Analysis Papers 4. Marratech Rhetorical Analysis of Political Speeches & Personas 5. Closing analysis of writing practices across institutions and countries

Class Blog Electronic Writing. Cross-Cultural Communication Distributed Teams For Presentations & Political Texts WebCT Marratech videoconferencing Synchronous communications (real time) Asynchronous communications (variable time interval) Small Groups Stand in Class For Cultural Identity Presentations Fall 2006: Technology for Intercultural Activities WebCT and CourseWork

Fall 2006: Evaluation - Intercultural Competencies

Fall 2006: Evaluation - Best Technology Practices

Winter 2007 Course-to-Course collaboration 10 weeks, 2 different courses: Örebro Rhetoric B Stanford PWR 2 / CCR Student population: 19 Örebro - 15 Stanford Intercultural activities: Consistent global teams 5 Marratech Connections Asynchonous Writing

Winter 2007: Örebro Rhetoric Room Design of Space for active learning New technologies made possible by the WGLN grant

Winter 2007: Örebro Rhetoric Room Flexible Learning Environment

Winter 2007: Stanford Wallenberg Hall Designated Space for Globally-Distributed Teams

Winter 2007: Globally Distributed Teams “Green Hat” Group demonstrates Collaborative Embodied Rhetoric

Central frame for shared documents that can be uploaded ahead of time or created together chatroom interface for text-based communication windows show the participants in the video conference session Winter 2007: Technology & Virtual Community

Winter 2007: Unexpected Team Uses of Technology

Wiki Collaborative Blogs. Cross-Cultural Communication Instant Messaging Flickr Marratech videoconferencing Synchronous communications (real time) Asynchronous communications (variable time interval) Skype video chats Winter 2007: Technology WebCT and CourseWork

Winter 2007: Wiki – Cultural Identity Profile

Winter 2007: Activities – Cultural Identity Group Identities: Green Hat Group Velcro Group Fuglesang Group Muzikaholiks Group

Winter 2007: Activities - Ads

Winter 2007: Activities - Websites

Winter 2007: Activities – Political Texts

Winter 2007: Activities – Collaborative Blogging

Winter 2007: Evaluation - Intercultural Competencies

Winter 2007: Evaluation – Best Technology Practices

: Evaluation – Project Goals & Measures

Spring 2007: Workshop Model Class-to-class workshop One-time meeting: Örebro Rhetoric A course Stanford PWR 2 theme course “Rhetorics of Art and Commerce” by Guest Instructor John Peterson Student population: 7 Örebro – 15 Stanford 1 intercultural activity

Spring 2007: Workshop Template Lesson Plan Template on Wiki for Ease of Guest Instructor

Spring 2007: Workshop Protocol Preparing the Students 1. Opening remarks by Instructor to both classes via Marratech

Spring 2007: Workshop 2. Students analyze texts in 4 globally-distributed teams

Spring 2007: Workshop Protocol 3. Teams collaboratively present new knowledge and intercultural analysis insights to class 4. Turn cameras off and debrief on both sides

Spring 2007: Workshop - Rhetorical Theory Anti-logos, the different perspective Doxa, questioning your assumptions Decorum, the appropriate in the context Ethos, cultural credibility Logos, rational discourse Pathos, emotions at Stanford and Örebro

course Several meetings between two courses during the academic term workshop class One or two meetings between between classes from two or more institutions class Looking Ahead – Future Collaborations

Looking Ahead – Pedagogy

Pedagogy: Listening

Pedagogy: Reflecting

Pedagogy: Active Learning

Thank you for Listening

Rhetoric Group: Stay in this Marratech Room Pedagogy, Technology, & Intercultural Theory Groups: type into Marratech address bar Then select your virtual room Small Group Discussions: Instructions

After the Break Globally-Distributed Team Discussions Pedagogy. Focus on globally distributed teams, how you need to prepare students, developing effective lesson plans and class activities to engage students in cross-cultural dialogues, how to accommodate the language barrier, what kind of debrief is necessary, how to create bonding, etc. Technology. Using different ICTs (blogging, video conferencing, wikis, etc.) for cross-cultural exchanges, room design and limitations of technology, how to balance between real-time and timelag communications. Best practices for mobile collaboration and digital writing in a global context. Rhetoric. How to teach rigorous rhetorical theory when looking at popular and cross-cultural texts, what are the different traditions of rhetoric (eastern/western), balancing traditional rhetorical instruction with hands-on learning. Intercultural Theory and Evaluation. How to develop intercultural competencies, the debate between cultural immersion and communication strategies, limitations for global community based on geography or language. Discussion of assessment and research measures, how to bring in diverse groups (Asia, Europe, Africa).

Symposium Large Group Reflection Questions for Discussion What do you see are the challenges and benefits of this approach to developing intercultural competencies in students and teachers? What are the challenges and benefits of this approach to teaching rhetoric and this methodology as a pedagogical model for global pedagogy? What are the benefits and challenges of this sort of technologically-mediated learning in a global context or in globally-distributed teams? What do you see as the feasibility and benefit of your institution's potential participation in this project?

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