1. Working together. Samenwerken

2. Hello!
Loes Damhof
Hanze UAS
Janine DeWitt
Marymount University

3. Presentation objectives
Identify types of globally networked classes
Examine the limitations of traditional intercultural competence frameworks for globally networked learning
Apply van Asperen’s insights to develop a new approach

4. The Global Village 2012 to present

5. Globally networked classrooms
Cross-cultural Exchange
Intercultural Collaboration
Evaluation of student work
Length of collaboration
Interdependence of assignments
Role of instructor
(DeWitt, Damhof, Oxenford, Schutte & Wolfensberger 2015)

6. Goal of the Global Village
Cross-cultural Exchange
Intercultural Collaboration
Both instructors evaluate all student work
Students collaborate for entire semester
Assignments are joint products
Instructors model collaboration process
(DeWitt, Damhof, Oxenford, Schutte & Wolfensberger 2015)

7. How do you facilitate intercultural collaboration?
By course design..

8. Developmental model - a continuum Elements of the process
Our preparation for teaching a COIL course begans with traditional intercultural frameworks
Developmental model - a continuum
Elements of the process
Understanding cultural difference is key for both
Bennett 1986
Deardorff 2009

9. Bennett’s stages of development (1986)

10. Deardorff’s process model of interultural competence (2006:57)
Understand our differences
Deardorff’s process model of interultural competence (2006:57)
Value our differences

11. These models inform measurement..
Denial of difference

12. What do these approaches have in common?
Develop intercultural sensitivity
Create intercultural awareness
Stimulate intercultural curiosity
First we must understand cultural difference.

13. Our experience suggested questions.
IS understanding “difference” the key to working together?
Does it matter WHEN we learn about cultural difference: before interaction or after reflecting on interaction?
WHAT can do facilitators to support the collaboration process?

14. Van Asperen’s Intercultural Paradox (2005).
Visies op cultuur en diversiteit:
1. Discussion of difference can reinforce stereotypical thinking. 2. Intercultural awareness can promote US-THEM thinking. 3. Tolerance can become intolerance.

15. Van Asperen’s insights.
Create common ground as foundation for intercultural understanding.
Avoid focus on cross-cultural difference (the intercultural paradox).
Build common ground before exploring cultural differences.

16. Designing collaboration across difference.
Stage 1
Form and build relationships.
Stage 3
Explore and discuss hot topics.
Stage 2
Explore difference and commonalities of experience.
Stage 4
Plan action and build alliances.
(Zuniga, Nagda, Chesler, and Cytron-Walker 2007: 27-28)

17. Intercultural teams, shared team culture.
Communicate regularly to build “mutual knowledge” (Starke- Meyerring and Andrews 2006)
Select the best communication medium for task.
Continuously share contextual information.
Use reflection to learn from your experience.

18. Bond of trust.

19. From focusing on cultural difference to finding common ground.
To prepare students for a globalized yet polarized world. What approach benefits them?
A paradigm shift.
From focusing on cultural difference to finding common ground.

20. Thanks!
A special thanks to all of our students from whom we continue to learn.
Our globally networked classroom, The Global Village, was initiated in conjunction with an NEH grant received by the SUNY Global Center, administrative support and funding from Marymount University (USA) and Hanze UAS (NL) and its Research Center Talent Development in Higher Education and Society. Thanks to all those who helped us get started: Craig Little, Krister Håkansson, Marca Wolfensberger, Ingrid Schutte, Carolyn Oxenford & Victor Betancourt.

21. References.
Bennett, M “ A developmental model of intercultural sensitivity” Intercultural Development Research Institute. Accessed online.
Deardorff, D. K “Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization.” Journal of Studies in International Education, 10(3):
Gurin,P., B. Nagda & X. Zuniga Dialogue across Difference: Practice, Theory and Research on Intergroup Dialogue. NY, NY: Russell Sage.
Hammer, M. R “The Developmental paradigm for intercultural competence research.” International Journal of Intercultural Relations, 48: 12–13.
Starke-Meyerring, D., & Andrews, D Building a shared virtual learning culture: An international classroom partnership. Business Communication Quarterly, 69,
van Asperen, E The intercultural paradox. Bunnik: Diavers.
Zuniga,X. B. Nagda, M. Chesler, & A. Cytron-Walker “Intergroup Dialogue in Higher Education: Meaningful Learning About Social Justice.” ASHE Higher Education Report, 32(4). Accessed online.