2. 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

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

4. 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”

5. 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

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

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

8. Class Blog Electronic Writing. Cross-Cultural Communication E-mail 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

9. Fall 2006: Evaluation - Intercultural Competencies

11. Fall 2006: Evaluation - Best Technology Practices

12. 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

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

14. Winter 2007: Örebro Rhetoric Room Flexible Learning Environment

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

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

17. 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

18. Winter 2007: Unexpected Team Uses of Technology 1. 2. 3.

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

20. Winter 2007: Wiki – Cultural Identity Profile

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

22. Winter 2007: Activities - Ads

23. Winter 2007: Activities - Websites

24. Winter 2007: Activities – Political Texts

25. Winter 2007: Activities – Collaborative Blogging

26. Winter 2007: Evaluation - Intercultural Competencies

27. Winter 2007: Evaluation – Best Technology Practices

28. 2006-2007: Evaluation – Project Goals & Measures

29. 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

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

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

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

33. 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

34. 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

35. 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

36. Looking Ahead – Pedagogy

37. Pedagogy: Listening

38. Pedagogy: Reflecting

39. Pedagogy: Active Learning

40. Thank you for Listening

41. Rhetoric Group: Stay in this Marratech Room Pedagogy, Technology, & Intercultural Theory Groups: type into Marratech address bar http://switchboard.stanford.edu Then select your virtual room Small Group Discussions: Instructions

42. 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).

43. 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?

44. Thank you for your participation Check the website for footage of today’s Symposium: http://www.stanford.edu/group/ccr