1. Welcome to the Second Annual International Symposium, June 9, 2008 an online global learning conference An event made possible by the Wallenberg Global Learning Network (WGLN), The Program in Rhetoric at Örebro University, and the Program in Writing and Rhetoric at Stanford University.

2. 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 CCR Project Overview and Goals Theoretical Base (Goswami & Lovitt, Hawisher & Selfe) Measure 1: Develop “Sensitivity and Consideration for Others” Measure 2: Understand “Situated Knowledge” that is Global in Scope

3. CCR PARTNERS: USA SWEDEN EGYPT SINGAPORE AUSTRALIA CCR International Partners PROSPECTIVE PARTNERS:CANADA TAIWAN MEXICO KOREA WEST INDIES RUSSIA

4. Örebro Stanford Pilot Year (2005-2006) Connecting One Class Shared Theme: Cross-Cultural Rhetoric 1 Activity: Exchange of Research Presentations

5. 1.How can we teach students to communicate with intercultural audiences in rhetorically effective ways? 2.How do technologically-rich learning spaces facilitate or inhibit collaborative activities for global learning? 3.How can students best negotiate and learn about intercultural perspectives through projects that rely on technology-mediated communication and digital collaboration across countries? Research Questions: Year 1 (2006-2007)

6. Örebro Stanford Activities Year 1 (2006-2007) ACTIVITIES: 1.Cultural Identity Presentations 2. Oral Presentations of Research 3. Exchange of Rhetorical Analysis Papers 4. Rhetorical Analysis of Political Speeches 5.Analysis of writing practices across institutions 6.Blogging about ads & websites Connecting One Class each Quarter Different Themes: Rhetorical Theory & Cross-Cultural Rhetoric Focus on Globally-Distributed Teams & Rhetorical Analysis

7. 1.How can we extend effective intercultural collaboration practices beyond class-to-class settings to reach more students? 2.How can we maximize students’ self-directed learning through improved use of technology (portable collaboration tools, work in pairs and teams, asynchronous activities, creative project-based learning, and a sustainable technology infrastructure)? 3.How can we best share knowledge and best practices with a broader community? Research Questions: Year 2 (2007-2008)

8. Activities Year 2 (2007-2008) Örebro University Stanford University Uppsala University American University of Cairo University of Sydney, Australia National University of Singapore Connecting Multiple Classes: Workshop and Curriculum ACTIVITIES: Create visual arguments Produce storyboards Author CCR lesson plans Pitch a team-based business Propose a commercial for an alternate audience Blogging iterative feedback loop Visual products on blogs

9. Technological-Mediated Intercultural Pedagogy Blogging Wikis E-mail Blackboard Flickr Instant Message Marratech CROSS- CULTURAL EXCHANGE Synchronous communication Asynchronous communication

10. How can we use different ICTs for cross-cultural exchanges? How does physical room design and furniture/technology configurations affect the cross- cultural encounter? How do we balance synchronous and asynchronous communications? How do questions of access and infrastructure impact the possibilities for intercultural exchanges between academic institutions? Group Focus on Technology

11. How do you need to prepare students to work effectively as globally-distributed teams? How do you develop effective lesson plans and class activities to engage students in cross-cultural dialogues? How to accommodate the language barriers between members of globally-distributed teams? How do we create bonding between members of globally- distributed teams? Group Focus on Pedagogy and Global Learning

12. How do we teach rhetoric in a cross-cultural context? What forms of cultural rhetoric do we know? How do we encounter different traditions of rhetoric in the classroom? Looking to the future, how would our group like to develop the theme of cross-cultural rhetoric in our own context? Group Focus on New and Cultural Rhetorics

13. How might we foster intercultural competencies in students and teachers? What theories of intercultural communication inform our research and our pedagogy? How can we facilitate the development of global citizens and effective collaboration in the ever-changing site of intercultural exchange? Looking forward, what solutions might we offer to the hegemony of the English language and the dominance of western world views? Group Focus on Intercultural Communication

14. Now Join a Group for Globally-Distributed Panel Discussions Type http://switchboard.stanford.edu into your Marratech address bar, then click on the link for the appropriate room: PEDAGOGY For Active Learning and Pedagogy for Global Learning Group RHETORIC For New and Cultural Rhetorics Group INTERCULTURE For Intercultural Communication Group TECHNOLOGY For Technology & Intercultural Exchanges Group If prompted to LEAVE or start a NEW session, be sure to select LEAVE to avoid conflict issues with Marratech

15. Looking Ahead – Future Collaborations