I’ve known Julie Lindsay online (mainly through Twitter) for what seems like a very long time. I particularly remember some of her early work around the Flat Classroom Project that she co-founded with Vicki Davis (AKA: @coolcatteacher) back in 2006. We also share a joint early influencer in the form of David Warlick (@dwarlick) who was one of the first people to inspire me to think differently about how we use technology in schools back in 2005.
Julie is a passionate educator with a particular interest and specialisation in global education. This specialism is not surprising considering she is Australian but worked across Asia, Africa and the Middle East in a variety of international schools and universities. As well as working physically in these places Julie also has extensive experience of connecting and collaborating with hundreds of educators online.
Julie was at ISTE 2016 to launch her new book, “The Global Educator”. I read the first few chapters of her book when she gave me a signed copy in Colorado last summer and I finished it off over the recent Christmas break (which now seems like a long time ago!).
Not a lot of new stuff for me personally but I can see what a useful guide this might be for someone just starting out.
Julie proposes six things that might help educators know if they were global educators or not. The six things aren't meant to be exhaustive and are really just really a guide or a self-evaluation tool.
Julie says, you know you are a Global Educator when you…
- Connect and share - eg: has an understanding of ‘connectivism’ and networked learning, builds a personal learning network, establishes a strong global brand, contributes oneline globally daily as part of established workflow, etc.
- ‘Flatten’ the learning - eg: learns about the world with the world, is able to sustain connections and collaborations. Understands that learning in a digital world means working with others at a distance and online, etc.
- Encorage and model global citizenship - eg: fosters global competency through global context, has empathy learning with other cultures, adopts and encourages multiple perspectives, etc.
- Collaborate anywhere, anytime - eg: collaborates with anyone, anywhere, anytime, in anyway possible, is adept at teacher sourcing, builds on-line global communities, etc.
- Use online technology - eg: is able to use both synchronous and asynchronous online technologies to bring learners together, knows how to use the web to publish global experiences, is digitally fluent across devices and software, etc.
- Design futuristic learning environments to connect with the world - eg: is able to design learning in order to develop students global competencies, in conversant with design thinking, understands the importance of collaboration as a global learning objective, etc.
In her book Julie builds on these six principles and goes into more depth about what they mean as well as providing some nice little real life examples. I personally found the list quite re-assuring but it certainly got me reflecting and thinking about how many of my staff would actually be able to tick of some (or all) of these things as regular practice.
Another part of Julie’s work that I liked was her thoughts on an Online Global Collaboration Taxonomy. Show in the picture below:
Overall, lots to think about and a guide that I am sure I will dip in and out of from time to time.