Twenty-fifth International Conference on Learning

Abstract

During these challenging times of rising austerity and social turbulence, when there appears to be a rise of ethno-nationalism and intolerance of “others,” educators can build bridges that diminish the trend and show the true value of collaborating with and learning from others. This presentation will focus on a global collaboration project between a university in the United States, and students at the American Farm School in Thessaloniki, Greece, via the use of the free, innovative video response platform, FlipGrid. The platform allows for asynchronous collaboration and exchange of content, ideas, and cultural understandings. Students can interact with experts and each other to explore different cultures, learn about global issues, and even solve problems. This global collaboration project promoted significant student engagement and lasting learning by employing strategies that research has proven to have a significant influence on student achievement. In his book, Visible Learning: Maximizing impact on Learning (2012), John Hattie, reported the results of a 15 year research project that included 800 meta-studies exploring variables influencing student learning. Among the variables with large effect sizes were “classroom discussion” and “reciprocal teaching.” Two strategies evidencing moderate effect sizes were “self-verbalizing,“ and “Interactive video methods (using technology)”. The parameters of this project and the discussion platform, FlipGrid, advanced all four of these influencing strategies. Results of student surveys examining student engagement, learning, and perceptions will be reported. Reference: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.