ISTE Standards for Students 1.7 – Global Collaborator
This standard expects students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. Therefore, students should:
As native digital students, they are expected to have collaboration skills, including team building, effective communication, self-peer assessment, collaborative mediums, and suitable technologies. Notably, 21st-century university students must have a global horizon to work and compete globally. Again, as seen in my post, Promoting the 6C’s of Education through Digital Technologies in Higher Education – Ignasia Yuyun, promoting the 6C’s of education (critical thinking, collaboration, communication, creativity, citizenship/culture, and character education/connectivity) is compulsory in higher education. In line with this point, ISTE Standards for Students 1.7 promotes students’ use of digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. As global collaborators, students use digital tools to connect with learners from various backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning (Standard 1.7.a.).
For instance, I implemented the QUEST Project for senior students in the English Department, particularly in Curriculum and Technology Design and Content Writing. During the Sharing phase, students must share their artifacts (infographic/podcast/blog article) in the LMS forum discussion. Then, the students share their artifacts on social media during the Teach phase. Through these QUEST phases, students engage one another to broaden mutual understanding (Standard 1.7.a.) and learning since they get peer feedback and comments from the audience. Of course, the feedback is essential to improve their artifacts. Another example is conducted in the Content Writing class, where the students publish their digital content via a web blog and share it on their social media accounts.
To address Standard 1.7.b. pointing out that students use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints, my students have a chance to use various platforms, such as video conference (class conference, guest lecture session, individual conference), google sheets (peer review), LMS forum discussion (QUEST Project) and WhatsApp Group (Question-Answer).
Furthermore, as elaborated in my post, Enhancing Student Engagement in Online Learning through Fishbowl Discussion: A Reflection – Ignasia Yuyun, through Fishbowl Discussion (synchronous or asynchronous online or in-person), students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal (Standard 1.7.c.). Students share responsibilities as speakers, sharing their understanding and responding to questions about a particular topic. This way, students collaborate to deliver a successful discussion and engage the audience in the question-answer sessions. Besides, the Fishbowl Discussion also allows students to explore local and global issues and use collaborative technologies to work with others to investigate solutions (Standard 1.7.d.).
In essence, leveraging digital technologies allows students to use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally. To this extent, teachers can facilitate student collaboration through monitoring and feedback to ensure they achieve their learning goals.