Global Project Design

A Template for sharing ideas and designing a global project as part of the Flat Classroom Certified Teacher Certificate Course. Create a new wiki page as often as you need to start a new idea for a global project. Delete this text when complete

INSTRUCTIONS: Replace the text in italics with your own ideas and content (RH Columns). Link this page (and any others like this) from the MASTER GLOBAL PROJECT DESIGN IDEAS wiki. Delete this text when complete.


FCCT Cohort:


Flat Classroom® Framework

Name of Project:
Website URL:
Learning Legacy:

PART A: Global Project Design Essentials

Project Name
Create a name that is interesting and encourages participation
Curriculum Idea and Alignment
List main subject and curriculum areas as well as topics, e.g. Humanities/Social Studies: “Communities around the world 2010 compared with 2020: a comparison of urban and rural communities from social, economic and geographic perspectives”
Is this project interdisciplinary/transdisciplinary? How?
Guiding Question and Project Aims
What is the guiding question driving this project? E.g. What are the consequences of technology (information and communication tools) on how, when and why we connect, collaborate and create?
State clear aims for wanting global collaboration based on the curriculum idea and guiding question
Prerequisites and Skill Level
Clearly state any knowledge or skill pre-requisites needed to start this project, including digital literacy, familiarity with Web 2.0 tools and digital citizenship requirements
Standards Alignment
List any standards that are being referred to e.g. ISTE NETS
Student level/age
State the grade level AND age range for participants in the project
Focus Questions
Create a list of questions crucial to the content and aims of the project, such as:
• How can emerging technologies and enhanced connectivity improve learning and create extended communities?
• How can we use 'flattened' learning modes and emerging technologies to connect with other classrooms globally?
• When we connect globally what can we do together that could make a difference to world as we know it?
• How can we use multimedia to effectively convey a message?
• What sort of products can be co-created via collaboration?
• How can we best share our learning to a wider audience?
Working Mode: Individual and Team Structure
Clarify the working mode for students – team or individual
State if teams are formed across-classrooms and how that works
Required inputs
Clearly state what each participant is expected to contribute to the project, such as wiki collaborative content
Optional inputs
State any options or choices students may have for input such as additional leadership roles and team management
Required outcomes and Learning Experiences
State what each student is expected to have created as a product by the end of the project and what learning experiences are supported.
For example:
• Create a PLE (Personal Learning Environment), including an online blog for reflection and process journal
• Connect with global team members and establishing effective communication practices using online tools
• Research specific topics to do with the 10 concepts found in "The World is Flat" eg wireless connectivity, connecting the world online
Optional outcomes
State what each student or classroom may choose to contribute or participate in e.g. a real-time interaction, an audio introduction, a video walk showing the school environment
State the total length of the collaboration and devise a brief timeline for participation. Be sure to build in flexibility across continents and timezones
Create common assessments for required outcomes
Determine common evaluation techniques

PART B: Seven Steps Design Principles and Teaching Strategies

Decide on tools and strategies to be put into place to connect teachers and then students in preparation for collaboration
• Determine Web 2.0 and other tools that are available (not blocked) within the schools
• Decide which platform(s) can be used to connect classrooms e.g. wiki, Google Apps, Moodle, Ning
• Determine shared expectations for connection protocols
Determine appropriate tools and strategies for monitoring and facilitating communication
• Decide methods for communicating teacher-teacher, teacher-student and student-student
• Determine expectations for communication - asynchronous and synchronous – and make this very clear
• Document guidelines for reliable, culturally sensitive, gender appropriate, language sensitive, context aware communication
Decide the teaching approach for how to be a reliable, responsible and ethical online learner and collaborator
• Establish agreed standards for educational networking such as avatar development, online profile, customization of online spaces, managing an online presence
• Define collective practice for Copyright, Intellectual Property and fair use, creative commons
Contribution and Collaboration
Establish a mechanism for equal and fair contribution opportunities and expectations
• Provide mechanisms for discussion between students while jointly researching, contributing and collaborating
• Determine methods for qualitative and quantitative collection of student contribution and collaboration
Determine outcomes that provide a challenge and engage students
• Consider varied outcomes, or varied topics that provide choices for participation, promote higher order thinking and problem solving and that build in success
Establish clear guidelines for format and submission of the final product(s)
• Construct templates if needed
• Consider a 'competition' or opportunity to share the work beyond the immediate participants
Define a culminating activity for when the work is completed as a form of celebration
• Build in time for presentations and reflection/evaluation of the project