Global Project Design

Name: Abena Bailey

FCCT Cohort: 12-1

Date: September to December 2012

Flat Classroom® Framework

Name of Project: Oh My English!
Website URL:
Location: International
Learning Legacy: Digital artefact exploring issues around varieties of English and international communication.

PART A: Global Project Design Essentials

Project Name
Oh My English!
Curriculum Idea and Alignment
English Language Arts - varieties and register in the English language. Suitable for use with any learners embarking upon globally collaborative projects for the first time.
Guiding Question and Project Aims
How can we communicate and collaborate effectively on an international platform?
Prerequisites and Skill Level
Familiarity with collaborative Web2.0 tools such as Edmodo, Google Sites, WeVideo
Standards Alignment
Varies dependent on school's context
Student level/age
This project will be piloted with Year 8 / Grade 7 learners but it is suitable for any middle / high school class due to the open-ended nature of the enquiry
Focus Questions
Use of English
  • How can we use English to communicate effectively on a global scale?
  • What factors must we consider when using English for international communication?
  • What are the differences between our idiolects and Standard English?
  • What is the time (and place) for different varieties of English?

Global Collaboration
  • 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
Individual work for collecting samples of language
Team work for creating artefacts
Required inputs
Each participant will be required to:
  • produce a handshake according to an agreed format
  • collect samples of language from their area
  • contribute to discussions on collected samples via Edmodo
  • collaborate with others abroad to create an artefact that explains an aspect of the topic
Optional inputs
Handshakes can take any format from a range of agreed tools such as iMovie, Voki, Glogster etc.
Learners can choose a particular area of language to focus on e.g. slang, household objects, adult language etc.
Learners can request at least to work with at least one team member from another school after exploring the handshakes.
Required outcomes and Learning Experiences
  • Create a digital artefact explaining the topic and findings
  • Connect with global team members and establishing effective communication practices using online tools
  • Research differences between personal idiolects and Standard English models
Optional outcomes
  • Classrooms may choose to present their findings to a wider school audience
  • Physical artefacts such as posters may be displayed in appropriate places around school to raise awareness of the investigation and its main findings
This project could take place at any time of the year, and last for as long as the partner schools agree. It will very much depend on constraints from each teacher's timetable and workload.
More detailed instructions and extension idea here
Rubrics to be negotiated with learners for all schools to follow or individual classes; this will depend on the need to address particular standards in particular contexts.
Resources here.
Participation and turning in of all assignments through the project will determine success
Learner reflections will indicate the content knowledge gained through the project
Online communication via Edmodo will reflect if learners are applying their new-found conclusions on communicating on an international platform

PART B: Seven Steps Design Principles and Teaching Strategies

Issues with Google Sites have already been identified in one of the pilot schools so most work will take place via Edmodo, although learners will determine how they communicate once in collaborative teams.
Future collaborating schools will need to determine the best platform for ongoing communication between teachers, learners and a space to share final artefacts that is editable and accessible to all e.g. Google Sites, Nings, Wikispaces etc.


Teacher-teacher: Edmodo and/or email
Teacher-learner: Edmodo and/or email and/or existing class discussion forum
Learner-learner: Edmodo and/or discussion forum created between group members and including teachers


Learners will communicate asynchronously for the mostpart although Skype meetings may be possible depending on timezones.
If available, Google Hangouts are an option for synchronous communication.


Netiquette will be discussed and agreed upon with all participating learners before the project launches; this is the responsibility of each participating teacher and expressions of fulfilment of this duty should be made in the planning stages.

Collaborating schools to stablish agreed standards for educational networking such as avatar development, online profile, customisation of online spaces, managing an online presence
Define collective practice for Copyright, Intellectual Property and fair use, creative commons
Contribution and Collaboration
Learners will communicate regularly via Edmodo, including small groups
Chosen creation platforms must be available to all group members at all times and learners build on each other's contributions
Contributions will be monitored as appropriate e.g. through wiki edit records or group assessments on contributions (using negotiated rubrics)
Learners will choose their work tools and preferred media for the artefact
They will also be able to choose specific topics related to the general theme of the project
Competition will be avoided to encourage mixed-ability participation
Contributions above standard will be noted in a Hall of Fame and highlighted on Edmodo / shared online space for all to see
Individual classes could celebrate together via Skype if time zones permit
Classes can create an event whereby they display their final artefacts and talk to visitors about the process through the project
If possible, classes could invite local media in for interviews and profiling of achievements
Teachers could submit articles and/or pictures to local media to share with the wider community