There are a number of factors that make planning and implementing a COIL redesigned course unique:
- Instructors co-create course curriculum and overlap content during at least four weeks.
- Learning is highly interactive: students engage in problem-solving with international peers.
- Professors agree on technology accessible at both institutions.
- Students remain enrolled at their own institution, graded by their own professor.
COIL courses can be launched in all disciplines, and they often lead to unique insights when interdisciplinary connections are made.
The following resources are listed below to help faculty redesign their course.
Key components of COIL courses
- Learning is highly interactive and students engage in problem solving with international peers
- Instructors agree on the technology available at both institutions
- Instructors co-create course curriculum and overlap their classes by at least 4 weeks total
- Students remain enrolled at their own institution and are graded by their own instructor
- COIL courses can be launched in all disciplines; unique discoveries are made with interdisciplinary courses
Planning a COIL course
COIL course design principles provides a framework for faculty looking for the concrete components for turning an existing course you already teach into a COIL design course. The framework is based the COIL teaching experiences of COIL International Instructional Design Trainer Greg Tuke, and from the experiences of international faculty and faculty at PSU he has worked with.
Watch the video below:
Some important considerations that need to be taken into account when planning a course:
- Defining the modules or course components that can be COIL-ed or connected to an international partner's course.
- Logistical challenges: time zones, academic terms, number of partners.
- Power imbalances: language ability, academic level, access to information/ technology.
- Hybrid approach: Will online interaction be combined with travel?
The Partnership Worksheet is a simple guide to use to begin planning your course.
The SUNY Handbook includes an excellent comprehensive check list and guide to develop your partnership.
Finding an international faculty partner
Partnerships are crucial to launching a successful COIL initiative, whether a single course or an institution-wide program. If you have not secured a partner yet, there are a number of places to look:
- The Director at the Office of International Partnerships, Sally Mudiamu (strand@pdx.edu)
- UniCollaboration, which is a platform "aimed at supporting university educators and mobility coordinators to organize and run online intercultural exchanges for their students." After creating a free account, instructors can post a brief overview of their course to seek a partner.
- SUNY COIL Global Partner Network
- Existing personal connections
- This closed Facebook group is a great resource for finding faculty around the world who are interested in partnering on a Virtual Exchange course. We recommend you post a request for a course on this Facebook page, and message several particular members of the group that appear to be in countries or teaching disciplines of interest to you.
Finding funding
Technology tools and best practices
A variety of online collaboration tools can be used in COIL courses. Here we list some of our favorites, which are free to use (note that some may have limits on free use), as well as some tips developed by UW instructor Greg Tuke from his Going Global blog:
Video-conferencing, with chat and screen-sharing functions:
- Zoom: This new favorite has reliable sound and image quality, even when multiple users are involved. Online meetings can be recorded.
- Google Hangouts: Great option for users with Gmail-based accounts.
- Skype: Commonly used world-wide, but not the best option for multiple users.
- Setting up a group video conference with an international partner is intimidating. Here are ten tips for improving video conferencing.
Group discussions:
- Facebook: Closed groups can provide a private interactive learning environment. Participants can create a separate profile if they do not wish to integrate academic coursework with their existing personal profile.
- WhatsApp: Requires a smartphone, but very low bandwidth. Great to use in locations where mobile devices are more accessible than computers and where internet access is not as strong or reliable. Allows sharing of media as well as calling. End-to-end encryption and lack of advertising helps to create a very secure, focused learning environment.
- This video shows how to combine Facebook and video conferencing in COIL courses for maximum impact. Creating meaningful online discussions in COIL courses requires coaching students on using familiar tools in new ways.
Project collaboration:
- Google Docs: Allows multiple users to work on the same document, including text files, spreadsheets, presentations, and online forms or surveys. Seamless interface for users with Gmail-based accounts.
- FOLD: Open publishing platform for sharing ideas.
- Voice Thread: For multi-media conversations. Allows multiple users to comment on videos, presentations or images.
International Collaboration learning with Skype and Facebook Video
Model for Great Online Responses Video
This video offers a five-point response rubric for online discussions to create real engagement, rather than just "show and tell" postings:
Cross-cultural communication resources
Evaluation and assessment tools
The International Cross-Cultural Experiential Learning Toolkit, developed by a team representing several SUNY institutions, compiles tools and resources to develop cross-cultural outcomes, create assignments leading to those outcomes, and assess outcomes achieved.
The site includes practical assessment rubrics adapted from AAC & U VALUE rubrics on Global Learning and Intercultural Knowledge and Competence, a pre- and post- questionnaire, and sample activities. The project was funded by a 2013 Tier III SUNY Innovative Instructional Technology Grant.
For additional information and resources on intercultural competence and cultural humility, visit our Intercultural Competence Toolkit.
Other resources
Stevens Initiative Virtual Education Research Annotated Bibliography