A part of 3.2: Lightning Talk session.

Utilizing Critical Reflection and Experiential Learning to unite Global Virtual Teams
Elham Marzi, Assistant Professor, Teaching Stream, ISTEP, FASE
Anuli Ndubuisi, Ontario Institute for Studies in Education, University of Toronto

This session will explore a strategy initially developed to support International Virtual Engineering Student Teams (InVEST) program. The InVEST program offers applied research opportunities for senior undergraduate (4th year) and Masters students. Students in the program engage in virtual research teams with counterparts at other universities around the globe. The learning-strategy used in InVEST’s modules have a multipronged approach to engage students in metacognition before, during, and after five modules which are delivered in conjunction with the research project. The first component of the strategy guides students to reflect on their experiences and observations related to the lesson’s topic. The second component creates space during the lesson for students to engage with teammates and to share and discuss their relevant experiences and knowledge. Within the lessons students are also provided with a relevant scenario to deliberate and resolve. Finally, the third component of the strategy utilizes post-lesson activities and debriefing tools to support students in reflecting on what they have learned from their own and other’s thoughts and disclosures. This strategy is based on the knowledge, community, and inquiry model (Peters & Slotta, 2010). The five lessons (modules) include topics such as: Intercultural communication, effective virtual team practices, and decision making and conflict resolution. The strategy and KCI model are widely applicable to a variety of topics and can be integrated and implemented in lessons with minor adjustments. The use of critical reflection, sharing, and scenarios, allows students to get a more balanced experiential learning opportunity in an entirely virtual setting.