Tag Archives: Collaborations

Eco-Conversations Videoconference: Wikispaces Archive

Girl’s hands holding globe — Image by © Royalty-Free/Corbis

Since Wikispaces is closing down, I’m moving my collaborative videoconference projects over to my blog for archiving. Great project formats can still be used and adapted!

Eco-Conversations

Project Description: Middle and high school students connect to discuss current environmental issues and their impact locally. Students present their research and the local perspectives and then discuss the issues with the partner class. See the Resources section for potential topics.

Teacher Quote: My students absolutely LOVED IT. You know they really liked it when they are telling other teachers and students about it!!! Talking to another country is by far the best VC out there!! I would talk to another country any time it was available! -Karen Ennesser, Dowagiac Middle School

Blog Report: Carbon Emissions

VC Agenda:

  • Introductions
  • Both class present
  • Question & answer time / discuss the implications / differences

How To Create Posters for Videoconferencing

This VC Poster Handout for students gives simple tips for clear presentations via posters.

PowerPoint Tips

  • Use a large font.
  • Don’t put too much text on the page.
  • Don’t use red for background or text.
  • Have a good contrast between text and background.
  • Blue backgrounds with white or yellow text work best.

Preparation

Preparation Steps
  1. Talk to your partner teacher via phone or email and negotiate the details.
  2. Have students list prior knowledge on the topic.
  3. Explore the topic by using the websites and resources listed for that topic and/or supplementing with your own activities & resources.
  4. Students prepare a presentation to explain the issue from their perspective(s) and how the issue affects their community. This presentation is then shared with the partner class. Divide the students into groups and involve as many students as possible (see page 36 in this booklet). Use these Tips for Posters to help you prepare any visuals. Possible groups include:
    • Background science knowledge
    • Analysis of scientific method’s use
    • Environmental perspectives
    • Economic perspectives
    • Local perspectives
    • Recommended actions / solutions
  5. Discuss and process together in the videoconference what you learned. What conclusions did you reach together? Which issues are still unresolved?
  6. After the videoconference, compare conclusions to listed prior knowledge.
  7. You may also wish to have the students prepare questions for each other.

Resources

Note: I am not maintaining this list of resources. It is here for reference and archive only.

Teachers should have agreed on a topic.
Use the resources and activities listed to explore the issues and prepare a presentation.
If you want to contribute other resources or topics, click “join” above to request access to this web site so you can edit it too.
For a plethora of green resources, visit Edutopia’s Go Green Database.

Carbon Dioxide Emissions

Climate Change

Warming Oceans

Fresh Water

Water Bottles

Invasive Species

Evaluation

This project used this Google Spreadsheet evaluation form for feedback.

Facilitator Confirmation Letter

Email Confirmation Template

To: Teachers & techs on both sides, cc [coordinator]
Subject: Eco-Conversations [topic] Confirmation: [date]

Greetings and welcome to our Eco-Conversations Videoconference Project. The goal of this project is to present and hear different perspectives on environmental issues.

Dates & Times
[date & time in both time zones]

Technical Information:
[who] will dial.
[IP address]
If there are problems, please call [phone].

Introductions
The lead teacher for this project is [local teacher name, email, phone, school name, city, state, country].

The other participating school is:
[local teacher name, email, phone, school name, city, state, country].

Preparation
Preparation materials and resources are online:

Format
For the actual connection, I recommend this format as a rough guideline:
5 min. Introductions (be sure to prepare a map for each other)
15 min. One class presents
15 min. The other class presents.
10 min. Ask each other questions.

Action Items
Here’s what needs to happen next.

  • Teachers: Please email each other to discuss further.
  • Techs: We’re trying to do test calls for this event on November 23. Please email with the best time to test.

Let me know if you have any questions along the way. We really appreciate you participating in this project with us!

Janine

Wikispaces to Blog Conversion Feedback

Thoughts on the conversion of wikispaces videoconference projects to this blog format? This conversion is a summer project for me, and feedback is welcome.

Critter Connections: Wikispaces Archive

Since Wikispaces is closing down, I’m moving my collaborative videoconference projects over to my blog for archiving. Great project formats can still be used and adapted!

Critter Connections Videoconference

Description: K-2 Students present or lead an interaction on the study of animals. Both classes share what they are learning about animals.

2011 Dates: May 11-12.

Videoconference Agenda:
Five minutes introduction from each class.
5-10 minutes presentation/interaction led by each class. (See Preparation for ideas.)
5 minutes: Compare and contrast the animals presented by both classes.
Five minutes Q & A.

How To Create Posters for Videoconferencing

This VC Poster Handout for students gives simple tips for clear presentations via posters.

Preparation

Animal Presentation
Share a presentation about an animal your class is learning about:

Information should include:

  1. Habitat
  2. Movement
  3. Description
  4. What they eat
  5. Song or poem about the critter

Presentation should include:

  • a visual – preferably student drawing
  • sound – what sound does the critter make?
  • motion – act out how the animal moves

Animal Riddles
Lead the interaction with the other class.
Have several riddles prepared for the other class (negotiate the number with your partner class).
Include a drawing of the animal to reveal the answer.

Animal Alphabet
Share a celebration of animals and the alphabet with your partner class.
Share a picture of an animal that starts with the letter. Have the other class repeat after you the letter, the sound it makes, and the name of the animal.

Animal Habitats
Teach the partner class the habitats you are learning (i.e. forests, deserts, wetlands, and grasslands). Then share pictures of animals in each habitat and have the partner class guess the habitat and animal name.
Sample supporting lesson plan.

Animal Colors and Shapes
Remind the partner class of the different shapes: triangles, circles, squares, rhomboids. Then share pictures of animals and have the partner class identify the shapes in the animal.

and/or Draw pictures of animals in their habitat to share on posters (see How To) or your document camera. Have the partner class identify the color(s) of the animal and the color of the habitat. Does it camouflage? Have the partner class say camouflage if it does.
Sample supporting lesson plan.

Your Ideas
What other ideas do you have? Share what you’re learning about animals, and figure out a way to engage the other class in guessing or interacting some way with your presentation.

Facilitator Confirmation Email Template

To: Teachers & techs on both sides, cc [coordinator]
Subject: Critter Connections VC Project Confirmation: [date]

Greetings and welcome to our Critter Connections Videoconference Project. The goal of this project is to increase student understanding of animals.

Dates & Times
[date & time in both time zones]

Technical Information:
[who] will dial.
[IP address]
If there are problems, please call [phone].

Introductions
The lead teacher for this project is [local teacher name, email, phone, school name, city, state, country].

The other participating school is:
[local teacher name, email, phone, school name, city, state, country].

Preparation
Preparation materials and resources are online:

Format
For the actual connection, I recommend this format as a rough guideline:
Five minutes introduction from each class. (prepare a map for each other)
5-10 minutes presentation/interaction led by each class. (See the Preparation page for ideas.)
5 minutes: Compare and contrast the animals presented by both classes.
Five minutes Q & A.

Action Items
Here’s what needs to happen next.

  • Teachers: Please email each other to discuss further.
  • Techs: Please sign up for a test call time here:

Let me know if you have any questions along the way. We really appreciate you participating in this project with us!

Janine

Wikispaces to Blog Conversion Feedback

Thoughts on the conversion of wikispaces videoconference projects to this blog format? This conversion is a summer project for me, and feedback is welcome.

Celebración: Spanish Videoconferences: Wikispaces Archive

Since Wikispaces is closing down, I’m moving my collaborative videoconference projects over to my blog for archiving. Great project formats can still be used and adapted!

Welcome to Celebración!

Celebrate a holiday with your Spanish class. This project partners Spanish classes with bilingual classes. Each class leads an interactive activity with the other class. Practice your Spanish while learning about a Mexican holiday.

  • Día de los Muertos (VCs during October 26-29)
  • Cinco de Mayo (VCs during May 5-13)

Berrien RESA’s Spanish classes will be partnered with bilingual classes in Dallas ISD, TX or Broward County, FL.

VC Agenda:

  • Introductions
  • Each class takes a turn (or more) leading the interaction
  • Question & answer time

How To Create Posters for Videoconferencing

This VC Poster Handout for students gives simple tips for clear presentations via posters.

Preparation

Each class should prepare to lead an interaction and present to the other class. Here are some ideas to get you started. Try to:

  • Involve all your students
  • Interact with the other class: ask them questions, get them to respond with motions, etc.

Share Artwork
Have students create art such as drawings, salt dough skull sculptures, or other art projects.

Share Writing or Poetry
Prepare a class recitation of the traditional Calaveras poem for your partner class.

Skits
Create a skit for students to act out while practicing the language. Add some interaction by have the other students give a signal (stand up, thumbs up, etc) if the language use was correct.

Stories
Have students read a story in Spanish for the partner class.

Games
Have students lead a game show activity that reviews Spanish vocabulary or quizzes the other students.

Resources

(Note: These are here for archiving purposes. I am not maintaining these links.)

Dia de los Muertos

Cinco de Mayo

Evaluation

This project used this Google Spreadsheet evaluation form for feedback.

Facilitator Confirmation Email Template

Day of the Dead Confirmation

To: Teachers & techs on both sides, cc [coordinator]
Subject: Day of the Dead VC Project Confirmation: [date]

Greetings and welcome to our Day of the Dead Videoconference Project. The goal of this project is to practice Spanish skills and to learn more about this cultural celebration.

Dates & Times
[date & time in both time zones]

Technical Information:
[who] will dial.
[IP address]
If there are problems, please call [phone].

Introductions
The lead teacher for this project is [local teacher name, email, phone, school name, city, state, country].

The other participating school is:
[local teacher name, email, phone, school name, city, state, country].

Preparation
Preparation materials and resources are online:

Format
For the actual connection, I recommend this format as a rough guideline:
5 min. Introductions (be sure to prepare a map for each other)
5-10 min. One class leads the interaction
5-10 min. The other class leads the interaction.
5-10 min. Ask each other questions.

Action Items
Here’s what needs to happen next.

  • Teachers: Please email each other to discuss further.
  • Techs: Dallas and Berrien schools do not need to test. Otherwise, please sign up for a test call with Berrien RESA’s bridge here: ADD LINK

Let me know if you have any questions along the way. We really appreciate you participating in this project with us!

Janine

Cinco de Mayo Confirmation

To: Teachers & techs on both sides, cc [coordinator
Subject: Cinco de Mayo VC Project Confirmation: [date]

Greetings and welcome to our Cinco de Mayo Videoconference Project. The goal of this project is to practice Spanish skills and to learn more about this cultural celebration.

Dates & Times
[date & time in both time zones]

Technical Information:
[who] will dial.
[IP address]
If there are problems, please call [phone].

Introductions
The lead teacher for this project is [local teacher name, email, phone, school name, city, state, country].

The other participating school is:
[local teacher name, email, phone, school name, city, state, country].

Preparation
Preparation materials and resources are online:

Format
For the actual connection, I recommend this format as a rough guideline:
5 min. Introductions (be sure to prepare a map for each other)
5-10 min. One class leads the interaction
5-10 min. The other class leads the interaction.
5-10 min. Ask each other questions.

Action Items
Here’s what needs to happen next.

  • Teachers: Please email each other to discuss further.
  • Techs: Dallas and Berrien schools do not need to test. Otherwise, please sign up for a test call with Berrien RESA’s bridge here: ADD LINK

Let me know if you have any questions along the way. We really appreciate you participating in this project with us!

Janine

Wikispaces to Blog Conversion Feedback

Thoughts on the conversion of wikispaces videoconference projects to this blog format? This conversion is a summer project for me, and feedback is welcome.

The Power of Collaboration

This blog post accompanies my session, The Power of Collaboration, presented at the 2018 Nebraska Distance Learning Association Conference.

PPT (minus the video clips)

A few recommended blog posts regarding collaboration

COIL: Collaborative Online International Learning

COIL is the higher ed version of what the videoconference projects I was heavily involved in till 2011. Read more from my recent attendance at a COIL Conference where I made connections between the two:

K12 Collaboration Examples Shared

Bibliography

  • Cifuentes, L., & Murphy, K. L. (2000). Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections. Educational Technology Research and Development, 48(1), 69-83.
  • Martinez, M. D., & MacMillan, G. (1998). A Joint Distance Learning Course in American Government (No. ED428005).
  • Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77.
  • Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K-12 education. Dissertation Abstracts International.
  • Warschauer, M. (1997).Computer-mediated collaborative learning: Theory and practice. Modern Language Journal, 81(3), p. 470-481. Also at http://www.gse.uci.edu/person/markw/cmcl.html
  • Yost, N. (2001). Lights, Camera, Action: Videoconferencing in Kindergarten. Paper presented at the Society for Information Technology and Teacher Education International Conference.
  • For more videoconferencing related literature, see my research and dissertation.

 

We the Kids: Constitution Day

PbWorks is cleaning house and deleting wikis, so I’m archiving one of my wikis here on my blog. This one was for a videoconference project.

We the Kids

In this pilot collaborative project, students will study the six phrases of the preamble and present non-linguistic representations to each other to explain the parts of the preamble. These materials were used for a TWICE We the Kids event on November 20, 2008.

Preparation Materials

Preparation Lesson Plan

  • Center for Civic Education Lesson plan along with lesson audio (mp3) and teacher audio (mp3) (or get the files directly here).This lesson explores some the ideas in the Preamble to the Constitution. Students learn the importance of the words, “We the People.” The lesson emphasizes that the power to govern belongs to the people who have created the government to protect their rights and promote their welfare. Students read the Preamble and develop definitions for the six key phrases in the document.

Preparing for the Videoconference

  • Within your classroom, have all the students illustrate the 6 key phrases/stanzas of the preamble with a nonlinguistic representation (drawing, graph, mind map, physical movement, skit, rap, etc – can be done with or without technology). You can do this in groups or individually as you see fit. See lesson plan above.
    • Nonlinguistic representation overview
  • Then choose the representations to present to the other class. Classroom A is assigned the odd numbered phrases; Classroom B is assigned the even numbered phrases as listed below.
  • Tips for Posters (from another project, but principles still apply). You don’t have to use posters, but if you do, consider those tips!

Six Phrases

  • Classroom A – Phrase 1: do ordain and establish this Constitution for the United States of America.
  • Classroom B – Phrase 2: establish justice
  • Classroom A – Phrase 3: insure domestic tranquility
  • Classroom B – Phrase 4: provide for the common defense
  • Classroom A – Phrase 5: promote the general welfare
  • Classroom B – Phrase 6: secure the blessings of liberty

Videoconference Agenda

  • 5-10 min. Introductions from both classes – where are you, a bit about your school & area, etc.
  • 10-20 min. Exchange presentations on the phrases in order.
  • 5 min. Say/read the full preamble together. (enjoy the bit of the delay/echo of the other class saying it too!)
  • 5-10 min. Ask each other questions.

Highly Recommended Books

  • We the Kids
  • Order the free We the People (upper elementary) books. You have to order a free book and then after that you can get a classroom set. From the website: ” The Center for Civic Education provides a limited number of free sets of materials to teachers wishing to participate in the We the People: The Citizen and the Constitution program. Priority is given to teachers at any grade level who agree to hold a We the People: The Citizen and the Constitution culminating hearing.”

Other Recommended Books

Research Literature on COIL

I’ve just finished attending the 10th Anniversary COIL Conference for the first time. It made me very curious about the literature.

Several COIL leaders suggested that COIL needs a journal. Ethnographic research is needed for this type of activity, and right now the publications on this topic are in a variety of locations. The language exchanges are published in language journals; administrators publish in the international education journals. The educational technology / online learning journals / schools of education aren’t so interested in this type of work, and less likely to publish COIL related articles.

So, I decided to do a little hunting – a quick search. Here’s what I’ve found so far.

YouTube

Ok, I know YouTube isn’t literature, but there’s a nice collection of videos that could be shown to faculty to raise awareness of COIL. The student voices ones in particular would be great for inspiring faculty.

Keywords

People

It was clear from the conference that there are some key players in this field:

Your Turn

Faculty at the conference expressed concern on the lack of a consistent term to connect the research together. What and who did I miss? What would you add?

A Focus on “International” in COIL

I’ve been attending the 10th Anniversary COIL Conference and am reflecting and synthesizing my learning. In this post, I am exploring the international aspect of COIL. When I worked in K12 videoconferencing, our collaborations were only rarely international. But the international piece is KEY to COIL. I only saw two sessions that didn’t have an international aspect: one was on a U.S. state to state project; and another was on virtual team teaching within Quebec.

Benefits of International Collaboration

So, let’s explore the international aspect. What are the benefits of connecting internationally?

Institutionalizing International Education
Sally Crimmins-Villela, Assistant Vice Chancellor for Global Affairs, State University of New York said that COIL can institutionalize international education as a whole; to make it available to all types of students, not just those who can fund international trips. A major thread at the conference was the concern that international experiences are only available to a small subset of students. COIL has the potential of breaking that barrier.

Beyond International Students on Campus
I thought it was very interesting that even though SUNY and CUNY are so international with a wide variety of students on campus, COIL is still valued and pursued. Having diverse perspectives within the classroom isn’t enough; we want to connect internationally as well. It made me think of the work we are doing at Andrews University, the 2nd most diverse university in the United States. We have been focusing on global engagement, in faculty development and our overarching work.

Benefits and Results
In the closing keynote,  Susan Buck Sutton, Senior Advisor for International Initiatives, Bryn Mawr College, shared the following list of benefits and results for COIL activities (a direct quote from her slide):

“Establish the importance of global conversation

Enable such conversations for all, even at home

Connect institutions as well as students and faculty

Engage in the co-construction of knowledge

Build understanding of others on their own terms

Can be pursued by institutions with few resources

Create connections transcending national and other boundaries

Generate ideas and activities not anticipated when they began” – Sutton, 2016.

And, in the words of a fellow attendee on Twitter:

Interestingly, the closing keynote panel discussion wrestled with whether the motivation should be economic (workplace skills) or peace-making (greater understanding of others). Some concluded that it is ok to come with different motivations as faculty and administrators; our students will come with different motivations too. Either way, they will gain an invaluable international experience that will affect them profoundly for the rest of their lives.

Challenges of International Collaboration

A World in Peril
One of the benefits of COIL is the ability to engage with the world, but as Doreen Starke-Meyerring, Associate Professor, McGill University shared with us on Monday’s keynote, when you engage with the world, you find that the world is a planet in peril. She shared an example of the movie Where Do We Go Now? as how challenging and difficult the issues are.

U.S. to World vs. World to World
One thing I’ve always wondered about is: – there are so many U.S. institutions who want to connect internationally, but do all the international sites want to connect to the U.S? Maybe not! For example, one session described a collaboration between Germany, Mexico & the UK. Are there enough partners to go around?! Can we all share?

Cultural Competence
How do faculty and students learn the intercultural sensitivity necessary for a successful experience? What supports are available to make that happen? We want to go deeper than a superficial sharing or exchange; what does it take to get there?

Your Turn

What benefits and challenges would you add? Do you agree with those I’ve listed here, culled from conference conversations? Please comment.

 

Comparing Collaborative Projects at the K12 and Higher Ed Levels

I’ve just finished attending the 10th Anniversary COIL Conference for the first time, and I had such an interesting experience – a bit like a twisted de ja vu, It’s so similar to the work I did in K12 from ’98 to ’11 supporting K12 videoconferencing, mostly projects. Yet it has it’s own higher ed spin of course!

So I thought I’d make myself a little chart, as I’m processing my learning and this new world/field I’ve learned about.

Comparisons

K12 Videoconferencing Higher Ed International Collaborations
Getting Started Usually teachers participate in a managed project to get their feet wet (i.e. RAP as the gateway drug to videoconferencing) Faculty meet at a conference, or fly to meet in person to plan the project
Institutions support collaborations with existing partner institutions
Organizations providing support and assistance finding a partner iEARN.org
CAPspace
CILC.org
Global SchoolNet Project Registry		 Institution collaborations such as
SUNY COIL Global Partner Network
Virtual Team Teaching Exchange
UNICollaboration
Length of projects Usually one videoconference, with 1 to 2 weeks of preparation Two weeks to a full course
Curriculum All subject areas More popular in the humanities
Project Support Teachers create projects and find partners
OR teachers participate in managed projects like Read Around the Planet		 Mostly individually created collaborative experiences
Soliya is an organization managing the collaborative experience for higher ed
Faculty support Media specialist or instructional technology support staff
Sometimes also educational service agency support		 Instructional designer
International office
IT / AV support
Dean, chair, other administrative support
Value A simple exchange or meet & greet often sufficient and valued Need the experience tied to a framework or model and research supporting it
Evaluation Were the students engaged / inspired? Did the experience produce “satisfactory scholarly work”?
Was there rigor in the quality of the academic experience?

Reactions?

What do you think? Have I over-generalized? Am I missing any major concepts? What would you add?

Videoconference Playground at ISTE

Yesterday was the 2nd annual Video conference Playground at the ISTE 2011 Conference.

For those of you who missed this amazing event, here are a few resources you should review!

Captain Roxanne Glaser led an amazing team of pirate deck hands and volunteers! Hope YOU participate next year!

Pirate Captain Roxanne Glaser and @Tparks, pirate volunteer

(Thanks @TParks for the photo!)

Check Flickr next week for more pictures from the playground.

Thanking my Pirate Helpers

I had over 100 participants in my ISTE Bring Your Own Laptop (BYOL) session on CAPspace today (Collaborations Around the Planet). Great attendance, but wow, what a lot of people!

I knew I couldn’t handle it myself, with all the account creation and questions. So, I recruited several of the SIG IVC pirates to assist me. You should know them and friend them on CAPspace!!

Sue Porter

Lori Colwill

Amy Spath

Audra May

Elaine Shuck

Anne-Marie Miller

They were all decked out in aweomse pirate gear! Audra has the pictures, and they should be posted in the SIG IVC Flickr site in the next day or two.

In addition, Roxanne Glaser, Whirlidurb‘s Content Director, and Pirate Captain helped me chunk the workshop to best take advantage of the pirate assistance.

Thank you pirates for making such a smooth BYOL session!

Hope you all can visit the Videoconference Playground at ISTE tomorrow!