Tag Archives: Collaborations

Kid2Kid Videoconference Connections Starts Feb. 11

If you are interested in doing collaborative projects, you may want to join my online class, Kid2Kid Videoconference Connections, starting up on February 11. Get assistance planning and implementing a videoconference collaboration from start to finish! Discounts available for bulk purchases. Click the link for more details. Hope you can join us!

In the words of a teacher

I’m running the Planning Interactive Curriculum Connections class again. Here’s a comment you’ll enjoy. This from Karen Ennesser, Dowagiac Middle School, who participated in Eco-Conversations in December. Dowagiac Middle School is one of our RUS grant buildings too.

I personally feel that every school should use VC. The benefits to my special education and Title 1 students were absolutely amazing! They played a big part in drawing the backgrounds…and felt very successful! These students were on equal ground with the “A Students” and did a better job!! It had an educational impact on EVERY student that I teach!

I hear this often – the impact that VC (and even just technology in general) has on special ed students. We need to keep collecting these stories and comments on the impact that curriculum videoconferencing has on our students.

Is Synchronous Distance Learning Worth the Trouble?

Roxanne’s post on the Face Time article in THE Journal reminded me that I wanted to blog about it. The article covers collaborative videoconferences such as Read Around the Planet and Monster Match, as well as the new Collaborations Around the Planet site. Overall it’s a great article, and you should read it.

I, however, wanted to express my angst on how the article ended. It closed with this from an e-learning vendor (emphasis mine):

Real-time communication technologies like videoconferencing, Ericson points out, require synchronous interactions, which rob users of one of the most valuable qualities of web-based networking: the ability to time shift—to interact with others whether or not they’re online with you at the same time. E-mail, blogs, and wikis all allow for time-shifted interactions; online chat rooms and virtual communities such as Second Life require you be there at the same time as those with whom you are communicating.

“One of the big advantages of virtual education and learning,” Ericson says, “is that you can do things on demand, when you want to. We do believe that chatting and videoconferencing have a place. But in our model, it’s not as valuable as allowing students to participate in the community on their own terms, whenever and wherever they are. The idea of forcing a synchronous model, where everyone is on at the same time, well, that’s what a classroom is for.”

!!!!

First of all, you should know that not only am I crazy about VC, I also have taught nine different online classes several times each since 1999. I am taking two online classes right now, and will start teaching two next week. I love the reflection and thoughtfulness in online classes.

But, I don’t think it’s fair to compare synchronous vs. asynchronous distance learning and say one is “more valuable” than another. I also think it is definitely not fair to have a vendor with a vested interest in asynchronous distance learning critique the synchronous medium.

So, here’s the question for you. Is synchronous distance learning like videoconferencing worth the trouble? Is it worth staying up in the evening to connect to places half way around the world?

I can think of a few benefits to real-time – besides the learning that goes on – think of these:

  • motivation
  • enthusiasm
  • engagement levels (think of the posture when kids watch a video vs. participate in an interactive VC)
  • accents & dress differences (can’t see that in a discussion board)
  • body language & face time
  • the feeling of being together and connecting (they are the same as us!)

When I read Roxanne’s list of Read Around the Planet ideas I was encouraged. I’m deep in the challenges of dealing with the RAP leftovers. The ideas reminded me of the kids’ enthusiasm in these events. When you’re tired and stressed with too many videoconferences to suppport, think of the kids. When you get all your matches next week and have a ton of RAP test calls to do, think of the kids. When you’re frustrated with the pain of scheduling, think of the kids. Imagine the faces of the kids in the last VC you did.

What do YOU think? Please comment. Is synchronous distance learning worth the trouble? Why?

Listening to High School Teachers

This evening I did an ASK workshop for my local teachers. I had two high school English teachers in attendance. They’ve come to other workshops on videoconferencing. One of them has done a couple ASK programs; the other wants to but hasn’t found the right fit yet.

After the workshop, we talked for quite a while about the situation in their school and their wishes for a videoconference for their curriculum. I realized again that we cannot just be frustrated with teachers who won’t use videoconferencing. We have to listen to their concerns and situations and see if there is an appropriate, helpful way to integrate videoconferencing in their curriculum. And if there isn’t, we should accept that!

Some of the concerns were:

  • New schedule. The school switched this year from a block schedule to trimesters. This is a huge jump and is causing all kinds of frustrations.
  • New curriculum. The updated state curriculum has ramifications for their curriculum. In addition, due to the trimesters they are teaching classes they didn’t teach before.
  • Less prep time. With the new schedule and new curriculum, they are also dealing with less prep time! More preps of new classes crammed into a smaller amount of time.

With challenges like that, who would even consider using VC? However, these teachers see the value. They are struggling though to see how to fit it into already crammed schedules.

So I asked some questions. I think the most important question was, “what do you already do to teach that curriculum”? In this case, British literature. In the course of the conversation, I discovered the students act out scenes from Shakespeare’s play. Voila! Here’s a perfect way to insert a videoconference. The students will already act out scenes. Just add a videoconference to up the ante with an outside audience. We’re hoping for UK or Canada when we get around to scheduling this. The students will already be practicing the performance.

We also discussed how stressed and freaked out high school kids are when they do collaborative connections. It’s really hard for them. I remember an 8th grade class last week in an ASK program. I overhead a kid saying, This is really creepy, before they muted the microphone. Creepy! How do you get kids to overcome their fear and concern about the videoconference? It’s different with high school kids! There’s this whole “body image” thing going on that’s really tough for kids.

So in our discussion we came up with this idea for an agenda:

  • Introductions
  • Insults – both classes prepare 5 Shakespearean insults for the other class. The two classes share insults back and forth – one from each class at at time. This should break the ice and get them laughing and more at ease.
  • Scenes. Then the classes share scenes from a Shakespeare play. We’ll have to see how long the scenes are and how many can be shared in one class period.
  • Question & answer. It’s critical to include the “fun” questions. They want to know about each other: what they do for fun, what music they like, etc.

What do you think? How do you listen to the teachers you serve?

It's all in the hat!

This afternoon I called one of my schools that hadn’t signed up yet for RAP and I thought they should have. The media specialist had a teacher staff meeting focusing on tech planned for this evening. She hadn’t asked me to present yet and thought I couldn’t fit it in. Luckily I could.

So on the spur of the moment, I connected for 5 minutes and gave the run down on Read Around the Planet. How it’s fun to tell Texas about snow, and how easy the presentation can be. Of course, I never talk about RAP without my hat on. They wanted to know about the costume, etc.  Lots of giggles and laughs.

Then I asked who wanted to sign up and half the teachers did! Voila! A few more registrations to hurry and get in before the deadline tomorrow.

A visual is a powerful thing! Especially when you can set teachers at ease with a little humor and encouragement!

How did you get YOUR teachers to sign up for RAP this year?

Join a short term learning community around curriculum videoconferencing

It’s time to think about signing up for my online classes if you want to participate in the next couple months.

Interested in using videoconferencing to enhance your curriculum? Want to do more classroom to classroom connections with ideas & support? Interested in research supporting curriculum-based videoconferencing? Try one of these classes.

  • All classes are open to everyone, and usually attended by participants across the country, and even sometimes internationally.
  • All of the classes are instructor led and based on discussion and interaction with the other participants.
  • Bulk discounts are available. Feel free to use this flyer for advertising.

Planning Interactive Curriculum Connections
An introduction to videoconferencing, content providers and projects.
Dates: January 28 – February 22, 2008
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $150 (bulk discounts available for group purchases)
Target audience: Designed for teachers, media specialists, and distance learning coordinators.

Kid2Kid Videoconference Connections
An in-depth six week class focusing on collaborative projects. You’ll receive assistance creating, advertising and implementing a collaborative project with another classroom.
Dates: February 11 – March 21, 2008
Time commitment: Plan to spend about 3-5 hours per week on the course.
Cost: $200 (bulk discounts available for group purchases)

BCISD Cancellation Policy: Refunds for any workshop will be made only if the BCISD is notified two (2) business days before the start of the activity.

Registration: Register with our registration secretary by calling (269) 471-7725 ext 149. Payment by credit card is preferred; however school P.O.s are accepted as well.

Check out the course web sites for additional information. We’d love to have you join us for either of these exciting courses!

How do you ensure it's "curriculum videoconferencing"?

How do you make sure videoconferencing really meets the curriculum? Do your teachers use VC “just for the fun of it?” or do you have some strategies to make sure videoconferences meet curriculum goals?

Here are a few of the ways we help our teachers do curriculum-based videoconferencing.

In addition, teachers often modify official “matching” projects like Monster Match and Read Around the Planet to meet their curriculum. This fall, a 7th grade art teacher participated in Monster Match with an art twist. The project was originally designed for K-2 classes, but the art teachers realized the value of the project for art instruction. In another match, one of our 5th teachers put a strong math twist on the project. The students had just finished MEAP testing, and every direction for their monster was given with math references. Finally, last year one of our 5th grade classes was matched with a UK school for Read Around the Planet. They were studying the revolutionary war, so they presented about that to the UK school. What an interesting discussion that was!

If teachers know their curriculum well, and have someone to help them tweak programs and projects for their curriculum, it’s very likely that the programs will meet curriculum goals and be a success.

Do you agree? What strategies do you use to ensure “curriculum videoconferencing?”

Lit Review: Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections

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.

Author: Lauren Cifuentes and Karen L. Murphy
Title of article: Promoting multicultural understanding and positive self-concept through a distance learning community: cultural connections.
Publication year: 2000
Database source: SpringerLink
Name of journal: Educational Technology Research and Development
My Codes: VCProjects

Main Point: Students engaged in year long videoconference collaboration with students of another culture (within the same state) exhibit higher multicultural understanding and greater positive self-concept.

Methods: A qualitative case study method was used to examine two classrooms that connected for nine units over the course of a school year. Data collected included the students’ multimedia portfolios, written reflections of instructors and students involved, and interviews of the students.

Findings:

  • The two teachers were from different cultural backgrounds, and the collaboration created a strong collaborative relationship between them that benefited their instruction.
  • The teachers mentored each other throughout the year.
  • The students grew in their multicultural understanding.
  • The students grew in their cultural sensitivity, as evidenced in their comments at the beginning of the year vs. the end of the year.
  • The students loved the technology and were motivated by it. The interaction with the more well-to-do students inspired the at-risk border students to want to attend college.
  • The students’ misconceptions about each other were dispelled.
  • The students became more confident in their speaking, poise, and behavior on camera. The rest of the students in their schools looked up to them.

Author/Audience: The authors are educational technology professors writing for an educational technology audience.

Thoughts:

Both of Cifuentes and Murphy’s articles feature team teaching as a key component to collaborative projects.

The sustained learning described in Cifuentes’ two articles contrast with the short term one hour experiences in Lee’s study. This makes me think I should follow-through when my teachers are interested in a sustained learning experience. It isn’t too often. Their schedules are so busy. What would it take to establish and facilitate long term collaborations like these? One of my local teachers put out an ad on the listservs for a year-long partner and no one responded. Is it too hard to commit up front without knowing someone? We need to think and experiment in this area more. Two other differences between the activities in the two students are: a much closer age of the participants and the Cifuentes’ activities are more social constructivist.

Many of the activities included self-expression and sharing those expressions. These experiences were clearly key to understanding the other students and becoming friends with them. Don’t you think sometimes we think that that Q&A part of a project such as Read Around the Planet isn’t “curriculum related” when they talk about favorite music, after school activities etc.? But that is important learning too. It helps them realize they are part of a global community and to appreciate and respect differences and similarities.

The student empowerment results are stunning considering the at-risk students studied. It’s so frustrating for me when teachers cancel a program because their students are misbehaving. It seems these types of experiences are just what the students need. It’s motivating and interesting to them. This article defines the results in student positive self-concept and empowerment that can come from a sustained telecommunications project. Seems worth the trouble to me!

One of the references included was a teacher testimonial published online. It’s on the 4Teachers.org site: Bringing cultures closer with technology. If you don’t have access to the databases, this is the next closest thing to get the gist of what was done in this collaboration/study.

ESC 11 Workshop Online

October 17, 2007, I did a workshop on Collaborations Around the Planet and Read Around the Planet for ESC 11’s Conference. Thanks to Google Alerts, I found out the video recording of the workshop is online. Feel free to use it if you want.