Tag Archives: VC Community

Day 11: Lights, Cameras, Interactions!

20 Days to Being a Better VC CoordinatorGuest blogged by Roxanne Glaser

We began our journey setting up our equipment and email signatures. Next we learned how to find content and some tips about preparing for a videoconference connection. This week we will move into what to do DURING a connection to maximize learning and the quality of the connection.

Videoconferencing is interactive. You can see and hear all parties that are involved. Remember your first videoconference? How do you know if anyone can hear or see you?

As you facilitate for your teachers and students remember the following:

  • Assume that the other sites can see and hear you.
  • If you cannot see or hear something, be sure to let the other sites know.
  • Check to make sure other sites can see documents or objects that you are showing.
  • Remind students and teachers to speak slowly and then mute the microphone after they finish speaking.

The simplest form of interactions is for one class to make a presentation then the other class makes a presentation and then you have a Q and A. This is a great way to begin. After a couple of simple connections, then teachers can expand their types of interactions.

The key to successful interactions is to think in terms of what each site will be doing. Challenges or quests work well with students. It is also an effective use of classroom videoconferencing systems.

Examples of Quality Interactions

Math Challenges–A class could develop two or three math problems related to a pre-defined theme for the other classes to solve. Classes will present the math problem and then let the other classes solve it. Possible Topics: Holiday Math, Transportation Math, 100th Day of School, Population Math (Math problem-solving). Or just take the objectives that your students are struggling with on the state-mandated tests and partner with another class to go head-to-head in a challenge.

NOTE: Maybe, SuperMathGirl will have additional ideas for us.

Theme-related Mad-libs–Presenting class has the mad-lib. The class will call on other classes for the parts of speech to complete the mad-lib. Then the presenting class will read the completed mad-lib. If there are three classes participating, the class leading the Mad-lib will give each of the other classes a list of words that they need. (Reviews parts of speech!)

Where is ______? (Think MysteryQuest, but smaller.) Presenting class sets the scene for whatever is missing. Presenting class will give clues to his location and the other classes can guess. (US Geography)

Twenty Questions–Presenting class has some person, place, or thing related to the conetnt being reviewed. The other classes try to guess it within 20 “yes/no” questions. (Higher order thinking skills)

Customs and Traditions Exchange–A class can research customs and traditions in their county, state, province, or country and present clues about them to the other class. The other classes would reciprocate. Then both classes determine similarities and differences. (Social studies and geography)

Here are some more ideas for student interactions
Read Around the Planet ideas
Brain-based Learning blog post from Elevate 2008
Janine Lim’s Project Booklet with templates for all content areas

Comment Comments:

  • Add any other interaction idea that you have seen work well in a videoconference environment.
  • Add a pet peeve for interactions during the videoconference.

Day 10: Assisting Teachers with Preparation

20 Days to Being a Better VC CoordinatorA critical part of a successful videoconference is preparation. So how can you help make sure it happens? Here are some ideas.

Preparation Lesson Plans
Many programs have preparation materials which are very helpful.

  • When the program is scheduled, ask the teacher if they received the materials.
  • A week or so before the program, ask the teacher if they were able to use the materials. Depending on how often you have VCs, you could plan an hour or so once a month/week to check in with the teachers who have upcoming VCs and see if they are getting the students prepared.
  • Some coordinators, depending on their position and other responsibilities, are able to actually do the preparation lessons with the students. Don’t do this more than once; encourage the teacher to team teach the next time; then maybe they can do it on their own. You’ll find it less stressful if you can move your teachers towards independence.

Practicing
When classes are presenting, encourage them to practice.

  • Practice in the classroom.
  • Practice with a fake mic.
  • Practice with the videoconference system.
  • Practice with the visuals. Make sure they are clear enough!

When two of my schools were starting out with VC, the library aides took library time to connect to each other and have each student say a couple sentences on camera. The two classes just took turns until all the students had a turn. Every class participated. This broke the ice for all the students and teachers in each school!

Explain VC to the Students Just Before the Program
I encourage each of my coordinators to make sure students and teacher understand VC before the connection. Usually just a 2 minute little introduction before the program starts. Include:

  • Explain the video & audio quality – it’s not broadcast quality TV!
  • Explain where the mic is and that it can pick up rustling sounds.
  • The people at the other side can see & hear them.
  • Remind the students to speak up loudly and clearly.
  • Encourage them to represent their school with best behavior!

We’ll talk about preparing questions and involving all the students in future posts.

Other preparation tip lists online:

comment1 Challenge Choices:

  • Find an upcoming videoconference on your schedule and ask the teacher how they are preparing for the videoconference. See if they need any assistance.
  • If preferred, write a little outline for your “speech” for before a videoconference.

comment1 Comment:

  • How do you help teachers prepare for a videoconference? Any other tips?
  • What is hard about helping teachers prepare? Where do you get stuck?

Day 9: Cancellations

20 Days to Being a Better VC CoordinatorGuest blogged by Roxanne Glaser

Sometimes life interrupts the best laid plans. You have worked with teachers and found content that fits with their curriculum. You submitted the paperwork. You have conducted test calls. You follow up with the teacher and you hear this, “I cannot do that videoconference.” What do you do?

Let’s start with what not to do. Don’t yell. Don’t take it personally. Breathe in. Breathe out.

Here are five tips for how to handle a cancellation

  1. Find out why the teacher is canceling.
  2. If the teacher is nervous or unsure about the event, contact facilitator or content provider for reassurance.
  3. Contact the content provider or facilitator of the session to find out if adjusting the schedule is possible. (NOTE: Be sure to read the cancellation policy of a content provider when you book the session. Some will charge a cancellation fee.)
  4. Try to find another teacher in your building to replace the class that is canceling.
  5. Communicate to all involved that the connection will not take place and diplomatically explain why.

comment1 Challenge: Add a tip in the comments section that you have used in the past when a teacher cancels a connection.

Day 6: Promoting Videoconferencing in Your School

Last week we focused on settings and such. This week in the 20 Day challenge we are looking at tips for before the videoconference – focusing especially on the nitty gritty of working with teachers.

Today’s topic is how to hook teachers on videoconferencing and promote the possibilities of this technology within your school.

TeacherIt’s the Curriculum!
Owston (2007), in his study of schools implementing technology initiatives, found that teachers need to see the benefit to students before they will adopt a new technology tool. So, how do you help teachers see the benefit?

  • Use the correlations to national and state standards found in the popular database (Berrien RESA and CILC).
  • Use the Grade Level Guides to VC. Yes, they were done for Michigan and are now outdated even for Michigan curriculum, but they give a starting point for teachers.
  • Pick a couple willing teachers, find out what they are teaching for the next few months, and find a VC for them. Print the flyer or the program description for them. Put it in their mailbox. Start small like this, and then later teach them to find their own programs.
  • Help the teachers see how the programs fit their curriculum and help them teach that content better. Don’t push doing VCs just for the fun of it. Find the curriculum connection.
  • If you need help doing this, take Planning Interactive Curriculum Connections, a popular four week course for coordinators and teachers integrating VC in the curriculum.
  • Help teachers see how videoconferences meet their curriculum and can be used in place of some lessons to teach the same content.

Of course, all of this takes time. So set yourself a reasonable goal of a few of the teachers/grade levels and target those. Then as they get comfortable, work on the others. Some teachers will probably never be enthusiastic about videoconferencing. Sweeney (2007) found that constructivist teachers were more likely to use videoconferencing in the curriculum. So, realize that and work with those who are interested.

Experience is the Best Teacher
Teachers need to see a videoconference to understand what will happen and to get over the fear of the unknown. In the words of one of our coordinators:

“It seems a little daunting until you actually go through it and then you realize this was not too bad and in fact it was really awesome!”
  • Don’t just TALK about videoconference opportunities in a staff meeting or workshop. CONNECT somewhere. Don’t let the content provider just TALK either. Have them demo the most interactive part of one of their programs. Try this list to get started.
  • Wherever possible, allow two teachers to do a videoconference together. Not all of the providers will allow 50-60 kids in a videoconference. However, going to the program “with someone” is much less threatening for first time VCers.
  • When one teacher is doing a videoconference, have the principal help you arrange for someone (maybe even yourself?) to cover for another teacher for a few minutes so they can see the videoconference.
  • For that matter, make sure your principal and superintendent experience a good videoconference too! Some principals in my area actually require each teacher to do one per year because they have seen the value to the students.

Tell the Good News
Make sure the staff hear about the great experiences by the participating teachers.

  • Get a write-up in the school newsletter.
  • Encourage your principal to let the teachers share their experiences at staff meeting. Let them hear from other teachers besides you!
  • When participating in Read Around the Planet, put up a bulletin board with a map with all of your RAP partner classes marked. Share the success!
  • Have the students present at a board meeting and share their experiences and what they learned.

Advertising
Figure out ways to stop being the middle man whenever possible.

  • If your educational service agency or district office provides scheduling services and sends info on an email list, get the teachers on the email list directly. This reduces time forwarding emails and soon teachers can do their own registrations (in some cases).
  • Use grade level or subject team lead teachers to help you promote VC. It helps a lot when the lead teacher for a grade level or subject area encourages everyone on their team to sign up for a videoconference. Train and support these teachers so they can help you.

Be Sensitive
In all your promotion, be sensitive to how teachers are doing with work in general. Several of my schools are doing less VCs this year because the science and social studies curriculum changed and everyone is just trying to stay above water dealing with the change. In another district, so much new technology is being installed so fast that teachers are quite resistant to do anything extra. Factors like these can affect the use of videoconferencing, and are beyond your control. If this is the case in your school, give yourself and your teachers a break and try again the next year!

Wordle
Finally, I’ve been sharing research results of a survey of my top teachers using videoconferencing from the 2007-2008 school year. One of my questions was – how did you come to know about videoconferencing? Invariably, their school coordinator helped them get excited about videoconferencing. What words stand out for you? (Click the picture to make it larger.)

Wordle

So, Your Challenge Is:

  • Find one program that meets the curriculum for a teacher who hasn’t used VC yet.
  • OR Invite your principal to a videoconference (if you haven’t already).
  • OR Pick another of the suggestions above and make it happen!

Please comment and tell us how it went!

References
Owston, R. (2007). Contextual factors that sustain innovative pedagogical practice using technology: an international study. Journal of Educational Change, 8(1), 61-77. doi:10.1007/s10833-006-9006-6
Sweeney, M. A. (2007). The use of videoconferencing techniques which support constructivism in K–12 education. Retrieved from ProQuest Digital Dissertations. (AAT 3257352)

7 Things You Don't Know About Me

I’ve been tagged by Roxanne for the 7 Things You Don’t Know About Me Meme. So, here goes.

  1. I got so frustrated with accidentally unmuting my second codec in my office this fall that I taped a toilet paper roll to the end of my remote. Yes, it works pretty well!
  2. I wrote the story line for a published children’s book.
  3. SevenI was a student missionary in the Marshall Islands during college, and I taught in a thatched roof classroom with no walls. No running water or electricity either. Yes, I CAN live without technology!
  4. I worship on the seventh-day.
  5. In college, I wrote a lot of songs.
  6. I’m a third generation teacher/educator. My grandmothers on both sides were teachers.
  7. I studied grades 9 through 11 in Singapore and have traveled widely. Can you guess why I love VC?

I’m tagging… YOU. If you’re reading this and you haven’t done this meme yet, you’re it!

To participate, each person tagged should list seven things about themselves that would help their Personal Learning Network get to know them a little better. You can link back to this post by leaving a comment here, which links forward to their your update. Add yourself to the growing list of people who have revealed 7 things.

Videoconferencing Adjectives

I’m continuing this little mini-series with some of the results from a recent survey of my top VC-using teachers. Read more about it in the first post of this series. Remember, they are using videoconferencing to support curriculum instruction (not full length courses).

The question featured in this post is the following:

If your principal or superintendent walked into your classroom during a videoconference, give five adjectives to describe what they would see happening.

Videoconferencing Adjectives

Now isn’t this a nice set of words!

Notice the motivation adjectives: excited, smiles, amazed, happy, laughter, interesting, interested.

Notice the learning adjectives: learning, engaged reflective, involvement/involved, attentive, cooperative, active, interactive/interacting, communication, higher-level, knowledge, perform, reinforcement.

I did take out the word students – as many teachers wrote “students” after each adjective – and so it was huge again like the first wordle I did in this series. But I wanted you to see the adjectives larger and clearer.

See if you can find the one word that isn’t so positive. 🙂 Yes, I’ve seen a few kids do this in a VC. Have you?

Are these good reasons to use videoconferencing in your curriculum? Why or why not? Please comment.

New Feed from Feedburner

Well, I’m still slowly working through some of the things from Steve Dembo’s challenge to being a better blogger.

Today I got my RSS feed set up on Feedburner, so now you can subscribe via email as well. Too cool – always wondered how people did that!

For those of you subscribed, you may want to switch over to the new feed in case sometime in the future I change the URL. Actually it’s likely to happen sometime as we’ve switched our work name to Berrien RESA and I’m slowly eradicating references to BCISD that I’ve scattered across the web.

Here’s the link to the new feed.

If you’re reading this in a reader, click here to get to my blog home page and check out the link to sign up via email as well as the new subscribe link on the right.

30d2bbb image by Jason Robertshaw is licensed under a Creative Commons Attribution-Share Alike 3.0 United States License

Negative Things About Using VC in the Classroom

Yesterday we began this little journey of examining results from a little survey I did last May. Review the previous post for more information on the survey.

Today, let’s look at the companion question:

Please identify three to five negative things about using videoconferencing in your classroom.

Negative Things About Using VC in the Classroom

What words jump out at you this time? TIME! What ways are time challenging for videoconferencing?

  • Time zones
  • Time to schedule a videoconference
  • Time to prepare the students (and yourself) for a videoconference
  • Time to get all the classes at the level/grade to participate
  • What else can you think of?

Scheduling and technical problems stand out in this list too. While these teachers tend to be in my schools with better bandwidth and infrastructure, they still have done enough VCs to run into glitches.

I’ll share a couple full answers with you. This one is from Lacy Payne, F.C.Reed Middle School, in Bridgman, Michigan, (RUS grant school) whose students have done ASK programs, MysteryQuest, The Cleveland Museum of Art (to name a few), and has also participated in the Jazz workshop.

I have a couple of experiences where I had to reschedule because of technology problems, scheduling problems sometimes occur, time availability, and cost. I have two sessions of classes I teach and in order to get them both in I have to have them at the same time which creates a large number of students upwards of 50-60 kids. If money wasn’t an issue it would be much easier to do one conference per class.

From Peggy Clore, Coloma Middle School, (RUS grant school) 6th/7th grade language arts teacher:

1) Preparation takes time out of other lessons I’ve planned, so I have to make sure I’m covering as many of the GLCE’s as I can. Editor’s note: GLCEs are Michigan’s Grade Level Content Expectations.
2) Snow days cancel programs:)
3) Hearing may be difficult due to the other classes’ facilities.

And of course, this one is my favorite answer from a teacher who preferred to be anonymous in the survey results.

I don’t consider any part to be a negative worth griping about. If forced to nit-pick, the time frame is sometimes out of classwork sequence.

Are these negative things a barrier for these teachers? Read yesterday’s post!

So, please comment – either with your own list of negative things about using VC in the classroom, or with your own interpretation of the data represented above, or your own ideas of how to address these challenges.

Positive Things Abut Using VC in the Classroom

Last May (2008), I asked twenty of my teachers who used VC most often to complete a little survey. This is the beginning of sharing the results. Each teacher had used videoconferencing at least 6 times in the school year, and the teacher using it the most had done 12 videoconferences in the 2007-2008 school year. All of these were “curriculum videoconferencing” or using VC to support curriculum instruction.

In this post, I’ll share the answers to one of the questions. I decided to use Wordle to represent the data visually. Interestingly, it’s quantitative data (counting the number of times the word is using) represented in a more qualitative way.

Please identify three to five positive things about using videoconferencing in your classroom.

Positive Things About Using VC in the Classroom

Isn’t it interesting that the word students is so huge?! Learning, experiences, and opportunity jump out at me. It’s all about the students, isn’t it! Click the graphic to see the words much larger. Think about each of those other descriptive words.

And, I selected one full answer to share with you. This answer is by Peggy Clore, 6th and 7th grade language arts teacher at the Coloma Middle School, Coloma, Michigan (one of our RUS grant schools). She took the Jazz workshop a couple years ago and has been hooked on VC since. One of her more memorable VCs was the Around the World project in April 2008. She has also participated in the ASK interview with Jim Stovall and Read Around the Planet.

1) Students have an authentic audience, causing them to take greater care with their work.
2) Students learn to create valid questions through the ASK kit.
3) Students reflect upon what they learn and sometimes change their thinking or make connections to what they know.
4) Some of our challenging students’ behavior is so much better because they’re interested in what we’re doing.
5) When we connect to another part of the country or a foreign country, we open our students’ world to ideas they may not learn through a text book. Most of our students do not have opportunity to travel or see areas outside of our rural community and county.

So, how would you answer this question? Please comment – either with your own list of positive things about using VC in the classroom, or with your own interpretation of the data represented above.

EduBlog Awards

Ok, I’m over a month late on this, but I owe thanks to Ben Rimes over at The Tech Savvy Educator for a nomination for the EduBlog Awards 2008. Since I blog for a very unique narrow niche of educational technology, I never expected such a thing! So thanks again, Ben!

Now, if you haven’t had a chance yet, head over to the EduBlog Awards 2008 and wander across the ed-blogging landscape to see the gems featured this year! With so many categories, there are many cool contributors to check out! Maybe it’s time to update your RSS reader with some new bloggers…

Voting closes December 21st.