Reflecting On Action Pp 97 Version


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Reflecting On Action Pp 97 Version

  1. 1. GBI Meets Hokitika: A Global Classroom Project EDIC706:Assignment Two Sarah Whyte
  2. 2. Who was Involved? <ul><li>Myself – based in Wellington </li></ul><ul><li>Theresa – based in Hokitika </li></ul><ul><li>Di – based on Great Barrier Island </li></ul><ul><li>Ben, Shantelle, Tayla and Rosie from Hokitika </li></ul><ul><li>Ben, Zac and Averlyn from Great Barrier Island </li></ul>
  3. 3. Phase One – What – overview <ul><li>Initial contact made with GBI supervisor and Hokitika teacher to discuss project and set up audio conference with students </li></ul><ul><li>Students excited about project idea – Zac had been to Hokitika, and all three very keen to hear about a Snow Camp. </li></ul><ul><li>Positive audio conference held between Hokitika and GBI students – much enthusiasm all round! </li></ul><ul><li>Experienced problems throughout project in getting GBI students linked to their email accounts, the wiki and to the Photobucket website. </li></ul><ul><li>Hokitika students fully engaged in wiki / GBI students frustrated at inability to get in. </li></ul><ul><li>One GBI student and I exploring with Photobucket – successfully made a slideshow of camp photos and loaded it onto the wiki. </li></ul><ul><li>One GBI student got into the wiki and commented on the Hokitika students itinerary. </li></ul>
  4. 4. Phase Two – Why – overview <ul><li>Good communication between other teachers and myself helped, but it needed to be more in-depth during the planning stages to allow for differences in student’s weekly schedules. </li></ul><ul><li>Perhaps there was too much planned for the period of time given. Even if we had just used the wiki to enable to students to get to know each other and their different living conditions would have been a great start. </li></ul><ul><li>Students possibly needed more guidance around how to use the Photobucket tools – this had been planned as an ‘experiment-type’ task. </li></ul><ul><ul><li>The student who did manage to use the site and develop a presentation did this while on the ‘mainland’, using a more reliable Internet connection with more time to give to the task. </li></ul></ul><ul><li>Problems getting the GBI students online due to unreliable Internet connections, and the fact that they only attend school twice a week for half days – sometimes not even that. </li></ul>
  5. 5. Phase Three – How - overview <ul><li>Greater communication by myself to the other teacher involved may have allowed us to come up with alternative tasks / uses of other ICTs to assist the project to move ahead. </li></ul><ul><li>More preparation of ICT tools prior to starting the project would have helped – ensuring all students had an individual email for invitations to be sent to, set out a definite timetable with GBI supervisor. </li></ul><ul><li>Invite ‘mainland’ students who attended the camp into the wiki as well as they would have had more reliable access to the Internet and wiki. </li></ul><ul><li>Make more use of other ICT tools – eg. Use PowerPoint or audio conference to run a brief lesson on how to use Photobucket. </li></ul>
  6. 6. Summaries of main tasks 1) Audio Conference <ul><li>What </li></ul><ul><ul><li>Audio conference (AC) between myself and GBI students / teacher to discuss how the AC with Hokitika would take place. </li></ul></ul><ul><ul><li>I was not part of the actual AC task, but according to Di, “The three kids really enjoyed talking to the Hokitika kids. They had fun!” But….”They were also quite quiet!” </li></ul></ul><ul><li>Why? </li></ul><ul><ul><li>I was not involved in the actual task because the phones we had were unable to link 3 separate lines. </li></ul></ul><ul><ul><li>The three usually noisy students were shy and quiet because they were unprepared. </li></ul></ul><ul><li>What next? </li></ul><ul><ul><li>In future: </li></ul></ul><ul><ul><ul><li>I would look at using the Government Audio Conferencing resources or Skype to ensure I could also take part. </li></ul></ul></ul><ul><ul><ul><li>Use more time to prepare the students adequately – discuss what they could find out during the AC, fully prepare questions and talk about ways to keep the conversation flowing! </li></ul></ul></ul>
  7. 7. 2) Wetpaint Wiki <ul><li>What </li></ul><ul><ul><li>Formed a private wiki, invited students to participate. </li></ul></ul><ul><ul><li>One GBI student briefly participated in Virtual Picnic task to enable students and teachers to get to know each other/ form a sense of community. </li></ul></ul><ul><ul><li>Limited file sharing and responses to other students ideas from GBI students. </li></ul></ul><ul><li>Why? </li></ul><ul><ul><li>Basically for cyber reasons. </li></ul></ul><ul><ul><li>Great amount of trouble with email addresses and regular Internet connection on GBI. </li></ul></ul><ul><ul><li>For the same reasons as above, and because the GBI students went on holiday a week early and only one GBI student returned in the first week of T4. </li></ul></ul><ul><li>What next? </li></ul><ul><ul><li>In future: </li></ul></ul><ul><ul><ul><li>I would use the students to collaboratively develop the wiki. </li></ul></ul></ul><ul><ul><ul><li>Get permissions to open the wiki to the public / other people involved in the camp / GBI locals. </li></ul></ul></ul><ul><ul><ul><li>Put more thought in to ways around the irregular Internet availability. </li></ul></ul></ul>
  8. 8. 3) Photo Stories <ul><li>What </li></ul><ul><ul><li>Students had an account set up for them in Photobucket where I uploaded all the photos I had taken on camp. </li></ul></ul><ul><ul><li>Page in wiki for students to write tips for the other group in how to use the software and their experiences had no responses. </li></ul></ul><ul><ul><li>I started a slideshow using the software and one of the GBI students completed it. </li></ul></ul><ul><ul><li>I downloaded the show to the wiki for sharing. </li></ul></ul><ul><ul><li>GBI students very happy with the feedback they received about the show. </li></ul></ul><ul><ul><li>GBI students excited about seeing Hokitika show. </li></ul></ul><ul><li>Why </li></ul><ul><ul><li>I had access to both my own photos and other photos taken at the camp. The GBI students did not have digital cameras. </li></ul></ul><ul><ul><li>No responses due to the fact that only one student used the software. </li></ul></ul><ul><ul><li>I started the student off so that she could experiment with the software. </li></ul></ul><ul><ul><li>I downloaded the show due to the irregular Internet connection on GBI </li></ul></ul><ul><li>What next? </li></ul><ul><ul><li>Get students to share their favourite part of camp and start off a slide show for them to complete </li></ul></ul>
  9. 9. Phase Four: What Next? – overview <ul><li>The most disruptive problem appeared to be the lack of timetabling for the GBI students which meant a number of things, including: </li></ul><ul><ul><li>Little time allowed to solve / remedy ICT problems; </li></ul></ul><ul><ul><li>Little time actually spent on the project as they had their other TCS work to complete; </li></ul></ul><ul><ul><li>Often some students were not there to participate. </li></ul></ul><ul><li>The action plan is two pronged: </li></ul><ul><ul><li>to agree with the GBI supervisor on a timetable to allow the students time to focus on the project and </li></ul></ul><ul><ul><li>to agree with the Hokitika teacher to limit the number of tasks being covered. </li></ul></ul><ul><ul><li>Once the students were participating regularly in the wiki we could review the process and add in the Photobucket idea. </li></ul></ul>
  10. 10. Further musings!! <ul><ul><li>Since this project I have used a wiki with another </li></ul></ul><ul><ul><li>group of students for some collaborative writing. In </li></ul></ul><ul><ul><li>this second experience, I feel I have had greater </li></ul></ul><ul><ul><li>success for both myself and the students. This is </li></ul></ul><ul><ul><li>due to the lessons I have learnt through this project. </li></ul></ul><ul><ul><li>Through its collaborative nature, a wiki gives its </li></ul></ul><ul><ul><li>participants the opportunity to develop a real sense </li></ul></ul><ul><ul><li>of community – whether they be students or </li></ul></ul><ul><ul><li>teachers. Of course, this is reliant on the ability for </li></ul></ul><ul><ul><li>participants to have regular access to the wiki as the </li></ul></ul><ul><ul><li>asynchronous, on-going nature of the </li></ul></ul><ul><ul><li>correspondence is what forms the basis of the </li></ul></ul><ul><ul><li>relationships. </li></ul></ul>
  11. 11. What the students said! <ul><li>“ Those kids asked some weird questions, but it was fun talking to them!” </li></ul><ul><li>“ Not getting on the Net was a pain in the a**!!” </li></ul><ul><li>Ben </li></ul><ul><li>“ I’ve been to Hokitika so I could think of what they were talking about.” </li></ul><ul><li> “ Why were they all girls?” </li></ul><ul><li> Zac </li></ul><ul><li> Averlyn </li></ul><ul><li> “ It was cool making the photo thing…even though I did it at at my Aunties on the main land!” </li></ul><ul><li> “ I wish we could have talked more – I liked talking to people from far away” </li></ul>