Innovation workshop increasing interactivity

International Polar Year
Alex’s Virtual Lemonade Stand
integratinginter@ctivityinto your classroom

the inter@ctive alphabet
wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm

21st century learning = inter@ctivity
wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm

"Good teachers have always used a mix of strategies, methods and media to reach their objectives–that’s not new. What is new is that today’s Internet-based tools can facilitate communication, interaction, and collaborative learning in ways that were not possible before. What’s also new is the relative accessibility of digital learning technologies and the ease with which instructors can blend them with classroom resources" (Node, 2003).
virtual field trips: successfulblended learning?

virtual field trips: what are they?
University of Delaware
UCLA

why virtual field trips?
Interactive Videoconferencing
immersive learning
budget
curricular enhancement
differentiated instruction
access experts

where to get started?
center for interactive learning and collaborationhttp://www.cilc.org

Opera Company of Philadelphia
musehttp://k20.internet2.edu

berrienresavc content providers databasehttp://www.vccontentproviders.org/

videconferencing: best practices
MYX
set-up
etiquette
integrating into the curriculum

lighting considerations
Overhead Lights: Standard overhead lights can cast shadows —especially if the user wears glasses
Low Light: Camera can not focus in low light —keep this in mind if you use a projector
No Windows: Eliminate backlight from windows

background considerations
Limit Patterns
Participants = Focal Point
Dry Erase Board: Be aware of glare
Colors: Use Dark Colors - - NO RED

clothing considerations
Best: Solid color shirts
Jewelry: Large/clunky jewelry may make noise
Background: Consider background - - will your participants ‘be lost’?

camera considerations
Location: Camera should be as close to screen display as possible
Cords: Have them?
White balance: White-balance your camera (if you can!)

camera do’s and don’ts: location
Display
Display
Do!
Don’t!

camera do’s and don’ts: location
Do!
Don’t!

Seeing Eye to Eye
Looking down on others
Being looked down on
Don’t forget PERSPECTIVE

audio considerations
Room Acoustics: Fair sound absorption and sound insulation.
Speaker Location: Far away from microphone!
Test: Use built-in features of the endpoint to test
Echo Cancellation: Use Echo-Cancellation Microphones or Software
Background Noise: Eliminate it.
Batteries: Use New Batteries!!

large room considerations
Camera Position(s): Position the camera to see the primary speaker and audience
Lighting: Make sure all participants are lit correctly
Mic Locations: Strategic Placement
Use Presets: Avoid panning the camera too much and use endpoint “presets”

the videoconference zone
Produced by the University of Washingtonhttp://www.uwtvproduction.org/resources/prodvideos.html
Created by Research Channel

Digital Flat Stanley
Michigan Exchange
Earthworms
Language Exchange
ESL
exchange projects

MysteryQuest
Project Lemonade
Texas History Mystery
Invasive Species
Poetry Cafe
Virtual Coffee House
multipoint projects

Virtual Writer’s Workshop
Author Talks
Career Exploration
Collaborative Design
Governor Project
extending resources

successful collaborative projects start with an idea

the IDEA: backward design
Identify desired results for your class unit.
Determine Acceptable Evidence
Plan learning experiences & instruction
Evaluate Technology Needs
Adapted from Wiggins, G. and J. McTighe. (1998) Understanding by Design. Columbus: Merrill Prentice Hall

WHAT am I trying to accomplish? What will students come away with from this experience?(i.e. students will have a language and cultural exchange with their peers in Portugal.)
WHEN does this project need to take place? (Keep in mind your content plan for the semester/year)(i.e. sometime during first semester; will serve as a vocabulary evaluation)
HOW does this project fit into my overall content area objectives and corresponding standards?(i.e exchanges will address basic greeting vocabulary and daily routine)
WHAT are my concrete objectives?(i.e students will have a group exchange to discuss daily routine and peer-to-peer exchanges to practice basic greeting with their peers in Portugal. Students will create a multimedia presentation based on the information they discover about daily routine)
developing the CONCEPT

In what ways will students/participants be interacting?(i.e large class-to-class interaction and individual peer-to-peer interactions)
How should those interactions be structured?(i.e class presentations on daily routine; informal dialogues peer-to-peer; multimedia for class presentations)
How can we meet the needs of different learners?(i.e. providing large group and one-on-one interactions)
How should the physical space be set-up to promote the interactions?(i.e class presentations with room VC unit; students in semi-circle with camera at eye-level; peer-to-peer interactions in computer lab with web cams and headsets) using skype)
navigating the TECHNOLOGY

Finding a COLLABORATOR
Listservs/collaboration tools
Referrals
Six degrees of separation
“Cold” Calls and Emails

finding a COLLABORATOR
Megaconference Jr. Listservhttp://www.magpi.net/collaboration.html
Internet2 K20 Communityhttp://k20.internet2.edu
K12 VC Listserv Now through CILC!
CILC Collaboration Centerhttp://www.cilc.org
Videoconferencing Collaboration Collage:http://wwwww.kn.sbc.com/wired/vidconf/ed1vidconf.html

craft a PROGRAM PITCH
Who: Who are you?
What:What are you trying to accomplish? What is your target audience?What are you asking for?
When:When would you like this project to take place (proposed date/time or range of dates/times)?
Resources:What resources are you looking for your collaborative partner to contribute? What would they need in order to participate? (If they need H.323 videoconferencing capabilities, say it!)
The selling point:Why should this potential partner collaborate with you? What’s in it for them?

revising the DESIGN
COLLABORATION: You have a collaborative partner now. Their needs and objectives need to mediate your original design.
FLEXIBILITY:You’ll need to be flexible (and your partner, too!) in order to make the project work. Be flexible about meeting times, how you meet, divide teaching duties (if you’re involving mini-lessons, split the instructional duties).
MAKE IT WORK FOR YOU: Flexibility does NOT mean altering your plan so much that it no longer meets your pedagogical and instructional goals. You can differ (think assessment!) from your partner.
CONTENT PLAN: With your collaborative partner, create an agenda for your interactive events, along with pre-and post-videoconference activities.
COMMUNICATION: Develop a communication plan. How will you communicate with your partner? Via email? Wiki? Planning videoconferences? Phone? Map out a strategy.

things to consider with your colleague:
CONTENT PLAN
PARTICIPANT RESPONSIBILITIES
COMMUNICATION PLAN
TECHNICAL PLAN
EVALUATION PLAN
Desired Learning Outcomes and Results

reflecting on the EXPERIENCE
What worked well and why?
What were the student reflections on the experience?
What could be changed to better reach your instructional goals?DON’T FORGET - - debrief with your collaborative partner!

RESOURCES
MAGPI’s H.323 Videoconference Resourceshttp://www.magpi.net/vcresources.html
Tips for Creating “Camera Ready” Presentationshttp://k20interactions.blogspot.com/2009/04/classroom-reactions-from-where-in.html
Videoconferencing Best Practices and Virtual Field Trips http://k20interactions.blogspot.com/2009/03/videoconferencing-best-practices-and.html
Teacher Strategies for Supporting VC http://vcoutonalim.org/2006/09/26/teacher-strategies-to-support-vc/
When Things Go Wronghttp://vcoutonalim.org/2006/08/06/when-things-go-wrong/

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Innovation workshop increasing interactivity

by Heather Weisse Walsh on Oct 20, 2010

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