EDIC706 – GLOBAL CLASSROOM presented by Carolyn Bennett Carolyn Bennett
MY OFFICE AT TAPUAETAHI 10 ROXI AT ROXBURGH AS 10 TAHI AT NORTHLAND COLLEGE EDIC706 – GLOBAL CLASSROOM presented by Carolyn Bennett
My Global Classroom Project This Global Classroom Project took place between myself as the “E” Teacher, (located in the Far North), and two cohorts of year 10 students from two schools at either end of New Zealand. One cohort was from a bilingual class (21 students) , named “Te Awatea” from Northland College, Kaikohe in the Far North - (decile 1 school – 95% Maori) and the second cohort, year 10 from Roxburgh Area, (12 students) Central Otago – (decile 4 school – 21% Maori). Their “C” classroom teachers, Gary Walsh (RAS) and Whaea Pheobe (NC) took the role of the “M” teacher in this Global Classroom Project. The focus of the project was to provide opportunities for the cohort to participate in a range of learning experiences, using both synchronous and asynchronous, requiring them to work individually and collaboratively to achieve the outcomes of the learning experience, and to build on their knowledge of the Treaty of Waitangi and introduce Te Reo Maori and Tikanga Maori .
Throughout the learning experience, the cohort were introduced to a range of technologies which were either a tool within the Learning Management System (LMS) used, INTERACT , or was embedded in as a link. Video Conferencing was also used to develop a relationship between the students from the two different locations.
Used Interact to provide an online learning environment (OLE) to provide an online classroom which focused around the theme of Footsteps of a Nation – The Treaty of Waitangi – Te Tiriti o Waitangi – Social Studies Curriculum
I used Video Conferencing once a week to have a synchronous meeting between the two classes.
Using an online tool - monkeysurvey - Asychronous
Online Survey : Students completed two surveys. The first, was to ascertain their “prior knowledge” about the Treaty of Waitangi and their “prior knowledge” in the use of the IT tools that will be used. To View this Survey – 29/32 students completed the survey.
The second, was to gather feedback from students at the end of the course.
Monkey Survey allows you to CREATE A SURVEY ANALYSE THE RESULTS OF THE SURVEY COLLECT THE DATA OF THE SURVEY
Using a LMS Learning Management System: Interact Synchronous & Asynchronous
The OLE was used as an online portal for students and teachers to share their experiences.
It provided the tools to be able to work online both synchronous and asynchronously.
When I knew the students had their computer time in their schools, I made an effort to be in the class at the same time, even welcoming them into the class as they logged on.
Using Online Learning Objects Synchronous & Asynchronous
There are some great LO in both tki under social studies and Te Reo Maori and in the Learning Federation to use to develop this.
Each week I would post a Task Sheet which had a range of OLO for students to work on. Most of these tasks were not compulsory and they could do them in any order. They had to record their experience in their blog .
One of the learning outcomes was to develop their Te Reo Maori skills. This was a great LO for students to work at their own level. http://animations.tewhanake.maori.nz/modules.cfm?m=1.1
We started the course off with using video conferencing to hold a powhiri, welcoming the two classes into the online classroom.
During the course, we met weekly via VC.
Some of the meetings were recorded on the Tanberg Content Server – administered by the MOE – this was for students who had missed the meeting or reviewing their online practice so they could write about it in their blogs.
I have used skype to speak with the teachers in between time .
Tanberg Content Server - TCS These are some of the shots of the meeting. They can be viewed on the TCS on http://tandberg.wlg.co.nz/tcs/#page:conferenceList&status:recorded&pageNumber:1 There is a password on it - Treaty
Using a discussion forum Synchronous & Asynchronous
I introduced students to their online environment by firstly getting them to introduce themselves in a forum and to comment or reply to three other students from the other school.
I had a discussion about student’s “internet footprint” and what was “appropriate” and “not appropriate” in an online environment.
We agreed that the students could use txt messaging in their forums but formal writing in their blogs.
Their Discussion Forums After I replied to each student, welcoming them to the class in this discussion forum, I left them to communicate with each other, although I did monitor the comments to begin with.
Keeping a personal blog or an online journal Each student had the facility to keep a personal blog, starting with a formal introduction, then commenting each day on their tasks. It was agreed that their personal blog would just be seen by myself and the other teachers and themselves and would be written in formal writing. It was identified as OUR EXPERIENCES/OUR BLOGS. I also kept a reflective blog of my journey with the class.
Using a Group Wiki Synchronous & Asynchronous http://thetreatyofwaitangi.wikispaces.com/ We have just started to use the class wiki to gather the information shared in the forums, their blogs and to post their research .
You can visit the class now – Username: guest706 Password - guest