Creating Online Connections 2008


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  • Creating Online Connections 2008

    1. 1. Creating Online Connections Jennifer Carrier Dorman
    2. 2. Agenda <ul><li>Why adopt a “flat classrooms” initiative? </li></ul><ul><li>Genesis of the collaboration </li></ul><ul><ul><li>Professional brainstorming and planning </li></ul></ul><ul><ul><li>Collaboration tools </li></ul></ul><ul><li>Collaborative simulation </li></ul><ul><ul><li>Scenario, task, student roles, tools </li></ul></ul><ul><li>Challenges and successes </li></ul><ul><li>The future </li></ul>
    3. 3. Why?
    4. 6. Were really good at preparing students for . . .
    5. 9. A change – a systemic shift – is needed
    6. 11. Realizations <ul><li>Society is changing </li></ul><ul><li>The skills and knowledge required for work and civic life in the 21 st century are shifting </li></ul><ul><li>Educational systems need to adapt to meet the needs of the digital natives in the 21 st century </li></ul>
    7. 12. Societal Changes <ul><li>Globalization </li></ul><ul><li>Transformative technologies </li></ul><ul><li>Shifting demographics </li></ul><ul><li>Changing values and attitudes </li></ul>
    8. 13. Work and Civic Skills <ul><li>Released October 2, 2006, by The Conference Board, Corporate Voices for Working Families, Partnership for 21st Century Skills, and the Society for Human Resource Management groups. </li></ul>
    9. 14. 21 st Century Skills What skills are most important for job success when hiring a High School graduate? 58% Critical Thinking & Problem Solving 63% Social Responsibility 70% Good Communication 75% Collaboration 80% Work Ethic
    10. 15. 21 st Century Skills Of the High School Students that you recently hired, what were their deficiencies? 58% Self-Direction 70% Critical Thinking & Problem Solving 70% Work Ethic 73% Leadership 81% Written Communication
    11. 16. 21 st Century Skills What applied skills and basic knowledge are most important for those you will hire with a four-year college diploma? 93.8% Professional/Work Ethic 93.1% Critical Thinking/Problem Solving 93.1% Written Communication 94.4% Collaboration 95.4% Oral Communication
    12. 17. 21 st Century Skills What skills and content areas will be growing in importance in the next five years? 76% Health & Wellness 72% Personal Financial Responsibility 74% Innovation 74% Collaboration 77% I.T. 78% Critical Thinking
    13. 18. Implications for Public Education <ul><li>Around what enduring understandings, essential questions, standards should our programs be built to better prepare our students for their future? </li></ul>
    14. 19. Implications for Public Education <ul><li>“ This is a story about the big public conversation the nation is not having about education… whether an entire generation of kids will fail to make the grade in the global economy because they can’t think their way through abstract problems, work in teams, distinguish good information from bad, or speak a language other than English.” </li></ul><ul><ul><li>“ How to Build a Student for the 21st Century”, TIME Magazine, December 18, 2006 </li></ul></ul>
    15. 20. Essential Questions <ul><li>How has the evolution of Web 2.0 technologies impacted the reality of communication, collaboration, and the creation of content of value? </li></ul>
    16. 21. Essential Questions <ul><li>How can technology be used to network professionally and connect users to learning resources? </li></ul>
    17. 22. Essential Questions <ul><li>How has the nature of work and learning changed with the evolution of technology, globalization, and shifting demographics? </li></ul>
    18. 23. Technology Standards
    19. 24. 21 st Century Skills <ul><li>Play </li></ul><ul><li>Performance </li></ul><ul><li>Simulation </li></ul><ul><li>Appropriation </li></ul><ul><li>Multitasking </li></ul><ul><li>Distributed Cognition </li></ul><ul><li>Collective Intelligence </li></ul><ul><li>Judgment </li></ul><ul><li>Transmedia Navigation </li></ul><ul><li>Networking </li></ul><ul><li>Negotiation </li></ul>
    20. 25. Making the Connections
    21. 26. A Partnership is Born <ul><li>Anthony Armstrong - Korea International School, South Korea </li></ul><ul><li>Jennifer Dorman - Holicong Middle School, PA </li></ul>
    22. 27. Partnering Schools
    23. 29. Planning Challenges <ul><li>Obvious challenge – Anthony lives and works in South Korea and I live and work in the USA (13 hour time difference) </li></ul><ul><li>We needed the time and applications to facilitate our collaborative planning </li></ul>
    24. 30. Communication Tools <ul><li>Skype calls and chat </li></ul>
    25. 32. Communication Tools <ul><li>Ning Network </li></ul><ul><ul><li> </li></ul></ul>
    26. 33. Collaborative Tools <ul><li>Google Docs </li></ul><ul><ul><li>Documents, </li></ul></ul><ul><ul><li>Spreadsheets </li></ul></ul><ul><ul><li> </li></ul></ul>
    27. 36. Connecting Students <ul><li>We used both a Wikispaces wiki and a Ning network to connect our students </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
    28. 37. Collaborative Simulation Scenario, tasks, student roles, tools
    29. 38. NETS-S Standards Addressed <ul><li>Creativity and Innovation </li></ul><ul><ul><li>Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. </li></ul></ul>
    30. 39. NETS-S Standards Addressed <ul><li>Communication and Collaboration </li></ul><ul><ul><li>Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. </li></ul></ul>
    31. 40. NETS-S Standards Addressed <ul><li>Research and Information Fluency </li></ul><ul><ul><li>Students apply digital tools to gather, evaluate, and use information. </li></ul></ul>
    32. 41. NETS-S Standards Addressed <ul><li>Critical Thinking, Problem-Solving & Decision-Making </li></ul><ul><ul><li>Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. </li></ul></ul>
    33. 42. NETS-S Standards Addressed <ul><li>Digital Citizenship </li></ul><ul><ul><li>Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. </li></ul></ul>
    34. 43. NETS-S Standards Addressed <ul><li>Technology Operations and Concepts </li></ul><ul><ul><li>Students demonstrate a sound understanding of technology concepts, systems and operations. </li></ul></ul>
    35. 44. Scenario <ul><li>Students are employees of the fictional Central Bucks Technology Corporation </li></ul><ul><li>CBTC is relocating its Research and Development Division to South Korea </li></ul>
    36. 45. Task Overview <ul><li>Students are assigned to CBTC transition teams to support those American workers who will be relocated </li></ul><ul><li>Teams will be competing to develop the most effective and complete products </li></ul>
    37. 46. Team Products <ul><li>Orientation video </li></ul><ul><li>Wiki </li></ul><ul><li>Ning network </li></ul>
    38. 47. Topics Researched <ul><li>Business and economy in South Korea </li></ul><ul><li>Housing and real estate in South Korea </li></ul><ul><li>Health care in South Korea </li></ul><ul><li>Education in South Korea </li></ul><ul><li>News and other current event resources for South Korea </li></ul><ul><li>Embassy resources for American citizens in South Korea </li></ul><ul><li>Resources for language learning Resources for moving people and property to South Korea </li></ul><ul><li>Voting in U.S.political elections while overseas </li></ul><ul><li>U.S. State Department resources for international visas, passports, and other required documentation for the relocating employees </li></ul><ul><li>Cultural resources (including religious and state holidays, societal customs, etc.) </li></ul>
    39. 48. Operating Budget <ul><li>Each team starts with an operating budget of $100,000. </li></ul><ul><li>Bonuses are awarded when project goals are completed early </li></ul><ul><li>Dollars are deducted when tasks are completed late or are below standard. </li></ul>
    40. 49. Outsourcing Project Tasks <ul><li>Each team has the support of South Korean CBTC employees to whom they can outsource project tasks - at a cost to your operating budget. </li></ul><ul><li>Teams are required to track their operating budget on a Google Spreadsheet. </li></ul><ul><li>Each team is able to outsource up to five project tasks by submitting Requests for Proposals (RFPs). All outsourced projects are recorded on the Bid List to be reviewed. </li></ul>
    41. 50. Request for Proposals
    42. 51. Bid List
    43. 52. Student Leadership Roles <ul><li>Team Leader </li></ul><ul><ul><li>this is the group's &quot;captain,&quot; the team leader meets with Mrs. Dorman on a regular basis to report group progress and sets due dates, updates the group task graphic organizer and calendar on a daily basis, and records group progress on the task log </li></ul></ul><ul><ul><li>the team leader may delegate specific organizational tasks, but is ultimately accountable for the functioning of the group and the quality of the final products </li></ul></ul>
    44. 53. Student Leadership Roles <ul><li>Project Managers </li></ul><ul><ul><li>each group has three project managers (one for the video, one for the wiki, and one for the Ning) </li></ul></ul>
    45. 54. Student Leadership Roles <ul><li>Financial Officer </li></ul><ul><ul><li>this person is responsible for maintaining the group's budget spreadsheet (adding awarded bonuses and deducting expenditures or penalties) </li></ul></ul>
    46. 55. Student Leadership Roles <ul><li>Quality Assurance Engineer </li></ul><ul><ul><li>this person is responsible for overseeing the aesthetics (attractiveness and ease-of-use) and the of the group's products </li></ul></ul><ul><ul><li>this person assures that all three team products integrate common themes, color schemes, and visuals and that all hyperlinks and other embedded media function properly </li></ul></ul>
    47. 56. Student Leadership Roles <ul><li>Quality Control Director </li></ul><ul><ul><li>this person meets regularly with the project managers and creative directors to assure the visual quality and organizational quality of the team products </li></ul></ul>
    48. 57. Student Leadership Roles <ul><li>Operations Manager </li></ul><ul><ul><li>this person is responsible for submitting RFPs, working with the team leader to adjust the calendar, and maintaining contact with South Korean team members </li></ul></ul>
    49. 58. Student Tools <ul><li>Google Docs </li></ul><ul><li>Google Calendar </li></ul><ul><li>Google Reader </li></ul><ul><li>Flickr </li></ul><ul><li>Bubblr </li></ul><ul><li>Bookr </li></ul><ul><li>Diigo </li></ul><ul><li> </li></ul><ul><li>Wikispaces </li></ul><ul><li>Ning </li></ul><ul><li>Online video editors </li></ul><ul><li>Online image editors </li></ul><ul><li>Online citation resources </li></ul>
    50. 59. Google Docs <ul><li>Google Docs and Spreadsheets are used by students to create and collaborate </li></ul><ul><ul><li>Financial accounts spreadsheet </li></ul></ul><ul><ul><li>Video script and storyboard </li></ul></ul><ul><ul><li>Sharing resources between KIS and HMS </li></ul></ul>
    51. 60. Google Calendar <ul><li>Students use Google Calendar to broadcast their project task checkpoint due dates </li></ul><ul><li>All group members subscribe to their team calendar </li></ul><ul><li>Calendars are embedded on the team’s planning wiki page </li></ul>
    52. 61. Google Reader <ul><li>Students use Google Reader to </li></ul><ul><ul><li>subscribe to relevant RSS feeds </li></ul></ul><ul><ul><li>share items with each other </li></ul></ul><ul><ul><li>embed data as clips or blogrolls on their team products (wiki and Ning network) </li></ul></ul>
    53. 62. Flickr <ul><li>Students use Flickr to post photos and comments for the rest of their team to access </li></ul><ul><li>Students post their photos to an Online Connections Flickr Group </li></ul><ul><li>Students use their team number as a tag for each photo </li></ul>
    54. 63. Bubblr & Bookr <ul><li>Students use Bubblr and Bookr to create engaging mashups with their Flickr photos to embed on their wiki and Ning network </li></ul>
    55. 64. Diigo <ul><li>Students registered for Diigo and joined our Online Connections Diigo Group </li></ul><ul><li>They installed the Diigolet in their IE Favorites </li></ul><ul><li>They use Diigo for social bookmarking and annotation – post bookmarks to our Diigo group or they created their own Diigo group </li></ul><ul><li>They tag all their bookmarks with their team number for easy organization </li></ul>
    56. 65. <ul><li>Students used to create flow charts to assign and track individual student responsibilities and task completion </li></ul>
    57. 66. Wikispaces <ul><li>Students used a page on our class Wikispaces wiki as a home base in planning and monitoring their work </li></ul><ul><ul><li>Embedded Google calendars and graphics </li></ul></ul><ul><ul><li>Work log created on the discuss tab </li></ul></ul><ul><li>Students created their own wiki as one of their team products </li></ul>
    58. 67. Ning <ul><li>Students used our class Ning network to post blog entries and to forge a relationship with the team members at HMS and KIS </li></ul><ul><li>Students created their own Ning network with blog posts, forums, groups, and embedded media </li></ul>
    59. 68. Online Video Editors <ul><li>Eyespot </li></ul><ul><ul><li> </li></ul></ul><ul><li>Jumpcut </li></ul><ul><ul><li> </li></ul></ul><ul><li>Cuts </li></ul><ul><ul><li> </li></ul></ul><ul><li>JayCut </li></ul><ul><ul><li> </li></ul></ul>
    60. 69. Online Image Editors <ul><li>Phixr </li></ul><ul><ul><li> </li></ul></ul><ul><li>Picnik </li></ul><ul><ul><li> </li></ul></ul><ul><li>SlashUp </li></ul><ul><ul><li> </li></ul></ul><ul><li>FotoFlexer </li></ul><ul><ul><li> </li></ul></ul>
    61. 70. Citation Resources <ul><li>Noodle Tools </li></ul><ul><ul><li> </li></ul></ul><ul><li>KnightCite </li></ul><ul><ul><li> </li></ul></ul><ul><li>Zotero </li></ul><ul><ul><li> </li></ul></ul>
    62. 71. Reference Resources & Models <ul><li>Students were provided with examples of online resources for expatriate Americans </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
    63. 72. Outcomes and Experiences
    64. 73. Challenges <ul><li>Time zone and school calendar </li></ul><ul><li>Late-arrival equipment </li></ul><ul><li>Changing district-level online security that periodically blocked collaborative applications </li></ul><ul><li>Crystallization of task </li></ul><ul><li>Assessment and monitoring </li></ul><ul><li>Defining the teacher’s role in the process </li></ul>
    65. 74. Value-Added Benefits <ul><li>Students were thoroughly engaged by the scenario and took on their leadership roles with more responsibility and creativity than anticipated </li></ul><ul><li>Students learned how to employ many species of Web 2.0 applications in a rigorous and relevant manner </li></ul><ul><li>Students began using the technology tools for other classes and for outside-of-school applications </li></ul><ul><li>Students developed a more global worldview and became intrinsically interested in the learning and economic applications of online technologies </li></ul>
    66. 75. The Future
    67. 76. Learning From Each Other <ul><li>Two outstanding blog posts with teachers reflecting on what they considered to be a “failure” of an online connection initiative: </li></ul><ul><ul><li>Susan Sedro, Adventures in Educational Blogging </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><li>Graham Wegner, Teaching Generation Z </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul>
    68. 77. Learning From Each Other <ul><li>Here are some resources if you are considering a collaborative / global initiative: </li></ul><ul><li>Kim Cofino, Always Learning </li></ul><ul><ul><li> </li></ul></ul><ul><li>Flat Classrooms Project </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Horizon Project </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
    69. 78. Connect With Others <ul><li>Teacher Collaborative Ning Network </li></ul><ul><ul><li> </li></ul></ul><ul><li>Tap into my learning network </li></ul><ul><ul><li>Blogroll - </li></ul></ul><ul><ul><li>My shared items - </li></ul></ul><ul><ul><li>Twitter - </li></ul></ul><ul><ul><li>My Blog – </li></ul></ul>