In order to better understand Distance Learning - Enrichment it is crucial to understand how it differs from teaching by traditional distance education programs. What is isn’t includes such things * Full courses involving use of distance learning * In the past these required expensive high bandwidth systems * It doesn’t require the details of standard distance learning course costs and secure systems for issuing course credit * It generally doesn’t involve large numbers of students linked by telecommunications networking
So what does DL-E involve: It normally focuses on the local classroom of students It can include both live synchronous and recorded asynchronous modes It doesn’t replace the normal curriculum but enriches it with generally short-term experiences and events In terms of addressing standards it meets those of not only communication and technology but also whatever subject is being taught Finally, any teacher at any level can use DL-E to enrich courses in terms of career awareness, current events and other topics as desired DL-E is based on the concept of Computer-Based Educational Telecommunication (CBET). Traditional distance learning involved utilization of expensive satellite, telephone and television technologies. This often meant use of special telecommunications labs or complicated software/hardware logistics incompatible with the classroom setting which is where DL-E reins.
DL-E provides an opportunity for students to gain a wider perspective than they have in their own school. DL-E allow for collaboration and sharing of learning experiences DL-E gives a meaningful experience that safely uses the internet in secure setting DL-E exposes students to new tools that they will increasing use in today’s society. “Social networking” is a concept DL-E can provide a grounding in positive and appropriate ways for human communication.
Over the years we’ve seen DL-E develop starting with early years of basicially audio and text systems to increasingly fully mediated in both synchronous and asynchronous modes. These examples will show a variety of applications using distance learning technologies.
The University of Hawaii Pan-Pacific Education and Communication Experiments by Satellite or “PEACESAT” has been working to lessen the information and communication technology (ICT) divide in the Pacific Islands region for over 30 years. Since the early 1970s PEACESAT was a wonderful resource available to link peoples around the Pacific for educational, social and community programming. In June 1998, Lab School teacher Mr. Craig Doyle's grade 4-5 class pioneered in having the first, live videoconference with an elementary school in American Samoa through the PEACESAT video satellite system. The Samoan youth shared with their Hawaiian counterparts dance, songs, language and experiences of Samoa. The Hawaiian students, in turn shared similar aspects of their lives and applications of the Developmental Approaches to Science, Health and Technology (DASH) curriculum. A highlight of the event was the performance by the Hawaiian students on their ukuleles. So impressed were the Samoans that they started their own ukulele band the next year. Since that time Mr. Doyle's classes have displayed increasing awareness of and use of computers and interactive telecommunications. Two years ago they gained greater global awareness in collaboration with Vietnamese English teacher Mr. Bao Le, then a graduate student at the UH. Another member of the collaboration team has been Dame Julia Morton-Marr, head of the International Holistic Education Centre in Canada. She visited the Laboratory School in 2008 to help the Elementary Division classes dedicate an International Schools Peace Garden.
The University of Hawaii Laboratory School has been working since the 1980s to develop and test new modes of classroom technology integration applications. The Electronic Field Trip model was originally developed as a career-awareness experience for my chemistry students to learn more about careers in medical technology. Over the years this model was adapted and expanded into what is known as Distance Learning - Enrichment. DL-E seeks to reverse the concept of teaching classes to remote students by focusing on electronically enriching classroom experiences with synchronous and asynchronous Computer-Based Educational Telecommunications. Typically, a three-tier DL-E event begins with introductions of participants and posting of questions on Nicenet or other electronic bulletin board system or even email. The synchronous mode, when time zone separation permits, allows for live video and/or audio teleconferencing. When time zones are too distant, use of “virtual field trips” through recorded podcasts provide a substitute for live sessions. A closing posting of thank yous and further discussion takes place asynchronously Let’s see if we can show a quick video of the Electronic Field Trip model called MedTech OnLine developed by the UH ETEC LEI Aloha Project serveral years ago. This shows the podcast example of being able to show a presentation at any time..
During the 2001-2002 academic year the University of Hawaii College of Tropical Agriculture and Human Resources(CTAHR) began a collaborative venture initially involving the UH Laboratory School, Kamehameha Schools, and the Hawaii Science Teachers Association (HaSTA). CTAHR initially sent undergraduate students to local high schools to describe to students college programs and careers in the various disciplines covered by CTAHR. The activity was called the CTAHR &quot;Student Ambassador Program&quot; (StAmP Net). StAmp Net worked to develop a &quot;value added&quot; component using EFTs to allow CTAHR to impact a greater number of classrooms more remote from urban centers. The term Distance Learning - Enrichment (DL-E) was coined by Marlene Hapai, head of StAmP Net and then Associate Dean of Academic and Student Affairs at CTAHR. It grew out of the idea that distance learning can not only be something one takes as a formal course from a distance but also be experiences teachers bring into the classroom to enrich the curriculum. StAmP Net included the phase 2 live presentations by students visiting schools with the phase 3 being an Electronic Field Trip with CTAHR faculty and researchers.
Starting in 2005 No Child Left Behind (NCLB) funding provided curricular and DL-E programming support at five Big Island middle schools. This project followed the StAmPNet DL-E model and included:
Course for teachers based on the Foundational Approaches in Science Teaching (FAST) for grade 8. The course was research-based for teaching and learning. The FAST curriculum was nationally-recognized for promoting effective science proficiency. DL-E was utilized to bring outside resources into the classroom Efforts were made to involve the family in this program
During the STARnet project these are some of the on-line electronic resources that various participants could use. The ASYNCHRONOUS posting and data exchange for STARnet took place over the Nicenet system. In terms of course enrichment some schools had separately available the computer - based education system of NovaNET with various simulations, drill, tutorials and communication bulletin boards available. Two examples of SYNCHRONOUS tools used during STARnet were the video teleconferencing program called iVisit, which is similar to Skype and other programs that use webcam video exchange. The Talking Communities resource uses Voice Over IP that includes a microphone for audio dialogue while additional information is displayed from websites, slide shows, and typed text chat modes. There are a growing number of such VOIP systems including Live Meeting, Elluminate, and NetMeeting.
This example of multicultural DL-E started with a Lab School student going to Costa Rica on the AFS student exchange program for the summer of 2004. This was part of her Nicenet introduction and journal of that meaningful experience. She has subsequently been studying at Georgetown University in Washington, DC, and shared her continuing international adventures since this initial summer in Costa Rica with a local family. The past two summers her journal postings include adventures in Africa.
The UH College of Education summer multicultural class used Angela’s postings as examples of what one can experience from programs like AFS promoting intercultural activities. Here’s a comment by one of those students in the college class. Later, Angela “met” the class electronically and in person when she came home for the summer.
Maintaining good audio quality is most important.
IHITE Ed Media 2009
<ul><li>Distance Learning - Enrichment: </li></ul><ul><li>Perspectives from the </li></ul><ul><li>International Handbook </li></ul><ul><li>of </li></ul><ul><li>Information Technology </li></ul><ul><li>in </li></ul><ul><li>Primary and Secondary Education </li></ul>
Presented by: <ul><li>John H. Southworth </li></ul><ul><li>Curtis Ho </li></ul><ul><li>University of Hawaii (Manoa) (USA) </li></ul><ul><li>Gerald Knezek </li></ul><ul><li>University of North Texas (USA) </li></ul><ul><li>Joke Voogt </li></ul><ul><li>University of Twente (Netherlands) </li></ul><ul><li>Bert Kimura </li></ul><ul><li>Osaka Gakuin University (Japan) </li></ul>
Session Overview <ul><li>Background of IHITE and major themes - Voogt and Knezek </li></ul><ul><li>Distance Learning – Enrichment - Southworth and Ho </li></ul><ul><li>DL-E and the Global Classroom - Kimura </li></ul><ul><li>Discussion and Q&A </li></ul>
K-12 & DL-E Reference <ul><li>International Handbook of Information Technology in Primary and Secondary Education </li></ul><ul><ul><li>Series: Springer International Handbooks of Education , Vol. 20 </li></ul></ul><ul><li> Voogt, Joke; Knezek, Gerald (Eds.) </li></ul><ul><li> 2009, Approx. 1200 p. In 2 volumes, not available separately., Hardcover </li></ul><ul><li> ISBN: 978-0-387-73314-2 </li></ul><ul><li>John H. Southworth, Curtis P. Ho, and Shigeru Narita </li></ul><ul><li>Distance Learning – Enrichment: A Pacific Perspective </li></ul><ul><li>Section 7.4 pg 713 </li></ul>
International Handbook of Information Technology in Primary and Secondary Education Joke Voogt & Gerald Knezek, 2008
<ul><li>Aim </li></ul><ul><li>Synthesis of research on IT in education from a broad international perspective </li></ul><ul><li>Leading questions </li></ul><ul><li>What is the potential of ICT to improve primary and secondary education? </li></ul><ul><li>How can the implementation of ICT in educational practice be supported? </li></ul><ul><li>Target group </li></ul><ul><li>Researchers, policy makers, professionals </li></ul>Rationale
<ul><li>11 sections and 76 chapters </li></ul><ul><li>By: </li></ul><ul><li>3 advisors </li></ul><ul><li>15 section editors </li></ul><ul><li>136 authors from 23 countries </li></ul>Who contributed?
Conceptual Framework ICT & the learning proces Emerging technologies for education IT and distance learning ICT & curriculum processes Competencies & attitudes Teacher learning & education IT & schools Digital divide International/regional IT policies Research Education in the information society
Distance Learning – Enrichment: A Pacific Perspective Contents (page #) <ul><li>Introduction………………………………………………………………………….....….713 </li></ul><ul><li>DL-E Applications in the 1970s………………………………………….....……715 </li></ul><ul><li>New Developments in the 1980s and 1990s………………………….…..716 </li></ul><ul><li>DL-E Projects in the Twenty-First Century…………………………….……717 </li></ul><ul><li>Fostering Cultural Awareness………………………………………….…………..719 </li></ul><ul><li>Techniques for Classroom Technology Integration Using DL-E.…720 </li></ul><ul><li>Assessment of Added Value of DL-E…….……………………………….…….722 </li></ul><ul><li>Concluding Remarks………………………………………………….….……………..722 </li></ul>
Distance Learning – Enrichment Teaching Goals <ul><li>• Helping to extend the perspective of students beyond their current school communities. </li></ul><ul><li>• Giving students the opportunity to share the learning that is taking place in class. </li></ul><ul><li>• Providing the students with a positive experience of internet communication. </li></ul><ul><li>• Giving students new tools to use in this modern society of technological advances. </li></ul>
Examples of DL-E Projects <ul><li>PEACESAT Samoa Project </li></ul><ul><li>Electronic Field Trip Model Developed </li></ul><ul><li>Student Ambassador Program (StAmpNet)…CTAHR </li></ul><ul><li>STARnet…NCLB </li></ul><ul><li>Multicultural Course…UH/COE </li></ul><ul><li>Japan-Hawaii Face Natural Disaster Project </li></ul>
STARnet Project Goals <ul><li>Develop a professional development course for teachers focusing on the use of standards-based curriculum for 8th grade Earth/Space Science </li></ul><ul><li>Use research-based teaching and learning in professional development to aid in increasing science proficiency </li></ul><ul><li>Incorporate Distance Learning Enrichment as a mechanism to bring resources into classrooms otherwise unavailable due to time, monetary and transportation challenges </li></ul><ul><li>Involve parents and family members in standards-based education </li></ul>
COE Multicultural Course June 2007 EFT MY AFS EXPERIENCE SUMMER 2004 By Angela H.S. Crandall <ul><li>In the summer of 2004, I took a seven-week trip to Costa Rica to improve my Spanish language capabilities and to learn about another way of living. When I left my home in Honolulu, Hawaii, I was extremely unsure of what to expect. I had studied Spanish for a year but had otherwise never been exposed to it. I had never been to a Spanish speaking country and with only my High School Spanish 1 knowledge under my belt, I wasn't exactly sure how I would survive for such a long time with a family I had never even seen before! However, as most "happily ever after" stories go, I met my family, and we bonded from the instant we met. I became another member of the family, the oldest "daughter" that Mama could talk to and depend on, and the "older sister" that could listen and offer advice to my two younger sisters. With the help of my family, especially my 13-year-old sister Meli and my mother, my Spanish improved by leaps and bounds. Soon, I felt like just another Costa Rican teenager. Once, a Costa Rican stopped me in the street and asked for directions in Spanish, thinking I was a local. It sure made me feel good when people mistook me for a local. </li></ul>
Student Comments/Replies <ul><li>FROM: Vanessa (06/07/07) </li></ul><ul><li>SUBJECT: RE: Angela's study abroad in 2004 </li></ul><ul><li>Wow, it sounds like you had a great experience there in Costa Rica! Last summer 2006 I also studied abroad in Spain. I was there with my host family for 6 weeks. Two of us from Hawaii were placed in the same host family with a really nice mom. It was great, and I hope to return some day also. I had the same feelings of you of wanting to be seen as a local, it really makes you feel like a part of their culture. Now I know how people who come here feel. :) I kind of wish I had spent more time with my host mom like you did with your host family. But I am so glad I got to go also and I will never forget it! </li></ul><ul><li>-Vanessa </li></ul>
Japan - Hawaii Collaborative Project Natural Disaster Preparedness Sponsored by Hyogo Center for School Education Research Principal Investigator, Shigeru Narita, Professor Hyogo University of Teacher Education Middle Laboratory School
Project Announced to PDK Hawaii Chapter Meeting Project Website Shared Link to Project Blog
Project Contest: Natural Preparedness Awareness Winners: 2 Students out of 44 entries Connections Public Charter School: Hawaii Island Principal, John Thatcher, PDK Hawaii Chapter President Award: Trip to Hyogo, Japan for Mini Colloquium Visitors: U Krs Krs, Aiesha Mattos (7th graders) Eric Bollen (Advisor)