Innovation workshop increasing interactivity

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  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • “Busy” outfits blur when on cameraSimpler patterns aid the video compression
  • Innovation workshop increasing interactivity

    1. 1. International Polar Year<br />Alex’s Virtual Lemonade Stand<br />integratinginter@ctivityinto your classroom<br />
    2. 2. the inter@ctive alphabet<br />wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm<br />
    3. 3. 21st century learning = inter@ctivity<br />wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm<br />
    4. 4. "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).<br />virtual field trips: successfulblended learning?<br />
    5. 5. virtual field trips: what are they?<br />University of Delaware<br />UCLA<br />
    6. 6. why virtual field trips?<br />Interactive Videoconferencing<br />University of Delaware<br />immersive learning<br />budget<br />curricular enhancement<br />differentiated instruction<br />access experts<br />
    7. 7. where to get started?<br />University of Delaware<br />center for interactive learning and collaborationhttp://www.cilc.org<br />
    8. 8. Opera Company of Philadelphia<br />Opera Company of Philadelphia<br />musehttp://k20.internet2.edu<br />
    9. 9. Opera Company of Philadelphia<br />Opera Company of Philadelphia<br />berrienresavc content providers databasehttp://www.vccontentproviders.org/<br />
    10. 10. videconferencing: best practices<br />MYX<br />set-up<br />etiquette <br />integrating into the curriculum<br />
    11. 11. lighting considerations<br /><ul><li>Overhead Lights: Standard overhead lights can cast shadows —especially if the user wears glasses
    12. 12. Low Light: Camera can not focus in low light —keep this in mind if you use a projector
    13. 13. No Windows: Eliminate backlight from windows</li></li></ul><li>background considerations<br /><ul><li>Limit Patterns
    14. 14. Participants = Focal Point
    15. 15. Dry Erase Board: Be aware of glare
    16. 16. Colors: Use Dark Colors - - NO RED</li></li></ul><li>clothing considerations<br /><ul><li>Best: Solid color shirts
    17. 17. Jewelry: Large/clunky jewelry may make noise
    18. 18. Background: Consider background - - will your participants ‘be lost’?</li></li></ul><li>camera considerations<br />Location: Camera should be as close to screen display as possible<br />Cords: Have them?<br />White balance: White-balance your camera (if you can!)<br />
    19. 19. camera do’s and don’ts: location<br />Display<br />Display<br />Do!<br />Don’t!<br />
    20. 20. camera do’s and don’ts: location<br />Do!<br />Don’t!<br />
    21. 21. Seeing Eye to Eye<br />Looking down on others<br />Being looked down on<br />Don’t forget PERSPECTIVE<br />
    22. 22. audio considerations<br /><ul><li>Room Acoustics: Fair sound absorption and sound insulation.
    23. 23. Speaker Location: Far away from microphone!
    24. 24. Test: Use built-in features of the endpoint to test
    25. 25. Echo Cancellation: Use Echo-Cancellation Microphones or Software
    26. 26. Background Noise: Eliminate it.
    27. 27. Batteries: Use New Batteries!!</li></li></ul><li>large room considerations<br /><ul><li>Camera Position(s): Position the camera to see the primary speaker and audience
    28. 28. Lighting: Make sure all participants are lit correctly
    29. 29. Mic Locations: Strategic Placement
    30. 30. Use Presets: Avoid panning the camera too much and use endpoint “presets”</li></li></ul><li>the videoconference zone<br />Produced by the University of Washingtonhttp://www.uwtvproduction.org/resources/prodvideos.html<br />Created by Research Channel<br />
    31. 31. Digital Flat Stanley<br />Michigan Exchange<br />Earthworms<br />Language Exchange<br />ESL<br />exchange projects<br />
    32. 32. MysteryQuest<br />Project Lemonade<br />Texas History Mystery<br />Invasive Species<br />Poetry Cafe<br />Virtual Coffee House<br />multipoint projects<br />
    33. 33. Virtual Writer’s Workshop<br />Author Talks<br />Career Exploration<br />Collaborative Design<br />Governor Project<br />extending resources<br />
    34. 34. successful collaborative projects start with an idea<br />
    35. 35. the IDEA: backward design<br />Identify desired results for your class unit.<br />Determine Acceptable Evidence<br />Plan learning experiences & instruction<br />Evaluate Technology Needs<br />Adapted from Wiggins, G. and J. McTighe. (1998) Understanding by Design. Columbus: Merrill Prentice Hall<br />
    36. 36. 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.) <br />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)<br />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)<br />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)<br />developing the CONCEPT<br />
    37. 37. In what ways will students/participants be interacting?(i.e large class-to-class interaction and individual peer-to-peer interactions)<br />How should those interactions be structured?(i.e class presentations on daily routine; informal dialogues peer-to-peer; multimedia for class presentations)<br />How can we meet the needs of different learners?(i.e. providing large group and one-on-one interactions)<br />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)<br />navigating the TECHNOLOGY<br />
    38. 38. Finding a COLLABORATOR<br />Listservs/collaboration tools<br />Referrals<br />Six degrees of separation<br />“Cold” Calls and Emails<br />
    39. 39. finding a COLLABORATOR<br />Megaconference Jr. Listservhttp://www.magpi.net/collaboration.html<br />Internet2 K20 Communityhttp://k20.internet2.edu<br />K12 VC Listserv Now through CILC!<br />CILC Collaboration Centerhttp://www.cilc.org<br />Videoconferencing Collaboration Collage:http://wwwww.kn.sbc.com/wired/vidconf/ed1vidconf.html<br />
    40. 40. craft a PROGRAM PITCH<br /><ul><li>Who: Who are you?
    41. 41. What:What are you trying to accomplish? What is your target audience?What are you asking for?
    42. 42. When:When would you like this project to take place (proposed date/time or range of dates/times)?
    43. 43. 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!)
    44. 44. The selling point:Why should this potential partner collaborate with you? What’s in it for them?</li></li></ul><li>revising the DESIGN<br />COLLABORATION: You have a collaborative partner now. Their needs and objectives need to mediate your original design. <br />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). <br />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.<br />CONTENT PLAN: With your collaborative partner, create an agenda for your interactive events, along with pre-and post-videoconference activities.<br />COMMUNICATION: Develop a communication plan. How will you communicate with your partner? Via email? Wiki? Planning videoconferences? Phone? Map out a strategy.<br />
    45. 45. things to consider with your colleague:<br />CONTENT PLAN<br />PARTICIPANT RESPONSIBILITIES<br />COMMUNICATION PLAN<br />TECHNICAL PLAN<br />EVALUATION PLAN<br />Desired Learning Outcomes and Results<br />
    46. 46.
    47. 47. reflecting on the EXPERIENCE<br />What worked well and why?<br />What were the student reflections on the experience?<br />What could be changed to better reach your instructional goals?DON’T FORGET - - debrief with your collaborative partner!<br />
    48. 48. RESOURCES<br />MAGPI’s H.323 Videoconference Resourceshttp://www.magpi.net/vcresources.html<br />Tips for Creating “Camera Ready” Presentationshttp://k20interactions.blogspot.com/2009/04/classroom-reactions-from-where-in.html<br />Videoconferencing Best Practices and Virtual Field Trips http://k20interactions.blogspot.com/2009/03/videoconferencing-best-practices-and.html<br />Teacher Strategies for Supporting VC http://vcoutonalim.org/2006/09/26/teacher-strategies-to-support-vc/<br />When Things Go Wronghttp://vcoutonalim.org/2006/08/06/when-things-go-wrong/<br />

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