Expanding access through interactive distance learning (videoconferencing): a partnership between K12 and Higher Ed Sheree...
Expanding access to underserved students despite shortage of teachers, funding, curriculum <ul><li>A Successful Strategy: ...
Results: Significant Expansion of Access <ul><li>(IDL-videoconferencing) – </li></ul><ul><ul><li>Expanded number of K12 st...
A Partnership to Increase Access <ul><li>Southeast Kansas Educational Service Center (Greenbush) </li></ul><ul><ul><li>21 ...
What is IDL? Interactive  Distance Learning <ul><li>Interactive </li></ul><ul><li>Real-time,  synchronous  instruction </l...
IDL is not <ul><li>Asynchronous </li></ul><ul><li>Online </li></ul><ul><li>Individualized or independent study </li></ul><...
Equipment and Infrastructure <ul><li>Videoconferencing unit and camera </li></ul><ul><ul><li>Polycom </li></ul></ul><ul><u...
Advantages of Interactive  Distance Learning <ul><li>Real-time,  synchronous  instruction </li></ul><ul><li>Allows student...
<ul><li>Teachers concentrated at one location = sharing of experience, expertise, joint preparation </li></ul><ul><li>Chin...
Management Challenges <ul><li>Equipment - compatibility issues </li></ul><ul><li>Scheduling – opportunities and challenges...
Communication with IDL sites <ul><li>Facilitators/classroom instructors play important role (training for facilitators hel...
Sustainability of Chinese language programs requires a supportive environment <ul><li>Cultural education programs for non-...
Leveraging other resources for a supportive context www.kcta.ku.edu NCTA China Bridge FLAP STARTALK NSLI-Y Confucius Class...
Reaching through the screen: making best practices work in an IDL context 05/06/10 Pedagogical challenges Error correction...
Areas for Further Investigation <ul><li>Additional research in adapting communicative instruction to IDL context </li></ul...
WWW.CONFUCIUS.KU.EDU
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E3 Expanding Access to Chinese through Distance Learning: A Partnership between Higher Education and K–12 (Willis)

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Expanding Access to Chinese through Distance Learning: A Partnership between Higher Education and K–12 (E3)
Speaker: Sheree Willis

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E3 Expanding Access to Chinese through Distance Learning: A Partnership between Higher Education and K–12 (Willis)

  1. 1. Expanding access through interactive distance learning (videoconferencing): a partnership between K12 and Higher Ed Sheree Willis, Executive Director, Confucius Institute at the University of Kansas [email_address] 913-897-8612 Presentation at NCLC, Washington, D.C. April, 2010
  2. 2. Expanding access to underserved students despite shortage of teachers, funding, curriculum <ul><li>A Successful Strategy: Interactive Distance Learning (IDL) videoconference delivery </li></ul>
  3. 3. Results: Significant Expansion of Access <ul><li>(IDL-videoconferencing) – </li></ul><ul><ul><li>Expanded number of K12 students in academic year Chinese language classes delivered by IDL in Kansas from 0 in 2005-2006 to 24 in 2006-2007 to over 400 in 2009-2010, including classes delivered to neighboring states. </li></ul></ul><ul><ul><li>Inspired establishment of other IDL Chinese programs in Kansas and nearby states. </li></ul></ul><ul><ul><li>Stimulated growth of non-IDL programs. </li></ul></ul><ul><ul><li>Stimulated greater emphasis on global learning in K12 throughout the state </li></ul></ul><ul><li>Over 1500 percent growth in four years. </li></ul>05/06/10
  4. 4. A Partnership to Increase Access <ul><li>Southeast Kansas Educational Service Center (Greenbush) </li></ul><ul><ul><li>21 yrs experience in providing K12 academic year and short-term classes by IDL to Kansas and neighboring states </li></ul></ul><ul><ul><li>Largest IDL provider in Kansas </li></ul></ul><ul><ul><li>Linked to extensive statewide IDL network, KanEd Internet backbone </li></ul></ul>
  5. 5. What is IDL? Interactive Distance Learning <ul><li>Interactive </li></ul><ul><li>Real-time, synchronous instruction </li></ul><ul><li>Uses advanced videoconferencing technology </li></ul><ul><li>Students and teachers see and hear each other, even with more than one remote site </li></ul><ul><li>Students see and hear curricular materials (images, ppt, internet pages, documents, video) provided by teacher </li></ul><ul><li>Teacher can see and hear students and student produced materials </li></ul>
  6. 6. IDL is not <ul><li>Asynchronous </li></ul><ul><li>Online </li></ul><ul><li>Individualized or independent study </li></ul><ul><li>Correspondence </li></ul>
  7. 7. Equipment and Infrastructure <ul><li>Videoconferencing unit and camera </li></ul><ul><ul><li>Polycom </li></ul></ul><ul><ul><li>Tanberg </li></ul></ul><ul><ul><li>High def v. standard </li></ul></ul><ul><ul><li>Can be multi-point or point-to-point </li></ul></ul><ul><li>Display </li></ul><ul><ul><li>Plasma screen, TV Screen </li></ul></ul><ul><li>Additional equipment </li></ul><ul><ul><li>Computer, Document camera, speakers, microphone array, extra (student) camera, DVD/VHS player </li></ul></ul><ul><ul><li>Phone and fax machine </li></ul></ul><ul><li>Classroom space (or cart) </li></ul><ul><li>Internet Access </li></ul><ul><li>Personnel – facilitator or classroom teacher </li></ul>05/06/10
  8. 8. Advantages of Interactive Distance Learning <ul><li>Real-time, synchronous instruction </li></ul><ul><li>Allows students in more than one location and teacher to interact – creating communities of learners over extended physical space </li></ul><ul><li>Allows classes to be scheduled during normal school day – in regular bell schedule </li></ul><ul><li>Chinese is perceived as “regular” subject, carrying same weight as other academic subjects </li></ul><ul><li>Chinese class conforms to contact hour and other requirements for high school credit. </li></ul><ul><li>Allows for economic allocation of teacher time, either by hub approach or distributed approach </li></ul>
  9. 9. <ul><li>Teachers concentrated at one location = sharing of experience, expertise, joint preparation </li></ul><ul><li>Chinese IDL teachers have greater access to expertise, guidance from higher ed (especially useful in new field with inexperienced teachers) </li></ul><ul><li>Students have access to certified, trained teacher </li></ul>Higher Ed-based teacher hub: Quality of Instruction
  10. 10. Management Challenges <ul><li>Equipment - compatibility issues </li></ul><ul><li>Scheduling – opportunities and challenges </li></ul><ul><li>Reaching through the screen – to students, schools, communities </li></ul><ul><li>Supporting sustainable programs </li></ul><ul><li>Teacher training and support </li></ul><ul><li>Curriculum development </li></ul>05/06/10 <ul><li>Specific to IDL </li></ul><ul><li>Challenges for any language program </li></ul>
  11. 11. Communication with IDL sites <ul><li>Facilitators/classroom instructors play important role (training for facilitators helpful) </li></ul><ul><li>IDL remote site school administrator support also critical </li></ul><ul><li>Context for learning Chinese (supported by administrators, other teachers, school staff, parents, community) </li></ul>05/06/10
  12. 12. Sustainability of Chinese language programs requires a supportive environment <ul><li>Cultural education programs for non-language teachers generate support for language programs </li></ul><ul><ul><li>training in Chinese culture for teachers of other subjects </li></ul></ul><ul><ul><li>Cultural activities for students (speech contests, festivals, Spring festival performances, films, etc.) </li></ul></ul><ul><li>Reaching out to school boards, site councils, parents, community businesses – to support Chinese programs </li></ul>
  13. 13. Leveraging other resources for a supportive context www.kcta.ku.edu NCTA China Bridge FLAP STARTALK NSLI-Y Confucius Classrooms
  14. 14. Reaching through the screen: making best practices work in an IDL context 05/06/10 Pedagogical challenges Error correction Differentiated instruction Realia Classroom management Interpersonal oral assessment (no privacy) Keys to success: Planning ahead (careful lesson planning, send materials ahead) Facilitator training and communication Teacher training and teamwork
  15. 15. Areas for Further Investigation <ul><li>Additional research in adapting communicative instruction to IDL context </li></ul><ul><li>Need adaptive techniques for error correction, student-centered instruction </li></ul><ul><li>Better techniques for teaching young children – expansion of elementary school programs </li></ul>
  16. 16. WWW.CONFUCIUS.KU.EDU

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