The document provides information about the Australia-Korea ConneXion (AKC) program, which links Korean and Australian schools through videoconferencing, online discussion, and school exchange visits to develop cultural understanding and pedagogical skills. The AKC program connects students to learn about each other's cultures and develops teachers' abilities to teach culture. Expected outcomes include stronger interest in and familiarity with each other's culture among students and accumulation of teaching resources for Korean studies among teachers. The program is supported by educational and technology organizations in Australia and Korea.

1. INFORMATION BOOKLET
Australia-Korea ConneXion
Linking Australian and Korean schools through
• Videoconferencing
• Online discussion
• School exchange visits
digital communication cultural understanding

2. INFORMATION BOOKLET
Linking Australian and Korean schools through
• Videoconferencing
• Online discussion
• School exchange visits
University of New England, NSW, Australia
The National Centre for Science, ICT, and
Mathematics Education for Rural and Regional Australia (SiMERR)

3. © 2011 AKC Project team, University of New England, Australia
Publisher:
AKC Project team (Dr. Myung-sook Auh, Team Leader)
School of Education, University of New England, NSW, Australia
Email: mauh@une.edu.au akc@une.edu.au
Tel: 61-2-6773-2917
Fax: 61-2-6773-2445
Project leader:
Dr. Myung-sook Auh
Project Team Leader, The Australia-Korea ConneXion program
School of Education, University of New England
Armidale, NSW 2351 Australia
E-mail: mauh@une.edu.au Tel: 61-(0)2-6773-2917
Fax: 61-(0)2-6773-2445
Design:
Angela Hoskins

4. Table of contents
1. Key Summary ................................................................................................................................. 4
2. Importance of this project ......................................................................................................... 5
3. AKC program details .................................................................................................................... 5
3.1 Three connection methods ....................................................................................................... 5
3.2 Contents of videoconferencing sessions.............................................................................. 5
3.3 Class format..................................................................................................................................... 7
3.4 Videoconferencing equipment ............................................................................................... 8
3.5 Online discussion ......................................................................................................................... 9
3.6 School exchange visits ............................................................................................................... 9
3.7 Research of student, teacher and use of technology outcomes ................................ 9
4. Why AKC? ......................................................................................................................................10
5. Expected outcomes ...................................................................................................................11
6. AKC project team .......................................................................................................................12
7. The AKC research ........................................................................................................................13
8. AKC website ..................................................................................................................................14
9. Supporters for the AKC program ...........................................................................................15
10. Participating Australian and Korean schools (May 2011) ..........................................16
11. Connected Classrooms Program of NSW ........................................................................17
12. Photos of videoconferencing sessions ..............................................................................18
13. Newspaper reports on the AKC program .........................................................................20
14. AKC Expression of interest .....................................................................................................22

5. Australia-Korea ConneXion
1. Key Summary
Regional to global: Australia-Korea ConneXion
The project aims to develop
for Intercultural Exchanges
1. Korean and Australian students’ interest in, familiarity with,
and positive attitudes towards each other’s culture through
the Australia-Korea ConneXion (AKC) program, which links
Korean and Australian schools using videoconferencing, online
discussion, and school exchange visits; and
2. Korean and Australian teachers’ pedagogical skills and
knowledge for teaching Korean studies in curriculum subjects.
To achieve the aims, Korean and Australian schools are linked through
videoconferencing, online discussion, and school exchange visits.
Videoconferencing is for Korean students to learn about Australian
culture as well as to teach Korean culture to their Australian peers
in English, while Australian students learn about Korean culture
from their Korean peers in curriculum subjects (e.g., Social Studies,
Korean Language, and Integrated Curriculum). Also, through
videoconferencing, Korean and Australian teachers develop their
pedagogical skills and knowledge for teaching each other’s culture. In
online discussion, students exchange messages not only on topics of
Australian/Korean culture but also personal and social topics (e.g.,
family, friends, teen culture). The participating schools are encouraged
to build brother/sister school relationships by signing Memoranda of
Understanding, and, when possible, to organize school exchange visits,
for which host schools provide home stay accommodation and meals
for their partner schools.
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6. Information Booklet
Australia is closely linked with Korea economically through export/
2. Importance of this project
import and politically by being geographically located in Asia. Korea
is one of the four Asian countries of which the Australian Government
wants young Australians to develop understanding by investing AUD
$62.4 million into the National Asian Languages and Studies in Schools
(NALSSP) program. The NSW Department of Education and Training
(DET) implemented the Connected Classrooms project installing
videoconferencing and interactive whiteboard facilities to 2,200 public
schools by investing AUD $158 million to connect regional schools with
metropolitan areas. However, the videoconferencing facilities have
rarely been used for Australian students’ global experiences.
The Korean Government is currently reducing the number of native
English speaking teachers recruited in Korean schools, and is
searching for an alternative. Videoconferencing can be the alternative,
providing global experiences for Korean students, and developing
Korean students’ English skills through videoconferencing and online
discussion with their Australian peers.
3. AKC Program details
• videoconferencing
3.1 Three connection methods
• online discussion
• school exchange visits
The major class topic is Korean and Australian culture; i.e., Korean
3.2 Contents of videoconferencing sessions
students teach Korean culture to Australian students, while Australian
students teach Australian culture to Korean students. Other choices of
class topics are: Korean language and Korean culture (for Australian
schools offering Korean language as a second language), Moral/ethical
issues and religion, and Music.
cultural understanding 5

7. Australia-Korea ConneXion
Content examples of videoconferencing sessions
1. Korean and Australian culture, taught in Social Studies subject
The major courses for videoconferencing sessions
(HSIE [Human Society and Its Environment] in NSW);
2. Korean language and culture, taught in Korean language as a
second language subject;
3. Integrated Primary curriculum for teaching culture and creative
arts;
4. Arts, Culture, and Languages class; and
5. Enrichment class (aimed at academically advanced students).
For each course, Korean and Australian teachers identify specific class
topics based on relevant curriculum and considering students’ interests
in each other’s culture. Then, they negotiate the topics with each other.
Specific class topics
1. Welcome to our country, city, and our school
Korean and Australian culture
2. Hangeul alphabet: Korean alphabets: vowels, consonants
Korean language: Greetings, Thanks, & other key phrases
3. Food: Traditional and Everyday food
4. Family life and school life
5. National identity and self-image: What makes us Australian/
Korean?
6. Heritage places: Why important?
7. National flags, national emblems, national symbols (flowers,
etc)
8. Festivals and Celebrations
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8. Information Booklet
9. Weather: compare Australia and Korea
10. Native animals
11. What kids do in leisure time? – music, sports, movies
12. Teen culture: Music, movies, TV, Technology (texting,
computers), hobbies, friends, weekends, holidays
Primary schools do videoconferencing once every week, while
3.3 Class format
secondary schools do once fortnightly.
One week an Australian school leads the class doing presentations,
while a Korean school listens to them and asks questions. The other
week the Korean school leads the class while the Australian school asks
questions.
• VC connection test, audio-visual test, PPt slides test (5 mins)
• Australian Presentation 1 (5 mins) + Korea Q&A (5 mins)
10 mins
• Korea Presentation 2 (5 mins) + Australia Q&A (5 mins)
10 mins
• Activity: e.g., music performance, teaching folksongs, talent
shows (5mins) + Q&A (5 mins)
10 mins
• Wrap-up: Summary (5mins)
Total: 40 mins
cultural understanding 7

9. Australia-Korea ConneXion
All 2,200 New South Wales public schools are equipped with
3.4 Videoconferencing equipment
the Connected Classrooms facility, which includes Tandberg
videoconferencing equipment and Interactive Whiteboard (see Figure 1).
Details about the NSW Connected Classrooms are described in Section 13.
Figure 1: An example of the Connected Classrooms (NSW Department of Education and Training,
2010, p.62 [CCP – Compendium of Practice, p.7])
Korean schools’ videoconferencing equipment is negotiated through
Samyang Data Systems. Videoconference IP address: 211.55.22.77
email: chbae@syds.com email: jyj99@syds.com
Mr. Chan-ho Bae Ms. Yeo-jin Jeong
tel: 02-760-5024 tel: 02-760-5026
mobile: 010-8460-4922 mobile: 010-2718-4706
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10. Information Booklet
Students do online discussion with their Australian peers, exchanging
3.5 Online discussion
photos, their favourite music, etc. They receive a Username to log into
Moodle in the AKC website. Teachers monitor their messages.
MoUs are signed for brother/sister school relationships. Host schools
3.6 School exchange visits
provide home stay and meals for visiting schools’ students and
teachers.
3.7 Research of student, teacher, and use of technology
Research is conducted with this project as an intervention in order to
outcomes
gather evidence for the expected student, teacher, and use of technology
outcomes. Pre-test and Post-test data collections are administered at
the beginning and the end of each semester.
cultural understanding 9

11. Australia-Korea ConneXion
The AKC provides the following opportunities and benefits:
4. Why AKC?
• Students develop their English skills.
Korea
• Students become global citizens by meeting their Australian peers
through videoconferencing and experiencing Australian culture.
• Students make friends with Australian peers.
• Teachers to take the AKC program as their own project and
recognized as their achievement.
• Teachers raise their profiles as English teachers by teaching English
using the AKC program.
• Principals establish school exchange programs with partner
Australian schools.
• Principals demonstrate effective use of ICT through video-
conferencing and online discussion with Australia.
• Students in rural/regional areas to experience international
Australia
exchanges with Korea, and to open up their views about the world.
• Students to make friends with Korean peers.
• Teachers to develop pedagogical skills and knowledge for teaching
Korean culture as part of their Social Studies subject (HSIE in NSW).
• Teachers to travel to Korea accompanying students through school
exchange visits.
• Principals to establish brother/sister school relationships with
Korean schools and to raise their school profiles in Korea by letting
their schools known to Korean people.
• Principals to demonstrate effective use of ICT through video-
conferencing and online discussion with Korea.
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12. Information Booklet
1. Korean and Australian students will develop interest in, familiarity
5. Expected Outcomes
with, and positive attitudes towards each other’s culture and
people, as demonstrated in their enthusiasm to talk about each
other’s culture and news, in their willingness to get involved in
activities relating to Korea and Australia, respectively, in schools, on
university campuses, and in communities, respectively, and wishing
to visit each other’s country.
2. Korean and Australian teachers develop pedagogical skills and
knowledge for teaching Korean studies, and accumulate teaching
resources for it; e.g., books, DVD recordings, CD recordings, internet
teaching materials, cultural artefacts, photos, and pictures.
3. Korean and Australian schools linked via videoconferencing
establish brother/sister school relationships by signing a
Memorandum of Understanding and, when financial situations
allow, carry out school exchange visits.
4. Partnerships for cooperation are established between Korean and
Australian supporters for this project.
The Korean supporters are:
Daejeon Metropolitan Office of Education
Samyang Data System.
The Australian supporters are:
The University of New England
NSW Department of Education and Training
Korea Education Centre (Korea Consulate General)
Asiana Airlines.
cultural understanding 11

13. Australia-Korea ConneXion
6. AKC project team
Lecturer, School of Education
Dr Myung-sook Auh (Team Leader)
University of New England, Australia
http://www.une.edu.au/staff/mauh.php
Ph.D., 1995, Case Western Reserve University, Ohio, USA
M.Mus., 1991, University of Akron, USA
M.Ed., 1989, Ewha Woman’s University, South Korea
B.Mus, 1986, Ewha Woman’s University, South Korea.
Director of the National Centre for Science, ICT, and Mathematics
Professor John Pegg
Education for Rural and Regional Areas
University of New England, Australia
http://www.une.edu.au/staff/jpegg.php
Ph.D., 1986 University of New England, Australia
M. Mathematics, 1980, University of Newcastle, Australia
B.Sc., 1969, University of Newcastle, Australia
Senior Lecturer in Information Communication Technology Education
Dr Chris Reading
School of Education,
University of New England, Australia
http://www.une.edu.au/staff/creading.php
B.Commerce, 2003, University of New England, Australia
Ph.D., 1997, University of New England, Australia
B.A., 1988, University of New England, Australia
M. Sc., 1984, University of New England, Australia
BSc (Honours) 1975, UNE, Australia
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14. Information Booklet
7. The AKC research
The AKC research is a 3-year longitudinal study, and research findings
Aims
from each year are applied to improve the AKC practice the next year.
The aims of the research are to:
1. investigate whether the AKC program develops Australian
and Korean students’ positive attitudes towards each other’s
culture; and
2. examine if the AKC program develops Australian and Korean
teachers’ pedagogical skills and knowledge for teaching culture
using videoconferencing.
Participants are Australian and Korean students and teachers in the
Method
schools participating in the AKC program, which links the schools using
videoconferencing, online discussion using Moodle, and, when financial
situations allow, school exchange visits. Data are collected through:
1. online survey of the students and teachers about their
perceptions about each other’s culture and learning about
culture using videoconferencing and online discussion;
2. interviews of teachers about their pedagogical approaches;
3. analysis of students’ online messages; and
4. assessment of VC sessions using the SOLO (Structure of the
Observed Learning Outcomes) model.
The online surveys and the interviews are conducted as pre-tests and
post-tests at the beginning and the end of each semester. Qualitative
data (students’ responses to open-ended questions in the online survey,
interviews of teachers, and online discussion messages in Moodle)
are analysed using coding methods to identify emerging themes. The
quantitative data (online survey responses using ratings, and ratings
from assessment of the VC sessions) are analysed using statistical
analysis, such as t-tests, ANOVA, correlation, and multiple regression.
cultural understanding 13

15. Australia-Korea ConneXion
8. AKC website: www.une.edu.au/austkoreaconnexion
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16. Information Booklet
9. Supporters for the AKC program
• Asia Education Foundation
Australia
• Australia-Korea Foundation of the Australian Department of
Foreign Affairs and Trade
• NSW Department of Education and Training, New England Region.
• NSW Department of Education and Training, Distance and Rural
Technologies (DART).
• University of New England, Armidale, NSW
• National Centre of Science, ICT, and Mathematics Education for
Rural and Regional Areas (SiMERR)
• Korea Education Centre in the Korea Consulate General
• Asiana Airlines
• Cisco
• Daejeon Metropolitan Office of Education
Korea
• Samyang Data Systems, Seoul
• Cisco Korea
• Yoohan Ltd. Daham, Daejeon
cultural understanding 15

17. Australia-Korea ConneXion
10. Participating Australian and Korean schools
(May 2011)
• Duval High School, Armidale, NSW, Australia
Secondary
Sungduk Middle School, Daejeon, Korea
• Presbyterian Ladies College, Armidale, NSW, Australia
Yongwha Girls High School, Seoul, Korea
• Glen Innes High School, Glen Innes, NSW, Australia
Sungduk Middle School, Daejeon, Korea
• O’Connor Catholic College, Armidale, NSW, Australia
Cheonil Middle School, Seoul, Korea
• Lisarow High School, NSW, Australia
Gyeseong Girls High School, Seoul, Korea
• Ben Venue Public School, Armidale, NSW, Australia
Primary
Chungsol Primary School, Gyeonggi-do, Korea
• Quirindi Public School, Quirindi, NSW, Australia
Chorim Primary School, Gyeonggi-do, Korea
• Quirindi Public School, Quirindi, NSW, Australia
Chungsol Primary School, Gyeonggi-do, Korea
• Armidale City Public school, NSW, Australia
Saegeum Primary School, Gyeonggi-do, Korea
• New England Girls School, Armidale, NSW, Australia
Majang Primary School, Gyeonggi-do, Korea
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18. Information Booklet
11. Connected Classrooms Program of NSW
Videoconferencing became part of teaching and learning in NSW
public schools through the Connected Classrooms Program (CCP)
(https://www.det.nsw.edu.au/about-us/how-we-operate/connected-
classroom) initiated by the New South Wales (NSW) Government in
2007. The CCP’s primary goals are to provide students and teachers
in regional/rural/remote areas with educational resources through
videoconferencing, to provide professional learning for teachers in
isolated areas, and to assist students and teachers for collaborative
projects using videoconferencing and Interactive white board
technology. The CCP is a 4-year project, i.e., March 2007 – June 2011,
invested with AUD $158 million to equip all 2,200 NSW public schools
with Tandberg videoconferencing equipment, interactive white board,
and their related equipment. Outcomes of the CCP are reported in
(NSW Department of Education and Training, 2010).
While the CCP focused on linking students and teachers within
Australia, there were only a few cases of videoconferencing with
overseas. The CCP Review recommends that ways to sustain the CCP
should be investigated. The Australia-Korea ConneXion (AKC) program
is a way to sustain the CCP in NSW public schools by establishing
long-term relationships with Korean schools through regular
videoconferencing, online discussion, and school exchange visits.
cultural understanding 17

19. Australia-Korea ConneXion
12. Photos of videoconferencing sessions
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20. Information Booklet
cultural understanding 19

21. Australia-Korea ConneXion
13. Newspaper reports on the AKC program
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22. Information Booklet
cultural understanding 21

23. Australia-Korea ConneXion
14. Expression of interest
Regional to global:
Australia-Korea ConneXion for Intercultural Exchanges
www.une.edu.au/austkoreaconnexion
The University of New England’s Australia-Korea ConneXion (AKC)
email: akc@une.edu.au
project team seeks Expression of Interest (EOI) from teachers and
schools who wish to participate in the AKC program. The AKC program
aims to achieve intercultural exchanges between Australia and Korea
through videoconferencing, online discussion, and school exchange
visits. The AKC program is funded by the Australia-Korea Foundation
of the Australian Department of Foreign Affairs and Trade and by the
University of New England in Australia.
A copy of AKC EOI form follows as a guide to the information you will be
asked to provide. You need to complete an electronic version of the EOI
form. If you are interested in participating in the AKC program, please
contact the AKC (akc@une.edu.au) to receive a Word file of the EOI
form. Please fill in the electronic EOI Form and email it to the AKC team
(akc@une.edu.au) with the completed form attached. If you have any
questions or queries, please contact the AKC project team:
Email (akc@une.edu.au or mauh@une.edu.au)
Telephone (61-[0]2-6773-2917 Dr. Myung-sook Auh)
I look forward to hearing from you.
Sincerely,
Myung-sook Auh
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24. Information Booklet
AUSTRALIA-KOREA CONNEXION
EXPRESSION OF INTEREST
Form
Procedure for accepting schools to the AKC program
The EOI informs the team about how many and which schools in Australia
and Korea are interested in the AKC program. The AKC project team uses the
information to connect schools that have classroom synergies. When schools
are accepted to the AKC program, the AKC team will send confirmation to the
schools.
The AKC project team will send the AKC booklet with an Expression of Interest
(EOI)/application form to interested schools. Please note that completion of an
EOI does not imply entry into the AKC program.
Your name: _____________________________ Your school: ______________________________
Your email: ______________________________
Instructions
Please put a check mark [√], or write your choice among given choices, or
provide details as requested.
1. Country [ ] Australia [ ] Korea
2. Your school l [ ] Secondary [ ] Primary
l [ ] Urban [ ] Regional [ ] Rural
l [ ] Public [ ] Private [ ] Catholic
l [ ] Boys only [ ] Girls only [ ] Co-educational
3. Class subjects [ ] Social Studies (HSIE) [ ] Primary
[ ] Korean language/culture [ ] Enrichment
[ ] Asian studies [ ] Gifted & Talented
[ ] Science & Technology [ ] Music
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25. Australia-Korea ConneXion
4. Does your school have videoconferencing equipment?
[ ] Yes (If yes, which brand? _______________________________ )
[ ] No (If No, please go to Question 5 )
5. Does your school have an IP address?
[ ] Yes (If yes, the address is _______________________________ )
[ ] No
6. When do you wish to start the AKC program in your school?
___________________________________ month/year.
7. Reasons for being interested in the AKC program
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
8. Existing international linkages (country, goals) (If none, write ‘none’.)
______________________________________________________________
______________________________________________________________
9. School contacts
School name: ____________________________________________________
Address: _________________________________________________________
Principal’s name: _______________________________________________
Tel: _______________________________________________________________
Website: _________________________________________________________
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26. Information Booklet
10. Teacher details
Name: _________________________________________________________
Subject(s) : ____________________________________________________
(e.g., Social Studies [HSIE], ICT, English, Korean language, Primary, others
[specify]) Note: For primary teachers, write ‘Primary’.
Email: ______________________ Tel: __________________________
Mobile: ______________________________________________________
Skype ID (if you have one): ________________________________
11. Class details
[ ] Boys [ ] Girls [ ] Co-educational
How many students will be in your class for the AKC? _________
Class subject _______________________________________________
(e.g., Geography, History, Social Studies [HSIE], English, Primary, Moral/ethical
issues & Religion, Music, others [specify])
Enquiries
Dr Myung-sook Auh
Project Team Leader, The Australia-Korea ConneXion program
School of Education, University of New England
Armidale, NSW 2351 Australia
Email: mauh@une.edu.au Tel: 61-2-6773-2917Fax: 61-2-6773-2445
www.une.edu.au/austkoreaconnexion
University of New England, NSW, Australia
The National Centre for Science, ICT, and Mathematics Education for
Rural and Regional Australia
cultural understanding 25

27. With thanks to our supporters
www.une.edu.au/austkoreaconnexion