Setting up a_virtual_learning_space
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The document summarizes a literature and culture collaboration project between two high schools, one in Brookfield, Connecticut and the other in Bowmanville, Ontario. Students from the two schools worked together virtually using Google Apps to discuss books, share cultural presentations, and complete a graded group research project. The project aimed to have students learn from each other's cultural perspectives and use technology to collaborate across borders. Challenges addressed were maintaining motivation over distance, resolving misunderstandings, and ensuring all students contributed equally. Student feedback found benefits in virtually interacting internationally but noted it requires extra effort.
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Setting up a_virtual_learning_space
- 2. How project started... • The two schools for the project were Brookfield High School Brookfield CT, USA and Clarington Central Secondary School in Bowmanville Ontario Canada how the project started 39 QuickTime™ and a decompressor are needed to see this picture.
- 3. Setting Up a Virtual Learning Space QuickTime™ and a H.264 decompressor are needed to see this picture.
- 5. QuickTime™ and a H.264 decompressor are needed to see this picture.
- 7. Start early and communicate often karen3 QuickTime™ and a H.264 decompressor are needed to see this picture.
- 8. What is Google Apps ? • runs under the paradigm of "cloud computing" • all programs (word processor, spreadsheet, presentation software) run off Internet servers • all data (documents, images, etc.) are stored on Internet servers • can Access programs and data from any device with a browser or an APP • Google Apps is free for schools ! • click here for information
- 9. Clear expectations for what technologies will be used Strong coordination so students will have the same experiences at the same times QuickTime™ and a H.264 decompressor are needed to see this picture.
- 17. Checklist graded by both teachers American teacher was grading both Canadian and American students. Canadian teacher was grading both American and Canadian students. Students used Google Docs to share the documents with each other and with both of the teachers Feedback was given electronically across borders without any wait time for returning student work
- 20. Grading for both rubrics Presentation and Website and Literature Connection Rubrics graded by home teacher Revision history of project was checked to see who participated Revision history of project was checked to see when the members of the group collaborated, or added to the documents and websites Recommendation Make sure to have students share as collaborators or owners to enable the revision function of Google Apps
- 21. QuickTime™ and a decompressor are needed to see this picture.
- 22. Other Collaborative Ideas Shared documents between students and teachers. Teacher can comment on the document as the student works on it.
- 23. Research
- 24. • Works Cited had to be annotated - minimum of 1 source per student with 5 - 8 sources total per group • Brookfield students had access to University of Connecticut Databases Recommendations • Clear boundaries have to be established as to the types and level of scholarship of the sources. • Students need to be able to evaluate sources to distinguish between good and less good resources Types and Sources for Research
- 31. Simulcasts of the visual presentations QuickTime™ and a H.264 decompressor are needed to see this picture.
- 32. Cultural Presentations QuickTime™ and a H.264 decompressor are needed to see this picture.
- 39. • Self motivation- What skills do I need to organize a project with people in a different country • How to set a schedule for themselves • Follow through • How to work through a perceived lack of communication (this happened on both sides) • How to resolve different understandings of the project • Overcoming a long distance • Similar to taking an online course Student learning -possible obstacles to success
- 40. I learned about t he dif f erences in cult ures and it really made me aware of how "programmed" we are in New England. I also gained an appreciat ion f or doing work wit h individuals who are not in t he same area as I am. I also learned t hat ot hers can of f er perspect ive on lit erat ure and t echnology t hat I would not have learned of elsewhere. I would suggest really t rying t o ensure t hat everybody, Americans and Canadians, are put t ing f ort h t he necessary ef f ort f or t his proj ect . This would include ensuring t hat st udent s check t heir google sit es every day and t hat t hey are involved in t he ent ire process. Student Feedback Survey
- 41. St ress t he import ance of f requent ly checking Google Docs or anot her agreed upon f orm of communicat ion. That real t ime collaborat ion wit h people you don' t see every day is a chore. You need even more mot ivat ion t han usual at a t ime when mot ivat ion is even harder t o come by. The process was usef ul, but painf ul Ilearnedhowtosuccessfullyusecertaintechnologiestovirtuallyinteract withothers, askillthatIpredictwillprovevaluableincollege.
- 42. Some places to look for global collaborators epals.com http://media.iearn.org/projects http://www.tigweb.org/action- tools/projects/
- 43. Liz Spencer English Language Arts Department Chair Spencerl@brookfieldps.org Sydnye Cohen Library Media Specialist Cohens@brookfieldps.org
Editor's Notes
- introduce ourselves Liz - two minute introduction of project Me - explain about videos and repetition
- Karen talks about perceptions and bias
- Liz - The teachers collaborated in Google docs to create the Project Guidelines that defined the project students were to complete. {Highlight key elements of the project} Background Task Purpose Audience Procedures reasons for choosing literature 1st Catcher then supplemental and Canadian authors
- Liz will read this aloud
- Show movie after Sydnye talks January Roger and Sydnye February- March April - students began Many group Skypes, teachers and then whole class introductions Phone conversation with all 4 parties where we delinated the responsiblites. Logistics of schedules LMS - website resource Engl teachers - groups based on personalities and work habits Once we finished talking, students met each other via group skpye... now Karen and I disagree because independence Plan for google to talk to each other's bubble but it didn't work (before the assignment) Start early and communicate often to plan for a first meeting of the collaborating classes
- Sydnye - How we were piloting for the district - why we chose GAFE
- Sydnye - Students decided they liked other software better than Google Apps. Other software was not collaborative and communication was difficult Timeline for assignment. Due dates. I.e. research at the same time read at the same depends on the resources in your school
- Liz- Developed questions for first skype for students This is when we found out about cultural similarities and differences. Prom Victory Lap open campus freedom from restrictions no requirement to take AP test even though they were in AP US Students were surprised to find that Canadian students only go to college in Canada except if they get athletic scholarships anecdote - Civil War
- Sydnye * The two teachers communicated over phone and Skype for approximately three months as they generated ideas for the project and developed the tasks for students to complete. The school librarians also participated in some of these communications.
- * We decided to look at how literature represented the culture of the 1950's in Canada and the United States and chose The Catcher in the Rye as a title that both districts used in their curriculum. This American text was studied alongside a selection of works written by Canadian authors of a similar era.
- * The school librarians created resource pages for the students to use during the research process. focus their research with good, reputable sources Ideas for visuals
- Liz - The teachers discovered that the Clarington school and the Brookfield school used different approaches to giving students feedback. Both approaches were used in the project--the Clarington checklist was used to assess each group's research and the Brookfield rubrics were used to evaluate student response to the literature and the student created websites.
- Liz will talk about this rubric
- These rubrics were written for this assignment
- Liz - Google apps changes
- Sydnye
- Sydnye
- Liz - no wikipedia journal and scholarly articles US kids had practiced this
- Liz will highlight important parts
- annotated poem Making connections between Catcher and the Poem
- Sydnye - At this point class came for instruction on tools to use collaboratively in US - not so in Canada
- Sydnye -The reason we chose these two web 2.0 tools was because students were able to work collaboratively both synchronously and asynchronously. Once students saw the impact of a Prezi, they gravitated toward that tool to show their visual images. Websites were also collaborative
- Sydnye group presentations - both parties connected screensharing didn't work. Using verbal cues. Rest of the presentations were scheduled at the students home school Students needed to rehearse and know who was going to say what when to have more effective collaborative presentations It was exciting to hear the voices of the students in the other country. We invited our principal who was impressed with the cross country presentations and want to see our presentation today
- were graded in each school by the classroom teacher (and I got to come)
- real world skill - Liz has quote - working for Google Because you are not reminded by a teacher in a classroom every day, you have to take the initiative to participate and meet deadlines. It's good practice for college and a looser schedule for the US kids Liz has story about choosing a topic
- We will read these student comments from the Google Forms end of year survey
- Sydnye - useful but painful