Going globaleducationpresentation


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This is just a starter "kit" on why to go global and some of the issues you may face.

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Going globaleducationpresentation

  1. 1. Pushing Virtual Learning to the Limit Interactive Online Global Projects Tom Stanley Going Global
  2. 2. Going Global <ul><li>This presentation is for you, if you want to take your classroom out of the 4 walls. </li></ul><ul><li>It is about the utilization of the internet to develop lessons with countries other than our own. </li></ul>
  3. 3. Agenda <ul><li>Introduction to CCSD VHS (5 min) </li></ul><ul><li>Why go global? (10 min) </li></ul><ul><li>Sample lessons/projects (10 min) </li></ul><ul><ul><li>Local (EPA – Elementary schools) </li></ul></ul><ul><ul><li>National (State Department) </li></ul></ul><ul><ul><li>International (Australia) </li></ul></ul><ul><li>Issues (15 min) </li></ul><ul><li>Contacts – handout (5 min) </li></ul><ul><li>Questions (10 min) </li></ul>
  4. 4. Teaching Virtually
  5. 5. Virtual Schools <ul><li>Diploma Granting School – Full HS Curriculum </li></ul><ul><li>Credit Recovery </li></ul><ul><li>AP Courses </li></ul><ul><li>Honors </li></ul><ul><li>Proficiency Test Prep </li></ul><ul><li>Tutoring </li></ul><ul><li>Professional development </li></ul>
  6. 6. Virtual Learning <ul><li>Rigorous standards-based curriculum delivered over DVD ’s, the Internet, and Television </li></ul><ul><li>Blended learning model that (synchronous + asynchronous online delivery) </li></ul><ul><li>Anytime, Anyplace </li></ul><ul><li>24/7 access to courses and resources </li></ul>
  7. 7. Implementing Online Activities with International Users <ul><li>Why connect </li></ul><ul><li>Issues of international connections </li></ul><ul><li>Lesson samples </li></ul><ul><li>Exploring the sites and projects </li></ul><ul><li>Create accounts </li></ul><ul><li>Develop a support group </li></ul><ul><li>Online Classes </li></ul><ul><li>Centra </li></ul><ul><li>Best Practices </li></ul>
  8. 8. Why Connect?
  9. 9. Why Connect? <ul><li>What do you want your classroom to be? </li></ul><ul><li>What type of experiences do you want your student ’s to have in the classroom? </li></ul><ul><li>5 Points of the Star Philosophy </li></ul><ul><li>Interactive classroom </li></ul><ul><li>5 Relationships </li></ul><ul><ul><li>Student to teacher </li></ul></ul><ul><ul><li>Student to material </li></ul></ul><ul><ul><li>Student to community </li></ul></ul><ul><ul><li>Student to Student </li></ul></ul><ul><ul><li>Student to Technology </li></ul></ul>
  10. 10. Checklist!
  11. 11. How comfortable are you with technology? How much time will you commit to this project? Do you have a project or end result in mind? How willing are you to accept failure? Comfortable Not comfortable At least once a day Once a week Students will present to others in school. It will just be for fun. Nothing will stop me. I have a short fuse!
  12. 12. Lesson Samples
  13. 13. Project Harmony <ul><ul><li>Honors U.S. Government students participated in an ‘online learning project’ with students (junior high to high school) from Armenia. </li></ul></ul><ul><ul><li>Goal of the assignment was two fold: </li></ul></ul><ul><ul><ul><li>Students & teacher learn about process </li></ul></ul></ul><ul><ul><ul><li>Expose students to ‘other’ democracies </li></ul></ul></ul><ul><ul><li>Levels of involvement </li></ul></ul><ul><ul><li>All points extra credit… </li></ul></ul><ul><ul><li>Level 1 </li></ul></ul><ul><ul><ul><li>Extra Credit points for 1 post to discussion board / week… </li></ul></ul></ul>
  14. 14. Lessons Learned <ul><ul><li>Level 2 </li></ul></ul><ul><ul><ul><li>Extra Credit points for ‘full participation’ on discussion board </li></ul></ul></ul><ul><ul><li>Level 3 </li></ul></ul><ul><ul><ul><li>Level 2, plus, participation in LIVE CHAT with Armenian students and forum moderators… </li></ul></ul></ul><ul><ul><li>Often “short fused” events – be flexible </li></ul></ul><ul><ul><li>Use as ‘pot sweeteners’ or assignment trade-offs for students </li></ul></ul><ul><ul><li>Tied to curriculum, not tied to timeline </li></ul></ul><ul><li>www.projectharmony.org/scp </li></ul>
  15. 15. Lessons <ul><li>John Snyder- Computer Science Teacher </li></ul><ul><ul><li>What I did was to attempt to organize an international team or two to develop websites for entry into ThinkQuest. </li></ul></ul><ul><ul><li>Among the scoring criteria were chances for extra points for teams whose members came from different countries. </li></ul></ul><ul><ul><li>Then I had planned to set up regular meetings to discuss planning and strategy, to divvy up tasks. </li></ul></ul><ul><ul><li>Then the modules would be developed at the respective locations and combined for the final submission. </li></ul></ul>
  16. 16. Lessons <ul><ul><li>The reason I chose that particular approach was </li></ul></ul><ul><ul><ul><li>not only did it fit into my existing courses, </li></ul></ul></ul><ul><ul><ul><li>but it also provided an extra advantage to justify the extra effort to coordinate the project, </li></ul></ul></ul><ul><ul><ul><li>in addition to the interest that might be expected from an international partnership. </li></ul></ul></ul><ul><ul><li>The contact was a computer teacher in Iran. </li></ul></ul><ul><ul><li>Shortly after the identification was made, international issues started popping up, and he was never able to respond to my invitations. </li></ul></ul>
  17. 17. Palestinian Territories Uzbekistan Afghanistan Bangladesh Collaborative Projects
  18. 18. Developing a Full Unit <ul><li>Monthly Projects Created by RI-SOL </li></ul><ul><ul><li>Lists of objectives </li></ul></ul><ul><ul><li>National standards </li></ul></ul><ul><li>Example of Project Titles </li></ul><ul><ul><li>A Day in the Life </li></ul></ul><ul><ul><li>What it means to be a citizen of your country </li></ul></ul><ul><ul><li>On Being a Global Citizen </li></ul></ul><ul><li>Global Forum </li></ul>
  19. 19. Schools develop relationship with partner school Share projects over Internet Correspond through email and Global Forum Opportunities Student exchange programs Teacher exchange programs Relief International
  20. 20. An invitation to participate in a global on-line webcast! The World Ocean Observatory is a central place of exchange for global information, education and public discourse about the ocean. It serves as an independent forum and focus for ocean affairs and its intent is to communicate the full spectrum of ocean issues – climate, fresh water, food, energy, trade, transportation, public health, finance, governance, recreation and culture – to citizens worldwide as a realisation that the sea connects all things. On November 14th, 2006, The World Ocean Observatory, with event facilitation by SA ’n Department of Education and Children’s Services, presents a unique opportunity for secondary students to participate in a global webcast exploring the issue of Ocean Acidification. Students, teachers and interested observers attending this 45 minute event in Australia will participate real time in an interactive presentation and discussion with leading scientists across the world.
  21. 22. Best Practices
  22. 23. Getting Them on Board Problem Solving
  23. 24. Problem Solving <ul><li>Learn the concerns/problems of leaders </li></ul><ul><ul><ul><li>Who or what is controlling the Internet time? </li></ul></ul></ul><ul><ul><ul><li>What do they want out of the program? </li></ul></ul></ul><ul><li>Your anytime group and Synchronous trend </li></ul><ul><ul><ul><li>Initially: speed & distribution of content </li></ul></ul></ul><ul><ul><ul><li>Moving forward: continuous access & training </li></ul></ul></ul><ul><li>Partner, suggest, cajole, demonstrate </li></ul><ul><li>Learn who has been using what and how! </li></ul>
  24. 25. Communication Getting the Message Across
  25. 26. Timezones <ul><li>If live attendance is a must , you should consider organizing 2 different events </li></ul><ul><li>Or … ask one region to post early in the morning or late at night </li></ul><ul><li>If live attendance is not a must , you can offer one region the option to do a posting or recording of a project and post it at a convenient time. </li></ul><ul><li>Rotate the “who goes first” option. </li></ul>
  26. 27. What About Language? http://www.internetworldstats.com/stats.htm
  27. 28. What About English? <ul><li>More than 1 billion people are believed to speak some form of English. For every native speaker there are 3 non-native speakers. 75% of the world ’s mail is in English and 80% of electronic information is stored in English. </li></ul><ul><li>72% of all websites are in English only </li></ul><ul><li>Google Language Tools </li></ul>http://www.pbs.org/speak/ahead/globalamerican/global/ http://global-reach.biz/globstats/index.php3
  28. 29. Event Planning <ul><li>Check with your students and participants </li></ul><ul><ul><li>If you know either have interacted with other participants before is it possible that they can provide some information about best practices? </li></ul></ul><ul><li>Build in an introductions activity. </li></ul><ul><ul><li>Specifically ask people how they prefer to be addressed. </li></ul></ul><ul><ul><li>As participants introduce themselves, write out answers in their name and also indicate their gender. </li></ul></ul><ul><ul><li>Keep a “cheat sheet” handy! </li></ul></ul><ul><li>Test out your material on someone who has good cross-cultural awareness. </li></ul><ul><ul><li>Send your presentation/notes ahead to the them and ask them to review it for cultural appropriateness. </li></ul></ul>
  29. 30. Event Planning <ul><li>Use universal themes (upset students, angry boss, children) and make balanced references to international people in jokes (not all American, or all French). </li></ul><ul><li>It is better to use slightly self- deprecating humor based on own experiences in daily life. </li></ul><ul><li>Provide a survey at the start of class to see how involved participants want to be in the program. </li></ul><ul><li>Ask anonymous survey questions. </li></ul><ul><li>When helping your students post, give lots of examples & ask participants to add more examples. </li></ul><ul><li>Put questions in your posts for your students to answer, do not be afraid to ask questions verbally. </li></ul><ul><li>Record your voice for different languages. </li></ul>
  30. 31. Content Planning <ul><li>Once may be seen as an adverb meaning one time. Others might confuse it with at once and misinterpret it as needing to be performed immediately. </li></ul><ul><ul><li>After a prompt appears, type the command. </li></ul></ul><ul><li>To cut down on confusion & reduce risk of offending others: </li></ul><ul><ul><li>• Be careful with analogies. </li></ul></ul><ul><ul><li>• If you must use education jargon, explain it. </li></ul></ul><ul><ul><li>• Avoid expressions. </li></ul></ul><ul><ul><li>• Avoid acronyms or explain their meaning </li></ul></ul><ul><ul><li>Be aware of multiple meanings. Be particularly careful about using once or since as a conjunction: </li></ul></ul><ul><li>Once a prompt appears, type the command. </li></ul><ul><li>Keep a log, since the installation of this equipment causes fluctuations in power consumption. </li></ul><ul><li>Some may see since as an adverb or preposition meaning after and delay starting a log until a fluctuation has occurred. </li></ul>
  31. 32. Use mono-syllabic words add file nail seal block fill oil slide break find pass sort change give pick snap check hang place step clean jog plant stop clear knock pour strain code light press take cue make put test drain melt raise turn draw mix rake type
  32. 33. Posting Content <ul><li>With attendees who speak a different language, </li></ul><ul><li>Reading is generally easier than verbal comprehension. </li></ul><ul><li>Make sure they can read & hear the content by using text and then record the information. </li></ul><ul><li>Start in your natural language and work into the “other language.” </li></ul><ul><li>Use culturally accepted visuals to reinforce the verbal content culturally </li></ul>Vs
  33. 34. Issues of International Connections
  34. 35. Infrastructure Getting To Know Their Environment
  35. 36. Hardware and Network <ul><li>Operating System </li></ul><ul><li>CPU/Memory </li></ul><ul><li>Sound card </li></ul><ul><li>Software – MS Office version </li></ul><ul><li>Access to computers </li></ul><ul><li>Network </li></ul><ul><li>LAN/WAN performance </li></ul><ul><li>LAN/WAN apps critical to business </li></ul><ul><li>Competing desktop apps </li></ul><ul><li>Support availability/functionality </li></ul>
  36. 37. Neighborhood <ul><li>Bandwidth </li></ul><ul><li>Local capacity (size of pipe) </li></ul><ul><li>Local peak usage periods (amount of pipe used) </li></ul><ul><li>Regional web traffic (other users) </li></ul>
  37. 38. Internet Traffic This web site will tell you if regions of the Internet are currently slowed down. By checking the Internet Traffic Report, you can determine if your problems are global or local.
  38. 39. Thoughts and Considerations <ul><li>Local/central control of events by organization </li></ul><ul><ul><ul><li>How localized should event creation be? </li></ul></ul></ul><ul><li>Language interfaces </li></ul><ul><ul><ul><li>Language interfaces </li></ul></ul></ul><ul><li>Control of user access </li></ul><ul><ul><ul><li>User roles: Leader, Manager, Admin </li></ul></ul></ul><ul><ul><ul><li>Guest Attend </li></ul></ul></ul><ul><li>Local/Global content </li></ul><ul><ul><ul><li>What type of content do you feel is something you can deal with at this time? </li></ul></ul></ul>
  39. 40. Have a great time!
  40. 41. Have a great time! 1.h 2.d 3.a 4.j 5.i 6.e 7.f 8.b 9.g 10.c Answers
  41. 42. Resources
  42. 43. Resources http://www.conferzone.com/resource/wp.html
  43. 44. Resources http://www.getcustoms.com/2004GTC/articles.html
  44. 45. Resources http://www.timeanddate.com/worldclock/meeting.html
  45. 46. the night time or normal sleeping hours the 1 st half of day when most people are at work (M-F) the 2 nd half of day when most people are awake; not at work
  46. 47. Resources to Get Started
  47. 48. <ul><li>http://cyberschoolbus.un.org/ </li></ul><ul><li>Video conferences </li></ul><ul><li>Student Forums </li></ul><ul><li>Vast Curriculum that includes: </li></ul><ul><li>Peace education, Hunger, Discrimination, Indigenous people, and more </li></ul>
  48. 49. iEARN <ul><li>http://www.iearn.org/ </li></ul><ul><li>Projects </li></ul><ul><li>My Perspectives </li></ul><ul><li>http://www.iearn.org/projects/myperspective.html </li></ul><ul><li>Globe </li></ul><ul><li>http://www.iearn.org/globe/index.html </li></ul><ul><li>Choose your area </li></ul>
  49. 50. Global Catalyst Foundation <ul><li>http://global-catalyst.org/ </li></ul><ul><li>Welcome to GCF </li></ul><ul><li>The Global Catalyst Foundation is a private foundation established by the principals of Global Catalyst Partners, a Silicon Valley venture capital firm. Its mission is to improve peoples' lives through the effective application of information technologies. The Foundation initiates and supports innovative projects worldwide to improve education, alleviate poverty, promote social tolerance and celebrate diversity. </li></ul>
  50. 51. IREX <ul><li>http://www.irex.org/ </li></ul><ul><li>IREX is an international nonprofit organization providing leadership and innovative programs to improve the quality of education , strengthen independent media , and foster pluralistic civil society development . </li></ul><ul><li>Founded in 1968, IREX has an annual portfolio of $50 million and a staff of over 500 professionals worldwide. IREX and its partner IREX Europe deliver cross-cutting programs and consulting expertise in more than 50 countries. </li></ul>
  51. 52. Connecting With the World! Tom Stanley [email_address] Project Learning