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Setting up a_virtual_learning_space


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NCTE Presentation - Literature Culture and Collaboration

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Setting up a_virtual_learning_space

  1. 1. Literature, Culture, and Collaboration flickr image by tompagenet
  2. 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. 3. Setting Up a Virtual Learning  Space QuickTime™ and a H.264 decompressor are needed to see this picture.
  4. 4. QuickTime™ and a H.264 decompressor are needed to see this picture.
  5. 5. Start early and communicate  often  karen3 QuickTime™ and a H.264 decompressor are needed to see this picture.
  6. 6. 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
  7. 7. 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.
  8. 8. Questions for Discussion What things does your group have in common? Think outside of  school as well as inside of school. How are Canadian and American experiences of  Secondary/High School similar and different? Discuss some of your plans for the next year. Share some information about the books with you have read  (both in school and out of school). What do you like/dislike about  literature? What is your communal (group) knowledge of J.D. Salinger and  Mordecai Richler?
  9. 9. 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
  10. 10. 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
  11. 11. QuickTime™ and a decompressor are needed to see this picture.
  12. 12. Other Collaborative Ideas Shared documents between students and teachers. Teacher can comment on the document as the student works on it.
  13. 13.                               Research  
  14. 14. • 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
  15. 15. Student Collaboration
  16. 16. Creating a visual presentation
  17. 17. voicethread and prezi links Web 2.0 Tools
  18. 18. Simulcasts of the visual  presentations QuickTime™ and a H.264 decompressor are needed to see this picture.
  19. 19. Cultural Presentations QuickTime™ and a H.264 decompressor are needed to see this picture.
  20. 20. er-in-the-rye-conor-michael-rich-and-shawn/
  21. 21. bm/
  22. 22. x-caitlyn-devon-brittany/
  23. 23. ownj/home/1950-s-american-television
  24. 24. nna-mikhail-amanda-alana/
  25. 25. • 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
  26. 26. 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
  27. 27.  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.
  28. 28. Some places to look for global collaborators tools/projects/
  29. 29. Liz Spencer English Language Arts Department Chair Sydnye Cohen Library Media Specialist