Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Test 2_Slideshare_PPt to Pdf_16June2011


Published on

  • Be the first to comment

  • Be the first to like this

Test 2_Slideshare_PPt to Pdf_16June2011

  1. 1. Videoconferencingbetween Australian and Korean Schools for Intercultural Exchanges Myung-sook Auh University of New England, Australia John Pegg, The National Centre of Science, ICT, and Mathematics Education for Rural and Regional Australia (SiMERR), Australia Chris Reading University of New England, Australia 1
  3. 3. Current trends in education in A-KAUSTRALIA Economically and politically, Asia is important for Australia.  National Statement for Engaging Young Australians with Asia in Australian Schools (ADEST, 2006).  Melbourne Declaration on Educational Goals for Young Australians (MCEETA, 2008) National Asian Languages and Studies in Schools Program (NALSSP): AUD $62.4 million, 2009 – 2011. Korea, China, Japan, Indonesia: Important for Australia’s future. 3
  4. 4. Current trends in education in A-K_2KOREA Developing global citizens:  Fluent English  Advanced ICT skills 4
  5. 5. Connected Classrooms in NSW To make Videoconferencing a part of teaching and learning in NSW public schools. 2007, NSW Government, Connected Classrooms Program (CCP) Invested AUD$158 million, a 4-year project, 2007-2011, 2,200 schools. CCP equipment  Figure 1. Ways to sustain the CCP are needed. 5
  6. 6. Connected Classrooms, NSW: 2,200 schools 6
  7. 7. Australia-Korea ConneXion (AKC) program The current study – part of our team’s research on the AKC. Aim of the AKC: Intercultural exchanges. Links Australian and Korean schools using 3 connection methods:  Videoconferencing  e-Pal (online discussion)  School exchange visits. Currently 5 pairs of Australian and Korean schools participate. 7
  9. 9. Review of Literature (RL)_1. VC Several studies on VC:  Andrews (2005)  Bell, Carr, & Whelan (2009)  Broadley, Boyd & Terry (2009)  Freeman (1998)  Howard-Kennedy (2004)  Knipe & Lee (2002)  Lee & Hutton (2007)  Reading, Fluck, Trinidad, Anderson & White (2008). 9
  10. 10. RL_1. VC_findings VC motivates students with its novelty effect Link remote classrooms Have potential for international and intercultural education Structured and facilitated VC sessions are better than non- structured to ensure rigorous debate Key factors for VC sessions: teachers, VC quality, class contents, classroom design Teachers’ commitment – key to effective use of the Connected Classrooms VC can be used for teacher professional learning Difficulties in coordinating VC sessions VC as a solution for multi-campus lecturing? – Coordination issues, lower quality teaching in remote sites. 10
  11. 11. Andrews (2005): Key factors for successful VCsessions A Canadian school in Alberta. Curriculum-based VC program for Science, Social Studies, Global Classroom, Legal Studies, Music, Maths. VC media: 1) IP-based H.323 VC system, 2) Web-based software: Macromedia Breeze, VSee, WebEx, RealNVC (Virtual Network Computing) Findings: Key factors for successful VC sessions:  Teachers  Videoconferencing quality  Class contents  Classroom design 11
  12. 12. Andrews (2005)_2 Implications: 1. Select teachers carefully; build a committed supportive leadership. 2. Ensure high quality, audio and visual qualities using IP-based VC equipment and network. 3. A variety of well-planned, research-based contents; participants are actively involved. 4. A flexible classroom design to support activity and interactivity. 12
  13. 13. RL_2. Web Conferencing (WC) Web conferencing ≠ Video conferencing  WC – web-based software used: e.g., Skype, Adobe Connect, BizNuri  VC – IP-based hardware: e.g., Tandberg, Polycom; WC: Data sharing: sharing Power Point slides, Word file, websites;  Allows collaborative discussion. Connected Classrooms = VC Tandberg + Interactive White Board (similar to Korea – Electronic Board) 13
  14. 14. 14
  15. 15. RL_2. WC_2: Jauregi & Bañados (2008) Adobe Connect. Spanish language learning as Second Language (L2) learning. Dutch (non-native Spanish), Chilean (native Spanish) students doing web conferencing. Data collection: Students’ responses on a questionnaire, analysis of recordings of VC sessions, Project blog. Positive learning outcomes:  All wanted to continue web conferencing sessions for L2 learning.  Appreciated meeting their Chilean peers of their age.  Learn Spanish from native Spanish speakers.  Experience Spanish Chilean culture through interaction with their Chilean peers. 15
  16. 16. RL_2. WC: Lee (2009) Aim: To investigate intercultural communication in learning L2. Participants: Korean students in Korea, learning English from USA native English speaking teachers, using BizNuri. Data collection: Recordings of web conferencing classes. Results:  WC facilitated learning culture-specific connotations.  Students’ cultural awareness and deeper understanding of their own (Korean) culture and the USA culture.  Reducing Korean students’ shyness towards USA teachers; willingness to interact with them. 16
  17. 17. RL_3. Online learning: O’Neill (2007) VC, WC – Synchronous. Online learning – Asynchronous. O’Neill (2007): 1) to investigate intercultural competence of Korean and USA students, using Blackboard. Method: Developed a special program, IVECA, for meaningful intercultural exchanges. Results: Students’ increased intercultural competence. findings: Principals’ support – crucial. 17
  18. 18. Design & Implementation 18
  19. 19. Aim To report how videoconferencing (VC) sessions between Australian and Korean schools were designed and implemented in 5 pairs of schools. 19
  20. 20. Participating schools 5 Australian regional: Armidale, Wagga in NSW. 5 Korean urban schools: Gyeonggi, Daejeon, Gwangju. 1 class from each school. Students: Australia – 125 (25 students p/school). Korea – 105 (20+ p/school).  230 students in total. Teachers: Australia – 11 (2+ teachers [HSIE, ICT} p/school). Korea – 5 (1 teacher p/school).  16 teachers in total. 20
  21. 21. Media for VCAUSTRALIA 3 NSW public schools: Connected Classrooms = Tandberg VC + interactive whiteboard 1 Private school: Tandberg VC 1 public school in Gwangju: WC using BizNuriKOREA 4 schools: Tandbergs 1 school: WC using BizNuri. 21
  22. 22. Designing VC sessions_1 Consultation of people with expertise and experiences in VC; teachers, educational authorities (NSW DET, Korean Offices of Education), government officials (AEI), business people (Samyang DS, Daewoon). Literature review  research findings: Andrews (2005), Lee & Hutton (2007), O’Neill (2007), etc. 22
  23. 23. Designing VC sessions_2: Decisions made 1. Aim: A + K: Intercultural exchanges. K: English skills. 2. A: During school hours. K: Lunch, English class. 3. A: Social studies. K: English 4. Class contents: NSW HSIE curriculum-based. Teachers negotiate. 5. 30minutes fortnightly. 6. Semester/Term dates: S1: 5 times. S2: 7 times. 7. Grade levels: A: Y7, Y8; Y6. K: Y7, Y8, Y9, Y10; Y5, Y6. 8. Structured, not free style. 9. Teaching cultures: A: Teach Australian culture. K: Teach Korean culture. 10. Class format: : Intro – Presentations w/ Q+A – Open Discussion. 23
  24. 24. Designing VC sessions_2 cont’d 11. Class times: 3 options  negotiated. Daylight Savings time. 12. Group presentations: 3 students p/group, PPt slides. 13. PPt slides: Australian accent, Korean intonations;  Pictures, photos, other visual images; Key words/phrases/sentences. 14. An example of a Class Outlines. 24
  25. 25. Designing VC sessions_3: An example of Class Outline 25
  26. 26. VC connection test 3 parties:  NSW DET Multimedia and Conferencing Unit  Korean school with Samyang  Auh at UNE. Virtual Meeting Rooms (VMR) for 3 NSW public schools for VC with Korea. UNE Bridge for 1 private school. BizNuri w/ Skype. 26
  27. 27. Implementing VC sessions_1 27
  28. 28. 28
  29. 29. 29
  30. 30. DISCUSSION: Indicators of Student and Teacher Outcomes 1. Increased interest in and familiarity with Korean culture.  E.g., Lots of personal questions: family, friends? What do you do in schools? What do you do on holidays? Where do you live? Do you have boy/girlfriends? 2. Increased students’ attention in classes. 3. Teachers develop technical skills through VC sessions.  Connected Classrooms: often not used; ICT teachers only, not other teachers. 4. Technological challenges: Firewalls in Korean schools, getting connected with the VMR of the NSW Connected Classrooms.  “Technology is fickle!” 5. Coordinator for VC sessions needed to assist teachers. 6. Publicity in local newspapers – to boost Principals’ interest; to recognize teachers’ work. 30
  31. 31. The Armidale Express, 18 Oct 2010 31
  32. 32. Implications_3 year plan 1. Coordinator for VC sessions needed to assist teachers. 2. Systematic arrangement:  Connected Classrooms – Korean Offices of Education. 3. Demonstration classes in June, Nov, each year: to show Principals, education authorities, and interested teachers. 4. Teachers’ gatherings in June, Nov: To share experiences & strategies; with wine and food. 5. Publicity: Let people know. 32
  33. 33. 33