integrating inter@ctivity into your classroom

International Polar Year Alex’s Virtual Lemonade Stand

the inter@ctive alphabet

wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm

wgraziadei.home.comcast.net/~wgraziadei/ABCs.htm

21st century learning = inter@ctivity

virtual field trips: successful blended learning?

"Good teachers have always used a mix of strategies, methods and media to reach their objectives–that’s not new. What is new is that today’s Internet-based tools can facilitate communication, interaction, and collaborative learning in ways that were not possible before. What’s also new is the relative accessibility of digital learning technologies and the ease with which instructors can blend them with classroom resources" (Node, 2003).

virtual field trips: what are they?

University of Delaware

UCLA

why virtual field trips?

Interactive Videoconferencing University of Delaware

budget immersive learningcurricular enhancementdifferentiated instructionaccess experts

where to get started?

University of Delaware

center for interactive learning and collaborationhttp://www.cilc.org

Opera Company of PhiladelphiaOpera Company of Philadelphia

musehttp://k20.internet2.edu

Opera Company of PhiladelphiaOpera Company of Philadelphia

berrien resa vc content providers database http://www.vccontentproviders.org/

videconferencing: best practices

set-up

MYX

etiquette integrating into the curriculum

lighting considerations Overhead Lights:

Standard overhead lights can cast shadows —especially if the user wears glasses

Low Light: Camera can not focus in low light —keep this in mind if you use a projector

No Windows: Eliminate backlight from windows

background considerations Limit Patterns

Participants = Focal Point

Dry Erase Board: Be aware of glare

Colors: Use Dark Colors - - NO RED

clothing considerationsBest: Solid color shirts

Jewelry: Large/clunky jewelry may make noise

Background: Consider background - - will your participants ‘be lost’?

camera considerations• Location: Camera

should be as close to screen display as possible

• Cords: Have them?

• White balance: White-balance your camera (if you can!)

camera do’s and don’ts: location

Do!Don’t!

Display

Display

camera do’s and don’ts: location

Do! Don’t!

Don’t forget PERSPECTIVE

Being looked down on

Looking down on others

Seeing Eye to Eye

audio considerations Room Acoustics: Fair sound absorption

and sound insulation.

Speaker Location: Far away from microphone!

Test: Use built-in features of the endpoint to test

Echo Cancellation: Use Echo-Cancellation Microphones or Software

Background Noise: Eliminate it.

Batteries: Use New Batteries!!

large room considerations Camera Position(s): Position

the camera to see the primary speaker and audience

Lighting: Make sure all participants are lit correctly

Mic Locations: Strategic Placement

Use Presets: Avoid panning the camera too much and use endpoint “presets”

the videoconference zone

• Created by Research Channel

Produced by the University of Washingtonhttp://www.uwtvproduction.org/resources/prodvideos.html

exchange projects

Digital Flat Stanley

Michigan Exchange

Earthworms

Language Exchange

ESL

multipoint projects

MysteryQuest

Project Lemonade

Texas History Mystery

Invasive Species

Poetry Cafe

Virtual Coffee House

extending resources

Virtual Writer’s Workshop

Author Talks

Career Exploration

Collaborative Design

Governor Project

successful collaborative projects start with an idea

the IDEA: backward design

Adapted from Wiggins, G. and J. McTighe. (1998) Understanding by Design. Columbus: Merrill Prentice Hall

Identify desired results for your class

unit.

Determine Acceptable Evidence

Plan learning experiences &

instruction

Evaluate Technology Needs

• WHAT am I trying to accomplish? What will students come away with from this experience?(i.e. students will have a language and cultural exchange with their peers in Portugal.)

• WHEN does this project need to take place? (Keep in mind your content plan for the semester/year)(i.e. sometime during first semester; will serve as a vocabulary evaluation)

• HOW does this project fit into my overall content area objectives and corresponding standards?(i.e exchanges will address basic greeting vocabulary and daily routine)

• WHAT are my concrete objectives?(i.e students will have a group exchange to discuss daily routine and peer-to-peer exchanges to practice basic greeting with their peers in Portugal. Students will create a multimedia presentation based on the information they discover about daily routine)

developing the CONCEPT

• In what ways will students/participants be interacting?(i.e large class-to-class interaction and individual peer-to-peer interactions)

• How should those interactions be structured?(i.e class presentations on daily routine; informal dialogues peer-to-peer; multimedia for class presentations)

• How can we meet the needs of different learners?(i.e. providing large group and one-on-one interactions)

• How should the physical space be set-up to promote the interactions?(i.e class presentations with room VC unit; students in semi-circle with camera at eye-level; peer-to-peer interactions in computer lab with web cams and headsets) using skype)

navigating the TECHNOLOGY

“Cold” Calls and

Emails

Six degrees of

separation

Referrals

Listservs/collaborati

on tools

Finding a COLLABORATOR

finding a COLLABORATOR

Internet2 K20 Communityhttp://k20.internet2.edu

CILC Collaboration Centerhttp://www.cilc.org

Megaconference Jr. Listservhttp://www.magpi.net/collaboration.html

K12 VC Listserv Now through CILC!

Videoconferencing Collaboration Collage:http://wwwww.kn.sbc.com/wired/vidconf/ed1vidconf.html

craft a PROGRAM PITCH• Who: Who are you?

• What: What are you trying to accomplish? What is your target audience? What are you asking for?

• When: When would you like this project to take place (proposed date/time or range of dates/times)?

• Resources: What resources are you looking for your collaborative partner to contribute? What would they need in order to participate? (If they need H.323 videoconferencing capabilities, say it!)

• The selling point: Why should this potential partner collaborate with you? What’s in it for them?

revising the DESIGNCOLLABORATION: You have a collaborative partner now. Their needs and objectives need to mediate your original design.

FLEXIBILITY: You’ll need to be flexible (and your partner, too!) in order to make the project work. Be flexible about meeting times, how you meet, divide teaching duties (if you’re involving mini-lessons, split the instructional duties).

MAKE IT WORK FOR YOU: Flexibility does NOT mean altering your plan so much that it no longer meets your pedagogical and instructional goals. You can differ (think assessment!) from your partner.

CONTENT PLAN: With your collaborative partner, create an agenda for your interactive events, along with pre-and post-videoconference activities.

COMMUNICATION: Develop a communication plan. How will you communicate with your partner? Via email? Wiki? Planning videoconferences? Phone? Map out a strategy.

things to consider with your colleague:

CONTENT PLAN

PARTICIPANT RESPONSIBILITIES

COMMUNICATION PLAN

TECHNICAL PLAN

EVALUATION PLANDes

ired

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rnin

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reflecting on the EXPERIENCE

• What worked well and why?• What were the student reflections on the experience?• What could be changed to better reach your instructional

goals?

DON’T FORGET - - debrief with your collaborative partner!

RESOURCES

• MAGPI’s H.323 Videoconference Resourceshttp://www.magpi.net/vcresources.html

• Tips for Creating “Camera Ready” Presentationshttp://k20interactions.blogspot.com/2009/04/classroom-reactions-from-where-in.html

• Videoconferencing Best Practices and Virtual Field Trips http://k20interactions.blogspot.com/2009/03/videoconferencing-best-practices-and.html

• Teacher Strategies for Supporting VC http://vcoutonalim.org/2006/09/26/teacher-strategies-to-support-vc/

• When Things Go Wronghttp://vcoutonalim.org/2006/08/06/when-things-go-wrong/