Global Education Conference 2011November 16, 2011Red River CollegeWinnipeg, Manitoba, CanadaTeacher EducationEDUC2002 ICT Methods II

*Building Global Opportunities

*Agenda

* Introduction*Microsoft Innovative Teacher Project—Eva Brown* EDUC2002 ICT Methods II – Pre-Service Teachers

* Matthew Busilla* Ashley Hoitink* Sean Hopps* Cathy Mason* Justin Pasosky* Fatma Schewczyk* Nadya Schewczyk

* Summary*Questions/Responses

Global ForumNovember 7-10, 2011 | Washington,

D.C.

**This presentation requires a connection to the Internet to view all links to the project details.

* Microsoft Innovative Teacher Project

Virtual Classroom Tour – VCTName of Project: Building Global Opportunities Together--Anywhere, Anytime Educators Eva Brown—REC Project Lead Teacher

Miles Keller—REC Project TeacherGerry Mason—CSS Project Teacher

Schools River East Collegiate – Winnipeg, Manitoba, CanadaRiver East Collegiate is a secondary school in the River East Transcona School Division that offers classes for students in Grade 10 through Grade 12. River East Collegiate is located in an urban Winnipeg area. The student body and community are highly involved in all aspects of the school supporting a strong academic focus and an extensive co curricular and extra curricular program. Enrollment for 2010-2011 was approximately 1100 students. There are 144 courses offered at REC.Charles Sinclair School – Fisher River, Manitoba, CanadaCharles Sinclair School strives to provide quality education for all learners while recognizing the potential of each individual. We are committed to working cooperatively with parents and the community to develop a respectful educational environment. CSS is located in the rural Aboriginal community of Fisher River, Manitoba in the First Nations School Division. Charles Sinclair School has implemented a new program. It is called the Charles Sinclair School Outdoor Education Program. The program is geared towards getting the students actively involved outside of the school setting. This means a curriculum enrichment and learning that takes place outdoors. Outdoor Education broadly includes environmental education, conservation education, adventure education, school camping, wilderness experiences, and some aspects of outdoor recreation. Being a First Nations school, CSS is implementing the experiences in the outdoors for the education and development of the Native perspectives, with activities such as fishing, hunting, trapping, outdoor cookouts and camping.

School WebsitesProject WikiRiver East Collegiate WebsiteCharles Sinclair School Website

Content/Subject Areas

Treaties in Canada – Social Studies/Outdoor EducationCollaborative Technology Tools – Technology Education

Age/Grade level River East Collegiate - Grade 12 – ages 17 and 18Charles Sinclair School - Grade 11 – ages 16 and 17

Project Objectives

• Provide the opportunity for students to learn and collaborate on a global scale--beyond the classroom walls• Promote Manitoba students to actively engage as citizens with a stronger understanding of Treaties and the Treaty relationship• Set the foundation for students to become global digital citizens and lifelong learners• Enhance awareness of technology education opportunities for students in all areas of Manitoba• Facilitate programming articulation between high schools

Project Description

Design of the Learning Environment

This project was a collaboration between two Manitoba schools—one urban, one rural/northern, learning about Treaty relationships of Canada’s Aboriginal Peoples, in a global project using technology invisibly to stitch the world seamlessly in 3D across boundaries, helping the world understand each other one step at a time, beginning locally. There were four stages in this project as outlined below:

Stage 1 -Students in three classes connected with each other by joining a master wiki using wikispaces cloud computing. Grade 12 students from River East Collegiate developed the wiki pages for the project.River East Collegiate students were from two Interactive Design 40S technology classes. They collaborated with a school in northern Manitoba serving Aboriginal Peoples. This school was Charles Sinclair School from Fisher River, Manitoba in the First Nations School Division. The students were a grade 11 Outdoor Education class.Stage 2 - Students researched and shared cultural history--Treaties and the Treaty relationships, technology education, economic, and global issues. Students entered and illustrated information using various technologies on the appropriate wiki pages.Stage 3 -Students contributed pictures of the topics researched from their own community and submitted them to the REC Interactive Design 40S class. The Charles Sinclair School provided pictures of their events such as goose hunting and cabin building while River East Collegiate students went on a field trip to The Forks in Winnipeg to capture the history of Manitoba’s capital.Stage 4 - Photosynth was used to create 3D scenes using the submitted photos. The scenes were uploaded to the wiki pages allowing students from all schools in the project to explore details of places, objects, and events. They were able then to share their culture, technology education, economic information and global issues with each other and the world. A link to the master wiki appears on each school website to make this a truly global project. The Treaty Commission of Manitoba has also placed a link on their website to this project! Objectives -• Provide the opportunity for students to learn and collaborate on a global scale--beyond

the classroom walls• Promote Manitoba students to actively engage as citizens with a stronger

understanding of Treaties and the Treaty relationship• Set the foundation for students to become global digital citizens and lifelong learners• Enhance awareness of technology education opportunities for students in all areas of

Manitoba• Facilitate programming articulation between high schools

Planning and Activities for this project – This project in all aspects included 21st Century skills where students planned their learning by gathering information, connected to learners outside of their classroom, acquired psychomotor, cognitive and affective skills in ICT tools and collaboration, determined timelines, and ensured that the project tasks were completed on time. Students reflected on their learning by evaluating the approaches that were successful to their learning and provided ideas that will make the learning richer for future projects. 

Evidence of Learning

Summary of Assignments and Learning Activities:Assignment 1 - April 13 - Introduction Prezi; Student Pages Assignment 2 - April 15 - Scavenger Hunt - what things are important for students in our partner school to know about the capital city of Manitoba Assignment 3 - April 28 - Design YOUR page on the wiki to introduce yourself. Assignment 4 - May 3 - Digital CitizenshipAssignment 5 - May 3 - Winnipeg GlogAssignment 6 - May 3 - Wordshapes about youAssignment 7 - May 3, 2011 - Student and Winnipeg Page detailsAssignment 8 - Wednesday, May 4, 2011 - Charles Sinclair SchoolAssignment 9 - Thursday and Friday, May 5 and 6, 2011 - Fisher River PageGuest Speaker - Tuesday, May 10 - Treaty Relations Commissioner James WilsonAssignment 10 - Thursday and Friday, May 12 and 13 - Treaties information and objectsAssignment 11 - May 16 - 20, 24 - 31 - PhotosynthsField Trip - Wednesday, May 25th - The Forks.Assignment 12 - June 1 - 2 - PhotostoryExam and wiki editing - June 6 – 15

 

Students used a variety of interactive

technology tools to collaborate and create

the project wiki to illustrate their learning.

These tools included wikispaces, Photosynth,

Movie Maker, Photostory, Glog, Prezi, Vimeo for podcasting,

Google Docs and Forms, and visual data

programs such as Wordle and more!

Knowledge Building & Critical Thinking

Extended Learning Beyond the Classroom

 Student results for the pre- and post- surveys are linked on the project wiki. Students also provided reflections about their learning on the exam. The exam, in four parts, required the students to reflect on their learning and experience and to use the technology tools and information to culminate their learning.

 The project process and outcomes are sustainable in that collaboration in this manner has been implemented in the Interactive Design 40S course at River East Collegiate. Charles Sinclair School is intending to collaborate on future projects as well.Commissioner James Wilson came to REC to speak to students about issues that affect Manitobans and Canadians and have a rich heritage.The project wiki will be used as a resource by TRCM and REC Native Studies classes.Charles Sinclair School and River East School will provide links to the Microsoft project for others to view and use as a resource.The Interactive Design 40S course at REC will embrace sustainability for the project by including this process in the curriculum when delivering the course each year.This project will be used as a resource at Red River College, Teacher Education, for future teachers to learn about technology in global collaboration.

Students shared information about themselves and their environment by creating their page. The River East Collegiate technology students prepared the pages for the Charles Sinclair School students from the information that the CSS students emailed to REC.

The REC students posted questions on the CSS student pages, to which in turn the CSS students responded.

REC students also researched the communities, both their own and Fisher River and created information pages for these.http://msinnovation.wikispaces.com/Treaty+3

A collaborative project such as this will be delivered again in the Interactive Design 40S course. Students have suggested that Skype would be an excellent way to interact and in a timely manner. This suggestion will be implemented.

Charles Sinclair School

And

River East Collegiate

Collaborative Project

Collaboration

The students claimed this project as their own. A team of four students volunteered to be the leaders to maintain and edit the student submissions. REC students were excited to learn about students in Fisher River and what are the rights and responsibilities of First Nations Peoples. The students at the Charles Sinclair School in Fisher River, while very busy in the Outdoor Education program, took time to carefully answer questions asked by REC students and to communicate by sending pictures of their learning experiences for REC to create Photosynths and other objects for the wiki. Using a variety of technology tools and instructional methods is important for student engagement. A photography field trip by REC students to The Forks in Winnipeg provided an element of reality to showcase the capital city of Manitoba to northern Manitoba and the world. The pride can be seen in the Photosynths created by the students with the pictures they took on this field trip. A highlight for the REC students was having Commissioner James Wilson accept our invitation to share Treaty information with us helping us to understand the important of “We are all treaty people”.

There were many people involved in this project as is described on the Credits page of the project wiki.

Thank you for the learning journey!

*Fatma

MY EXPERIENCE WITH GLOBAL COLLABORATION

• Flat Classroom• EXPERT ADVISOR: GROUP

WIRELESS CONNECTIVITY

FIRST EXPERIENCE

WITH GLOBAL COLLABORATIO

N• USA: 6 schools• Korea: 1 school • Canada: 1 school• Germany: International school

Participating Schools at Flat

Classroom

• No more than 4 students per group

• No more than 2 US or non-US students

Rules For Adding

Students

*Fatma

MY EXPERIENCE WITH GLOBAL COLLABORATION

• International School of Düsseldorf (Germany)

• Northern Iowa State University (USA)

MEETING WITH

STUDENTS IN LIVE

• Meet people around the world without having to travel

• Easy and convenient

Benefits

*Sean

My Experience in a Global Collaborative

Global Collaborative as an Expert AdvisorThe necessity for an advisor leading their teamThe importance of collaboration between students and other expert advisors

Curriculum Comparison through Global CollaborativeDo we need to have international collaboration for curriculum development?

Student interest on global collaboration

*Ashley

Your NingWhat is it?How to use it

My Experience with Global CollaborationWhat did I learn?What do I think can be improvedMy future with Global Collaboration

Using your Ning and Global Collaboration

*Cathy

Expert Advisors* Duties?

Very clearly laid outNot too demanding

* Timeline Very important Jump right in

* Germany/IowaNo one was actually from

Germany!Smaller groups? More one-on-

one interaction between EA’s?

Elluminate in my classroom

*St. Theresa Point First Nations*Collaborate then meet?

*Student-oriented informal first meeting

*Guided Communication *Find ways to involve ALL students*First Impressions *Leave time for troubleshooting

*Nadya

MY EXPERIENCE AS AN EXPERT ADVISOR IN A GLOBAL CLASSROOM

+Very rewarding when sharing knowledge, guiding students, helping them out and seeing progress and final results.

- Communication, cooperation among expert advisors must be improved.+

Fantastic way to get approached to this form of collaboration/learning as a pre-service teacher. This encourage me to implement learning in a global classroom in my future teaching career.

*Justin

*Many more classes and countries participating no matter the subject.*Opportunities for greater topic selection for students.*Enhanced communication and direction.*Students working together at once using tools such as LIVE.

*Secondary student outcomes such as culture, geography and learning styles taught.*Projects linked to countries where students are affected by a specific topic in order to enhance learning and see others view points.

The Future Of Global Collaboration

*Matthew

*Will I keep in touch with FCP expert advisors from other institutions?*Is there a need to keep in touch?*It’s certainly a question of ATTITUDE

*What skills should students develop: global collaboration or global networking?*Are students encouraged to network in

school?*Should they be expected to do the same

online?*Students can network and socialize at their

own discretion in real life*Provide opportunities to do so during online

collaborative projects? *Ning for FCP

How Will We Keep Our Connections Alive?

*Summary

*Questions/Comments