Expanding access through interactive Expanding access through interactive distance learning (videoconferencing): a distance learning (videoconferencing): a partnership between K12 and Higher Edpartnership between K12 and Higher Ed

Sheree Willis,

Executive Director,

Confucius Institute at the University of Kansas

sawillis@ku.edu

913-897-8612

Presentation at NCLC, Washington, D.C.

April, 2010

Expanding access to underserved Expanding access to underserved students despite shortage of students despite shortage of

teachers, funding, curriculumteachers, funding, curriculum

A Successful Strategy: Interactive Distance Learning (IDL) videoconference delivery

Results: Significant Expansion of Results: Significant Expansion of AccessAccess

• (IDL-videoconferencing) –» Expanded number of K12 students in academic year

Chinese language classes delivered by IDL in Kansas from 0 in 2005-2006 to 24 in 2006-2007 to over 400 in 2009-2010, including classes delivered to neighboring states.

» Inspired establishment of other IDL Chinese programs in Kansas and nearby states.

» Stimulated growth of non-IDL programs.

» Stimulated greater emphasis on global learning in K12 throughout the state

• Over 1500 percent growth in four years.04/13/23 3

A Partnership to Increase AccessA Partnership to Increase Access• Southeast Kansas Educational Service Center (Greenbush)

– 21 yrs experience in providing K12 academic year and short-term classes by IDL to Kansas and neighboring states

– Largest IDL provider in Kansas– Linked to extensive statewide IDL network, KanEd Internet

backbone

What is IDL?What is IDL?InteractiveInteractive Distance Learning Distance Learning

• Interactive

• Real-time, synchronous instruction

• Uses advanced videoconferencing technology

• Students and teachers see and hear each other, even with more than one remote site

• Students see and hear curricular materials (images, ppt, internet pages, documents, video) provided by teacher

• Teacher can see and hear students and student produced materials

IDL is notIDL is not

• Asynchronous

• Online

• Individualized or independent study

• Correspondence

Equipment and InfrastructureEquipment and Infrastructure• Videoconferencing unit and camera

» Polycom» Tanberg» High def v. standard» Can be multi-point or point-to-point

• Display» Plasma screen, TV Screen

• Additional equipment» Computer, Document camera, speakers, microphone

array, extra (student) camera, DVD/VHS player» Phone and fax machine

• Classroom space (or cart)• Internet Access• Personnel – facilitator or classroom teacher

04/13/23 7

Advantages ofAdvantages ofInteractiveInteractive Distance Learning Distance Learning

• Real-time, synchronous instruction• Allows students in more than one location and teacher to interact –

creating communities of learners over extended physical space• Allows classes to be scheduled during normal school day – in regular

bell schedule• Chinese is perceived as “regular” subject, carrying same weight as

other academic subjects• Chinese class conforms to contact hour and other requirements for

high school credit.• Allows for economic allocation of teacher time, either by hub

approach or distributed approach

• Teachers concentrated at one location = sharing of experience, expertise, joint preparation

• Chinese IDL teachers have greater access to expertise, guidance from higher ed (especially useful in new field with inexperienced teachers)

• Students have access to certified, trained teacher

Higher Ed-based teacher hub: Higher Ed-based teacher hub: Quality of InstructionQuality of Instruction

04/13/23 10

Management ChallengesManagement Challenges

• Equipment - compatibility issues• Scheduling – opportunities and challenges• Reaching through the screen – to students,

schools, communities• Supporting sustainable programs• Teacher training and support• Curriculum development

• Specific to IDL

• Challenges for any language program

Communication with IDL sitesCommunication with IDL sites• Facilitators/classroom instructors play important role

(training for facilitators helpful)

• IDL remote site school administrator support also critical

• Context for learning Chinese (supported by administrators, other teachers, school staff, parents, community)

04/13/23 11

Sustainability of Chinese language Sustainability of Chinese language programs requires a supportive programs requires a supportive

environmentenvironment

• Cultural education programs for non-language teachers generate support for language programs» training in Chinese culture for teachers of other subjects

» Cultural activities for students (speech contests, festivals, Spring festival performances, films, etc.)

• Reaching out to school boards, site councils, parents, community businesses – to support Chinese programs

Leveraging other resources for a Leveraging other resources for a supportive contextsupportive context

www.kcta.ku.edu

NCTAChina BridgeFLAPSTARTALKNSLI-YConfucius Classrooms

Reaching through the screen: making Reaching through the screen: making best practices work in an IDL contextbest practices work in an IDL context

04/13/23 14

Pedagogical challengesError correctionDifferentiated instructionRealiaClassroom managementInterpersonal oral assessment (no privacy)

Keys to success:Planning ahead (careful lesson planning, send materials ahead)Facilitator training and communicationTeacher training and teamwork

Areas for Further Investigation• Additional research in adapting communicative

instruction to IDL context

• Need adaptive techniques for error correction, student-centered instruction

• Better techniques for teaching young children – expansion of elementary school programs

WWW.CONFUCIUS.KU.EDU