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

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

* Summary* Questions/Responses

*Who we are

Video

Global ForumNovember 7-10, 2011 | Washington,

D.C.

* 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

SchoolsRiver East Collegiate – Winnipeg, Manitoba, CanadaCharles Sinclair School – Fisher River, Manitoba, Canada

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 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:

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.

 

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 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

*Fatma

MY EXPERIENCE WITH GLOBAL COLLABORATION

*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

Cross-disciplinary with ELA & ValuesCurriculum Comparison through Global Collaborative

Do 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

Global Collaboration Dimensions (from Partners in Learning)

1. Collaboration—are students required to share responsibility and make substantive decisions with other people?

2. Knowledge Building—are students required to build knowledge? Is that knowledge interdisciplinary?

3. Use of ICT for Learning—do students use ICT to support knowledge building? Is ICT necessary to that knowledge building?

This is NOW the MAINSTREAM!

*Questions/Comments