eLearning Collaborative

References

Finding a Good Videoconference

Today, there are hundreds of programs available from nearly 200 content providers. What a tribute to the impact and appeal of this technology! However, it presents a challenge for receivers who must travel through the “sprawl” of providers and programs to get to really good videoconferences.

Ask yourself the following questions:

• Does the program address state or national learning standards?
• Is the program grade appropriate and matched to your local and state curricular frameworks?
• Does the program represent an appropriate use of the technology?

Learning Standards: Utilizing learning media or materials that don’t align to state or national learning standards is simply an unacceptable strategy for teachers in the 21st century. Generally, content providers are well aware of the importance of standards and, consequently, will claim their programs are “standard-based” in marketing materials. Often, information this detailed can only be found in the teacher materials that accompany the videoconference. Some content providers make these program accompaniments available from their website. If you don’t find it there, contact the provider and ask to see the alignment. Another, quicker way to find out if a program is standards-aligned is to use an online videoconference program catalog.

State Curricular Frameworks: Online catalogs and provider websites always indicate the targeted grade levels for VC programs, making it an easy “signpost” to find. What’s not so easy to determine is how accurate the grade and curriculum match actually is. Many school-based VC coordinators report that lessons aren’t always taught at the advertised grade level or that lessons aren’t actually appropriate for the advertised grade level. A videoconference is supposed to integrate into existing curriculum as either an introductory, continuing, or culminating experience. If the description sounds like an overview, the program itself probably will only scratch the topic’s surface. That will be an unsatisfactory experience for all grade levels. If you’re still not sure, contact the provider. Many are willing to work with you by customizing a program to fit your particular situation.

Appropriate use of the Technology: An often overlooked criterion is whether a particular topic is worth addressing via a videoconference in the first place. Are the materials going to be presented in the same way they would if the lesson was done in a traditional classroom with existing media and resources? Or is there something unique here that the students could never experience without a videoconference? The rule of thumb used by Mary Ann Cowan, middle school social studies teacher and VC Coordinator at Saints Cyril and Methodius School, Deer Park, NY, cuts right to the chase. Cowan asks, “What will this videoconference bring to my students that I couldn’t do? If I can do this lesson myself, I can do it better and cheaper.”

If you have any further questions, go here.

References

References

References

The attached for is to be used when educators wish to collaborate. The profile will be used to create collabroation opportunities. If you have any questions, please do not hesitate to contact Holly Sharp.

References

Learning Times

As the largest and fastest growing free, online community for education and
training professionals, LearningTimes.org is home to thousands
of members across the globe who gather online to share ideas, collaborate on
projects and seek guidance from one another - both in real-time and at any time.

Green Room

The LT Green Room is a podcast for Renewal, Retooling and Conversations about
Learning. It is co-hosted by Susan Manning and Dan Balzer and its show topics
are often drawn from members of LearningTimes.org, a free online
community of education and training professionals from across the globe.

References

• Doreen Pietrantoni - Instructional Technology Services - doreen_pietrantoni@boces.monroe.edu 
• Peter Robson - Instructional/BUBL/Challenger - peter_robson@boces.monroe.edu

• Dana Bowers - Technical Specialist - dana_bowers@boces.monroe.edu 
•  Shaun Dulen - Technical Specialist - shaun_dulen@boces.monroe.edu

References

The New York State Distance Learning Consortium presented a Videoconference Collaborative Project connecting schools (from 9 different BOCES) throughout New York State. Participants were guarded through several videoconference experiences by experts around the country.

Goals for this Staff Professional Development workshop:

• To become familiar with the use of videoconferencing technology
• To experience different videoconference activities to enhance your curriculum
• To develop and prepare a collaboration project using videoconferencing
• Each collaborative project will have a NYSDLC member as a team leader

Collaborative workshops including in the conference:

• Poetry Slam
• Reader's Theatre
• Mystery Quest
• Global Nomads Group

References

Class-to-Class Initiatives - Class to class initiatives are often called point-to-point connections. These interactions can be programs where teachers and students can connect with another site for multiple programs on topics decided by both groups. These interactions benefit all students involved because teachers from both sites plan interactions for the best learning experiences to meet their students’ needs. Class to class initiatives can be a series of several interactions for a specific topic. (Celebrate China –a 3 part Elementary Program and our upper level French from ITIN University in France Program). On occasion, class to class initiatives can be one time only videoconference interactions with pre and post interactions student to student.

GOAL: To connect students of one class to another class(es) in order to incorporate resources, both human and object-oriented that would normally not be available in the classroom.

Class to Class Initiatives

Class-to-Class Initiatives - Class to class initiatives are often called point-to-point connections. These interactions can be programs where teachers and students can connect with another site for multiple programs on topics decided by both groups. These interactions benefit all students involved because teachers from both sites plan interactions for the best learning experiences to meet their students’ needs. Class to class initiatives can be a series of several interactions for a specific topic. (Celebrate China –a 3 part Elementary Program and our upper level French from ITIN University in France Program). On occasion, class to class initiatives can be one time only videoconference interactions with pre and post interactions student to student.

GOAL: To connect students of one class to another class(es) in order to incorporate resources, both human and object-oriented that would normally not be available in the classroom.

It is import to keep in mind the content aims of a particular unit or lesson.

ACTIONS STEPS For Partner Class:

Teachers who are interested

• Be sure to consider the location of your other site. For instance, if the lesson is about weather, you will probably want to connect to a school in a different type of environmental area.
• Offer your idea for a class to class initiative and send to colleagues or BOCES to search for teachers interested in working on a project with your content aims.

Design Process

• Jot down all ideas about a possible project
• Please remember the lesson should be planned to be a mutually valuable experience and communication with the other teacher.
• Both teachers should decide if you are going to have engaging pre and post-conference lessons.
• Use interactive strategies that foster student construction and knowledge.
• Plan on hand outs or other items that can be sent to sites.
• Work together to be sure both classes are going to benefit from this initiative.

Flow Process

• Work on the specifics of your goal(s) for your partner class interaction (ie what are you interested in doing- small projects, full year, one time only, etc)
• Complete the online form for partner request

• Holly would then look to find a partner class by:

• Request partner class (within 1-2 days of receiving request)

• We are looking for a response of interest within the next 10 days.

• Advertise to local list serv
• Post it to the wiki
• Send to national list serv
• Send to the NYSDLC List serv
• Post to International DB's

• AT&T

• CILC
• And others

• Holly Sharp receives back responses and puts them in our Database

• Sends to the original teacher all the responses to select person(s) wants to interact with
• For those responses that spur another potential project idea/class to class…start process again at step 1

• After finding another teacher and class, discuss ways to connect before the project is finalized.

• Videoconferences to meet and discuss the program
• E-pals – where students and teachers can e-mail through a “ private “ network set up and work in teams or get to know each other before the videoconference.
• E-mail ideas and make decisions on the project’s flow

• Prepare students for their distance learning experience.

• Talk to them about the program as well as the etiquette between interactive sites.
• Let them experience the distance learning room, the cameras and the interactivity possible before the event

References

ePals, the safe email and blogging solutions for education, has created several opportunities for students in order to help students learn about the 2008 election and the election process.  Click here for more information. 

If you would like asssitance with setting up a ePal account for your classroom, please contact Doreen Pietrantoni .

References

Please view the attached file that contains Kid 2 Kid Videoconference Projects.  The pdf file was created by Janine Lim and Arnie Comer and there are numerous ideas for videoconferencing and instructional usage of the virtual learning experience.

References

Videoconferencing and Web 2.0 Projects

Grade: K-12

Subject: All subjects

Any of the preceding templates can be enhanced and extended with Web 2.0 tools such as blogs, wikis, collaborative document sharing tools, and podcasts.

Blogs

• Students write responses to their reading on a shared blog and give feedback to each other via the comments. The culminating videoconference connects students together to discuss the book or with an author or specialist related to the book.
  See http://stovall.notlong.com for an example.
• Students collaboratively write a story using a blog or discussion tool for writing or sharing ideas before writing. The videoconference culminates in the presentation of the story. See http://blogvc.notlong.com for an example.

Collaborative Document Creation &Wikis
Collaborative document creation tools can be used to have students work in groups across sites to develop solutions, poetry, graphs, presentations, essays and more. The videoconference is used to set the stage for the collaborative work and to culminate when the task is completed.

• Thumbstacks.com (presentations)
• Docs.google.com (word processing and spreadsheets)
• Gliffy.com (brainstorming)
• PBWiki.com (word processing plus web pages)
• Wikispaces  (word processing plus web pages)

Podcast

• Classes exchange podcasts on a topic and then videoconference to discuss.
• Or classes create podcasts reporting on their VC.

Contact:Janine Lim

References

Civil War
Region 14 Education Service Center in Abilene, Texas is hosting an interactive video project called "Civil War: Our States Contribution and the Effect Upon Our State". The project will include 2 Northern States and 2 Southern States. Confirmed sites to date in...
Status: Seeking Partners
Audience: Education: Grade(s): 8

Holocaust Videoconference
On Friday, May 16, 2008, from 1:00-2:15pm EST, the Eastchester Union Free School District and the Westchester Holocaust Education Center will host a multi-point videoconference on the Holocaust for teachers and students at the middle school level.
The confe...
Status: Seeking Partners
Audience: Education: Grade(s): 6, 7, 8

Internet Safety Presentation
Four high school freshmen would like to offer an interactive presentation for grade school students (grades 5-8) on Internet Safety. Topics will include cyberbullying, music downloading, communication online, etc. Teacher partner will receive preliminary inf...
Status: Seeking Partners
Audience: Education: Grade(s): 5, 6, 7, 8

Middle School History ./ International
I am a 7th/8th grade U.S. History teacher at a school in Greenwich, CT. I have done a lot of videoconferencing in the past, but my school has just installed the equipment.

I am anxious to get started and open to most things related to geography, U.S. hist...
Status: Seeking Partners
Audience: Education: Grade(s): 7, 8, 9

2nd grade buddies for all content areas
We are a mostly rural school in SE Ohio interested in having a partner class to share writing, have book talks, show science projects, be pen pals, etc. We would prefer an urban school that could bring new viewpoints.
Status: Seeking Partners
Audience: Education: Grade(s): 2

IF YOU HAVE INTEREST IN ANY OF THE COLLABORATIVES ABOVE,  PLEASE FILL OUT THE FORM AT THIS WEB ADDRESS AND HIT SUBMIT.   IT WILL COME TO ME AND I CAN HELP YOU SET IT UP.

DL Request for an existing Program:
http://www.monroe.edu/forms.cfm?myForm=41

References

Academic Challenges: Math & Science

Grade: K-12

Subject: Math and Science

Topic Ideas: Difficult math and science problems or brainteasers for any grade level.

Time frame: You will need at least one period prior to the connection to practice the format and a 45-60 minute videoconference.

Preparation: A teacher or coordinator prepares the problems ahead of time. A PowerPoint presentation with the problems will make it easiest for students to understand the problem. Students may practice ahead of time with similar problems.

Agenda: 50 minutes
5 min. Welcome and introductions. Each class shares their location and brief information about their school. The lead teacher gives instructions & reminders.
2-3 min. A problem is presented visually and orally.
3-5 min. Both sites mute and students attempt to solve the problem.
3-5 min. Both classes present their solutions and wait for confirmation from the lead teacher.
3-5 min. Classes share a math or science joke.

Repeat this process until you run out of time. If time and interest allows, students may enjoy asking each other questions about their respective locations.

This format is based on the following two projects:
Math Marvels: http://www.lcisd.org/Administration/Technology/DistanceLearning/KatyISDsMathMarvels/

Science Seeker:
http://www.lcisd.org/Administration/Technology/DistanceLearning/ScienceSeekers/

Contact: Janine Lim

References

Grade Level: K-12

Subject: ELA

Description:

Topic: Student-led discussion of a novel.

Time frame: Four to eight weeks to read the book; weekly videoconferences for the literature circle.

Preparation: Decide on a book and negotiate with your partner teacher which jobs will be taken by each class. You might trade off each week. Each week the student leaders may need to communicate via web or email ahead of time in preparation of the videoconference.

Agenda: 35-50 minutes
5 min. Welcome and introductions. In the first session, take some time to get to know the other class and share about your location. In subsequent sessions, you may wish to have a brief weather report or other introduction.
25-40 min. Discussion. Using the Literature Circle format, students lead a discussion of the book..
5 min. Debrief and Conclusion. After the discussion, teachers may wish to debrief and comment on the process and discussion. Students may wish to debrief on use of the videoconference technology as well.

Follow-up: Students may also enjoy creating and sharing a final project response to the book.

Inspiration for this template:
Through the Wardrobe: The Magic of Reading: http://litcircle.notlong.com

Additional Resources:
http://litsite.alaska.edu/workbooks/circlereading.html

http://www.litcircles.org/

Contact:Janine Lim

References

Video Conferencing Sites and Specific Programs

* Roots and Shoots

* Thousand and One Flat World Tales

* Global Nomands Group

* Global Education Collaborative Flickr Group

* Global School Net

* Center For Interactive Learning and Collaboration

* Historical Characterizations

* Library of Congress Videoconferences

* Knowledge Network Explorer

* Two Way Interactive Connections in Education

* Collaborative VC Wiki - This wiki is a collection of educator-created templates and projects for collaborative videoconferences. Start by browsing the projects.

* The San Diego Zoo

* The Museum of Television and Radio

* Cincinnati Museum Center - Science, Social Studies, Special programs including Professional Development programs for teachers are available.

* Videoconferencing on a Lim - This blog was created by a teacher that is interested in connecting people through video conferencing.

* Baseball Hall of Fame - Thematic Units - The National Baseball Hall of Fame has 13 thematic units that meets a wide variety of standards in many content areas.

* MOTE Marina Program - Also know as Seatrek, MOTE offers high quality programs with a lot of interactivity between the host and participants.
* Historical people impersonations

* St Louis Univ Med School -AIMS

* LearnCo w/Andy Campbell * Liberty Science Center * Bronx Zoo * Buffalo Zoo * San Diego Zoo * Indianapolis Zoo * MOTE Marine Lab * Adler Planetarium * NASA Digital Learning Network * Space Center Houston * Challenger Learning Center - Brownsburg * Read Around the Planet – collaborative in March each year * Vanderbilt University - good variety of sessions * USS Arizona Memorial * National Park Services Historical Registry * California State Parks – FREEBIES…. * Cleveland Institute of Music * Paley Center (formerly Museum of TV Radio) * Ellis Island

References

TakingITGlobal, in partnership with ABEL and TEACH Magazine, is please to announce the launch of a new game and lesson plans on Ukraine's Orange Revolution. The lesson plans lead your students through an exploration of the relationship between democracy, good governance, and human rights. The game lets students play through the events of Ukraine's 2006 presidential election, making decisions for both main candidates, helping to lead the country toward democratic reform while avoiding violence.

We are looking for feedback to help use refine and improve both the game and the lesson plans. To learn more, and to use the content in your classroom, visit http://www.tiged.org/orange

Once you have completed your use of the game/unit, please fill out a short evaluation survey at:
http://www.yorku.ca/surveys/survey.php?sid=451

References

Attached you will find a list of collaborators from the Empire State Collaborative held state wide.

One list is a complete list of participants throughout New York State

One list is a complete list of participants from Monroe County. This list will be updated.

Feel free to contact any of the participants to create collaborative opportunities.

References

Mock Trials

Grade: 5-12

Subject: History, Law, and ELA

Topic: Mock trials work well for high school law classes, middle school and high school history classes, and even elementary literature classes studying fairy tales (i.e. the trial of The Big Bad Wolf).

Time frame: You will need a few class periods prior to the connection to prepare your presentation and a 45-60 minute videoconference.

Preparation: The lead teacher should decide ahead of time if the participating class will be jury only or more involved. For example, one class may be the prosecution and the other class the defense. The trial arguments and statements should be prepared ahead of time.

Agenda: 45-60 minutes (Time can be adjusted based on grade levels and class period requirements.)
~5 min. Welcome and introductions. Each class shares their location and brief information about their school.
~Visuals: Use document camera or PowerPoint to share a few pictures of local interest.
~30 min. Mock trial. Teachers should agree on the exact format ahead of time.
~5 min. Debrief and Conclusion. After the mock trial, teachers may wish to debrief and comment on the process and content/curriculum discussed. If time is available, students may enjoy asking each other questions about their respective locations and schools.

Inspiration from this WebQuest:

http://projects.edtech.sandi.net/hoover/amistad/

Contact: Janine Lim

References

References

ePals, Every Human Has Rights, & National Geographic

We know kids care. Help celebrate the 60th anniversary of the UN's Declaration of Human Rights with National Geographic and ePals.

Submit students' thoughts and poems to be considered for publication in Every Human Has Rights, an ePals Book from National Geographic Children's Books, to be released in Fall 2008.

This contest will run until July 7, 2008. Visit this site to learn more!

Here are the Official Rules!

References

Collaborative Projects – A collaborative project can involve many teachers and students in our local area, throughout the US or around the world.  Participants in teams or groups focus on a set project and all focus on the same goal. It may be a one-time event developed between participants or it can be a series of events that are all connected to the topic and/or goal. (Mystery Quest, Poetry Slam or Mega Conference, topics can be local history or water purity in various areas of our network area, the state, or the world).Collaborative projects are usually coordinated by a content provider or a distance learning coordinator from a BOCES.

GOAL:  Plan a collaborative project that will benefit multiple classes and teachers.

ACTIONS STEPS:
Collaboratives will be offered by BOCES or other groups.

For interested teachers

•    You may request to join the collaborative offered or
•    Offer an idea for a different Collaborative Project and send to BOCES.  We will assist and search for other teachers interested in your idea. 

Design Process

•    Let us know about any additional ideas you have about the proposed project
•    The collaborative will be planned to be a mutually valuable experience for all involved
•    All participants will be given specifics on pre and post events
•    All participants will be given tasks and information for their portion of the collaboration
•    We will work together to be sure all teachers and students will benefit from the collaboration
•    Use interactive strategies like e-pals, blogs or wiki’s that foster student construction and knowledge
•    Plan on hand outs or other items that can be sent to sites. 
•    Work together to be sure both classes are going to benefit from this initiative.

Flow Process

•    Work on the specifics of your goal(s) for your collaborative project (i.e. what are you interested in doing- in this collaboration)
•    Complete the online form for a collaboration providing your ideas and including the in class and interactive portions of your collaborations. 
•    E-pals – where students and teachers can e-mail through a “ private “ network set up and work in teams or get to know each other before the videoconference

•    E-mail ideas and make decisions on the project’s flow

•    This will be auto-emailed to Holly and stored online

•    Holly would then look to find a class or classes to collaborate in your program:

•    Request for a collaborative class (within 1-2 days of receiving request) we are looking for a response of interest within the next 10 days.

•    Advertise to local list serv
•    Post it to the wiki
•    Send to the NYSDLC List serv
•    Post to National and  International Databases

•    AT&T
•    CILC
•    And others

•    Holly receives back responses and puts them in our Database

•    Sends to the original teacher all the responses to select person(s) wants to collaborate with
•    For those responses that spur another potential project idea/class to class…start process again at step 1

•    After finding another teacher and class, discuss ways to connect before the project is finalized.

•    Videoconferences to meet and discuss the program
•    E-pals – where students and teachers can e-mail through a “ private “ network set up and work in teams or get to know each other before the videoconference.
•    E-mail ideas and make decisions on the project’s flow

•    Technical needs

•    Be sure your school technical personnel and BOCES has the information for your program.  Date, time, and time zone for your partner class in very important

Prepare students for their distance learning experience. 

•    Talk to them about the program as well as the etiquette between interactive sites. 
•    Let them experience the distance learning room, the cameras and the interactivity possible before the event

Have fun while learning!

References

References

http://elearning.monroe.edu/wiki/mocktrials

http://www.webquest.org/index.php 

References

The Smithsonian has created a photostream on the Flickr website with scans of photographs in their collection with no known copyright restrictions. For more information please visit "What's New" on the RRLC homepage, http://www.rrlc.org.

References

Grade: K-12

Subject: All

Topic: Poetry, advertising, essays. Any topic where students create something could be a competition. Poetry slams are popular. Ads on current issues such as the environment, internet safety are also possibilities.

Time frame: Preparation time for the student created work and the videoconference.

Preparation: Students create work and practice presenting.

Agenda: After introductions, students present and the audience rates each performance.

This videoconference works with both classes presenting or just one class presenting with one or more classes as a rating audience.

Contact: Janine Lim

References

References

This project was a year long interaction encompassing, pen pals, emails, videoconferencing and online file sharing. The two classroom teachers connected with one another and then planned a series of ongoing and single time projects. One of the teachers describes the project below:

Sheila - first met in October – Had a chance to meet her second graders and observe them for the day. Then, students were paired up from the two classes and wrote back and forth, asking questions, etc. Finally, on our "virtual field trip" their school presented a powerpoint of info about the area and the school, and then students introduced themselves, named their pen pal (to put a name to a face), and told something about themselves. Finally we went back and forth asking questions of each other and answering them. It was great for students in terms of motivating them to want to write more, learn more about others in another school, geography lesson, listening and speaking skills and just plain fun!

We met in early Spring and my class shared poems and songs we had memorized (both group and individual) with their class. April is National Poetry Month. Her class performed Readers Theatre skits for my class. It was great for both groups to have a peer audience and receive positive feedback from them. We continued to write letters back and forth, and on our last day of school, June 20th we will be sharing Social Studies projects on symbols of our country with them. They will be performing a skit on the same topic for us. We will also share summer plans and say our final goodbyes. It has been so motivating and rewarding for all of the children. Thanks for your support!

Submitted by: Sheila Cocilova (Fairport CSD)

References

The summer of 2008 was a busy time for planning distance learning collaborations for the 2008 - 2009 school year.  We've planned a Statewide Political Debate on October 22, a Monster Match on October 24 and a New York State Mystery Quest on December 17th. In December we will also host the first of two Statewide Videoconference Conferences on December 3rd and 4th.  We planned two Poetry Slams for 2009, one in February and one in March.  We have several Read Around the Planets and a Going Green Program for April.   Our second Videoconference Conference will be on March 31st and April 1st.  These interactive programs are the tip of the collaborative iceburg.  From each of these will come many more spin-offs with our local schools and other partner schools around the United States and the world.  

References

References

References

This week is Geography Awareness Week in the United States. ePals is bringing this important subject to light, so that all of our Global Community members can celebrate and better understand the people, places and events that make up our world.

ePals is hosting a new group called Geography Central, dedicated to providing essential geography resources, as well as preparation materials for students and teachers participating in the National Geographic Bee. The yearlong competition is open to U.S. schools, grades 4-8. The deadline for schools to register is December 12, 2008.

At Geography Central members can:
Meet past Bee winners
Collaborate and share study tips
Get maps, interactives, videos, quizzes and more
Check out these four Geography Central topics to become geography experts!

References

Reach out, take a trip somewhere and add to your students' virtual learning experiences.  Grab that idea you have always wanted to try and work it into an interactive project.  It can be a one time connection experience or an ongoing learning opportunity for your students.  It could be an e-pal project or a videoconference. 

 A farm community in Texas is eager to connect up and compare learning and life.  What can your learn from them, what can you share back?

Schools on Lake Michigan want to connect and work on the similarities and differences with their lake and our Lake Ontario.

Planning a collaboration can take time.  Start thinking about all those areas that need a little extra sparkle!  Team teaching and learning is fun!

References

Design Projects

Grade: K-12

Subject: All subjects

Topic: Do you already have your students build something in your science classes (i.e. a bridge, a rocket, a pinewood derby vehicle, a musical instrument, an invention, an egg drop cage, or a kite.)? Instead of creating alone, build the project in tandem with another class and compare results.

Time frame: A 45-60 minute videoconference to meet your partner class, introduce the concept, and establish guidelines for building.

~A few weeks or more to create your invention/project and document the process using a digital camcorder or still camera.
~A few class periods to prepare your process presentation.
~A 45-60 minute culminating videoconference to present your building process and the final product to each other.
~Q&A is important in this session as students will enjoy comparing their building process adventures.

Preparation: Before the first connection: Decide on the project and guidelines. Decide how to introduce the concept. Your students could present, you could present it, or you could team teach with your partner teacher.

For the building process: Arrange for use of your school’s digital camera or camcorder to record the process. Collect all materials necessary. Communicate with your partner teacher on the process.

For the presentation: Decide on visuals and the best way to show the process and final product. Assign tasks and involve as many of your students as possible. Prepare your presentation. Prepare questions for your partner class.

Session 1 Agenda: 45-60 minutes
5-10 min. Welcome and introductions. Each class shares their location and brief information about their school and respective classes.

Visuals: Use the document camera or PowerPoint to share a few pictures of local interest.
30 min.   

Project overview. Classes could present related scientific concepts to each other. Teachers could team teach. Show sample products. Share the guidelines of the process.

Visuals: Demonstration, document camera, etc.

5-10 min. Question and answer. Students could ask questions about the process or product. They may have questions for each other related to the content or process. If time they may have questions for each other about their respective locations.

Session 2 Agenda: 45-60 minutes
5 min.      Welcome and introductions.

30 min.    Presentations. Each class shares a 15 minute presentation of their process and final product. 
Visuals: iMovie or PowerPoint or the process or other creative multimedia presentation; live or taped demonstration of final product.

15 min.    Question and answer. Each class has prepared questions for each other on the content and generates questions while/after listening to the presentation. After content questions, if time, students may enjoy asking each other questions about their respective locations and schools.

See also http://avonoh-ivc.blogspot.com/2007/03/are-cookies-done-yet.html and www.webquest.org for additional ideas.

References

References

Click to View Intro to Video Conferencing	Click to View Dr. Polycomo Setting Up a Polycom
Click to View D-Tone DialUp Helping with Video Conferencing	Click to View Live Distance Learning

Class-To-Class - Class to class initiatives are often called point-to-point connections.

Collaboration - A collaborative project can involve many teachers and students in our local area, throughout the US or around the world.

Vendor Program - Collabroations that are created and offered by specific vendors through out the world.

• Curriculum Advisory Support Services
• Kid2Kid Video Connections
• Videoconferencing Cookbook
• Beyond the Classroom
• Fill out the BOCES form in order to have assistance with embedding Live Distance Learning into curriculum.

How to decide what type of collaboration: The following information will give you ideas on different types of programs, how to select a program, and how to create your own project.

Vendors to use:

• Education Enterprise Zone- Otherwise known as EEZ, a well known provider of virtual learning experiences.
• Two Way Interactive Connections in Education - Aka TWICE
• Kid2Kid Guide - this guide illustrates curriculum integratation as well as opportunities for class-2-class virtual learning experiences.
• eLearning Wiki - provided as a forum to list virtual learning experiences as well as other distance learning opportunities. The eLearning wiki also allows for comments and edits.
• New York Institute of Technology - provides a list of providers of virtual learning experiences.

• Education Technology Services - a great resource when you are in search of virtual learning experience opportunites.

Collaboration for a Class-to-Class connection:

• eLearning Wiki - provided as a forum to list virtual learning experiences as well as
  other distance learning opportunities. The eLearning wiki also allows
  for comments and edits.
• New York State Distance Learning Consortium
• Center for Interactive Learning and Collaboration
• Contact teachers within your district or through your contacts.
• Contact your district representative for videoconferencing in order to find opportunities
• Contact your BOCES to learn of collaboration opportunities.
• Here is a list of teachers who have collaborated or are looking for collaboration opportunities

Create your own project:

• Contact teachers within your district or through your contacts to brainstorm project ideas.
• Contact your district representative for ideas for a project.
• Contact your BOCES to learn of creating a project.
• Kid2Kid Guide
• New York State Distance Learning Consortium
• Here is a list of teachers who have collaborated or are looking for collaboration opportunities

Developing a Project: When developing a project, there are many things to consider.

Essential Question:

How does collaborating via Live Distance Learning enrich student learning?

Who to connect with:

• Expert - published author, expert in field, political figure, actors, musicians, scientist . . .
• Use an existing program or project (see Kid2Kid Guide for examples)
• Collaborate with another teacher to brainstorm ideas such as:

• Reading the same book
• Global Warming Initiative
• Weather
• Cultural exchange
• Scientific experiments
• Hot topics debate

• Contact your district representative to find out ideas from within your district
• Conact BOCES to find out ideas that have been successful in the past.
• Here is a list of teachers who have collaborated or are looking for collaboration opportunities

Pre-connection considerations: The following are ideas to consider before you connect, collaboration, or create a new project.

Before you connect:

• School day schedule
• What type of resources are available in school building
• Goals of the project (see Essential Question)
• Pre and post learning
• Length of collaboration or project
• Frequency of communication
• Type of technology to be used

Decide the Technology that you will use: There are many ways to collaborte with another classroom. Here are a few ideas of the technology involve. It is important to contact your district representative to determine the type of connection that will work best with your classroom and the project.

• Polycom System - Camera and speaker system, high quality.
• Video Cam - great for Class-to-Class
• Webcams - Flexible, great for small groups, but low quality resolution.
• Instant Messaging - Such as skype that allows for ongoing chat, can add camera and voice.
• Live Webinar - Presentation is on one end, ongoing chat is possible with live voice. (An example would be Illuminate Conferencing)

Who to contact: Please feel free to add district contacts to this list

Holly Sharp - Supervisor of Distance Learning - holly_sharp@boces.monroe.edu - For collaboration, connection and other questions.

Doreen Pietrantoni - Instructional Technology Specialist - doreen_pietrantoni@boces.monroe.edu - for any assistance with curriculum implementation.

Dana Bowers - Technical Specialist - dana_bowersboces.monroe.edu - For any technical assistance prior to, during, or after a collaboration, vendor use, or class-to-class connection

Jeremiah Frink - Director of eLearning - jeremiah_frink@boces.monroe.edu - For any other questions, comments or concerns.

 

 

References