Tag: Global/International

Reflections on Creating a Virtual Cultural Immersion Course: Lessons Learned (Part 1)

Influenced by technology learning tool visionaries such as Jane Hart and Michele Pacansky-Brock and by practitioners such as Susan Manning and Kevin Johnson, Steve Johnson, and Irma Milevičiūtė I have been focusing my attention this year on the viability of a new course that would incorporate such learning tools. How, though, does one decide which to use among the plethora of tools available and among the increasing number appearing? In my search to answer this question I initially drew upon three primary resources. Susan Manning and Kevin E. Johnson, in their valuable book The Technology Toolbelt for Teaching, suggest that among the things entering into one’s decision should be thinking through 1) what problems would be solved by using the tool, 2) the cost of the tool, 3) the “platform” which will be used, 4) the level of expertise needed for the user, 5) issues of accessibility for special needs students, 6) technical requirements, and 7) the reliability of the tool.
Steve Johnson’s Digital Tools for Teaching provided me a useful starting point for examining 30 e-tools (grouped according to appropriateness for the novice, the developing user, or the advanced user) for creating, collaborating, and publishing. Michelle Pacansky-Brock, in her superb book Best Practices for Teaching with Emerging Technologies organizes her recommended “toolkit” in terms of those which are essential, those which enhance or facilitate communication and content creation, and those tools useful for back-channeling and developing participatory learning.

For the past six years I have been intermittently exploring the Top 100 Learning Tools championed by Jane Hart. At the end of last year I experienced a fortuitous opportunity to focus on the usefulness of the tools. On April 26, 2012, a call for proposals was made university-wide to use technology to develop course materials and travel plans for Carroll Cross-cultural Experiences (CCE’s). On April 27, my six-member student-research team composed of Phoumany Phouybanhdyt, Ryan Waters, Catrina Duncan, Amy Peterson, Elizabeth Firkus, and Maxine Venturelli emailed me that they enthusiastically and unanimously wanted to rise to the challenge of creating such a course. In October of this year they were successful in being awarded the opportunity.

As my students and I have worked together on this particular project the following tools have proven most useful (and therefore “top tools”) to me. Lucid explanations for each of these tools can be found in Jane Hart’s pithy yet information-laden “Quick Guides.”
1) Twitter: I have become much more Twitter-literate having a good sense of whom I want to follow.
2) Wikispaces: Served as a first sandbox repository for collaboration for my student research team.
3) Ning: Though it is expensive, the return on my investment is having a controlled, (for now) FaceBook-like private environment which allows seamlessintegration of chat, videos, blogging, and other tools.
4) Google Docs: A place and means where my students can share with each other the results of their research efforts. They actually taught me its utility!
5) WordPress: My preferred platform for blogging (after evaluating six). I have been able to reach out via FaceBook and Linked-In WordPress connections to alumni, present and former students, new International friends, and trustees who shared an interest in our project.
6) Skype: One of several Voice Communication tools we have experimented with.
7) Ipad Apps: A plethora which I shall explore more fully in another post. Since each of my students was awarded an Ipad for this project, we have concentrated especially on making sure the tools we use have a “mobile” technology application.
8) Various Browsers: Safari, Chrome, and Firefox in particular. It was enlightening and frustrating to discover that not all apps or tools are equally friendly across all browsers. This was especially the case with Screen-casting software.
9) Epals and Edmodo: Though I ultimately found both too restrictive for my uses for this particular project, through them I became much more aware of the exciting and extensive uses of these tools by K-12 students—and I formed an especially enriched international friendship.
10. Diigo (especially for educators): I am daily informed of resources which have proven to be invaluable for this project.

Later this week my students will share a preliminary report of their research and I’ll learn which tools they found of most value for course creation and course participation.
In the near future I’ll post the 10 learning tools I definitely am going to invest considerable time into this summer if this project continues or if I am encouraged to continue my efforts.

Pondering my Vote (for Top 100 Learning Tools) (Part 1)

Embarrassed by my failure to vote in local Wisconsin elections yesterday, I am pondering my vote for Jane Hart’s annual Top 100 Learning Tools. This semester I have made the time to examine each of the tools listed, committed myself to extensively investigating the usefulness to me of ten of them, and encouraged my student research students to incorporate those they found most useful into their Pioneering a Virtual European Cultural Experience Project. Concomitantly I continue to search for the right balance between life on the net and disconnecting through making time for off-line reading, reflecting, relating (interesting typo: “realating” as opposed to “virtual” relating) , and writing.  I must that confess my writing while NOT using a computer has become a rarity. At the top of my short-list of reading this summer are The Googlization of Everything:And Why We Should Worry), To Save Everything, Click Here: The Folly of Technological Solutionism, and Alone Together: Why We Expect More from Technology and Less from Each Other.

How do I go about defining my “top 10 learning tools”? One answer is to identify which of the tools I use most often. Put another way, which tools have become so part of my academic life that I don’t notice their importance to me unless they are inaccessible? These would clearly be 1) Twitter (which I have finally discovered how to tame and put to use), 2) WordPress (to which I have converted), 3) Skype (about which I have much yet to learn), 4) Facebook (which I may soon abandon), 5) Diigo —through which fellow educators—especially K-12—continue to teach me), 6) Microsoft Word, 7) Ted (which amazes and inspires me—but which also often mesmerizes rather than encourage interaction), 8) my Ipads (and my increasingly expanding  library of apps with unknown half-life), 9) Google Chrome (though I migrate across five or 6 different browsers depending upon the browser default of the computer I am using) , and 10) Survey Monkey.

Which learning tools are most likely soon to join the category of essential (and “invisible) to m ? My guess is that some of them be identified through the experiences of my students and others as I complete three  research projects this semester (answering Jane Hart’s Top 10 challenge, completing my instructional/mentoring role of the Virtual Cultural Immersion Project and completion of my review of all the apps I’ve accumulated on my Mac and IPads).

I’ll address each of  these issues soon in subsequent posts.

Still pondering; always learning. Your comments and feedback are most welcomed.

David

Musings about Virtual European Cultural Immersion Experiences

Sunday I had a wonderful Skype session with my nephew, Andrew Bowman and his family now living in Switzerland. The video was crisp — he was using an IPad mini and I was sitting by my MacBook Pro. The sound was clear and the technological glitches were minor. I still need, however,  a few more practice sessions with some old and new international friends (Thank you, Irma Milevičiūtė, for your patience, kindness, ideas, and assistance as I begin learning through Epals about the wonderful work you do in beautiful Lithuania!).  I still need to master how to record Skype sessions and to practice embedding such conversations into blogging software such as WordPress. I’m also eager to compare Skype with other Skype-like video conferencing tools (e.g. Google plus hangouts and Oovoo).

I’ve rediscovered Curtis J. Bonk’s book The world is open and I am pondering to what degree I want to infuse my courses with global awareness and connections before I retire—or afterwards!

Here are some incipient thoughts I am exploring.  I welcome  YOUR thoughts and reactions—especially those of you living in other countries.

  • I see a need and many opportunities to increase global awareness of my students  through the use of media such as BBC News, Google News, and Newsvine. I was thrilled last week when one of my student research collaborators in the “Pioneering a Virtual European Cultural Immersion Course” project  Phoumany Phouybanhdyt alerted me to some of Carroll University library’s global news resources  she had learned about in  her  World Politics class.
  • I’m very much interested in investigating how I might become a member of (or associated with) Etwinning.  My thanks to student research collaborator Catrina Duncan who first brought this potential resource to my attention and to my new and old European friends Irma Milevičiūtė and Reidar Ommundsen who pointed me in some directions on how to join.
  • I’m debating the value of incorporating Kiva or some such international charity/ service component into the classroom to reinforce global compassion.
  • To what degree should I explore global views of religion, spirituality, and being?
  • How essential (and what degree of mastery is essential ) for our students to learn  non English languages? What should be the role of tools such as Google Translate and  Livemocha?  I am always humbled at the mastery of English of my international friends and embarrassed at my own failure to master the basic elements of their beautiful languages.
  • Does it make sense to incorporate into my courses, where appropriate,  cultural universals such as music, cusine, sports, and literature?   So much to think about, but I enjoy thinking—and I welcome your thoughts in particular about what are ideally the key elements for an international cultural immersion experience. Looking forward to your comments.

Reaching Out Internationally

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I’m becoming quite excited about this research project with my S-Team students which involved their creating a “virtual” European cultural immersion experience. So far we have created a Wiki on Wikispaces, built a Ning, and begun to establish international contacts. I’ve discovered, through Epals, tremendous global education resources and made a new Lithuanian friend who has already taught me a lot and reinforced my belief in the kindness of people throughout the world. Tomorrow I try Skyping to Switzerland!

So much to learn—together.