Videoconferencing Out on a Lim

Classroom Exchange
Our Upton Middle School students just finished connecting to the Reef HQ. Now, they are talking to middle school students at Scots College in Sydney.

We had 3 girls from our school, because everyone else is at soccer practice or other activities. The school we connected to was an all boys school, so it was a fun exchange.

Our students started by telling a little about our town, St. Joseph and the schools in the district. Then they shared a presentation about their area, including their beaches. We learned all about rugby and cricket, and some of the best Aussie sites to see. Another presentation from the Australian students covered the flora and fauna in their area.

Here are some questions we asked each the Australian students. Our students had used CultureGrams to compare the countries and prepare questions.

• What brands do you usually wear?
• Australians live longer than Americans, so why do you think that is? Our students think it’s because of smoking in the U.S. Do people smoke a lot in Australia?
• How many of you have cell phones?
• What are some of the popular books around your school?
• When you think of Americans, what do you think of? (loud, “out there”)
• What do you think is most important for us to learn about Australia?
• What TV shows do you watch and what bands do you listen to?
• What do you have for pets?

Some of the funny word differences that we really laughed about were:

• thongs in Australia, flip flops in the U.S. (lots of red faces on both sides with this one)
• “heaps” in Australia, “lots” in the U.S.

Some of the questions they asked us were:

• What are popular sports in Michigan?
• What do you do in an average day?
• Is basketball big in your area?
• Do you travel around the U.S. a lot?
• Do you have South Park on TV?
• When you think of Australians, what do you think of? (surfers, kangaroos)
• Have you ever heard of Steve Irwin?
• Do you play rugby?

A funny line from Australia was “we’re the only country that eats our emblem.”

These two experiences were part of a unit on Australia and turned out to be a great experience. We learned some lessons about scheduling and hopefully will have more students on our end next time.

This evening Upton Middle School students are connecting to the ReefHQ in Townsville, Queensland, Australia.

We started by the students taking a deep breath to go diving. The diver explained how his mic & breathing system works. Then he gave the students a tour of the reef, showing and explaining the coral reef. He showed different corals and asked the students to guess the name of the coral (brain coral, honeycomb coral, etc.)

The excitement in the room was palpable. All of us were exclaiming to each other how cool this is! A custodian walking by came in to watch for a while.

We laughed at a sea cucumber that breathes through it’s bottom. We learned about creatures living on the sand, and more in the lagoon. During the tour, we asked a few questions too. We were able to watch a starfish retract it’s stomach too.

Next the diver switched over to the shark tank. During the switch, Julie, the reef guide, asked the students questions to review what they had learned so far. We found out that the coral reef exhibit is 37 m long and 4.5 m deep and holds 2.5 million liters. The shark holds about 750,000 liters. We chatted about the movie Finding Nemo and how it corresponds to real life.

It was great to watch the diver swim with the sharks and get close up views of the different types of sharks in their predator tank. We met so many different sharks and fish, including one that likes to nibble the camera.

The students thought the video was incredibly good (we connected at 384 K at H.264). A green sea turtle enjoyed a scratching on its back and came to say hello.

This was a great experience, and I’m sure we’ll be doing it for an after school evening activity again!

This afternoon Coloma Middle School, one of our RUS grant schools, is participating in a 3 hour Around the World session with countries in Central and South America. The sessions focus on “misconceptions resolved” as misconceptions are part of the 7th grade language arts curriculum for Coloma.

Costa Rica
Lincoln School, Costa Rica started with a presentation with an overview of their country and their school and daily life. Next they presented their game show to quiz our students on their culture. Many of the questions were taken from their presentation. Some of the questions were:

• What is the capital of Costa Rica?
• What is the most popular sport in Costa Rica?
• What countries neighbor Costa Rica?

Next, our class presented about Coloma, Michigan, and misconceptions about America. They created humorous skits about the misconceptions. We started the game show, and then ran out of time. Clearly, though the students were having a great time!

Nicaragua
Soon the American Nicaraguan School connected and we checked audio and video. Their students weren’t quite ready, so we played the “small town America” game for a few more minutes.

Then Nicaragua shared their humorous skits about misconceptions about Nicaragua. They were video clips liked the ones from Coloma. Both sets of video clips were a little hard to understand due to soft voices and background noise. We certainly learned a few lessons with those skits!

Then we played a Jeopardy game about Nicaragua Physical Geography, History and Culture, and Human Geography. We rotated between American and Costa Rica to compete in the game. Questions included the largest lake, types of food, etc. We just finished the Nicaragua game show in time.

We took a 20 min break for our Michigan students to eat since it was 5:00 p.m. here.

Guatemala
Soon Guatemala connected in. We started with quick intros from the participating classes, and then they started their presentation. They showed many pictures. Then we played their jeopardy game with American and Nicaragua competing. Guatemala had trouble with their skit video clips, so we played the jeopardy game about rural America with Nicaragua and Guatemala competing. This was a really fun format and the students in each class were really involved.

Finally at the end, we were able to watch the skits from Guatemala with misconceptions about their country.

Lessons Learned
We learned again that it’s important to slow down and speak clearly! It’s so easy to get excited and talk so fast! Laughing while talking makes it even harder to understand. We also had trouble with all of the video clips for the skits. They were very difficult to hear. We’ll have to think more about what could make these work better! I think that video clips probably can’t work unless there is a mic on the presentation. In a live skit, you can have the students come closer to the mic and speak slower. However in a taped skit, it’s hard to make it easier to hear.

Due to a comedy of scheduling problems, we didn’t connect to a country every hour for 12 hours as we originally planned. However we had a great connection with these three schools. We appreciate the hard work from all the students who participated in this set of videoconferences!

One of my schools had conflicts with the scheduled Read Around the Planet dates this year, so I helped them find partners later in March. Our first connections were this week, and more are scheduled next week.

Today’s session is one of three that we scheduled with Wales. We’ve been working on several collaborations with Wales.

Our class is first grade, and their students are close to the equivalent to 3rd and 4th grade students.

Our class started with a song about sounds and words that have those sounds. Then the students shared a story called Lazy Mary. The class read the story together and two students acted it out.

The class in Wales had different groups talk about various components of Welsh culture.

Their students asked our students, “Where is Wales?” our kids said, England! One of the things that I’ve learned as we do more connections with the United Kingdom is that there is a perception in the U.S. that the UK is the same as England. Whereas people from Wales and Scotland really don’t appreciate that! I’m not sure that this misconception actually got cleared up in the session today. I don’t know what it would take to clear this up, but I think probably when we connect to schools in Wales and Scotland we need a map and an explanation of where England is compared to where they are. When I first started to understand this confusion, I had to look it up online to get a grasp of the situation. It’s certainly confusing on this side of the Atlantic!

Here are some examples of the questions the students asked each other.

• Are you actually by Lake Michigan?
• What is the weather there?
• What time is it there?
• Do you have uniforms?
• What subjects do you learn?
• How many students are in your school?
• What’s the coolest thing about your culture?
• What TV shows and movies do you like? Simpsons and SpongeBob on both sides of the Atlantic!
• What kinds of foods do you eat?

It was a great connection and hopefully we’ll continue our collaboration with Wales.

Have you ever noticed how videoconferencing expands your thinking? How you learn new things every day, even if you’re just hooking up classes to the next place and making sure the connection works?

This week I realized even this even more. I noticed how VCing makes you more aware of how other people define things differently than you might…

We’ve been running MysteryQuest World Geography since 2002. One of the areas of the world we focus on is the Western Hemisphere. I’ve always thought of it as my local teachers do also - that it’s basically North, Central, and South America. Which is also how our textbooks and curriculum seem to define it.

But when the second Canadian teacher submitted the country for Western Hemisphere that wasn’t in one of those areas, I decided I’d better learn some more. So I asked Google and found this from Wikipedia (emphasis mine):

The Western Hemisphere, also Western hemisphere^[1] or western hemisphere,^[2] is a geographical term for the half of the Earth that lies westPrime Meridian (which crosses Greenwich in London, England, United Kingdom) and east of the International Date Line.^[3] It is also used, mainly by Americans, to specifically refer to the Americas (or the New World) and adjacent waters, while excluding other territories that lie geographically in the hemisphere (parts of Africa, Europe, Antarctica, and Asia). Thus this is sometimes referred to as the of the American hemisphere, despite the fact that it is by no means a hemisphere.^[4]

Sizzle. Pop. Can’t you just hear my understanding expanding? Ah, the beauty of videoconferencing!

Daylight savings time changes on Sunday in the U.S.! Did you remember?

It doesn’t affect our connections with Canada, because they switch at the same time we do. But it does affect connections with the UK (and Arizona). I have three with the UK that I have to adjust because I forgot (AGAIN!).

Life was a lot easier “way back when” we switched to daylight savings time at the same time as the UK! What was Congress thinking??!!

Yet another little detail that I have to keep paying attention too!!! How are you handling time zone changes these days?

Lit Review: This is a post in a series focusing on the research studies on videoconferencing.

Morrison, J., & Macquart, D. (2006). World’s youth connect through Global Nomads Group: An interview with GNG’s David Macquart. Innovate, 2(4).

Author: Morrison, J and Macquart, D
Title of article: World’s youth connect through Global Nomads Group: An interview with GNG’s David Macquart
Publication year: 2006
Database source: Innovate
Name of journal: Innovate
My Codes: VCContentProviders

Main Point: This article is an interview between Innovate’s editor and one of Global Nomads Group (GNG)’s founders. The article shares the history of GNG, it’s impact, features some of the programs, and shares the challenges.

Theoretical Framework/References: Not applicable, not a research study. The one reference is used to show that Americans lack in cultural understanding.

Methods, Sample, Variables/Case:  Not applicable, not a research study.

Findings: Not applicable, not a research study.

Author/Audience: The audience is the Innovate readership.

Questions/Thoughts/Implications:
The article shows how the vision of a few to meet the needs of students can expand to a respected non-profit organization.

GNG has offered some incredible international programs, but they are often only offered that one year. This makes it hard to “institutionalize” the learning. GNG wishes to offer more programs more consistently, but is hampered by funding issues. Nevertheless, many of our students have benefited from the incredible learning experiences offered by GNG.

“Most of the issues addressed in our programs continue to challenge governments and international institutions….” GNG certainly doesn’t skirt around tough issues. They have the facilitation expertise to deal with tough issues too. I’ve experienced their facilitation skills both in training and with students. 

This article provides anecdotal evidence of the power of videoconferencing to bring experiences and interactions to students that would be impossible otherwise.

It’s the third day of Read Around the Planet, and so I thought I’d write a bit about how it’s going in our little corner of Michigan. I have 72 RAP connections, but it doesn’t beat Amy Yager’s 125! Aren’t we all crazy!?

This year most of my schools are doing their own test calls and connections.  It’s great to see them become more independent, but I’m having RAP withdrawal. I’m not wearing my outfit this year because I am making so few of the connections and the event runs over 8 days!

On Monday, one of our kindergarten classes was connecting to Alberta. This one was on my bridge, and I watched it for the first few minutes and got a couple of snapshots.

They had a nice video with pictures and clips from their community. This one was of ice fishing.

The students did a skit from the wolves perspective on the Three Little Pigs story. Our class had read the book their skit was based on, so that tied in nicely. Notice their sign! We always learn best practices from other classes.

However, after a few minutes, another one of my schools had trouble with their Alberta connection and I ended up spending the next 45 minutes trying to figure it out. Ultimately we decided to reschedule and connect through the Alberta Ed MCU. Thankfully with these connections, usually there’s another way to try it.

I have multipoint Polycom VSX 7000 in my office set up as our “emergency multipoint”. If my schools tested fine with a connection and then can’t make it on the day of the event, they both dial in (it’s set to auto answer), and meet there. This method seems to be working great so far. I’ve had two RAP connections happen that way already.

I’m also spending more time helping with preparation this year. My RUS Grant buildings all have new document cameras, and many of them are using it for the first time with their RAP connections. So I’m reminding them how to use it, listening while they practice, helping them set presets to jump easily from students to document camera and back again. Yesterday a first grade teacher asked me to give the students a little lecture on being quiet in a videoconference.

So, how are your Read Around the Planet connections going?

Today we’ve had four sessions of ASK with Canadian author Eric Walters. This program is the fulfillment of about 3 years of trying to find a book and author or specialist for our 6th grade students who study Canada. I am ever grateful to Gillian Patrick of York Region District School Board in Ontario for partnering with us to make this ASK program a success. We split the cost of the author, and they hosted him at one of their schools, and we shared the sessions between our schools. A great partnership!

The students read Eric’s book Trapped in Ice and prepared for the conference using the ASK process. Eric definitely beat the records of all our other authors and specialists, averaging about 65 questions per session. Incredible!

• In the book, the children were shielded from bad news. When you were growing up, did your parents not tell you something you wanted to know?
• How would the story be different if they had a metal boat instead of a wooden boat?
• What is the most challenging part of writing a historical fiction book?
• Who designed the cover and how did they do it?
• Why did you decide to write historical stories?
• Why did you pick Helen to narrate the story?
• Do you like your book or do you wish you could go back and touch it up?
• Do you have advice for us when we’re writing our stories in class?
• How did you choose and develop the characters in the book?
• Have you ever disagreed with an editor?
• Do you have any books with characters based on you?
• Do you use a graphic organizer to write out your books?

Students learned about the writing process and some Canadian history with many laughs and jokes interspersed throughout the program. I look forward to hearing feedback from my schools and I’m sure we’ll be doing program again in the future.

Kinginger, C. (1999). Videoconferencing as access to spoken French. Canadian Modern Language Review, 55(4), 468-489.

Also published as: Kinginger, C. (1998). Videoconferencing as access to spoken French. Modern Language Journal, 82(4), 502-513.

Author: Celeste Kinginger
Title of Article: Videoconferencing as access to spoken French
Publication year: 1999
Database source: JSTOR
Name of journal: Canadian Modern Language Review
My Codes: VCProjects

Main Point: This study is of a classroom interaction between language learners in the U.S. and France via a videoconference. The language used in the videoconference was mostly beyond the learners’ ability, taking them outsite the Zone of Proximal Development (ZPD). By watching a tape of the interaction, the students were able to learn more and return to their ZPD. This is a really interesting lesson. I can think of a couple international language interactions we’ve had that have been full of laughter and nervousness as described in this article. Taping the interaction is a great idea of a way to increase the benefit from the time spent with the native speakers. Of course permission should be acquired before taping kids!

It’s interesting that there is a mismatch between the instruction of written language - students are taught to speak the written “correct” language - and the actual spoken language in the country. This would partially explain why the interaction was so difficult for the students. Something to consider when planning an interaction based on language! The article set up this problem with a discussion of the issues and problems with teaching written “purified” French and spoken French in it’s many forms.

Author/Audience: The author is writing for instructors of French, so some of the article is in French.

Theoretical Framework: Vygotsky’s Zone of Proximal Development (ZPD)

Definitions …”site-independent learning can also be understood as two-way interaction across distance, for mutual benefit. In this model, telecommunications technology is a tool for providing access to members of a speech community whose language is the object of study.” p.1 in the PDF (doesn’t match the journal page numbers). Site independent learning is used as a term to explain the use of videoconferencing for a collaborative project / learning experience.

Methods:
This qualitative study examined selected interactions in a videoconference.

The actual learning experiences in this article are much better described than the Shaklee study. Students reviewed Hollywood remakes of French films, children’s literature, and television series. Both classes made web pages to publish their work. The students were assigned an email partner. The videoconferences consisted of two 60 minute sessions. The two teachers had worked collaboratively extensively for two years before the actual collaboration. Some interesting lessons here: notice the extensive “wrap around” experiences that accompany the videoconference. The use of asynchronous communication (email) extends the videoconference and helps work around the time zones. Notice also how this project started - they knew each other already!

Subjects: It’s not totally clear on the age/level of the students, but I believe both classes were university level - the American students were in the 5th semester or above at a regional state university, and the French students had “completed their Baccalauréat” (PDF p. 4).
The videoconference was over ISD lines at 256K and cost $332 for an hour. It sounds like they also had an echo to deal with as well as the delay. The instructors already knew that “pause length is a significant factor in the success or failure of intercultural communication.” PDF p. 4 with reference to Scollon. Interesting that this is an issue already with face to face intercultural communication. It’s exaggerated then in videoconferencing. We all have experienced how that pause after a question is so critical. Wait time! To work around this, they planned a structured interaction with prepared questions.

This study looks at the second of the two videoconferences, and only the French portion. The other half was in English because the French class was learning English. I think this model is critical for native speaker language exchanges. There has to be a give and take so that both classes get to try out the language they are learning.

The American students had prepared their questions and read them off of note cards. They had 11 questions in 30 minutes. The students already knew each other because of their email partners. So in some of the Q&A interactions, the students were paired one on one for the interaction while the others watched. This is an interesting way to organize it too. It would alleviate some of the confusion that comes when a language learner asks a question of a class of native speakers and they all answer at once, making it hard for the language learner to understand the answer.

The actual transcript of the interaction is included, and in the second one, one can see that the language learner was really struggling. The author suggests that this was due to the anxiety and stressful situation, and they may not have had enough experience with spoken French. As I’m reading this, I’m wondering if any of this happens with French classes that participate in the art museum programs offered in French.

After the class, the students watched the tape. And the student who was asked more questions in French and struggled to answer, took the tape home and emailed the other student four times in debriefing the interaction. This is another great way to help students get past the frustration of the real-time pressure of the spoken language and still learn from the experience.

The author suggests (PDF p. 9) that another reason the students struggled so much was that they “live in what may be termed an ‘acquisition poor’ environment for acquiring competence in spoken French.” Most of the students didn’t have access to native speakers. This highlights another reason to use videoconferencing to access native speakers (as hard as that is to do!). However it seems clear that the instructors involved should at least read this article to assist in the planning of the videoconference.

p. 10 “It may be legitimate to suggest that the videoconference took place in a language to which the learners had ever before been exposed, of the existence of which they had been mainly unaware.” This is a serious situation; one to be considered before planning an interaction with native speakers.

While the American French students were able to participate minimally during the videoconference, they now had a tape of the interaction. They watched them again and again in class until everyone understood the features of spoken French used in the interaction.

While the students had trouble, they all appreciated the experience. They reported learning so much from it, and wished it could have happened more often in their class. Now that we have IP connections, the cost of this type of interaction is gone. There is still the difficulty of finding a partner class and negotiating the time schedules.

Findings/Conclusions:
Three problems were illustrated in this project: the language classroom anxiety induced by the stress of the videoconferencing, the unclear status of spoken language in American French instruction, and the need to make a place for language awareness in the curriculum.

The spoken language is especially a problem with French.

Telecommunications will force the profession to address the issues of spoken French.

Instructors should consider the students’ ZPD when planning a similar videoconference.

Instruction in languages may need to include a more rich explanation of foreign languages, accounting for “social and situational variation.” (PDF p. 11).

Cross References:
The Becta lit review says: Videoconferencing “provides enhanced opportunities for language students to interact
with native speakers” (Kinginger 1998). p. 2

The Alberta lit review says: videoconferencing “has been expensive - the cost of videoconferencing over telephone lines is equivalent to the cost of six long distance calls (per site) for the duration of the event.” p. 5

Thoughts
There are some important lessons in this study on preparation and planning for a videoconference. The value of the recorded interaction is emphasized. The study also shows how to make the best of a videoconference that doesn’t quite turn out the way you might have thought it would.