“Our Village”: Project-based telecollaborative learning

1. “Our Village”: Project-based telecollaborative learning Maria Lurenda Suplido Westergaard UP Open University 6-7 September 2006

2. Objectives of this session • To introduce the concept of telecollaborative learning projects • To list the advantages as well as challenges of TCLPs • To describe the process of developing and implementing TCLPs • To illustrate the process using “Our Village” as an example

3. What is project-based learning? • Students try to find solutions to an open-ended problem. • They are encouraged to research about the real world: access and manage the information they gather, analyze this information, and make their own decisions on what to do with the information. • It’s the “opposite” of the teacher-centered "lecture" approach • They make these decisions in a just environment that tolerates experimentation, innovation, error, and change. • They regularly reflect on what they are doing—evaluation takes place continuously. • They create knowledge products in the process. This final product is not necessarily material. • The final product is evaluated (tested). P R O J E C T

4. Technology and project-based learning • The Internet adds another dimension to project-based learning • Allows greater access to information • Gives students another reason to be excited about the class: they can use computers! • Allows collaboration with peers at a distance • Gives students a chance to learn a real-world skill: communicating with others using networked technologies • Supports the integration of technology into the curriculum (learning with computers, not just learning about computers) • Hence, a new term: TELECOLLABORATIVE LEARNING PROJECTS

5. 2001 – Training of trainers • 2002 – Makati, Dumaguete, Leyte • 2005 – Quezon City – with national representation • 2006 – Quezon City – with national representation

6. Technology and project-based learning • The Internet adds another dimension to project-based learning • Demands greater creativity from the teacher • Assumes that the teacher has basic- to intermediate-level computer skills • Needs a guarantee of access to technology for all students • Demands an extended timeframe • Requires participation of all partners in order to succeed

7. PROs Access to information Motivation Collaboration at a distance Communication using technology Integration of technology into the curriculum CONs Demands greater creativity Assumes that the teacher has computer skills All must have access to technology Extended timeframe Requires participation Weighing the Pros and Cons

9. Challenges • Many teachers have difficulty designing projects. • Not well-integrated into their curriculum • Don’t have defined means of assessment and evaluation • Aren’t acceptable to all participants • Can’t be supported by existing technologies • Unduly burdensome to teachers and students in terms of time and resources

10. How do we overcome these challenges? • Teacher support – the school community should: • Recognize value of the work • Make technologies accessible

11. How do we overcome these challenges? • Teacher training – the teacher should be empowered to: • Describe clearly what the curriculum is about • Identify entry points in the curriculum where projects can help achieve goals • Demonstrate computer skills • Find ways to maximize use of the Internet • Formulate assessment and evaluation strategies • Communicate well with colleagues • Manage time and resources

12. Illustrating the I’s • Internet • Information • Ideas • Instructional design • Initiative • Innovation • Insistence • Influence http://www.ourvillage.world-links.org

13. 1. Internet • Make sure the school has computers and Internet • Expand by looking for partners • Work with what you have: no need to wait for 1:1, 24/7

14. 2. Information • Learn about project based learning, telecollaborative learning projects • Participate in training programs • Echo training to peers

16. 3. Ideas • Work together to develop a project: • “Off the Beaten Track” • “TAO” • “Earthguards”

17. 4. Instructional Design • Who are the learners? • What are their contexts? • What will be their output? • How will we evaluate their output? • Does this help them achieve curricular goals? • How will students work with each other? • How will teachers work with each other? • How much time will they have? • How do we know we are doing this right?

18. Telecollaborative Project Template • Subject Area/s • Year Level/Age Group • Introduction • Learning Objectives • Prerequisite Skills for Students

19. Telecollaborative Project Template • General Task and Output/s • Problem or mystery to be solved • Position to be formulated and defended • Product to be designed • Complexity to be analyzed • Personal insight to be articulated • Summary to be created • Persuasive message or journalistic account to be crafted • A creative work • Anything that requires the learners to process and transform the information they have gathered

20. Telecollaborative Project Template • Process • Resources • Assessment • Conclusion

21. 5. Initiative • Create a group action plan • Create a personal action plan

22. 6. Innovation • Make the most of existing resources • Create something new

23. 7. Insistence • Make sure targets are met • Follow up on participants’ commitments • Encourage them to continue despite challenges • Workload • Inactive partners • Lack of resources • Administrative issues

24. 8. Influence • Tell others about it • Push for wider acceptance • Go international

25. http://www.world-links.org/

26. Telecollaboration in Schools • The most important question is not HOW to telecollaborate • But rather, WHY we should!

27. What do we hope to teach/learn? • Skills that project-based learning can help develop: • Learning to learn • Lifelong learning • Active learning • Cooperative learning • Contextual learning • Setting high standards for all learners • Individualized learning

28. Potential Benefits of Telecollaboration • Lifelong learning • models the kind of learning one does throughout life • uses new tools for intellectual work for research, distinguishing credible information, constructing knowledge with other learners

29. Potential Benefits of Telecollaboration • Active learning • students learn by doing • students have access to people around the world • students find more relevance in their studies • increased interest and participation

30. Potential Benefits of Telecollaboration • Cooperative learning • working directly with people from other places and cultures • working not only with peers but also mentors and experts in many fields

31. Potential Benefits of Telecollaboration • Contextual learning • establishes a close relationship between students and the real-world context of problems and projects • learning is less abstract and more interdisciplinary

32. Potential Benefits of Telecollaboration • High standards for all learners • student as author and therefore accountable for accuracy and completeness • elevates quality of work

33. Potential Benefits of Telecollaboration • Teachers, students and the community redefine their roles • Students as teachers • Teachers as coaches • Peers help each other learn • The (global) community can contribute to student learning

34. Thank You! • http://www.ourvillage.world-links.org/ • http://www.world-links.org • www.upou.org • Info on joining: lsformilleza@fit-ed.org • Info about TCLPs: mlswestergaard@upou.net