K-12 and Classroom Specific Needs
K-12 Case Studies: Advanced Teaching and Learning Practice
We selected several
examples projects that use(d) videoconferencing in their practice. The
list is not comprehensive list. Our main goal is to show the range of
possibilities and different ways in which educators and others use(d)
this videoconferencing to enable successful teaching and learning practice.
NASA:
Glenn Learning Technologies Project
Main
web page: www.grc.nasa.gov/WWW/K-12/
Participating
Institutions/Organizations: pre-registered remote teachers and
students connecting to NASA researchers
End-points/Clients (Type of videoconferencing
solution): H.320 and H.323 protocols.
Project
audience and goal: remote teachers and students connecting to NASA scientists
Project
description: K-12 teachers
and students have an opportunity to talk to the NASA scientists, engineers,
researchers, and education specialists. There is an annual
calendar of videoconferencing sessions that teachers can register for
(note: online registration should be done at least four weeks in advance).
Each event has a presentation description web page that suggests the
material to be studies before the session, as well as a list of activities
that should be completed. An advanced e-mail correspondence among the
parties can be initiated to help set the expectations and tailor sessions
to fit schools' curriculum.
Seals on camera
Main
web page: www.futureoflearning.org/projects/SealsOnCamera/index.html
Video
clips:
Clip1: www.futureoflearning.org/projects/SealsOnCamera/MediaFiles/Seals-launch.mov
Clip2 (large resolution): www.futureoflearning.org/resources/presentations/NECC2003/SealsClips-large.mov
Clip2 (small resolution): www.futureoflearning.org/resources/presentations/NECC2003/SealsClips-small.mov
Participating
Institutions/Organizations: Briarcliff
High school, Maritime Aquarium in Norwalk, Advanced Network & Services
End-points/Clients (Type of videoconferencing
solution): wavelet-based two-way videoconferencing technology (Session by Wave3Software)
Project
audience goal: Audience: high school students (9-12 grade). Goal: provide
students with different perspectives on the subject of harbor seals to
ensure an effective basis for developing a deeper understanding of the
subject, its connection and correlation to the rest of the system. The multidisciplinary
approach as well as hands-on activities brought
a great potential in improving subject retention, igniting student interest
in subject matter and improving their attitude towards learning.
Project
description: Seals on Camera was a distance learning project that connected
a group of students from Briarcliff HS with different experts from The
Maritime Aquarium. Students had the opportunity to explore the world
of harbor seals, monitor their activities before their migration to the
Maine, collaborate remotely and discuss different topics with the people
whose profession is closely related to the seals. Several sessions
were designed to enable higher level of student engagement like commentary
and discussion of shark dissection accompanied with prerecorded video,
hands-on squid dissection, remote jellyfish study and study of plankton
samples assisted by remote researchers.
Student Teacher Support
Main
web page: www.teacherresourcebank.com
Participating
Institutions/Organizations: Preparing Tomorrow's Teacher to
use Technology (PT3) participants from Valdosta State University (VSU)
Faculty and student teachers in remote locations
End-points/Clients (Type of videoconferencing
solution): Polycom ViaVideo Endpoints (faculty and student teacher) connecting
to a CISCO 1540 MCU at the VSU campus.
Project
audience and goal: Improve communication between student teachers and faculty supervisors
while placed in remote locations.
Project
description: Faculty
supervisors visit their student teachers on location four times a semester.
Often the most critical moments, when a mentor would be most useful and
supportive, are missed due to poor timing. Videoconferencing provided
hope that we could overcome the geographic barriers and hardships of
travel - NOT to replace the face-to-face visit, but to enhance the on-demand
and timely communication. In this case faculty supervisors were
traveling over 100 miles ONE WAY to visit student teachers.
Main
web page: www.cranfordschools.org/ps2/index.html
Participating
Institutions/Organizations: teachers and students from two school
districts: Cranford Public Schools and Linden Public Schools
End-points/Clients (Type of videoconferencing
solution): ISDN videoconferencing
Project
audience and goal: Across-grade-level projects involve students who work on different themes.
The projects and approach have an emphasis on diversity, equity, enhanced
student learning.
Project
description: (description taken from their web site) Two diverse school districts
in New Jersey collaborate across grade levels through videoconferencing
to promote equity, diversity, enhanced student learning, and the use
of Palms. The students involved in these projects will apply innovative
technology to collect and exchange information, develop essential workplace
skills, explore diverse ethnic backgrounds, present science data, and
use digital technology for video production.
Providing Remote Access
Interpreting Services
Main
web page: coefaculty.valdosta.edu/spe/7nascheet.htm (Contact Dr. Nanci Scheetz:
nascheet@valdosta.edu
)
Participating
Institutions/Organizations: Valdosta State University (VSU)
Faculty and students
End-points/Clients (Type of videoconferencing
solution):
Polycom ViaVideo Endpoints (faculty and student teacher) connecting to
a CISCO 1540 MCU at the VSU campus.
Project
audience and goal: Provide improved learning environment for deaf and hard of hearing
students at the university.
Project
description: Professor
Nanci Scheetz who works with the American Sign Language/Interpreting
program uses the videoconferencing system to communicate with a deaf
college student who is enrolled in undergraduate classes through the
consortia offered through South Georgia College housed at Valdosta State
University. The office that serves students with disabilities would typically
provide an interpreter and other support staff to take notes for the
student while she is in class. Both interpreting and note taking services
are critical in that deaf and hard of hearing students cannot focus on
the sign language interpreter, ask questions, fully participate in class,
and write notes at the same time. In order to provide interpreting services
through remote access both the student and the interpreter were provided
with laptop computers with videoconferencing equipment and both were
connected to the MCU. The same software and hardware were installed on
the professor's office computer as well as on the computer that was utilized
by the deaf college student. Through this equipment the interpreter,
Dr. Scheetz, is able to see the class instructor and the deaf student
through the camera connected to the laptop while the deaf student watches
the visual display of the interpreter providing signed communication
from her endpoint. All of this information is being transmitted by the
MCU to the computer screen at each endpoint.
Project
Communication
Main
web page: Preparing
Tomorrow's Teachers to use Technology (PT3): www.teacherresourcebank.com,
Georgia Systemic Teacher Education (GSTEP): lpsl.coe.uga.edu/bridge
Participating
Institutions/Organizations: University of Georgia, Valdosta
State University, Albany State University, Project Directors, faculty and
students
End-points/Clients (Type of videoconferencing
solution): Polycom ViaVideo endpoints (faculty and student teacher) connecting
to a CISCO 1540 MCU at the VSU campus.
Project
audience and goal: Enhance project communication across multiple buildings and campuses.
Project
description: The
project uses the MCU to manage local PT3 project and the Georgia Systemic
Teacher Education Program (GSTEP), and improve communication between
remote colleagues in regional school systems. The participants were able
to connect with experts at other universities, companies, and organizations,
and address the barriers to a variety of project goals, avoid costly
travel and enable distance learning. This system enabled them to meet
their colleagues at the University of Georgia and Albany State University,
work with consultants on the development of an online resources (this
was done solely through videoconferencing), outline and review the system
planning, design, implementation, and evaluation without meeting face-to-face.
Wild
Dolphin Societies
Main
web page: www.ri.net/RIGeo/rigea/earthwatch/earthwatch02/dolphinhome.html
Videoconference
experience: www.ri.net/RIGeo/rigea/earthwatch/earthwatch02/video.html
Participating
Institutions/Organizations: Rhode Island Teachers at Earthwatch
Institute Locations
End-points/Clients (Type of videoconferencing
solution): H.323 videoconferencing
Project
audience and goal (text
taken from Internet2 K-20 web site): The project's
target audiences are the teachers who have won grants to participate
in two week programs at Mote Marine Lab and their K-12 students. The
goal is to provide interactive access to experts in the field facilitated
by their own teacher. This program allows the material to be fully integrated
into the curriculum, and the teacher continues to be available to students
while gaining valuable real-world scientific experience.
Project
description (text
taken from Internet2 K-20 web site): "Current
project involves teachers who have received grants to attend a "teachers
in the field" program at Mote Marine Lab in Sarasota, Florida. The
most recent program attended was titled "Wild Dolphin Societies".
The teacher's work at Mote Marine Lab corresponded with the course of
study of students at the home school, and the program culminated with
a production at Mote involving the teacher that was broadcast via H.323
videoconferencing back to the school in RI. The video production involved
the teacher, Mote scientists and various presentation materials including
video, slides, documentation camera, and other multimedia. This allowed
the expertise and production capabilities of Mote's distance education
programs to be brought directly to the school, along with the ability
for students to interact directly with their teacher and experts in the
field at the same time."
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