‘‘A Cook’s South Sea A Cook’s South Sea Recipe’Recipe’

An Online Collaborative ProjectAn Online Collaborative Project

by Adrian Smith by Adrian Smith and and

Students of One Tree Point SchoolStudents of One Tree Point School

Wiki can be viewed at http://myglobalclassroom.wikispaces.com/Wiki can be viewed at http://myglobalclassroom.wikispaces.com/

EDIC706EDIC706Assignment 2Assignment 2

Online SeminarOnline Seminar

Project OverviewProject OverviewThe objective of this project was for a group of eight Year four, five and six The objective of this project was for a group of eight Year four, five and six

students and two teachers, to collaboratively write the linking scenes of students and two teachers, to collaboratively write the linking scenes of the school production using a combination of a wiki, email and the school production using a combination of a wiki, email and teleconferencing technology and then acting the scenes as written as the teleconferencing technology and then acting the scenes as written as the ‘linking group’‘linking group’

The participants were :The participants were :• the eight, students who’s teachers had identified as very capable in the areas of language and had the eight, students who’s teachers had identified as very capable in the areas of language and had

potential in the performing artspotential in the performing arts• myself, largely working from home and acting as a combination of ‘E’ and ‘M’ teachermyself, largely working from home and acting as a combination of ‘E’ and ‘M’ teacher• a colleague who acted as the ‘M’ teacher and managed the process in a ‘hands on’ way at school.a colleague who acted as the ‘M’ teacher and managed the process in a ‘hands on’ way at school.

The process involved the:The process involved the:• identification of studentsidentification of students• development of a a script conceptdevelopment of a a script concept• familiarisation of available online technologiesfamiliarisation of available online technologies• choosing the wiki as the most appropriate option and then structuring of the wiki sitechoosing the wiki as the most appropriate option and then structuring of the wiki site• working ‘face to face’ with students, teaching the process of using a wiki effectivelyworking ‘face to face’ with students, teaching the process of using a wiki effectively• setting of achievable group and individual goalssetting of achievable group and individual goals• ‘‘E’ teacher setting regular tasks based on the concept of writing and reviewing of scriptE’ teacher setting regular tasks based on the concept of writing and reviewing of script• ‘ ‘M’ teacher managing the tasks with the studentsM’ teacher managing the tasks with the students• students completing the tasks cooperatively as set using the wiki to record their resultsstudents completing the tasks cooperatively as set using the wiki to record their results• holding of regular teleconferences between all participants for further explanation, problem solving holding of regular teleconferences between all participants for further explanation, problem solving

and practiceand practice• using email to correspond personally and when problems occurred with the wikiusing email to correspond personally and when problems occurred with the wiki• completion and rehearsing the scriptcompletion and rehearsing the script• producing the production for three whole school performancesproducing the production for three whole school performances• self assessment against the learning goalsself assessment against the learning goals

Learning ObjectivesLearning Objectives

Through the process students will learn to:Through the process students will learn to:• creatively cooperate on a learning projectcreatively cooperate on a learning project• take increasing responsibility for their individual take increasing responsibility for their individual

responsibilities through a scaffolded process of learningresponsibilities through a scaffolded process of learning• take a leadership role within the group by supporting other take a leadership role within the group by supporting other

group members in planning, process and evaluationgroup members in planning, process and evaluation• use a wiki, email and a polycom effectively, as modes of use a wiki, email and a polycom effectively, as modes of

asynchronous and synchronous communication to complete asynchronous and synchronous communication to complete a cooperative learning taska cooperative learning task

• access additional information, relevant to the task and access additional information, relevant to the task and making this accessible to othersmaking this accessible to others

• improve understanding and ability in the genre of improve understanding and ability in the genre of playwriting.playwriting.

Theory and Research Links to ProjectTheory and Research Links to Project

VygotskyVygotskyThe basis of Vygotsky’s theory of learning is constructivist meaning children construct and The basis of Vygotsky’s theory of learning is constructivist meaning children construct and

build on their own knowledge. He believed that children’s learning takes place through build on their own knowledge. He believed that children’s learning takes place through the child’s activities in the context of social interactions and relationships. As such, all the child’s activities in the context of social interactions and relationships. As such, all learning is influenced by the people and culture surrounding the child. Included in the learning is influenced by the people and culture surrounding the child. Included in the culture are the tools of language, institutions and history (Smith, 2005). Key principles culture are the tools of language, institutions and history (Smith, 2005). Key principles that Vygotsky’s socio-cultural theory were based on were that children grew into the that Vygotsky’s socio-cultural theory were based on were that children grew into the intellectual life of those around them and develop through good learning. His theory intellectual life of those around them and develop through good learning. His theory puts emphasis on the fact that children learn far more effectively through social puts emphasis on the fact that children learn far more effectively through social interaction, rather than learning alone.interaction, rather than learning alone.

Vygotsky’s theory is relevant to this form of learning as both promote:Vygotsky’s theory is relevant to this form of learning as both promote:• creativity in the problem solving process (Smith, 2005; Colins & Colins, 2007)creativity in the problem solving process (Smith, 2005; Colins & Colins, 2007)• the use of cooperative learning techniques including peer collaboration (Colins & Colins, the use of cooperative learning techniques including peer collaboration (Colins & Colins,

2007; Smith, 2005)2007; Smith, 2005)• scaffolding learning through support structures provided by the technology and scaffolding learning through support structures provided by the technology and

teachers (Smith, 2005)teachers (Smith, 2005)• intensive use of language in both an oral and written format (Smith, 2005; Fleer,1992; intensive use of language in both an oral and written format (Smith, 2005; Fleer,1992;

Hedges, 2000)Hedges, 2000)• the use of authentic learning tasks (Smith, 2005)the use of authentic learning tasks (Smith, 2005)• teaching within a zone that ‘stretches’ students capabilities (Zone of proximal teaching within a zone that ‘stretches’ students capabilities (Zone of proximal

development)development) (Colins & Colins, 2007)(Colins & Colins, 2007)• the co-construction of learning where the teacher is seen as a learner too the co-construction of learning where the teacher is seen as a learner too • the development of life long learning attitudes and skills (Smith, 2005).the development of life long learning attitudes and skills (Smith, 2005).

Theory and Research Links to Project ContinuedTheory and Research Links to Project Continued

Costa and Kallick’s Habits of Mind (Costa & Kallick, 2000) provide children with a Costa and Kallick’s Habits of Mind (Costa & Kallick, 2000) provide children with a disposition toward behaving intelligently when confronted with problems. They are disposition toward behaving intelligently when confronted with problems. They are used throughout our school. Those highlighted were used extensively within this used throughout our school. Those highlighted were used extensively within this

project.project.

PersistingPersisting

Thinking and communicating with clarity and precisionThinking and communicating with clarity and precision

Managing impulsivityManaging impulsivity

Gathering data through all sensesGathering data through all senses

Listening with understanding and empathyListening with understanding and empathy

Creating, imagining, innovatingCreating, imagining, innovating

Thinking flexiblyThinking flexibly

Responding with wonderment and aweResponding with wonderment and awe

Thinking about thinking (metacognition)Thinking about thinking (metacognition)

Taking responsible risksTaking responsible risks

Striving for accuracyStriving for accuracy

Finding humorFinding humor

Questioning and posing problemsQuestioning and posing problems

Thinking interdependentlyThinking interdependently

Applying past knowledge to new situationsApplying past knowledge to new situations

Remaining open to continuous learning Remaining open to continuous learning

Learning OutcomesLearning OutcomesGroup outcomesGroup outcomes• Creatively cooperate on a learning project Creatively cooperate on a learning project √√• Take a leadership role within the group by Take a leadership role within the group by

supporting other group members in planning, supporting other group members in planning, process and evaluation process and evaluation √√

• Take increasing responsibility for their individual Take increasing responsibility for their individual responsibilities through a scaffolded process of responsibilities through a scaffolded process of learning learning √√

• Use a wiki, email and a polycom effectively, as Use a wiki, email and a polycom effectively, as modes of asynchronous and synchronous modes of asynchronous and synchronous communication to complete a cooperative communication to complete a cooperative learning task learning task √√

• Access additional information, relevant to the Access additional information, relevant to the task and making this accessible to others task and making this accessible to others √√

• Improve understanding and ability in the genre Improve understanding and ability in the genre of playwriting. of playwriting. √√

E/M Teacher OutcomesE/M Teacher Outcomes• A renewed enthusiasm for truly authentic A renewed enthusiasm for truly authentic

learning tasks. learning tasks. √√

• A better understanding of how A better understanding of how modes of modes of asynchronous and synchronous asynchronous and synchronous communication can enhance learning. communication can enhance learning. √√

• Enhanced knowledge of new ICT technologies Enhanced knowledge of new ICT technologies and their use. and their use. √√

Students’ Self Evaluation - Students’ Self Evaluation - Each child Each child assessed their learning out of 5 in a range of assessed their learning out of 5 in a range of areas including their use of technologies and areas including their use of technologies and their use of writing, performance, group and their use of writing, performance, group and thinking skills. thinking skills.

S-Biggest problem. S-Biggest problem. Getting into wiki siteGetting into wiki site.. Greatest improvement. Greatest improvement. Play writing skillsPlay writing skills.. Scores. Scores. 3,4,4,3,1,1,3,3,5,4,43,4,4,3,1,1,3,3,5,4,4JC-Biggest problemJC-Biggest problem. Mic not working.. Mic not working. Greatest improvement. Greatest improvement. Writing and having a bit Writing and having a bit

of fun.of fun. Scores. 4,4,5,5,4,5,4,5,4,5,5Scores. 4,4,5,5,4,5,4,5,4,5,5J- Biggest problem. J- Biggest problem. Using the wiki with heaps of Using the wiki with heaps of

people.people. Greatest Improvement. Greatest Improvement. Using more organisation Using more organisation

skills.skills. Scores. Scores. 2,5,5,3,2,5,3,5,5,5,52,5,5,3,2,5,3,5,5,5,5A-Biggest problem. A-Biggest problem. Trouble with learning lines.Trouble with learning lines. Greatest Improvement. Greatest Improvement. Acting skills.Acting skills. Scores. Scores. 3,4,4,5,4,4,4,5,5,4,43,4,4,5,4,4,4,5,5,4,4P-Biggest problem. P-Biggest problem. Getting costume.Getting costume. Greatest Improvement. Greatest Improvement. Acting using expressionActing using expression Scores. Scores. 4,5,5,4,5,5,4,5,5,5,54,5,5,4,5,5,4,5,5,5,5B-Biggest problem. B-Biggest problem. The wiki playing up.The wiki playing up. Greatest Improvement. Greatest Improvement. Working on a wiki.Working on a wiki. Scores. Scores. 4,4,5,4,5,5,5,2,5,2,44,4,5,4,5,5,5,2,5,2,4C-Biggest problem. C-Biggest problem. The wiki playing up.The wiki playing up. Greatest Improvement. Greatest Improvement. Working with othersWorking with others Scores. Scores. 4,5,5,4,5,4,55,5,5,5,44,5,5,4,5,4,55,5,5,5,4B-Biggest problem. B-Biggest problem. Stage freight.Stage freight. Greatest Improvement. Greatest Improvement. Confidence.Confidence. Scores. Scores. 5,3,5,4,1,1,5,2,5,4,55,3,5,4,1,1,5,2,5,4,5

Reflection Focus – Reflection Focus – How did the process of doing this How did the process of doing this project online compare with doing it face to face?project online compare with doing it face to face?

Face to FaceFace to FaceAdvantagesAdvantages

• Having access to students more readily.Having access to students more readily.

• Not having a reliance on ICT systems Not having a reliance on ICT systems that can fail.that can fail.

• Success within project is not dependent Success within project is not dependent on students ICT skills.on students ICT skills.

Using ICTUsing ICTAdvantagesAdvantages

• Allowed high levels of communication Allowed high levels of communication without the hindrance of excessive travel.without the hindrance of excessive travel.

• Combinations of technology provided Combinations of technology provided more structure for students and teachers, more structure for students and teachers, clarifying expectations, but allowing for clarifying expectations, but allowing for creativity and differentiated learning.creativity and differentiated learning.

• Provided flexibility in where and when Provided flexibility in where and when learning took place.learning took place.

• Students felt actively involved because of Students felt actively involved because of the visual nature of their contribution.the visual nature of their contribution.

• Allowed all involved to be seen as active Allowed all involved to be seen as active learners.learners.

Students’ Students’ ComparisonsComparisons

ConclusionConclusionWhere To From Here?Where To From Here?This was a successful teaching and This was a successful teaching and

learning project. As a consequence learning project. As a consequence to learning that has occurred, I to learning that has occurred, I intend to follow through with the intend to follow through with the following.following.

• Using a wiki or similar in future Using a wiki or similar in future productions even if I am present in productions even if I am present in the school.the school.

• The promotion of the professional The promotion of the professional sharing of work incorporating ICT sharing of work incorporating ICT more within our school and ICT more within our school and ICT cluster.cluster.

• Discuss the possibility of the Discuss the possibility of the setting up of ICT ‘buddies’ within setting up of ICT ‘buddies’ within our ICT cluster so teachers and our ICT cluster so teachers and classes can work collaboratively classes can work collaboratively online on pre planned projects.online on pre planned projects.

• Continue to increase my own Continue to increase my own experience in this areaexperience in this area

• Linking Scene VideoLinking Scene Video

Double click to run

ReferenceReferenceColins, S & Colins T. (2007). Colins, S & Colins T. (2007). EDTL747 Studies in Teaching and Learning Theory. EDTL747 Studies in Teaching and Learning Theory.

University of Canterbury.University of Canterbury.

Costa, A & Kallick, B. ( 2000). Habits of Mind. Retrieved October 15, 2008 from the World Costa, A & Kallick, B. ( 2000). Habits of Mind. Retrieved October 15, 2008 from the World Wide Web: http://www.habits-of-mind.net/Wide Web: http://www.habits-of-mind.net/

Fleer, M. (1992). From Piaget to Vygotsky: Moving into a new era of early childhood Fleer, M. (1992). From Piaget to Vygotsky: Moving into a new era of early childhood education. In B. Lambert, (Ed.), education. In B. Lambert, (Ed.), Changing faces. The Early Childhood Profession in Changing faces. The Early Childhood Profession in Australia.Australia.

Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so Hedges, H. (2000). Teaching in early childhood: Time to merge constructivist views so learning through play equals teaching through play. learning through play equals teaching through play. Australian Journal of Early Australian Journal of Early Childhood EducationChildhood Education 25 (4), 16-21 25 (4), 16-21

Smith, A. (2005). Smith, A. (2005). Understanding children’s development. Understanding children’s development. Wellington: Bridget Williams Wellington: Bridget Williams Books Ltd.Books Ltd.