DEC Scan Journal : Volume 36 Issue 2
2017 Volume 36, Issue 2 34 Contents Editorial Learning & teaching Research Share this Resource reviews • Fizzics Education • Ben Newsome, a science teacher in Australia, received a Churchill Fellowship to develop a pedagogically improved video conferencing format that would bring science to students and teachers that includes hands-on student involvement in science. Level 3: Online learning The aim of this level is to encourage learning through digital interaction, building online communities and sharing multi-modal artefacts. It applies to the development of online communities to support curriculum objectives and may be geographically localised or global. The learning focus is asynchronous although some serendipitous synchronous communication may take place. Tools used include the ability to share multimedia online. A MOOC (massive open online course) is a typical example, or a collaborative wiki where learners interact via a discussion facility, and/or share ideas/artefacts via the platform. Examples: • PenPal Schools • PenPal Schools provides curriculum-guided online exchanges through pairing students across classrooms • Global Youth Debates (GYD) • GYD is formal debating in an asynchronous format and provides a facility for students to connect globally in order to explore, share and debate pertinent global issues. Examples: • The Monster Project • A simple collaboration where students in one class describe a monster so that those in the partner class can then draw it and share the creation • Quadblogging • Typically four classrooms are grouped for the purposes of sharing their blogs for student comments on a rotation basis. Level 2: Real encounters The parameter of this level is being able to connect in real time (synchronous) to external learners and experts. Digital tools are employed, such as Skype, Google Hangout and other video and chat-based apps. This level is limited by geographic proximity, given that schools are potentially in different time zones. Educators need to be aware of where they are and the respective time zones of those they want to connect with - opposites sides of the world will have more difficulty connecting during normal school daytime hours. Examples: • Skype in the classroom • The Skype in the classroom website shares three main objectives for connecting classrooms: • to collaborate with other classes • to find guest/expert speakers • to take a virtual excursion anywhere in the world. Fig. 1: Online global collaboration taxonomy, Lindsay, 2016 Taxonomy levels – description and examples Level 1: Online interactions This initial level applies to connecting classrooms asynchronously to share learning activities. Practices here focus on expanding communication from local (within the classroom - intraconnection) to global (beyond the classroom - interconnection) through digital platforms such as blogs, wikis, and online multimedia tools. This allows a window to open into the classroom to those beyond for connected learning activities, such as sharing blog posts, and co-commenting on posts, or contributing to a common Twitter hashtag.
Volume 36 Issue 1
Volume 36 Issue 3