Index of course materials Course designed by Gail Gruber, WNMU, Silver City, NM

Networks/Internet

We will discuss the Internet--and its use as a tool in the classroom--by using the Internet. If you are new to this medium, go to http://www.california.com/~getitjoe/joemain.html and try the tutorial. There are many similar sites available. You will find them by searching with the words "Internet Tutorial." Some of them are written for students and some are adult oriented. The above tutorial is just an example.

Integration of the Internet

After we have learned how to use the Internet for our personal use, we need to find resources to use in the classroom. A site that I have used for a few years (I met the creator in 1992) is at this address: http://www.indirect.com/www/dhixson/travel.html. She has updated it weekly since that time. There are many such sites available that you can bookmark (or add to your favorites) when you find them. They are of use as you decide how you will use this valuable resource.

The book Virtual Architecture: Designing and Directing Curriculum-Based Telecomputing by Judi Harris ©1998 gives excellent references to the various methods of integrating the Internet into curriculum. http://ccwf.cc.utexas.edu/~jbharris/Virtual-Architecture/ will get you to the site which accompanies the book. I highly recommend this book, but in lieu of buying the book, the Internet site gives you excellent examples of classroom use in the following areas:

Interpersonal Exchange

Keypals much like penpals

Global Classrooms two or more classrooms in different locations studying a common topic

Electronic Appearances host a special guest

Telementoring from subject matter specialists

Question and Answer Activities ask an expert

Impersonations people answering questions in other "personas"

Information Collection and Analysis

Information Exchanges thematically conceptualized information exchanges

Database creation information collection and analysis

Electronic Publishing where people will read it

Telefieldtrips without leaving home

Pooled Data Analysis information from multiple sites

Problem Solving

Information Services students are provided with clues and must use reference sources to answer questions

Peer Feedback Activities constructive responses to othersí ideas and to the forms in which those ideas are expressed

Parallel Problem Solving Similar problem presented to students in several locations

Sequential Creations music or stories created in sequence by students in several locations

Telepresent Problem Solving bring together participants from different geographic locations and time zones asynchronously or in realtime to virtually participate in computer-mediated meetings, use remotely located robotic tools, or simultaneously engage, without direct electronic contact, in similar activities at different project sites

Simulations classes take part in actual simulations on line

Social Action Projects concerning the holocaust, peace, Earth Day, etc

The power of these projects "rests in the interconnectedness that participants experience while they communicate across what were once geographical and temporal boundaries to collaboratively realize a shared goal. This, along with the vision, energy, enthusiasm, commitment, and patience of the teachers and students who help bring these plans to life, is probably the key to their inspiring telecollaborative success." Judi Harris p. 54

Evaluation

When you begin to use the World Wide Web in your classroom, you need to concern yourself with Web Site Evaluation. This is an ongoing process that includes checking sites for accuracy. The handout The ABCs of Web Site Evaluation from the Dec 98/Jan 99 Classroom Connect gives the following sites to help you:

Critical Evaluation Surveys http://discoveryschool.com/schrockguide/eval.html

Evaluating the Quality of Internet Information Sources http://itech.coe.uga.edu/faculty/gwilkinson/criteria.html

Bibliography on Evaluating Internet Resources http://refserver.lib.vt.edu/libinst/critTHINK.HTM

ED's Oasis Evaluation Guidelines http://www.edsoasis.org/guide2.html

I would add:

Comparing and Evaluating Web Information Sources http://www.fromnowon.org/jun97/eval.html

Fri, 18 Jun 1999 17:38:00 -0400 "ELECTRONIC COLLABORATION: A Practical Guide for Educators" features an 11-step process for making online collaborative projects successful.

The new guide also offers...

* explanations of various kinds of online collaborations -- discussion groups, data collection & organization, document sharing, synchronous communication, & online workshops & courses

* tools & websites that can be resources for creating each of these forms of collaborative environments

* tips for *moderating* online collaborations.

Examples of school-based online collaborations appear throughout the guide, which was produced by the Northeast & Islands Regional Educational Laboratory at Brown University, the National School Network, & the Teacher Enhancement Electronic Community Hall.

Below are excerpts from the "Implementing the Project" section of the chapter, "It's Your Turn: Designing & Implementing a Collaborative Environment." The entire report is available online at: http://www.lab.brown.edu/public/ocsc/collaboration.guide/

Single copies are free of charge by calling the LAB Publications Department at (401) 274-9548, extension 782, or can be ordered online: http://www.lab.brown.edu/public/pubs/pubs_order.shtml

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Excerpts from "Electronic Collaboration:
A Practical Guide for Educators" (June 1999)
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We present below an *eleven-step process* for implementing an online collaborative project. Each step is followed by examples from two school-based collaborations. (These examples appear in the full publication but are not included in this EDInfo message.)

Once you've thought about the components of your environment, try this step-by-step approach or adapt it to suit your own purposes. The goals of each individual project will determine what works best.

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1. Determine goals.
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Ask people who will be involved in the project, such as school administrators, curriculum coordinators, & lead teachers, what they want to accomplish. They may not be sure of the goal itself, so discuss their needs & refine the plan.

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2. Decide when you want to begin the project & the guidelines for communicating.
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A first meeting could be face-to-face. Some participants may need to feel the sense of recognition that this can elicit. It's a way to build trust & a relationship from the beginning. Subsequent meetings would be conducted online.

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3. Decide how teachers will be compensated for their extra time.
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If the collaborations take place during school hours, find out whether teachers will have classroom coverage. If it is a summer project, find out if they are eligible for stipends. Investigate whether they can receive professional development credits through their school system or local university. This can be a major selling point, so make sure you have these answers before approaching teachers.

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4. Advocate strongly for your online conference.
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This is where you need to frame your mission carefully. Try to anticipate the reaction to your request of administrators or others whose support you will need. For example, are they willing to fund the purchase of new hardware or software? Will they authorize release time for participants? Will they help recruit participants? Be prepared to meet negative responses with examples of successful collaborations by other groups.

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5. Prepare a preliminary action plan/proposal that details what you are studying & when.
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This is your chance to articulate your goals & lay out an initial timeline with specific benchmarks. The proposal can serve as a starting point for discussions.

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6. Establish what hardware & software are available, & think about the features you want your environment to have.
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When planning a collaborative environment, it's probably safe to assume that users do not all have the same software & will have to acquire it, unless your group members all have access to similar hardware, software, and technical support. Think in terms of the existing infrastructure & its implications for choosing a computing environment....

* Do users have access to the Web, or only email?...
* What kind of computer access do participants have?...
* Does everyone have similar hardware & computing power?...

Keep in mind that you may not have a choice at all. It's possible that your hardware can only support certain software programs, or your school district may already be using a specific type of groupware.

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7. Identify those you want to join the project & how you are going to invite participants.
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You might decide to solicit volunteers either through email or word of mouth. If you want participants who are already comfortable with Internet technology, posting an announcement to a mailing list server or on a Web site are good choices. To find an appropriate mailing list server, check indexed lists of newsgroups & mailing lists such as Reference.com --http://www.reference.com/ --
or the List of Lists. http://catalog.com/vivian/interest-group-search.html

You might also consider approaching principals. Once convinced of the merits of your proposal, many may be willing to promote your project at meetings. Still another option is to send an invitation via the regular mail or in a teachers' newsletter; make sure you send a copy to other potential supporters such as principals, department heads, & the superintendent of schools. In the letter, be specific about your goals. Let potential participants know how much time out of the classroom this could require & mention classroom coverage &/or stipends if they are relevant. Provide enough details to make the project understandable, but let them know it will be an evolving, fluid experience. Also, give a date for the kick-off meeting.

Do you want to have an application process or include all volunteers? If it's a competitive process, provide information about both the application process & your methods for choosing participants.

Decide whether you want to bring in outside professionals. If so, who are they? Find out if they are willing to participate. Consider having a computer teacher be part of the conference, so you have built-in help for any technical glitches that may occur. Be sure this expert is aware that you may be asking for technical assistance as problems arise.

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8. Select the participants & the moderator(s).
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Consider the number of people who can participate while keeping the work manageable & the feeling personal. Depending on the group's experience with Internet technology, you may want to use more than one moderator -- one for content issues & one for technical support.

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9. Prepare for the first group encounter.
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Arrange for participants to come together for an initial meeting. Like any other first encounter at a teachers' seminar, participants should introduce themselves, explain why they are interested in working on the project, what their expectations are, & what they think they can contribute & learn. Make sure you have a skilled moderator who can help you conduct the meeting. (See the next section on being an effective moderator.) Review the preliminary proposal with the group & make sure it is on target, or at least within range. Discuss changes that need to be made. Make sure everyone is still on board. Does the project need to be substantively revamped or can the work begin? Before you close the meeting, define the next step, whether it be overhauling the plan or convening online to begin the collaboration.

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10. Let the discussions begin!
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The moderator can take the lead in raising questions, posing scenarios, & offering suggestions for strategies & activities. Once participants get comfortable with the technology, they will likely take a more active role in shaping the discussion.

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11. Now that you have a new community of learners, make sure they help you evaluate the project work.
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Evaluation should be an ongoing process to which all participants contribute. The group's moderator can help guide this process by regularly asking the group about their progress.

Index of course materials Course designed by Gail Gruber, WNMU, Silver City, NM

Interpersonal Exchange
Keypals	much like penpals
Global Classrooms	two or more classrooms in different locations studying a common topic
Electronic Appearances	host a special guest
Telementoring	from subject matter specialists
Question and Answer Activities	ask an expert
Impersonations	people answering questions in other "personas"
Information Collection and Analysis
Information Exchanges	thematically conceptualized information exchanges
Database creation	information collection and analysis
Electronic Publishing	where people will read it
Telefieldtrips	without leaving home
Pooled Data Analysis	information from multiple sites
Problem Solving
Information Services	students are provided with clues and must use reference sources to answer questions
Peer Feedback Activities	constructive responses to othersí ideas and to the forms in which those ideas are expressed
Parallel Problem Solving	Similar problem presented to students in several locations
Sequential Creations	music or stories created in sequence by students in several locations
Telepresent Problem Solving	bring together participants from different geographic locations and time zones asynchronously or in realtime to virtually participate in computer-mediated meetings, use remotely located robotic tools, or simultaneously engage, without direct electronic contact, in similar activities at different project sites
Simulations	classes take part in actual simulations on line
Social Action Projects	concerning the holocaust, peace, Earth Day, etc

Critical Evaluation Surveys	http://discoveryschool.com/schrockguide/eval.html
Evaluating the Quality of Internet Information Sources	http://itech.coe.uga.edu/faculty/gwilkinson/criteria.html
Bibliography on Evaluating Internet Resources	http://refserver.lib.vt.edu/libinst/critTHINK.HTM
ED's Oasis Evaluation Guidelines	http://www.edsoasis.org/guide2.html
I would add:
Comparing and Evaluating Web Information Sources	http://www.fromnowon.org/jun97/eval.html