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Expanding access through interactive Expanding access through interactive distance learning (videoconferencing): a distance learning (videoconferencing): a partnership between K12 and Higher Edpartnership between K12 and Higher Ed
Sheree Willis,
Executive Director,
Confucius Institute at the University of Kansas
913-897-8612
Presentation at NCLC, Washington, D.C.
April, 2010
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Expanding access to underserved Expanding access to underserved students despite shortage of students despite shortage of
teachers, funding, curriculumteachers, funding, curriculum
A Successful Strategy: Interactive Distance Learning (IDL) videoconference delivery
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Results: Significant Expansion of Results: Significant Expansion of AccessAccess
• (IDL-videoconferencing) –» Expanded number of K12 students in academic year
Chinese language classes delivered by IDL in Kansas from 0 in 2005-2006 to 24 in 2006-2007 to over 400 in 2009-2010, including classes delivered to neighboring states.
» Inspired establishment of other IDL Chinese programs in Kansas and nearby states.
» Stimulated growth of non-IDL programs.
» Stimulated greater emphasis on global learning in K12 throughout the state
• Over 1500 percent growth in four years.04/13/23 3
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A Partnership to Increase AccessA Partnership to Increase Access• Southeast Kansas Educational Service Center (Greenbush)
– 21 yrs experience in providing K12 academic year and short-term classes by IDL to Kansas and neighboring states
– Largest IDL provider in Kansas– Linked to extensive statewide IDL network, KanEd Internet
backbone
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What is IDL?What is IDL?InteractiveInteractive Distance Learning Distance Learning
• Interactive
• Real-time, synchronous instruction
• Uses advanced videoconferencing technology
• Students and teachers see and hear each other, even with more than one remote site
• Students see and hear curricular materials (images, ppt, internet pages, documents, video) provided by teacher
• Teacher can see and hear students and student produced materials
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IDL is notIDL is not
• Asynchronous
• Online
• Individualized or independent study
• Correspondence
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Equipment and InfrastructureEquipment and Infrastructure• Videoconferencing unit and camera
» Polycom» Tanberg» High def v. standard» Can be multi-point or point-to-point
• Display» Plasma screen, TV Screen
• Additional equipment» Computer, Document camera, speakers, microphone
array, extra (student) camera, DVD/VHS player» Phone and fax machine
• Classroom space (or cart)• Internet Access• Personnel – facilitator or classroom teacher
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Advantages ofAdvantages ofInteractiveInteractive Distance Learning Distance Learning
• Real-time, synchronous instruction• Allows students in more than one location and teacher to interact –
creating communities of learners over extended physical space• Allows classes to be scheduled during normal school day – in regular
bell schedule• Chinese is perceived as “regular” subject, carrying same weight as
other academic subjects• Chinese class conforms to contact hour and other requirements for
high school credit.• Allows for economic allocation of teacher time, either by hub
approach or distributed approach
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• Teachers concentrated at one location = sharing of experience, expertise, joint preparation
• Chinese IDL teachers have greater access to expertise, guidance from higher ed (especially useful in new field with inexperienced teachers)
• Students have access to certified, trained teacher
Higher Ed-based teacher hub: Higher Ed-based teacher hub: Quality of InstructionQuality of Instruction
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Management ChallengesManagement Challenges
• Equipment - compatibility issues• Scheduling – opportunities and challenges• Reaching through the screen – to students,
schools, communities• Supporting sustainable programs• Teacher training and support• Curriculum development
• Specific to IDL
• Challenges for any language program
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Communication with IDL sitesCommunication with IDL sites• Facilitators/classroom instructors play important role
(training for facilitators helpful)
• IDL remote site school administrator support also critical
• Context for learning Chinese (supported by administrators, other teachers, school staff, parents, community)
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Sustainability of Chinese language Sustainability of Chinese language programs requires a supportive programs requires a supportive
environmentenvironment
• Cultural education programs for non-language teachers generate support for language programs» training in Chinese culture for teachers of other subjects
» Cultural activities for students (speech contests, festivals, Spring festival performances, films, etc.)
• Reaching out to school boards, site councils, parents, community businesses – to support Chinese programs
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Leveraging other resources for a Leveraging other resources for a supportive contextsupportive context
www.kcta.ku.edu
NCTAChina BridgeFLAPSTARTALKNSLI-YConfucius Classrooms
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Reaching through the screen: making Reaching through the screen: making best practices work in an IDL contextbest practices work in an IDL context
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Pedagogical challengesError correctionDifferentiated instructionRealiaClassroom managementInterpersonal oral assessment (no privacy)
Keys to success:Planning ahead (careful lesson planning, send materials ahead)Facilitator training and communicationTeacher training and teamwork
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Areas for Further Investigation• Additional research in adapting communicative
instruction to IDL context
• Need adaptive techniques for error correction, student-centered instruction
• Better techniques for teaching young children – expansion of elementary school programs
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WWW.CONFUCIUS.KU.EDU