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New Way for International Collaborative Project via the Internet

Makoto Kageto, Nihon Fukushi Univ.

Cheng-mei Sun, San Min Vocational High School

Sylvia Li, Kaohsiung Girls’ High School

Badi Chen, San Min Vocational High School

August 3, 2004

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What’s up in global networking?

Person meet each other “in person”
Group composed of aimless people
Network containing international learning groups

Person as a learner
People as knowledge workers
A group of human networkers
Human oriented knowledge networkers who decide to take actions

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What’s unique to human network?

Need analysis
Conscious Learning process
Affective Factors
Innovation
Productivity
Continuity
Convey thoughts

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The Practice of �Knowledge Network

Who?

Advanced Joint English Telecommunication (or AJET) in Taiwan
World Youth Meeting in Japan

How?

Using synchronous and asynchronous educational technology
Enable students in English-as-foreign-language environment to become more communicative in English via the Internet.

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What is the “Bottom-up Mission”?

As teachers…
As English teachers….
As instructors who integrate ICT to English teachers…
As facilitators who encourage students to move on…
As coordinators who collect resources…

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How Did I Conduct SARS Project in Collaboration with Okinawa Shogaku Gakuen via the Internet?

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(I) Set up the Objective of SARS Project

This project is expected to help students to:

actively construct their basic general knowledge about SARS.
think critically what lessons we learn from SARS

the strengths and weaknesses of human nature
international relationship
relationship between Nature and human beings

think of possible action to take to show their concern about SARS.

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(II) Design A Web-based Course on SARS

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(III) Help Students Enter AJET Digital School

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Teaching Plan & Learning Activities

May25~June 1

2003

WEEK ONE

Step 1. Understanding SARS Facts--Start to study SARS by thinking about Why? What? When? Who? Where? How?
Step 2. Timelining SARS development: Using the information you gathered in Step 1, build a timeline of SARS development in Taiwan.
**Ice-breaking

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Teaching Plan & Learning Activities

June 2~June 8

2003

WEEK TWO

Step 3. Reviewing your study: Be sure to check for accuracy of your study.
Step 4. Designing a questionnaire survey: Think about these questions below.

What’s the goal of it?

What feature will it have?

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Teaching Plan & Learning Activities

WEEK THREE:June 9~June 15,2003

Step 5. Exchanging with Peers (class): Exchange checklist with suggestions, comments & constructive criticisms for your peers.

WEEK FOUR:June 15~June 22 ,2003

Step 6: Constructing your proposal:

Be sure to include: The elements of SARS status; Why you included those elements and What you’re trying to achieve.

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Workshop & TV Conference

July 7~July 13, 2003

*Workshop 1. IT Skill Training:

Making a briefing PowerPoint

file/website

July 14~July 20, 2003

*Workshop 2. Public Speaking Skill

Training

July 16~ September 14, 2003
*TV Conferences with Okisho students:

via Yahoo Messenger ,JoinNet, Glo-Biz 21

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Interaction via the Internet�(1)Mailing Lists

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Interaction via the Internet�(2) Yahoo Messenger(July 16, 2003)

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Interaction via the Internet�WYM2003�(3) JoinNet(July 28, 2003)

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Interaction via the Internet�Okinawa Shogaku Gakuen School Festival�(4) GloBiz(Sept 14, 2003)

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For teenagers, SARS is a serious and unpleasant academic topic. But we can help them accomplish a project on it with designed guiding questions happily.

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ICT in Student Exchange Programs

Models of ICT in SEP

Pure Real Exchange Model—Study tour
Pure Cyber Exchange Model—Online Network
Alternate Exchange Model—CRC Network

Objectives of the New Model—CRC Network

International communication skills—Real situation
Presentation Skills
PBL Skills—Learning by doing
Intercultural understanding
Interschool exchange

+Good afternoon, everyone. Next, we will discuss the new model for student exchange program created by WYM and ASEP. As we know there are three basic models of student exchange programs in terms of ICT integration. They are (1) pure real exchange model, such as study tours, (2) pure cyber exchange model such as online exchange and (3) alternate exchange model. The third one is what WYM and ASEP have been applying to conduct international student exchange activities.

+By Alternate Exchange Model, it means three-staged exchange activities which are termed as C-R-C Model for international project-based learning. C refers to Cyber or online activities, while R to Real or offline activities.

+For both WYM and ASEP, students from different countries team up to complete a web-based learning project on a certain issue to their concern by means of English as well as E-learning tools.

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Elements in Alternate Exchange Model:�CRC Model in WYM and ASEP

Joint Project-based Learning (PBL)

Cyber Interaction: online activities
Real Interaction: off-line activities
Cyber Interaction: online activities

Teamwork

School Visit

Joint PBL

Homestay Program

City Tour

Joint Presentation

PBL Skills

ICT Skills

English Proficiency

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World Youth Meeting 2003 in Nagoya

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ASEP 2003 in Kaohsiung

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WYM2003 & ASEP2003

Effectiveness of the network established by WYM & ASEP

Continuation
English learning

+SARS epidemic in 2003 brought unexpected variables to test the network established by WYM and ASEP; however, C-R-C Model remains effective. As shown in our questionnaire survey on ASEP2003 and WYM2003,

92% of the participants would join ASEP2004 while 78% would feel like attending WYM2004 again. 93% would encourage their classmates or schoolmates to join this learning network.

(2) 88% of the student participants believe ASEP2003 and WYM2003 made them understand the importance of English learning in real situation.

(3) 91% of the interviewees find their overall English proficiency levels improve in doing collaborative learning projects with international and interschool partners.

+Next, my colleague, Ms. Sun, would further illustrate how international collaborative projects are conducted with an example.

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What has come up to YOUR mind?

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Conclusion

ICT proves to be an efficient and effective tool in the knowledge era. To adjust to the need of critical times, e.g. SARS, it not only fits into human need but also helps overcome fear.

Students are proved to be able to clarify misconception when acquiring the input of cultural learning and, meanwhile, exporting local wisdom to the cobuilt learning community. Therefore, the ideal of “glocalism” is greatly achieved, not meant to resist globalization but to reach a status of balance.

Intellectual software— Professional and all kinds of know-hows can be compared to electricity flow in the knowledge network.

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Vision

Convergent agent--Media person

The capacity in learning communities in each participating country has been built to support knowledge sharing, to connect with still wider networks, and to capitalize on their own learning content through telecommunication.

The very node becomes a conductor or a media of human warmth.

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THANK YOU