Wicked Problem Project Part C : Implementation

Click here to listen to my podcast for Part C : Implementation of the Wicked Problem Project. Because students are out for summer vacation, I have not been able to implement this solution. I have based my conclusions and podcast on my experiences from this past year and based on what I think may occur when I do introduce this new tool for group work.

Here are some pictures of the various tools Google Docs has to offer to help with group collaboration and product creation. All of these tools allow for interaction amongst group members at any time or any place and give all group members the option to add, edit, and communicate about the final product.

Google Document
Useful for creating written documents such as papers, scripts, and sharing ideas

Google Presentation
Useful for presenting information on a given topic

Google Spreadsheet
Useful for sharing data or creating graphs 

Google Drawing
Useful for brainstorming, expressing ideas, listening comprehension (drawing what you hear) etc.

Google Form
Useful for gathering information about a topic, evaluating comprehension, etc.

Group Leadership Project Part B: Storyboard & Script

Our group has continued our work looking into Google Forms and how they can be used in an educational setting. For our storyboard, we choose to use Google presentation to share our information slides and collaborate on our final presentation. For our script, we used Google Docs. While we each had our own task to focus on for the week and upload to each respective document, we met together last evening (July 30) via Skype to discuss our progress and to edit and reorganize what we have created so far. Here is our working storyboard via Google Presentation:

Our final presentation will be done using SlideShare and Ashley Bartkowiak will be the speaker for our final presentation. For our script, we each worked on creating a slide by slide dialogue or script for the section that we created. Through our conference call, we discussed the flow, made change, and worked on creating and introduction and closing for our presentation. Here is our script in progress via Google Docs: 

CLICK HERE to view the document in full screen through Google Docs.

Here is where we stand as we proceed towards the finish line for our Group Leadership project. Throughout the next week we will be refining our script and slides/storyboard through Google Docs. I have created the section related to creating a Google Form, James Rolle has worked on the section related to what you can use it for and how, and Jessica Haggerty has worked on the section related to analyzing the data that has been collected. Once we have everything set the way we want it for our final presentation, I will be creating a uniformly designed presentation with coordinating text, background and design elements so that the presentation flows nicely. Ashley Bartkowiak will be our speaker for the presentation. She will be going over the script and recording the script as an mp3 file. Jessica will be putting the finishing touches our our presentation by uploading our slides and mp3 files to slideshare. She will also sync our slides with our speaker. Google Docs and Skype have been instrumental in allowing our group to communicate and collaborate throughout this process. It has been great to be able to have our presentation and script open and speak with group members as we edit our product. The chat feature along with google documents has also been useful as we edit, so that we can bounce ideas off of each other and have others check our additions. 

Wiki Lab CEP 811

For the session 5 of CEP 811, we had lab devoted to wikis. The first part of the lab we looked into the ever popular wiki, Wikipedia, the most comprehensive online encyclopedia. We were given the task to look at our school and add something to our schools page. I looked up John Glenn High Schools (Bay City MI) page, as I am a coach there and I just completed a year long sub position at the school. It was also the high school I attended. It is a bit of a daunting task to come up with what you should add unless you are adding all information about the school. For my addition, I added a fact about who the school is named for, some links to the high school and the district, and removed a bad link in the side box info. I found Wikipedia very confusing to navigate and edit due to the code and process. Here is a screenshot and link to my school.

John Glenn High School Wikipedia Page

The second part of our lab focused on creating a wiki of our own after exploration of the different wiki creation software available online. I choose to use PBworks to create my wiki. I created a wiki for French resources. It is a place that French teachers can go to for lesson plans, pictures, videos, websites, or anything else devoted to French and teaching French. While it is still in its infancy, I have created specific pages for specific resources, a place to add French websites, and begun the process of uploading files. I have also added two other friends and colleagues who teach French in neighboring districts. Here is a screenshot of my wikispace and a link.

French Resources Wiki

CEP 812 Participation Tasks 1st Half

For Session 1 we were asked to create a mini biography through a video cast. Here is a link to my blog posting with my video cast. After posting on my blog I watched several other students introductions and commented through the discussion forums in Angel.

CEP 812 Video Introduction Blog Post

For Session  2 I created on online survey through Google Docs and shared the survey with some colleagues, students, and classmates. The survey can be found here and the results here. Looking at the results, I only had 5 people actually respond to the survey. The people that received the survey are fellow teachers, friends, and some students (although I don't think any students responded, maybe because it felt like homework in the summer??)  Looking at the responses, it was interestesting to see the following:
*Everyone uses a computer at home or at school
*Everyone finds it easier to complete homework or work on a computer because they have a computer accessible at school or at home
*Everyone uses computers on a daily basis
*The main tasks that people carry out using computers is e-mailing and updating social network sites. 
*People use laptop/cell phones to carry out technology tasks the most.
The results may seem a little biased because of the audience who completed the survey. It would be interesting to give this survey out to students at the beginning of the school year to see how the results compare.I have also shared this in the discussion forum for Session 2 in Angel. 

For the web-conferencing lab, our group first tried Vyew and then switched to Skype, you can find the blog post reflection here.

Finally, for session 2, we contributed a tip to the MACUL forum. Here is my posting to MACUL...

Click here to view MACUL discussion forum posting...

Wicked Problem Project Part B: Application of TPACK

The focus for my Wicked Problem Project is collaborative group work in the foreign language classroom for performance assessment. It is important for foreign language educators to assess progress of students in their written, comprehension, speaking, and listening skills. Many of these assessments are done in small groups and require collaboration to accomplish the task. By applying principals of TPACK to the solution, one can ensure that we are highlighting technology, content, and pedagogy in our delivery.

1.     What is the TP knowledge for the solution?

The technology I have chosen to help facilitate group collaboration in the foreign language classroom is Google Docs. With Google Docs, students have the option to create a document, presentation, spreadsheet, form, drawing, or use a template to present information.  Because communication is such a big player in the French classroom, students must interact with other classmates in the target language. Performance assessments, such as creating a written document, writing and performing a skit, creating a presentation, or communicating with others are essential ways for teachers to assess skills and progress. Google docs allows for collaboration with group members, it makes the information easily accessible at any computer and at any time, and allows for editing and feedback from other group members, classmates, or teachers.

2.     What is the TC knowledge for the solution?

Essentially, the problem being addressed is group collaboration for French performance assessments. The performance assessments are widely variable and can include anything from writing a skit, to creating a menu, presenting information on French culture or history, or interviewing other students to name a few. Google Docs makes the content or topic more accessible to students by allowing them to access the information at any time and on any computer, they can read and watch as other group members contribute, they can edit (add/omit) information, and they can provide feedback to others throughout the process. Also, one main focus in any foreign language classroom is communication. This tool allows not only for communication in English, but is a tool to help promote and facilitate communication in the target language from the most novice language student to the most advanced.

3.     What is the PC knowledge for the solution?

The focus of any foreign language classroom is to teach students how to communicate through reading, writing, speaking, and listening at the same time teaching about the culture, history, and arts of the target language. My focus is the French language and all that it has to offer. Google docs allows for and enhances group work and collaboration, role-playing, outlining, artifact creation, and can all be applied and carried out in the target language or in varying degrees based on the level of the language learner.

TPACK Framework

Group Leadership Project: Part A Brainstorm

Here is the recording of our first brainstorm session on youtube, via Vyew and then later switching to Skype.

Brainstorm Session

My group members, Ashley Bartkowiak, Jessica Haggerty, and James Rolle all met initially through the web conferencing tool 'Vyew'. It seemed like a great tool to be able to conference and share information. However, we were met with a minor technical difficulty due to a microphone. We encountered quite a bit of feedback which interfered with communicating clearly even though we could all hear each other. We then switched to Skype which also has many great features for communicating and collaborating, such as voice chat, typed chat, screen sharing, conference calling, and file sharing. However, we were not able to record the session through Skype, but a group member recorded the session through Quicktime. While we were successful in collaborating as a group through these programs and getting a game plan set for the project, our recording is lacking the sounds which you will notice if you click the link above.

Project Idea

As a group we have decided to focus our thoughts on teaching about Google Forms and how they can be used as a valuable tool in the classroom and how they can be applied to any content area. We are going to focus on several aspects of google forms including the following; how to create a google form, what they can be used for, how to analyze the data from the results, and any advantages or disadvantages associated with using this technology.

We have divided the tasks to research each different aspect among our group members. I will be in charge of teaching the creation of a google form. We also decided that one group member will be in charge of recording the audio so our presentation has a nice flow and is easy to listen to. As we work on this project we will continue to collaborate through Skype. We are also using Google presentation to create our storyboard and Google Docs to work on our script for our final presentation. We will meet again as a group on July 30th through Skype to see where we are at with our individual tasks, storyboard, and script so that we can move on to the next phase.

Our final presentation to show the technology of Google Forms and how it is a great tool for any classroom will be presented using SlideShare.


Web-Conferencing Session

As mentioned above our group began using Vyew and later switched to Skype. Vyew seemed to have many great features to help communicate and collaborate with a group. However, because of our technical difficulty, we did not use those features or use it to carry out our conference. Based upon that I would not be able to clearly identify the major advantages or disadvantages for this program. The only disadvantage that I could note would be that not all microphones worked well as we conferenced as a group leading to feedback and difficulty communicating through voice. Upon switching to Skype, we had no issues with microphones or unwanted feedback, so it seemed to be a better fit for our task.
Skype has the advantage of being extremely user friendly. By sharing our A Skype names with one another or easily doing a search through Skype, we were quickly able to connect or call one another and begin a conference call. Through Skype, users are able to share information in numerous ways. For our group, we shared information through voice, chat, and file sharing. There is also the option to call cell phones (for a small fee), screen sharing, and to have video chat.

As I am relatively new to Skype and what it has to offer, I have not encountered any disadvantages or problems using the technology. The only issue so far has been with this task. Skype did not have a function that we could find to record our conference call, so outside software was needed in order to accomplish that task.

Universal Design for Learning CEP 811

For this assignment, I looked at the Lesson Plan and Handout/Rubric that I use for this lesson about students creating a café skit and tried to see what features and barriers that my lesson has relating to Universal Design. You can view the educator checklist and results in the table below:

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Barrier: Currently, I have only provided students with a hard copy of the handout/rubric. In the future I can provide a hard copy but also provide a digital copy that could be manipulated for larger/smaller text or feature an option for text to speech.
1.2 Provide alternatives for auditory information	Barrier: At this point no auditory information is included with handout/rubric.
1.3 Provide alternatives for visual information	Feature: Although students only get the handout/rubric, they are watch several examples of the final project so they know where to go and know what is expected.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Feature: Students are introduced to vocabulary and phrases prior to being assigned this project. They also relate vocabulary words with pictures, objects, or with motions.
2.2 Clarify syntax and structure	Feature: Vocabulary is linked to useful phrases and taught in meaningful context  so that the language being taught will be used as it would be used in a real world context.
2.3 Decode text or mathematical notation
2.4 Promote cross-linguistic understanding	Feature: Glossaries and online reference tools are available in the classroom or online. Also, vocabulary instruction relates to pictures/object/ actions.
2.5 Illustrate key concepts non-linguistically	Feature: Teacher and students use body language and interaction/communication in the target language to convey meaning.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: Students will have to build upon language skills and vocabulary learned earlier in the course along with new material to create a cohesive skit. Foreign language skills continually build upon prior knowledge and skills.
3.2 Highlight critical features, big ideas, and relationships	Feature: Handout/rubric includes an outline of what is expected at each stage of the skit and important dates when the project tasks are due.
3.3 Guide information processing	Feature: Handout/rubric includes an outline of what is expected at each stage of the skit and important dates when the project tasks are due.
3.4 Support memory and transfer

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Feature: Students both write and perform (speak) in the target language Barrier: Currently students are required to type and videotape/perform in class. Other methods of writing or presenting could be offered for students to complete performance tasks.
4.2 Provide varied ways to interact with materials	Barrier: There are no alternate ways provided to interact with materials.
4.3 Integrate assistive technologies	Barrier: At this point, no assistive technologies such as text to speech, audio recordings are used.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Feature: Students create in text, video, or in class performance using physical manipulatives to communicate and convey meaning. (Technology tools can be enhanced as they are somewhat limited)
5.2 Provide appropriate tools for composition and problem solving	Feature: Students have access to productivity software and web tools on school/classroom computers.
5.3 Provide ways to scaffold practice and performance	Barrier: a somewhat generic skit or outline is introduced to students. It would be beneficial to introduce various ways to carry out task or encourage freedom in completing task.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: Goal setting was not a focus of this lesson/task.
6.2 Support planning and strategy development	Barrier: No focus was spent on guiding group planning or strategy development.
6.3 Facilitate managing information and resources	Feature: Students have basic guide to help manage their project and group work via handout/rubric.
6.4 Enhance capacity for monitoring progress

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Feature: The goal is natural communication in a real world context. The handout serves as a guide and students have creative freedom to accomplish the task (However, more encouragement from the teacher would be welcome to encourage freedom from guide)
7.2 Enhance relevance, value and authenticity	Feature: This task is culturally relevant to students in French. It is preparing them for a time when they may be in a francophone country and have to communicate or interact with native speakers.
7.3 Reduce threats and distractions	Barrier: The foreign language classroom is naturally a hectic environment where you are always up and moving around, it is loud as everyone is usually practicing speaking.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Barrier: No focus is put towards setting/following goals.
8.2 Vary levels of challenge and support	Barrier: This task is based on one level. Differentiation of the task could be incorporated for varying levels of students, (i.e. more basic tasks for the novice and more advanced tasks for the more experienced learner).
8.3 Foster collaboration and communication	Feature: this task promotes cooperative learning in small groups, expectations are given in the handout/rubric.
8.4 Increase mastery-oriented feedback	Barrier: No focus is placed on increased mastery-oriented feedback. Focus is on natural communication.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Feature: Students are provided a project guide/rubric.
9.2 Scaffold coping skills and strategies	Barrier: No focus on coping skills and strategies.
9.3 Develop self-assessment and reflection

Web-Conferencing

Looking at the options for video conferencing, our group decided to start with Vyew. This tool allowed for easy interaction through webcams/microphones, we could have the option to share screens, chat, send files, and record our session all while working on a common task. However, as we began the session and as group members began to enter the conference, we noticed that some microphones were causing quite a bit of feedback and making it difficult to communicate. At that point, our group choose to switch to Skype and conduct our conference there. Through Skype we did not have an issue with microphone feedback and we were able to communicate easily. We also used the chat feature and could share files with the click of a button, just as easy as attaching a file to an e-mail. All the features and tools available through Skype were very user friendly and our group had no problems getting our task accomplished. Even for a novice user like myself, I have had no problems using Skype or its features. I don't know if I would change anything for next time because we worked so well with Skype.

In my French classroom, I would use this as a tool to speak with other French students. It could be used to communicate with other students in classrooms in neighboring cities, states, or in schools in the United States. It could also be used to communicate with students in any Francophone country. It is almost the new way of having pen-pals and allows for students to experience the language outside of the classroom and possibly experience a different world by exposing them to other francophone classrooms or students

Wicked Problem Project Part A : Description of Need or Opportunity

In the foreign language classroom, it is essential that students communicate with each other in the target language and practice communication in the target language through reading, writing, speaking, and listening. For the Wicked Problem Project, I am looking at addressing collaborative group work in the foreign language classroom for performance assessments (how we evaluate communication skills through writing, speaking, listening, and reading). Group projects and performance assessments are a great way to evaluate foreign language skills students are learning, however, working with group members and schedules seems to always be a problem.

There are two tools I am planning to use to help address this problem, Google Docs and VoiceThread.

Google Docs will allow students to collaborate on projects and writing assignments, by allowing them to work remotely on the final product. They can all be working on the document at the same time or at a time that is convenient for them. This alleviates the need to have a common meeting time to work on a project or performance assessment when schedules can be conflicting. Also, by uses a program like Google Docs that essentially stores all the information in the “cloud” students can access their documents from any computer, at any time, without any worry that they left it at school, they don’t have the software, or they left it at home. This program will be primarily used for the writing and reading performance assessments.

VoiceThread is an interactive slide show that allows users to interact with what is being presented. Users can create a VoiceThread that presents information such as writing or reading assignment, however, VoiceThread allows for additional layers. With VoiceThread, users can respond to questions or prompts within the VoiceThread, leave comments about the slides, or interact with other users and their comments.

There are also other tools available for collaboration that may be included, however, these two programs will be the focus for this project.

These tools can be used at anytime in the foreign language classroom for a variety of tasks. Google Docs will be primarily used to facilitate group work and the creation of a final writing product in the target language. VoiceThread will be used to practice and assess speaking and listening skills, as needed depending on each unit. Students will be the primary users of these tools, however, the ability to share the documents or VoiceThreads with the instructor will allow for valuable feedback throughout the process of creation. Also, with VoiceThread, there is the opportunity to share with others and gain feedback from those outside of the classroom.

Some resources for VoiceThread can be found at the Speak It To Me Diigo group : http://groups.diigo.com/group/speak-it-to-me . I worked with a group to do an overview of what VoiceThread has to offer for Foreign Language teachers for CEP 810. Google Docs is very similar to any productivity software from Microsoft of Apple. Resources or help for Google Docs can be done by searching www.google.com

During CEP 812, I plan to implement the how portion of how we will specifically use these technology tools and ways to introduce students to the technology so they will have the know how to use the programs and the features they have to offer. In this course and in the future, I am hoping to develop specific performance assessment tasks that will use each aspect of this technology in French and put them into practice in my classroom.

In order to be successful, students will need to become proficient in using these tools to collaborate with other students on performance assessments as they are assigned. Also, in order to be successful, using these tools should allow for easy communication through reading, writing, speaking, and listening in the French classroom. This communication is essential for any foreign language learner.

CEP 812 Podcast Introduction

MERLOT Resource Evaluation

MERLOT Resource Page

Le Point du FLE. Apprendre le français

Here is my evaluation of this Foreign Language Education Portal:

Quality of Content:

The resource I looked at in MERLOT was “Le Point de FLE” which is a Foreign Language Education learning portal for the French language. It is a website that provides an extensive collection of links to French language activities, grammar explanations, exercises, audio, video, civilization activities, and songs among many other valuable resources for French educators and students. The content within this site provides valid and significant concepts, models, and skills for French language learning. As an educator, it would be wise for educators to keep the main link for the website and give students specific links for specific tasks so it is not overwhelming and the educator can pinpoint the best use for any given lesson or skill.

Potential Effectiveness as a Teaching-Learning Tool:

These resources can be used at any point during the learning process or at any level of language learning. Even if an activity is above a student’s particular ability level, the resources can be modified to fit the students. This resource is a huge collection of resources that is truly beneficial to the instructor. It will be important that the instructor choose the best activities to use in the classroom or use to enhance any given lesson. Students will be able to use the resources to practice skills outside of the classroom, reinforce what is being taught, and interact in the target language by applying their skills in different activities. It also takes a subject where communication is key, not only in reading, writing, and speaking, but brings in a technology aspect as we enter the 21^st century where they communicate digitally and interact via the web with activities, video, or audio, among other things.

Ease of Use:

As the teacher, I feel that the site is user friendly and it is easy to navigate. However, for a student just starting to learn a foreign language (French), this site would be extremely confusing and difficult to navigate, as it is totally written in the target language. It is for this reason, why the teacher would need to select the best links or activities for the students and only share those as it fits best with the lesson or activity at the time. The activities and various links allow for expanded teaching and learning, feedback, and a new way to interact with material via technology. I think it is and will be a valuable tool in my classroom because it presents information in a new way and the students can interact with the material in a variety of different contexts.