Tag Archive for globaled

Window into Gaza Handout

Here is the handout from today’s presentation. Thank you to all who attended!

A Window Into Gaza

2008 Election and Global Collaboration

A high school teacher is seeking international partners for an election class he will teach next fall. Do you know of anyone who is thinking along the same lines, especially in Central or South America (fewer time zone issues)? Do you have other good election sites with an international focus to add to the following list?

When History Happens

Taking IT Global

Global Education Collaborative Ning

ALA Election Web Sites

Skewz: All Sides of the Story

Voices Without Votes

So good, you can hear a cricket chirp!

I received a pleasantly unexpected call from Stephen in Botswana yesterday to discuss Maru-a-Pula IT matters. Throughout the call, I could hear what sounded very much like a cricket chirping. Was it an artifact of the Skype transmission? No, it really was a cricket that had snuck into Stephen’s office! Good think he wasn’t calling from home. They are a challenge to find and catch.

Botswana cricket via Skype (mp3)

Podcast by Phone from Costa Rica

I am listening to our middle school students podcasting from Costa Rica. What a treat! Listen in below. David is trying this for the second year in a row. This year’s posts are more detailed, articulate, and to the point. I will try at some point to find out how David prepped the students for their posts.

Sending periodic updates back home adds a new dimension to international travel. Parents and other interested community members can follow the trip progress from home. Students can share their reflections on the trip as it is happening, which adds a new twist to the task of reporting back. The conversation is one way, so that no replies from listeners intrude on the students’ foreign experience. The collection of all of the recordings will capture a record of the trip that others will be able to use afterward. Podcasting by phone requires very little production time on the parts of the trip participants and no special equipment. GCast doesn’t even charge for the service!

At the same time, trip leader Spencer has brought along a set of digital audio recorders, so that students may each record daily audio journal entries and reflect on them upon return. I will be interested to see how they will compare the educative value of these two very different methods of capturing thoughts in audio format during the trip.

Trip Planning Project Using Google Earth

A teacher would like to move his annual seventh grade trip planning project from paper to Google Earth. The basic idea is that each student plans all of the details of a trip to an international destination of his or her choice. The report includes maps, itinerary, a description of each stop, a detailed trip budget, and general overview of the destination.

Google Earth promises to add value to this project at several levels. Earth’s core functionality is mapping — it provides an unlimited number of maps, at a variety of zoom levels, of every stop on the trip. Unlike paper maps, you can even display a view of a couple of blocks in a city and produce maps for remote locations that would otherwise be hard to find. The flyover tool provides a sense of scale difficult to communicate by any other means, as the viewer zooms from one location to another. Believe it or not, about a quarter of the families actually take the trip that the student has designed (there’s an authentic project for you!). It’s a lot easier to share this project with others in digital form. It’s even possible that the family would be able to take the student’s work with them on a smart phone!

We found that .kmz files can store nearly all of the information the teacher wants students to include. The placemark Info window apparently accepts HTML, because we found ourselves inserting links, paragraph tags, and even images embedded from other locations on the web. Earth’s print function automatically compiles the placemarks in a folder and produces step-by-step output suitable for sharing with others on paper if desired. Students could even store their bibliographies in the KMZ file, perhaps in the last placemark on the tour. Itinerary can be included by naming each placemark with the trip day. In this manner, all of the information the teacher wants students to research is embedded right in the most relevant place in the tour.

For kicks, we tested the concept that a KMZ file would be useful on a smartphone. We emailed a sample KMZ file to my Blackberry, but it didn’t open from Mail. Then, I uploaded it to a web site instead and accessed it from the Blackberry browser — then it worked great! Google Maps for Blackberry opened the KMZ file and displayed all of the placemarks in Rome right there. We didnt’ test whether the placemark details were retained but were sufficiently impressed that Maps could display the Earth file in a useful way. This feature could be useful for a lot of other applications for when you want to take with you a number of locations that you have looked up ahead of time.

Window into Gaza, pt. 2

part 1

Today, I would like to explore the visual richness of our online, distance interactions using Skype. How did video make the experience many times richer than similar interactions using discussion forums or audio? Perhaps the answer lies in the importance of body language in communication. Many times during the conversation, our students picked up subtleties from our guests through body language. When an individual was excited to make a comment, we could see hear leap from her chair, slide over to the microphone, sit upright, and take a sharp breath before beginning to speak. These visual cues communicated the energy behind the speaker’s ideas before she even opened her mouth. Similarly, when our students asked really tough questions, we could see a slight slump of the shoulders, a downward gaze, and an awkward pause while they considered how to formulate a reply. When funny moments occurred, we could see smiles and laughter, even from a distance of 6,000 miles and one blockade.

We know that the brain simplifies the visual information our eyes take in so that we may make sense of it. In other words, our brains only process a fraction of what we actually see (can someone help me find a source for a study of this?). It may follow that, even though video is only a partial representation of a room in a distant location, it seems real enough to us. As the videoconference grew longer, we became increasingly accustomed to the dynamic and effectively communicated challenging concepts back and forth. The richness of the videoconference made a meaningful exchange possible.

This successful experience completely changes the rules for future global education initiatives at school. I used to think that virtual exchanges were the next best thing to international trips. Now I find that they are equally valuable, though different in nature. When we think about our lower school students, who are unlikely to travel as a class to any faraway land, we assume that their experience is going to be less rich than that of our middle and upper school students. Now, I imagine a curriculum in which students would Skype each other weekly, at a predetermined time, building deep relationships and exploring meaningful curricula over the course of a year or longer. The nonexistent cost, immediacy of contact, and regular scheduling give videoconferencing at least equal potential as short international trips to support meaningful learning. Of course, virtual exchanges may also enhance actual trips, as students get to know each other before traveling and keep in touch after the trip is over.

I can’t wait to get started …

A Window into Gaza

This morning, we successfully held a 2-1/2 hour discussion between students at Catlin Gabel and in Gaza City, Palestine. Mercy Corps runs a program called Why Not Youth, an Internet-based curriculum to facilitate greater understanding between Oregon and Palestine. I entered the activity with two uncertainties: How familiar could students get with each other through Internet video? Would the technology even work, and what would we do if it didn’t?


The experience far exceeded my wildest dreams. At first, the technology teased me with hints of success. We showed up at school at 7:00 a.m. (5:00 p.m. in Gaza). For a good 45 minutes, we watched the Gazans’ Skype status flicker on and off. What could be going on there? Power outages? Internet connectivity issues? Would the lesson be a bust? We got video first, to murmurs of excitement from our people. Then the audio clicked in … and out … and in. We were off and running!

For a distance of thousands of miles, using free Skype technology, the quality was absolutely amazing. We must have been getting at least 5 fps video rate and telephone-quality audio. Every 20 minutes or so, we got completely disconnected but reestablished contact within about a minute. In a way, the interruptions helped remind us how remarkable this connection was. If you don’t have it yet, get the latest Skype upgrade. The video compression is far superior.

The students on both sides prepared questions in advance, mostly so that the Palestinian students could find the English vocabulary needed to clearly express answers to complex questions about freedom, elections, and the press. For the first hour or so, the conversation proceeded in relative formality. Each group asked a question, and the others responded.

In the second hour, the magic really began. To my amazement, the students on both sides demonstrated a growing familiarity with each other. They laughed at jokes and awkward moments. One student played the oud. Our students admitted they didn’t know anything about the Oscars. They challenged each other with serious questions. Our students came to grips with how little they knew about life in Gaza. They sympathized with the plight of being virtually imprisoned in a 39 km strip of land.

Hyperbole thrives in the blogosphere. I truly try to avoid it. Today, I need to make an exception. The connection we were able to make between Oregonian and Gazan students today far exceeded my expectations. I truly believe that this represents a new frontier in global education. The technology is finally accessible enough that we can make exchanges between people in very different life circumstances, connections that truly challenge assumptions and teach in the most powerful manner. It is going to take me days to fully process what we experienced this morning. I can’t wait to plan the next one.

Also read part 2 | part 3 | part 4