Wicked Problem Project Final

Part 1
Part 2

Please click the above links to view my Wicked Problem Project.

The Problem:

As a Spanish instructor, I had a wicked problem.  In fact, it was a problem that I struggled with as a Spanish student too.  Thus it was something I really wanted to fix!  The problem is the general lack of authentic language exchange opportunities available in the classroom.  I know from experience and from research that immersion into a language experience really helps to build confidence and skill in the new language.  But native speakers don’t come to my Spanish class, why would they?  So I have done my best to simulate these experiences during classroom exercises.  As creative as I have been, these experiences don’t equal an authentic language exchange.

The Solution: 2.  I decided to incorporate technology into a previous assignment that involved a face-to-face Spanish conversation (outside of class) and changed it to require a series of vodcast discussions between my students and a native speaker.  I plan to test my solution this fall.

(TP) The technology I chose, Skype, seems to support the teaching strategies and methods I use and then some.  Skype enables my students to have authentic language exchanges without the burden of a delay.  The goal is to replace a face-to-face conversation that puts my students in the Spanish “survival” hot seat.  Using skype and an add-on that allows them to record their conversations, students can have discussions, save them, review them, and share them.

(TC) The technology, Skype, makes the content in the problem more intellectually accessible.  The technology-content, knowledge needed by students must to be at a level that allows them to focus on the assignment, not the technology.  Thus, the technology must be relatively simple and support the activity as smoothly as possible.  Skype is free, common, and large and successful enough that it seems to have decent support.  Another perk of Skpye is that it allows both writing and speaking.   It is common and perfectly legitimate for people practicing conversations to ask someone to write down the word they are saying as they might not be able to hear the word clearly due to pronunciation, etc.  Having the chat along with the video would enable these channels of communication to exist, synchronously.  Students can listen, respond, read lips and body language, and share new vocabulary/double check with written language. 

(PC) My pedagogical choices make the content in the problem more intellectually accessible. This vodcast activity is replacing a face-to-face activity where students meet a native speaker and basically report back to me that they have had a conversation.  Pedagogically, the digital solution actually allows me to incorporate more of the course content into the project by giving students talking points that I’d like them to discuss.  I believe it is important for my students to leave my class with the skills and confidence to have a conversation in the target language.  This solution will allow for incremental practice within the context of the vocabulary and grammar lessons.  For example, early in the course we learn basics like how to introduce ourselves, say where we are from, ask how the other person is, describe their state of being (good, bad, so-so) etc.  Later the lessons are more complex, like describing work or school schedules, or describing and discussing friends and families.  Using vodcasts for each chapter, I can to incorporate more conversations per semester so students get the authentic language experience more often as a practice activity rather than as a final course summary activity. 

Since I am unable to implement this project until the fall, I don’t have many findings with the exception of my own experiences with vodcasting.  If the venue doesn’t have good support and is not intuitive then it is not worth the time and effort.  Students need to focus on the assignment with the technology as a vehicle to support learning, not as a hindrance. I was surprised at how something can LOOK easy, but when put into practice is frustrating!  Delights?  I am really excited for my students to try this new series of video chats out!  This solution allows my students to virtually cross borders.  They can review and review their conversations.  And they can compare their language skills from the first few weeks to the end of the course.  Seeing progress is inspiring!

No doubt, implementing this solution will provide both me and my students with many lessons!  The problem is very, VERY wicked.  It exists, and I want to deal with it!  I found it frustrating as a student, and now as an instructor.  This project opened my eyes to the idea of using educational technology to achieve the goal of my student’s having authentic Spanish language exchanges throughout the courses I teach.  This is very inspiring to me as a foreign language instructor and hope my students will be inspired by the project as well!

Group Leadership Project Final

Hi everyone,
Please see the link above to Team High School's Group Leadership Project for CEP 812.  We attempted to create a stand-along professional development piece for teachers on using Weebly to supplement/compliment courses.  We choose Weebly for a few reasons.  Many of us has played around with it a bit in previous classes and really liked how simple it seemed.  Scott, our fearless Weebly leader, had more extensive and positive experience with it which added to the perceived value.  I have used course management systems for several years now and was interested in the freedom and flexibility of using Weebly as an alternate tool, especially so parent's could see the content.  We chose to use the tool Weebly, to deliver the content.  The intent here was to demonstrate the usefulness of the tool as we taught our peers.  I learned more about Weebly from working on this project.  My specific content area was the video about how to blog.  I really like Blogger, but see myself using the Weebly blogging tool to keep everything streamlined when I implement a site as a supplement/compliment to future courses I teach.  We used Jing to record video because several of us had already had used it, it's free and easy too.  If I had to develop a similar product again I would add a bit more text or headings to lead the viewer to the videos.  The project is currently not one seamless presentation and to be honest, I am not sure if it is truly clear to the user where they should begin or end.  I think at this point it is difficult for me to judge that since I have worked on it so much.  Maybe by stepping away and coming back I would have a better idea.  Or better yet, we can test it out!
Thanks so much.
Kathy

Personal Learning Plan

Well, I took a risk and tried a program that I have seen my peers and instructors use throughout CEP 810, 811, and 812; PREZI.  I thought my Personal Learning Plan was the perfect opportunity to visually discuss my personal learning plan!  I really enjoyed our data visualization lab and the mind-mapping tools that I explored in the lab.  Prezi is like a mind-mapping program times a thousand.  I hope you enjoy my presentation!
Kathy

Wicked Problem Project – Part D Findings and Implications

The Wicked Problem Project was basically not as functional for me as I would have liked it to be this semester.  This is ONLY because I am currently not teaching.  I actually gained much from the project!  I was able to identify a problem (a lack of authentic language exchange), and create a solution to the problem (use the web to have web conversations with native speakers), and even implement some of the solution (make a plan, explore potential technologies, talk with the Lansing Community College help desk, AV support, and my chairperson), although not wholly.  Thus, I write this blog on findings and implications within an incomplete context.  I do really look forward to being able to implement the project and to learn from it, but I need to wait until the fall when I am scheduled to teach again.  Thus, no, my project did not get implemented as planned, yet (formative).  In terms of summative evaluation, I don’t have evidence of success yet either. 

I have basically tried to gain as much as possible throughout this class to apply it to the project.  Since my project solution involves meeting online, I learned that the technology must be easy to use, free, and as seamless as possible as to not distract or inhibit learning.  Lessons I have learned will come in the future.  One point I can add here is a lesson I learned from one of my peers in this course, and that is to be flexible and let the project evolve.  If the technology does not seem to be working, or if there is an easier way to do something, I need not be afraid to make changes.  Sometimes I see myself and other teachers make a plan and stick with it because that is “the plan” rather than making accommodations when barriers (a.k.a. opportunities) arise.  I’ll try to keep this in mind as I implement the project this fall. 

I certainly will endeavor to do the same project again.  I know this because I have already tried to do a non-digital version of the project in the past.  The problem exists, and I want to deal with it!  CEP 812 opened my eyes to the idea of using educational technology to achieve the goal of my student’s having authentic Spanish language exchanges throughout the courses I teach.  I feel that this course has enabled me to build on the idea and make it better.  Just writing out the plan and discussing the Content, Pedagogy, and Technology aspects have helped me see how the Universal Design for Learning model can be applied to benefit my students in more than one way.  For example, instead of having one face-to-face Spanish conversation, they can have several, gain instructor input, review their work, and compare their progress to their first conversations.  I look forward to learning about other benefits and learning from my student's experiences and my own.  This is very inspiring to me as a foreign language instructor and hope my students will be inspired by the project as well!

Group Leadership Project PART B - Storyboard and Script

Our Group Leadership Project, Part B, Storyboard and Script is coming along.  This link will take you to the script and this link will take you to the storyboard. Our Group Leadership Project is on using Weebly as a communication and educational tool to compliment the learning that is happening in the classroom.  My specific topic is on the Blogging feature of Weebly.  This is a very helpful feature to have since teachers can use the same easy drag and drop interface of Weebly and have a blogging component all in one place.  No outside blogging sites necessary, and no additional passwords to access them!  My specific work is shown in slides 42 through the end.  You can see my script both in the link to the script and in the link to the storyboard.  My script is viewable in the storyboard by clicking on View and then View Presenter Notes.

 Our group has had great difficulty getting together.  We have tried meeting online and communicating via email for the last two weeks but our success with this has been spotty at best.  I am not teaching currently, and work the typical 8 to 5 job, but I do remember very clearly how hectic the end of the school year can be.  I know my team is out there working hard because I can see the results of their efforts in our shared Google docs.  I sent an email today with the last steps that I see us needing (writing and recording a conclusion, making the site presentable, recording the introduction, etc.)  We will try to meet this coming Monday at 7 PM and if that doesn't work out then we will just have to trust each other to get the job done, do our best to work around each others schedules, and communicate via email.

Using Poll Everywhere

I must admit that I am resistant to using texting in the classroom.  It's not that I don't see an application, or that I don't acknowledge the interest my students have, I do.  In my current view, which admittedly needs to be broadened, I think that using cellphones in the classroom presents more problems than solutions.  I'd rather focus on incorporating other technology into my classroom.  Problems I see are: a) not all students have phones, b) the administration that I taught under had a strict cell phone use policy in the school which seemed unshakable.  The readings from Session Three have shown me that there is, indeed, great potential for using mobile devices.  I am more inclined to use mobile devices that can do MORE than simply text.  That being said, I did try out Poll Everywhere and found it simple and easy to use.  This doesn't mean that it has a huge value in the classroom however.  I thought about how I might use it effectively in a Spanish classroom.  Here is what I came up with.

One struggle second or third language learners have is thinking about how to express themselves when they don't necessarily have the exact vocabulary.  For instance, say you dropped your pencil on the floor and you need to say that but you don't remember how to say the words "dropped" or "floor".  This is where my students hit a roadblock and I try to help them think about what other words they have to express the same thing.  Can they say "My pencil is by my foot" or "My pencil is down there"?  In the brain, the learners are already doing so much, that taking that moment to think creatively to come up with a different way of saying something is very challenging.  Enter Poll Everywhere.  I could feasibly see myself adding a phrase each week, or day, with a statement or scenario and asking students to come up with other ways to say the same thing in Spanish.  This I like.  This is not necessarily part of the ACTFL guidelines or even part of the syllabus, but it IS a real challenge to learning how to apply language skills and I believe that the extra effort would result in improvement for everyone.  Now, I need to go process what I read about using cellphones in the classroom again as I know I am biased!

Wicked Problem Project - Part C

Hi Everyone,
Please listen to my podcast that discusses implementation of my Wicked Problem Project.  Do bring up the podcast, simply click on the title of this blog entry, above.  Thanks!
Kathy

Group Leadership Project - Part A Reflection

Our group met at 4:30 on May 24 using WebHuddle.  All group members made a great attempt to be present and participate fully in the session, but due to technical difficulties, some were hindered.  One member was able to log in but could not see anything.  She ended up calling me and really helped by writing notes and posting our plan onto Google docs for us to work with in the future.  Unfortunately, another group member was abruptly booted out of the session, or so it appeared.  Near the end of the meeting, he was suddenly unable to see anything but gray boxes.  It was quite frustrating for me as the moderator.  My group is excellent, and we pulled through.  I felt responsible, as the moderator, for troubleshooting the problems and I was unable to really help.  I am still unable to provide my peers with a link to post in their blogs for their assignments.  Overall, using Webhuddle made me feel helpless as I had so very few tools to troubleshoot, but proud of my group as we persevered and actually worked together to brainstorm.  I also felt responsible because I selected WebHuddle in the first place, so I feel guilty!  The only advantage of using WebHuddle for us is that it was free. We were unable to share a workspace or microphones, or practice any of the other tools the application is supposed to offer.  The technology was a bust, but we all had a good sense of humor about the situation and got through what we needed to get done.  I don't think I would ever try WebHuddle again unless I had a friend who loved the application and was very experienced with it sitting right by my side!  I would not want to ever subject my peers or students to the frustration of this application again.

Wicked Problem Project - Part B

In thinking about my Wicked Problem Project, I find it easiest to begin with the PC portion of the model, the pedagogical choices and the content.  As stated in Part A of the project, I described my desire to use vodcasts to have students have authentic language exchanges via the web.  I’d prefer to have students share conversations with students from a different country and I mentioned that I’d like to hook-up with students or a class at a technical college in a Spanish-speaking country.  I used to live in Costa Rica and studied at a sustainable agricultural college ( I did a dual major- Spanish, Agriscience) and tutored English as a volunteer.  The English instructor is still teaching at the college and I figured she would be a first contact in networking.  Costa Rican Spanish is quite clear and the time-zone difference isn’t  a huge issue.  At the same time, I’d like my students to have some ownership of the project, and if they have the option of finding a speaking-partner then they would be more likely to stick with it.  I have decided to use the Costa Rica connection as a back-up.  Also, since there are so many Spanish-speaker’s in Michigan (and the US) I would also accept vodcast conversations that are more local.  This vodcast activity is replacing a face-to-face activity where my students meet a native speaker and basically report back to me (honor system!) that they have had a conversation.  Pedagogically, I would like to incorporate more of the course content into the project by giving students talking points that I’d like them to discuss, much like we do for journals (which are going to become blogs by the way!).  For instance, in Conversational Spanish 101, students learn how to introduce themselves, say where they are from, ask how the other person is, describe their state of being (good, bad, so-so) etc.  This is much simpler language than chapter 4 which provides grammar and vocabulary that enables students to describe their work or school schedules, or another chapter where they learn to describe and discuss their friends and families.  So basically, the PC knowledge will be based on the progression of the course.  Using vodcasts for each chapter, I’d like to incorporate several more conversations per semester so students get the authentic language experience more often as a practice activity rather than as a final course summary activity.  I can’t wait to see how this goes!  

The TC, technology-content, knowledge needed by students needs to be at a level that allows them to focus on the assignment, not the technology.  They will be so nervous anyway, that having to worry about troubleshooting technology errors and issues will be harmful.  Also, the institution I work for might provide tech support, but the Spanish-speaking user’s will not have access to these services.  Thus, the technology has to support the activity as smoothly as possible.  I am currently learning towards using Skype for this project.  I have used Skype to chat, but never with video chatting and I have never recorded anything.  Skype is free and so many people use it that perhaps it is big enough and established enough to have better support.  One other positive is that I think having the option to both write and speak might be helpful in the conversation.  It is common and perfectly legitimate for people practicing conversations to ask someone to write down the word they are saying as they might not be able to hear the word clearly due to pronunciation, etc.  In a face-to-face setting, people just jot words down on paper.  Having the chat along with the video would enable these channels of communication to exist, synchronously.  Students can listen, respond, read lips and body language, and share new vocabulary/double check with written language.  The extra-benefit of doing this activity digitally is that students can go back and review the conversation to practice listening.  Not only that, they can SEE and HEAR their progress which is such an inspiration!  

The TP, technology-pedagogy, I am trying to enable with this project is to provide authentic language exchanges without the burden of a delay.  After experiencing a lot of trouble using WebHuddle, I am really evaluating the technology tools I’d like to use for this project.  I plan to contact the Lansing Community College tech support to see if they support any free videoconferencing software.  This way, the videoconferencing could be real time and more authentic than shared screencasts which provide accessibility, but also the burden of a delay in language use.  The shared screen-casts would be a last resort.  I am really seeking to replace a face-to-face conversation that puts my students in the Spanish “survival” hot seat.  I’ll do my best to reassure them that they can pause and will encourage them to just do their best!  Adults have such a hard time making mistakes sometimes which is one of the reasons young children are said to pick up second languages more easily.