Hello everyone
I hope you all made it through the cold snap preview to winter...I think it affected all parts of Alberta!
A quick update on our piloting. We are now half way through and all sites are piloting the curriculum. We are looking forward to hearing about the successes, challenges and the "Yes, ands..." . Please feel free to e mail or call in questions and observations!
We are now in the process of setting up dates to meet again and collect feedback etc from each site.
Warm regards,
Sarah
sarah.apedaile@norquest.ca
Monday, October 19, 2009
Thursday, August 27, 2009
Congratulations and Good-bye Jaimy
Jaimy has been accepted for the Master of Public Policy and Administration Program at Queens University. Her last day with the Centre was on August 21/09. We will miss her here at the Centre for Excellence inIntercultural Education and really miss having her on this project. We wish her a ton of luck and success with this new and exciting endeavor!
Tuesday, July 14, 2009
Cool study from Bow Valley College
This is a brief ( 3 page) report from an applied research project conducted by Bow Valley College on using videoconferencing to support ESL programming. It is really timely considering the conversations we have had about video conferencing and the Roots and Connections Pilot. The formatting was lost. If you would like to receive the PDF please e mail rootsandconnections@norquest.ca directly.
Enjoy!
Public Report on the
Bridges for Rural Immigrants Project
Bow Valley College
Submitted by Hana Imai
For all participants to be comfortable using the technology effectively, set up videoconferencing etiquette guidelines around noise, voice level, turn‐taking, body language, eye contact, and staying on task. Lessening these distractions contributes to a more focused learning environment.
Concluding Comments
The goal of this phase of the project is to test the suitability and assess applicability of the chosen technological delivery mode for language teaching and learning. Observations of the ESL videoconferencing classes left a very positive impression as to the effectiveness of the technology in providing language instruction to remote learners. While challenges include the establishment of high standard technology, the comfort level and connectedness of the participants, and an adequate pace of instruction, the use of videoconferencing is a powerful tool whose potential must be explored further in language delivery.
For more information about the full report please contact Hana Imai at HIMAI@bowvalleycollege.ca
Enjoy!
Public Report on the
Bridges for Rural Immigrants Project
Bow Valley College
Submitted by Hana Imai
Executive Summary
Bridges for Rural Immigrants has been developed and delivered in partnership with Bow Valley College and the Hanna Learning Centre. It is a pilot project to test the development and delivery of English language programs to rural and remote areas using videoconferencing and the SuperNet/Internet. While rural communities all have resources, they are often not necessarily the right mix or comprehensive enough to meet local needs. Individuals, who want to improve their English for further education and employment opportunities, need regular classroom instruction to meet their learning goals. It has been very difficult to meet these needs through current delivery offerings. It is our intention that this project will begin a journey of possibilities for English language learners (ELLs) who reside in smaller communities in Alberta.
An initial study has been done of other distance education projects that use videoconferencing as their core delivery mode, particularly those delivered through Nova Scotia Community College. In addition, the researchers worked with local users to identify challenges that technology brings to the delivery of ESL training and develop a set of recommendations that address the challenges.
In phase one of the project, an initial investigation of the applications of videoconferencing in an educational setting has been conducted. The goal of this phase of the project is to test the suitability and assess applicability of the chosen technological delivery mode for language teaching and learning.
Phase 1 of the project consisted of research into existing programs using videoconferencing and other technology to provide ESL training at a distance, a research report and the creation of modules for onsite facilitator training. A report on the results of the research was submitted to AE&I and a draft of training modules for local facilitators was produced.
Description of Activities and Timelines
Phase one involved the development of:
Research reports on the applicability of videoconferencing to deliver ESL classes and report of findings from visits to sites in Nova Scotia (and to a lesser degree in Alberta) that are currently using videoconferencing as a delivery mode for a variety of classes
Development of Facilitator training modules
An investigation of the pros, cons and feasibility of employing this technology to facilitate ESL instruction to a now underserviced region of Alberta was conducted. The research or investigation portion of this project is integral to its success as currently, there is no model for rural ESL delivery that utilizes a videoconferencing platform for its core delivery mode. A review of the literature has been done to investigate examples of videoconferencing being used for this purpose. A qualitative approach including observation, interview and survey has been executed by a principle researcher at several sites of Nova Scotia Community College. An additional researcher specializing in technology accompanied the
principle researcher on the initial visits to evaluate the technological requirements for delivering of ESL classes through this medium. As the principle researcher resides in Eastern Canada, multiple site visits were viable and ensured that sufficient data could be assembled from various stages in the delivery of a course through videoconferencing. A third researcher was employed to research the local use of videoconferencing. A proposal for phase two of this project will submitted by the Community Adult Learning Program in Hanna based on the findings of phase one.
Outcomes
The following outcomes were identified for the project:
Increased awareness and knowledge of available literature concerning use of videoconferencing in the classroom and in language delivery
Increased understanding of the suitability of videoconferencing in the ESL classroom
Increased understanding of the technology (its advantages and disadvantages) used in videoconferencing
Better understanding of the applicability and suitability of videoconferencing in the ESL classroom
Recommendations for language delivery using videoconferencing
Recommendations
Recommendations for the delivery stage of the program covered the areas of instructional methods, physical space, and technology. A list of core recommendations is included below.
It is recommended that a communicative curriculum should be implemented allowing for consistent and frequent opportunities for interaction between sites, students, and the instructor. As the goal of distance delivery in language learning is to provide increased opportunities for the exposure to and use of English, a communicative, interactive approach is recommended.
Because of the possible difficulties they may face using videoconferencing technology, it is recommended that low level learners be provided access to an in‐class facilitator for language support. An available technician is also recommended in case of technological difficulties.
It is recommended that the room be set up and dedicated to videoconferencing. Both the originating and the remote sites should be spaces dedicated for distance learning with the same or very similar high standard equipment. If it is not a dedicated room, factors such as the air conditioning systems, fans, boiler room noise, hall noise, and too much natural light should be considered.
For all participants to be comfortable using the technology effectively, set up videoconferencing etiquette guidelines around noise, voice level, turn‐taking, body language, eye contact, and staying on task. Lessening these distractions contributes to a more focused learning environment.
Concluding Comments
The goal of this phase of the project is to test the suitability and assess applicability of the chosen technological delivery mode for language teaching and learning. Observations of the ESL videoconferencing classes left a very positive impression as to the effectiveness of the technology in providing language instruction to remote learners. While challenges include the establishment of high standard technology, the comfort level and connectedness of the participants, and an adequate pace of instruction, the use of videoconferencing is a powerful tool whose potential must be explored further in language delivery.
Thursday, July 9, 2009
Images from Provost
Mainstreet...how many community facilitators can be found here?
Making connections at the Bean Counter!
Tuesday, July 7, 2009
IDI - Intercultural Development Inventory
Hi Everyone
I have sent out your new IDI passwords. Please complete the IDI as soon as you can and before September 4th, 2009. This will assure that we have all the data before the pilot starts.
If you have any questions do not hesitate to contact me!
Sarah
I have sent out your new IDI passwords. Please complete the IDI as soon as you can and before September 4th, 2009. This will assure that we have all the data before the pilot starts.
If you have any questions do not hesitate to contact me!
Sarah
Edson and Claresholm
Two more sessions two more communities; Edson and Claresholm! Thank you to all participants and thank you to those of you who travelled long distances to come.
In these two sessions we began with the question "What gives us roots"? This simple yet complex question is an important one to ask as we position ourselves to deliver a course like Roots and Connections.
What do you think? How do our answers to this question inform our roles of language instructor, cultural bridge and community connector when delivering Roots and Connections? Below is a collection of the things we came up with in Edson and Claresholm...
What gives us roots?
Ancestry, culture, home, spirit, customs, community, experience, food, family, Canadian (Nationality), identity, friends, work/job, values, education, life work, traditions, history, language, place, geography, place, rural/city, community, family home (birth place), family, permanence, childhood experiences, heritage, culture, ethnicity, music, visual arts, food, vocation, our career “calling”, who we are is what we do (different culturally)
In these two sessions we began with the question "What gives us roots"? This simple yet complex question is an important one to ask as we position ourselves to deliver a course like Roots and Connections.
What do you think? How do our answers to this question inform our roles of language instructor, cultural bridge and community connector when delivering Roots and Connections? Below is a collection of the things we came up with in Edson and Claresholm...
What gives us roots?
Ancestry, culture, home, spirit, customs, community, experience, food, family, Canadian (Nationality), identity, friends, work/job, values, education, life work, traditions, history, language, place, geography, place, rural/city, community, family home (birth place), family, permanence, childhood experiences, heritage, culture, ethnicity, music, visual arts, food, vocation, our career “calling”, who we are is what we do (different culturally)
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