IOC 2006 Online Learning supporting international collaborative literature project

Teachers' Feedback

Nellie Muller (Rabin):

I have had very positive experiences with collaborative learning as an MA student. I learned a great deal about myself as a learner and my relationship with others. I learned to share ideas and accept ideas from others. I became aware of the advantages of team work. As I result of my positive experiences, I decided to try it out with my students.

The English Inspectorate added new ideas to its curriculum. One of the innovations was that students develop life long learning skills such as higher order thinking and team work. This would be done by means of a Project to be written and presented for the Oral Bagrut (Final Exam). The project would be carried out in teams of 4 using technology and creative means of presentations. The students would talk about the process they experienced on the final Oral Bagrut. I decided to develop two WebQuests for the Project. I based them on the literature studied: The Last Spin and The Giver.

I created The Perfect Society for Rabin's grade 12 ESL students. It was done in preparation for their collaborative English Oral Bagrut (National Exam). The WebQuest was based on The Giver by Lois Lowry. Since the WebQuest project was such a success last year, I decided to use it on the international collaborative literature project.

I presumed that my students would also see the value of online team work immediately. I was mistaken. Initially, many of them felt threatened as they entered this unfamiliar online learning environment. They were not used to this kind of online communication. This did not discourage me. I was determined to make it work. I conducted several class discussions on the issues and problems they were facing. They learned to express themselves in a quiet and constructive manner by focusing on the difficulties they were having instead of blaming others for their fears. Most of their problems centered around how they were going to be evaluated and grades. The atmosphere in the classroom was improving as the students realized that they were not alone. Everyone felt the same. They were all skeptical about using technology as a learning tool. They had never learned that way before and were afraid of getting lower grades.

Once they understood that they were actually preparing their final Bagrut Project for next year, they began to relax.

Using technology (Internet) for learning is new for most students and their parents. It takes time to accept new ways. I am convinced that this kind of international collaborative learning model is an important step to better communication.

Mrs. Peters and I collaborated online at all hours day and night. I hope we will continue collaborating in the future. I am grateful to have met such a professional and dedicated teacher. We became friends.

Finally, I wish to thank both our schools for supporting the project.

Sharon Peters (LCC):

Because this was the second year of Lower Canada College’s involvement with Neveh Channah, many aspects to the project were much easier to plan. Our timeline for the project was better anticipated after we factored in our different holidays and lesson goals. The students had an opportunity to see last year’s project website and better conceptualize what was expected of them. Again and again, I was impressed with the level of seriousness with which they took their relationships to the students in Israel and their responses to the difficult situations that arose in Israel. It was clear they were thinking about world events with new eyes. As well, because of their new-found relationships with the students in Israel, they had a clear idea of their audience for the literature website. This was an authentic learning experience in the truest sense.

I was particularly happy with the moodle software that was used to support both of these projects. Its flexibility and multi-functionality is superior to any other management system that I have seen. Not only that, it is attractive and appealing. The students were able to very easily navigate through it and even create their own personal profiles which provided them an opportunity for personal expression.

My new endeavour with a webquest and a collaborative learning approach with our partners at Rabin High School was very challenging. While I have participated in many collaborative projects as an adult learner, it became apparent that high school students are a different breed of learners and need additional scaffolded support for a project such as this. The students from both schools very much enjoyed the social interaction; however, when it came down to depending on other team members from a different school to produce work of a good quality, many of the students balked. This was a new learning approach for them. It was a profound learning experience for the teachers, too. Nellie and I spent many hours discussing solutions to problems that arose and seeking resolutions to unanticipated difficulties. It was hard work! And while it is true that I would do things differently next time, it is often only through making mistakes that we learn better and more efficient ways in our instructional approaches.

Overall, I would like to thank my students for their hard work and creativity; my dear partnering teachers in Israel for their unrelenting support and encouragement – they are true friends; and my school for the collegial support I have received and the provision of such rich technology resources so that this project is possible.

Reuven Werber (NC, IPCNL):

Our experience in the project has shown that participant students become motivated to learn creatively in a real life situation. They study their own countries literary heritage deeply and meaningfully so that they will be able to present it and clarify it to their partners across the sea. The project puts them in the position of peer mentors, who create a learning environment for their partners. They then become learners of their partners literature and culture comparing and contrasting the situations faced by the characters in each of the literary selections.

Last year, LCC students worked with their partners at Neveh Channah on songs and poems of Canada and Israel, studying the texts, learning about the cultures that gave rise to them, presenting their findings to their partners on a joint website and discussing and comparing their findings on a web based discussion forum.

I feel that the communication between the students was very meaningful and helped develop a real understanding between them. The exchanges on the web forums around the songs and poems helped the students relate to each others culture develop real ties between them.

The steady frequent communication between the teachers provided for flexibility in carrying out the project, allowing for adaptations and modifications to meet the developing needs of the students and their curriculum. It also created a real feeling of camaraderie and joint purpose which enriched the project and the teachers own experience.

This year, LCC classes are again collaborating with Neveh Channah as well as with the Rabin High School of Tel Mond. The classes of both Israeli schools are made up of native English speakers, many of whom have emigrated to Israel from English speaking countries over the last few years. The joint projects between these classes and LCC is on a very high level, enriching both the Israeli and Canadian students.

2006 Illinois Online Conference for Teaching and Learning Feb. 15-17 2006 Online Learning Supporting The International Collaborative Literature Project Israel-Canada partnership in online collaborative learning
HOME LCC Moodle LMS IPNCL Tools used Timeline Students' feedback Teachers' Feedback Design of projects Multimedia showcase LCC ICLP 2006 NC-LCC ICLP 2004-2005 Lower Canada College Neveh Channah Rabin High School	Teachers' Feedback Nellie Muller (Rabin): I have had very positive experiences with collaborative learning as an MA student. I learned a great deal about myself as a learner and my relationship with others. I learned to share ideas and accept ideas from others. I became aware of the advantages of team work. As I result of my positive experiences, I decided to try it out with my students. The English Inspectorate added new ideas to its curriculum. One of the innovations was that students develop life long learning skills such as higher order thinking and team work. This would be done by means of a Project to be written and presented for the Oral Bagrut (Final Exam). The project would be carried out in teams of 4 using technology and creative means of presentations. The students would talk about the process they experienced on the final Oral Bagrut. I decided to develop two WebQuests for the Project. I based them on the literature studied: The Last Spin and The Giver. I created The Perfect Society for Rabin's grade 12 ESL students. It was done in preparation for their collaborative English Oral Bagrut (National Exam). The WebQuest was based on The Giver by Lois Lowry. Since the WebQuest project was such a success last year, I decided to use it on the international collaborative literature project. I presumed that my students would also see the value of online team work immediately. I was mistaken. Initially, many of them felt threatened as they entered this unfamiliar online learning environment. They were not used to this kind of online communication. This did not discourage me. I was determined to make it work. I conducted several class discussions on the issues and problems they were facing. They learned to express themselves in a quiet and constructive manner by focusing on the difficulties they were having instead of blaming others for their fears. Most of their problems centered around how they were going to be evaluated and grades. The atmosphere in the classroom was improving as the students realized that they were not alone. Everyone felt the same. They were all skeptical about using technology as a learning tool. They had never learned that way before and were afraid of getting lower grades. Once they understood that they were actually preparing their final Bagrut Project for next year, they began to relax. Using technology (Internet) for learning is new for most students and their parents. It takes time to accept new ways. I am convinced that this kind of international collaborative learning model is an important step to better communication. Mrs. Peters and I collaborated online at all hours day and night. I hope we will continue collaborating in the future. I am grateful to have met such a professional and dedicated teacher. We became friends. Finally, I wish to thank both our schools for supporting the project. Sharon Peters (LCC): Because this was the second year of Lower Canada College’s involvement with Neveh Channah, many aspects to the project were much easier to plan. Our timeline for the project was better anticipated after we factored in our different holidays and lesson goals. The students had an opportunity to see last year’s project website and better conceptualize what was expected of them. Again and again, I was impressed with the level of seriousness with which they took their relationships to the students in Israel and their responses to the difficult situations that arose in Israel. It was clear they were thinking about world events with new eyes. As well, because of their new-found relationships with the students in Israel, they had a clear idea of their audience for the literature website. This was an authentic learning experience in the truest sense. I was particularly happy with the moodle software that was used to support both of these projects. Its flexibility and multi-functionality is superior to any other management system that I have seen. Not only that, it is attractive and appealing. The students were able to very easily navigate through it and even create their own personal profiles which provided them an opportunity for personal expression. My new endeavour with a webquest and a collaborative learning approach with our partners at Rabin High School was very challenging. While I have participated in many collaborative projects as an adult learner, it became apparent that high school students are a different breed of learners and need additional scaffolded support for a project such as this. The students from both schools very much enjoyed the social interaction; however, when it came down to depending on other team members from a different school to produce work of a good quality, many of the students balked. This was a new learning approach for them. It was a profound learning experience for the teachers, too. Nellie and I spent many hours discussing solutions to problems that arose and seeking resolutions to unanticipated difficulties. It was hard work! And while it is true that I would do things differently next time, it is often only through making mistakes that we learn better and more efficient ways in our instructional approaches. Overall, I would like to thank my students for their hard work and creativity; my dear partnering teachers in Israel for their unrelenting support and encouragement – they are true friends; and my school for the collegial support I have received and the provision of such rich technology resources so that this project is possible. Reuven Werber (NC, IPCNL): Our experience in the project has shown that participant students become motivated to learn creatively in a real life situation. They study their own countries literary heritage deeply and meaningfully so that they will be able to present it and clarify it to their partners across the sea. The project puts them in the position of peer mentors, who create a learning environment for their partners. They then become learners of their partners literature and culture comparing and contrasting the situations faced by the characters in each of the literary selections. Last year, LCC students worked with their partners at Neveh Channah on songs and poems of Canada and Israel, studying the texts, learning about the cultures that gave rise to them, presenting their findings to their partners on a joint website and discussing and comparing their findings on a web based discussion forum. I feel that the communication between the students was very meaningful and helped develop a real understanding between them. The exchanges on the web forums around the songs and poems helped the students relate to each others culture develop real ties between them. The steady frequent communication between the teachers provided for flexibility in carrying out the project, allowing for adaptations and modifications to meet the developing needs of the students and their curriculum. It also created a real feeling of camaraderie and joint purpose which enriched the project and the teachers own experience. This year, LCC classes are again collaborating with Neveh Channah as well as with the Rabin High School of Tel Mond. The classes of both Israeli schools are made up of native English speakers, many of whom have emigrated to Israel from English speaking countries over the last few years. The joint projects between these classes and LCC is on a very high level, enriching both the Israeli and Canadian students.