1. Videoconferencing
between Australian and Korean Schools
for Intercultural Exchanges
Myung-sook Auh
University of New England, Australia
John Pegg,
The National Centre of Science, ICT, and Mathematics Education
for Rural and Regional Australia (SiMERR), Australia
Chris Reading
University of New England, Australia
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3. Current trends in education in A-K
AUSTRALIA
Economically and politically, Asia is important for Australia.
National Statement for Engaging Young Australians with Asia in
Australian Schools (ADEST, 2006).
Melbourne Declaration on Educational Goals for Young Australians
(MCEETA, 2008)
National Asian Languages and Studies in Schools Program
(NALSSP): AUD $62.4 million, 2009 – 2011.
Korea, China, Japan, Indonesia: Important for Australia’s future.
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4. Current trends in education in A-K_2
KOREA
Developing global citizens:
Fluent English
Advanced ICT skills
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5. Connected Classrooms in NSW
To make Videoconferencing a part of teaching and learning in
NSW public schools.
2007, NSW Government, Connected Classrooms Program
(CCP)
Invested AUD$158 million, a 4-year project, 2007-2011, 2,200
schools.
CCP equipment Figure 1.
Ways to sustain the CCP are needed.
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7. Australia-Korea ConneXion (AKC) program
The current study – part of our team’s research on the AKC.
Aim of the AKC: Intercultural exchanges.
Links Australian and Korean schools using 3 connection methods:
Videoconferencing
e-Pal (online discussion)
School exchange visits.
Currently 5 pairs of Australian and Korean schools participate.
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9. Review of Literature (RL)_1. VC
Several studies on VC:
Andrews (2005)
Bell, Carr, & Whelan (2009)
Broadley, Boyd & Terry (2009)
Freeman (1998)
Howard-Kennedy (2004)
Knipe & Lee (2002)
Lee & Hutton (2007)
Reading, Fluck, Trinidad, Anderson & White (2008).
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10. RL_1. VC_findings
VC motivates students with its novelty effect
Link remote classrooms
Have potential for international and intercultural education
Structured and facilitated VC sessions are better than non-
structured to ensure rigorous debate
Key factors for VC sessions: teachers, VC quality, class
contents, classroom design
Teachers’ commitment – key to effective use of the Connected
Classrooms
VC can be used for teacher professional learning
Difficulties in coordinating VC sessions
VC as a solution for multi-campus lecturing? – Coordination
issues, lower quality teaching in remote sites.
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11. Andrews (2005): Key factors for successful VC
sessions
A Canadian school in Alberta.
Curriculum-based VC program for Science, Social Studies, Global
Classroom, Legal Studies, Music, Maths.
VC media: 1) IP-based H.323 VC system,
2) Web-based software: Macromedia Breeze, VSee, WebEx,
RealNVC (Virtual Network Computing)
Findings: Key factors for successful VC sessions:
Teachers
Videoconferencing quality
Class contents
Classroom design
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12. Andrews (2005)_2
Implications:
1. Select teachers carefully; build a committed supportive
leadership.
2. Ensure high quality, audio and visual qualities using IP-based
VC equipment and network.
3. A variety of well-planned, research-based contents;
participants are actively involved.
4. A flexible classroom design to support activity and interactivity.
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13. RL_2. Web Conferencing (WC)
Web conferencing ≠ Video conferencing
WC – web-based software used: e.g., Skype, Adobe Connect, BizNuri
VC – IP-based hardware: e.g., Tandberg, Polycom;
WC: Data sharing: sharing Power Point slides, Word file, websites;
Allows collaborative discussion.
Connected Classrooms = VC Tandberg + Interactive White Board
(similar to Korea – Electronic Board)
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15. RL_2. WC_2: Jauregi & Bañados (2008)
Adobe Connect.
Spanish language learning as Second Language (L2) learning.
Dutch (non-native Spanish), Chilean (native Spanish) students
doing web conferencing.
Data collection: Students’ responses on a questionnaire, analysis
of recordings of VC sessions, Project blog.
Positive learning outcomes:
All wanted to continue web conferencing sessions for L2 learning.
Appreciated meeting their Chilean peers of their age.
Learn Spanish from native Spanish speakers.
Experience Spanish Chilean culture through interaction with their
Chilean peers.
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16. RL_2. WC: Lee (2009)
Aim: To investigate intercultural communication in learning L2.
Participants: Korean students in Korea, learning English from
USA native English speaking teachers, using BizNuri.
Data collection: Recordings of web conferencing classes.
Results:
WC facilitated learning culture-specific connotations.
Students’ cultural awareness and deeper understanding of their own
(Korean) culture and the USA culture.
Reducing Korean students’ shyness towards USA teachers;
willingness to interact with them.
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17. RL_3. Online learning: O’Neill (2007)
VC, WC – Synchronous. Online learning – Asynchronous.
O’Neill (2007): 1) to investigate intercultural competence of
Korean and USA students, using Blackboard.
Method: Developed a special program, IVECA, for meaningful
intercultural exchanges.
Results: Students’ increased intercultural competence.
findings: Principals’ support – crucial.
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19. Aim
To report how videoconferencing (VC) sessions between
Australian and Korean schools were designed and implemented
in 5 pairs of schools.
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20. Participating schools
5 Australian regional: Armidale, Wagga in NSW.
5 Korean urban schools: Gyeonggi, Daejeon, Gwangju.
1 class from each school.
Students: Australia – 125 (25 students p/school).
Korea – 105 (20+ p/school). 230 students in total.
Teachers: Australia – 11 (2+ teachers [HSIE, ICT} p/school).
Korea – 5 (1 teacher p/school). 16 teachers in total.
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21. Media for VC
AUSTRALIA
3 NSW public schools: Connected Classrooms
= Tandberg VC + interactive whiteboard
1 Private school: Tandberg VC
1 public school in Gwangju: WC using BizNuri
KOREA
4 schools: Tandbergs
1 school: WC using BizNuri.
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22. Designing VC sessions_1
Consultation of people with expertise and experiences in VC;
teachers, educational authorities (NSW DET, Korean Offices of
Education), government officials (AEI), business people
(Samyang DS, Daewoon).
Literature review research findings:
Andrews (2005), Lee & Hutton (2007), O’Neill (2007), etc.
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23. Designing VC sessions_2: Decisions made
1. Aim: A + K: Intercultural exchanges. K: English skills.
2. A: During school hours. K: Lunch, English class.
3. A: Social studies. K: English
4. Class contents: NSW HSIE curriculum-based. Teachers
negotiate.
5. 30minutes fortnightly.
6. Semester/Term dates: S1: 5 times. S2: 7 times.
7. Grade levels: A: Y7, Y8; Y6. K: Y7, Y8, Y9, Y10; Y5, Y6.
8. Structured, not free style.
9. Teaching cultures: A: Teach Australian culture. K: Teach Korean
culture.
10. Class format: : Intro – Presentations w/ Q+A – Open
Discussion.
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24. Designing VC sessions_2 cont’d
11. Class times: 3 options negotiated. Daylight Savings time.
12. Group presentations: 3 students p/group, PPt slides.
13. PPt slides: Australian accent, Korean intonations;
Pictures, photos, other visual images; Key
words/phrases/sentences.
14. An example of a Class Outlines.
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26. VC connection test
3 parties:
NSW DET Multimedia and Conferencing Unit
Korean school with Samyang
Auh at UNE.
Virtual Meeting Rooms (VMR) for 3 NSW public schools for VC
with Korea.
UNE Bridge for 1 private school.
BizNuri w/ Skype.
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30. DISCUSSION: Indicators of Student and Teacher Outcomes
1. Increased interest in and familiarity with Korean culture.
E.g., Lots of personal questions: family, friends? What do you do in
schools? What do you do on holidays? Where do you live? Do you
have boy/girlfriends?
2. Increased students’ attention in classes.
3. Teachers develop technical skills through VC sessions.
Connected Classrooms: often not used; ICT teachers only, not other
teachers.
4. Technological challenges: Firewalls in Korean schools, getting
connected with the VMR of the NSW Connected Classrooms.
“Technology is fickle!”
5. Coordinator for VC sessions needed to assist teachers.
6. Publicity in local newspapers – to boost Principals’ interest; to
recognize teachers’ work.
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32. Implications_3 year plan
1. Coordinator for VC sessions needed to assist teachers.
2. Systematic arrangement:
Connected Classrooms – Korean Offices of Education.
3. Demonstration classes in June, Nov, each year: to show
Principals, education authorities, and interested teachers.
4. Teachers’ gatherings in June, Nov: To share experiences &
strategies; with wine and food.
5. Publicity: Let people know.
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