© York University 2003 © Janet Murphy 2003 This work is the intellectual property of the author. Permission is granted for this material to be shared for.

© York University 2003

© Janet Murphy 2003

This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by

permission of the author. To disseminate otherwise or to republish requires written permission from the

author.


Plug into Learning

www.abelearn.caConnecting People Changing Practice

http://www.abelearn.ca/


ABEL Vision

Improving student success through:• Collaborative learning community (teachers,

faculty, pre-service teachers and students)• New blended learning environments for

classrooms, schools and districts • Interactive web-based learning resources• Sustainable inter-jurisdictional and inter-

institutional collaboration• Institutional change


ABEL Community of Practice

360 educators and partners (public/private) – K-12 and postsecondary– 13 sites in Ontario and Alberta on CA*net– Teachers– Faculty (college and university)– Pre-service teachers– Students – Researchers– Experts/mentors– Private sector contributions – capacity building – content, tools

and services– Growing list of public sector partners: TVO, Barrier Free,

StatsCan, Historica, Ontario Science Centre, Alberta Learning, Ontario Ministry of Education …


Technology En-abeled Learning

People

Data, Information, Knowledge

Instruments, Facilities

Distributed, computer-based tools and services

ABEL Learning Engine/PlatformHardware, software, personnel, services, institutions

1. Technical - Tools and services

2. Learning –Managing the human aspect and pedagogy

3. Research – Informing the process

CA*Net4CA*Net4

ONET

Seneca York U.Anlon

Tutor Buddy

TDSB YRDSB

GTBELLTelus

20MB 10MB 10MB 10MB

Historica

Intelligence Online

Ontario Science Centre

TVOStatistics Canada – E-STAT

GT

JPP – via U of CalgaryCentre – via U. of AlbertaVictoria – via U. of Alberta

U. Of Alberta

Banff Centre

Galileo

TelusShaw

NETERA

Edmonton Homes

WWWWWW

ABEL Connectivity Layer

10MB 10MB 10MB

Ramius Corporation

U. Of OttawaVC Bridge

ONET


ABEL Learning Engine/Platform

• A collaborative learning community – CaNET*4 and broadband networks

– Access to digital content (e.g. streaming media, ON LOR/Portal, CRB, Professional Development Resources)

– Collaborative technologies

– Content management tools

– Web services

– Videoconferencing technologies

– Help Desk and Support


Student Comment“There were so many ways to

communicate because

there was even an MSN messenger type of device used

where we could ask questions and get an immediate

response from someone in Ontario.”


Professional Learning Program• Transforming teacher practice

– Participant-driven design (job-embedded, ongoing, reflective practice)

– Sharing (create, reuse, repurpose) multimedia learning objects

– Modular– Blended Learning – (face-2-face and online)– Leadership– Inter-institutional, Inter-jurisdictional– Accredited


ABEL Teaching and Learning Program

ICT Core Modules

Education Modules

Collaborative Projects

Research Projects

Technology Teacher Teacher (subject Action

Skill Development and Integration

Requested/ Teacher Developed

specific) collaboration.

Student-centered collaboration (topic specific)

Research,

Case study,

Group research

-Using LCMS

-Using Digital Resources

-Inquiry-based Teaching

-Applied Math Lesson

-Human Rights

Student /teacher perceptions of ABEL learning

PD Activity

Nature

Of Activity

Example




Teacher reflection improves the experience


“The professional learning model is amazing. This affords our teachers and faculty with many opportunities for accreditation.” Principal

“I’m so impressed with what you have achieved the past year. Good luck in the year ahead.” Robert Lebans, Accreditation Consultant


ABEL Research

Supporting ongoing innovation in:• Student learning• Teacher/faculty professional learning• Personalized lifelong learning environment • Instructional designs that make best use of

broadband in classrooms• Organizational change/ cultural

transformation to embrace eLearning


ABEL First Interim Research Report, July 2003

Teachers have begun implementing broadband technologies in their practice in ways that are breaking through the bounds of traditional pedagogies, offering their students more authentic and engaging learning experiences

C:\Documents and Settings\ckeller\Local Settings\Abel.mpg


The ABEL Project: First Interim Evaluation Report, June 2003

Student responses to ABEL projects:• “I learned an approach to problem solving by starting small

and finding patterns.” • “I learned how to think a different way when attempting a

question.” • “There were so many ways to communicate because there was

even an MSN messenger type of device used where we could ask questions and get an immediate response from someone in Ontario.”

Teacher response to student involvement in ABEL projects:• “[I] was highly pleased to see students who “were once in a

competitive mode now working in a collaborative mode…”


The ABEL Project: First Interim Evaluation Report, June 2003

• “ABEL teachers consider the opportunity to build relationships with their colleagues as the primary strength of the project.”

• “Students have been exposed in presentations and dialog to expert thinking in different disciplines, and have had opportunities not to simply learn new facts but understand patterns and interconnections on a deeper level.”


“The professional learning model is amazing. This affords our teachers and faculty with many opportunities for accreditation.” Principal

“I’m so impressed with what you have achieved the past year. Good luck in the year ahead.” Robert Lebans, Accreditation Consultant


Implementation Strategy“Design, Develop, Deliver, Evaluate”

• Strategies and services that are adaptable to various communities

– Schools– Boards– Provinces

• Model for Private/Public sector collaboration and support

• Model is adaptable to business and health care sectors

• Business models for sustainability


http://www.abelearn.ca/


Teaching, Learning, Collaboration!

• Teacher skills and confidence using technology

• “..we are beginning to use a common language and becoming comfortable with the equipment. I am getting a sense of community developing…”


Teaching, Learning, Collaboration!

• Pre-service programs in Faculties of Education

“Through the ABEL Project we have had a taste of how to use technology in the classroom and some insight as to how limitless it can be.”


Teaching Learning Collaboration!

• Our ultimate goal-Improved student success


Teaching, Learning, Collaborating

• Changing cultures in institutions-cooperation

"Listening in to the Social team videoconference and online chat session today, I was so elated to hear one of our Ontario champion teachers say that "thanks to the ABEL tools and collaboration she was able to do so much really exciting curriculum development work…”


ABEL Broadband Events: Cummulative Total Usage for 2002-2003

0

10

20

30

40

50

60

Sep-02 Oct-02 Nov-02 Dec-02 Jan-03 Feb-03 Mar-03 Apr-03 May-03 Jun-03

Months in 2002-3 School Year

Nu

mb

er

of

Even

ts

* May –June Projected


*June Projected

0

2

4

6

8

10

12

14

16

18

Number of Events

Sep-02 Oct-02 Nov-02 Dec-02 Jan-03 Feb-03 Mar-03 Apr-03 May-03 Jun-03

Months in School Year 2002-3

ABEL Broadband Usage by Event Type and Month Usage for 2002-2003

Outreach Sessions

Subject-Specif ic Sessions

Student Events

ABEL Tools

Management Sessions

Large Group Sessions

Administrative Environment

Integrated Flexible Accessible Adaptable Cost-Effective

Learning Environment

Accesses TechnologyNetworkedInternet EnabledMulti-media Rich

Community Environment

Informed Connected Interactive Involved

Instructional Environment

Student-centred Project-based Skill-focusedSkilled use of Technology

Access to a wide variety of informationCommunicate in a variety of waysCollect, manipulate, analyze, evaluate, report and present informationUse computer networks to share and communicate with others

The Connected Student / Staff / Community

Actively participating in the learning process Social and group learning and interaction skills Appropriate use of technology as receptive and expressive media Develops and uses knowledge, skill, and attitudes to succeed in a technology oriented society


"I can't teach without ABEL."

We are changing schools. We are changing education as it can be delivered to our students. That is an amazing task.”

“Using the technology to leverage the power of collaboration… as teachers shared their ideas and other teachers/partners built on them and provided resources.”

..we are beginning to use a common language and becoming comfortable with the equipment. I am getting a sense of community developing…

“Through the ABEL Project we have had a

taste of how to use technology in the

classroom and some insight as to how

limitless it can be.”

Possibilities


One Final Word – ABEL Teacher

• Dee Elder – Brief Introduction

• Student Results

• Concluding Remarks

C:\Documents and Settings\ckeller\Local Settings\Temporary Internet Files\OLK12\Dee's audio clips and presentation\Dee's intro.wav

C:\Documents and Settings\ckeller\Local Settings\Temporary Internet Files\OLK12\Dee's audio clips and presentation\studentresults.wav

C:\Documents and Settings\ckeller\Local Settings\Temporary Internet Files\OLK12\Dee's audio clips and presentation\changingschool.wav


ABELPlug into Learning!

“ABEL is gaining recognition across Canada for its innovation in teaching and learning. The strong collaboration among ABEL teachers, school administrators, researchers and private sector is a model for Canada’s innovation agenda. ABEL is branded as Canada’s #1 source for Broadband Enabled Learning.”Dr. Stan Shapson, Vice President Research and Innovation, York U


Thank you

Janet Murphy

[email protected]

Obadiah George

[email protected]

© York University 2003 © Janet Murphy 2003 This work is the intellectual property of the author. Permission is granted for this material to be shared for.

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