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Spotlight on the 2003 SIGTel Online Learning Award Winners

Derek Rakowski

The UPLIFTS Project: Unique Project Learning by Integrating Folk Tales and Stories A Telementoring Project with Canadian Author David Bouchard Derek Rakowski

Riverbend School
Calgary, Alberta, Canada
darakowski@cbe.ab.ca
http://projects.cbe.ab.ca/riverbend/uplifts/

Project Summary

From November to January, four classes of Grade 5–6 students came together to undertake a unique research project on China and the Pacific Rim. Students became enamored with the four Chinese folk tale picture books written by David Bouchard and illustrated by Huang Zong Yang. We invited Mr. Bouchard, who lives in Victoria, British Columbia, to work with us telecollaboratively in our study and to help students through the process of researching and writing their own Chinese folk tales. Students used a tool called WebCT to communicate with Mr. Bouchard and to do their writing. Teachers, students, and the author all had access to read each other's work and respond to it, sharing ideas for improvement. The Web site archived the students' work throughout the writing process and their own thoughts about the project and their research.

Objectives

David Bouchard's Chinese Folk Tales provided direction for a study and comparison of how basic needs are met in China and Canada. Rather than undertaking the usual research project, students incorporated their research into writing their own Chinese folk tales, based on their newly found knowledge of how Chinese basic needs were met and Buddhist thinking and teachings. Mr. Bouchard became a major resource during this undertaking, allowing students to learn about the same process that he undertakes each time he begins a new story. Students were able to personally communicate with him and he became part of the authentic audience the students had for their writing. They had someone, outside of their school, with whom to share ideas, thoughts, and questions, who knew the same frustrations and problems they were undergoing at the time. They were now writing for a bigger audience than just their teacher and classmates, and would publish their work on the Internet at the end of the project.

Necessary Telecommunications Resources

Electronic communications tools were used for almost all student work in this project. Software called WebCT (Web Course Tools) contained the ability to post information, chat with other users, send e-mail, and add postings to a discussion board. User safety was an important factor, as specific user accounts had to be set up, along with passwords that students could modify. The software was accessed via the Internet, allowing students to also work at home if they had a connection. This was interesting as it allowed parents to examine what their child was taking part in. WebCT also allowed teachers and the author access to view all work and communication taking place, no matter where they were. For Mr. Bouchard, this was very important as he travels across Canada speaking to students about reading and writing.

As the WebCT portion of the project neared completion, students then used Dreamweaver software to create their own Web pages. These contained the work they created, allowing others the opportunity to read and share in their writing. It also documents the students' responses and study of Mr. Bouchard's folk tales, our communication back and forth, and an e-mail interview of the author by the students.

Role of Telecommunications

WebCT acted as the major telecommunications tool used by the students during the course of their work. Students had to learn how to log in from both home and school, change their password, and post messages on the discussion board. We began by posting questions for Mr. Bouchard about his writing and the process he goes through when writing. Brainstorming was conducted along with Mr. Bouchard using chat lines. Students came up with topics for Chinese folk tales, characters, settings, and possible morals or lessons to teach. Students then began to delve into the process of planning and writing their folk tales. They used a word processing program to begin to write rough copies of their folk tales. They would then copy and post their writing onto a discussion board. This allowed their peers, teachers, and the author to read and offer tips or ideas for improvement. Students also used the discussion board to write their author notes, explaining what they had learned by doing the project, the research they integrated into their writing, and their personal thoughts about the project.

Curriculum Area(s) Involved

Students will use the research process to learn about and gain background knowledge on living in China. They will then use that knowledge to work through the writing process, with an author acting as a telementor, and publish a cultural folk tale on the Internet.

Social Studies—As part of the Grade 6 curriculum, students will research and learn about the Chinese culture and lifestyle and how their basic needs are met. It will include looking at food, clothing, shelter, transportation, occupations, education, family roles, religion, arts, and literature. Included was a trip to the Glenbow Museum in Calgary, to look at an exhibit on the evolution of Buddhism and different images of Buddha through history. Students researched using not only informational materials, but also gained knowledge that was pulled from the huge variety of Chinese folk tales they read.

Language Learning—The students will learn about and understand the writing process by communicating electronically with their telementor. They would work through this process, along with the author, drawing upon his experience as they find frustration or difficulties. They will examine folk tales as a cultural genre, gaining an understanding for the techniques and elements involved. They will plan and write their own Chinese folk tales using their previous research and learning. Editing and revision techniques will enable students to improve their first drafts and use communication technology to elicit feedback from other participants.

Art—Student writing was further augmented by creating digital pictures with computer graphic special effects merged with a real photograph. They had to visualize and plan a final product that represented their story. Digital photos were set up and taken, then imported and saved on the server. The photo was then imported into Kid pix, allowing students to use drawing tools to add effects, change the setting, and create imaginary creatures for their pictures.

Grade Level(s) Targeted

This project was done with Grade 5–6 students in multi-aged classrooms. However, the process could be adapted for any grade, topic, or author. Younger students could communicate as a larger group with the teacher as intermediary.

Planning Requirements & Procedures

Much of the teacher planning involved with this project was due to timing and scheduling considerations. Working with David Bouchard required us to work our schedule around his schedule. We also wanted to make sure that it did not become a burden for Mr. Bouchard, so we maintained a very flexible attitude to his participation. The project had to be completed within a certain time period because of the year-round schedule at the school, so many of the activities had to be set up at very specific times to accommodate schedules. With four teachers and classes involved, along with an outside author, the timing had to be coordinated well from the beginning.

As project coordinator, the technology itself took a greater amount of time to set up than initially expected. When WebCT is used, a "course" page must be set up, along with the needed tools the participants will use. Users and passwords had to be created. Students needed a greater amount of time to become familiar with the system than originally thought. A Web page shell had to be created to guide people through the project, and allowing students to link their pages to it.

Print Materials Needed

Chinese Folk Tale Books by David Bouchard:
The Great Race
The Dragon New Year
The Mermaid's Muse
Buddha in the Garden
See David Bouchard's Web Site for more information: www.davidbouchard.com

Class Management Strategies/Required Activities

The four classes were broken up into mixed "Chinese Zodiac" groups as one classroom teacher was required to work with Grade 4 students in another area of social studies. Meeting times were set up and we ran it similar to a "centre" approach. Students each wrote their own folk tale and author notes and had a great deal of choice and input into what areas of the curriculum they would delve into. They chose folk tales and books to study and analyze, a specific topic to examine further in their research, and how they would incorporate that material into a story. Dates were set for specific sections to be completed, such as planning, rough drafts, their final copy, and evaluations.

To complete the work within the time line, students had to do some homework. This might have been a problem if a student did not have a connection to the Internet. We had to make sure that they had access at other times outside of school. Some students used a friend's or neighbour's computer, and some students worked at lunch or after school to accomplish their tasks.

For this project, much of the work was very student-centered, so the teacher acted as much more of a facilitator than instructor. Mini-lessons were conducted to assist the students with research and writing, but it was the enthusiasm of the students for the topic and material that was the driving force behind the work. They really wanted to create a good story to share with Mr. Bouchard and their peers. This led students who had very little interest in writing to leap beyond work they had done previously and take a personal stake in their work.

Suggested Class Time & Project Duration

We completed the main portion of this project within eight weeks. If I had the chance to do it again, I would generously extend this time to allow students more time to provide feedback and discuss their work using telecommunications.

Method(s) for Evaluating Student Achievement of Objectives

Assessment took place throughout the project. By using a discussion board, students posted unfinished work within the "course shell." which enabled their peers, teachers, and the author (who used to be a school principal) to offer ideas, tips, and constructive criticism. Numerous rough drafts were created and each was improved through online sharing, but also by in-class peer evaluation. It also enabled teachers to look at the student work and offer thoughts on how to improve their work without the need to hand it in for a major summative evaluation. Anecdotal teacher records and observations were taken for student use of Information and Communication Technology, using WebCT, planning for their writing and digital photograph, and ability to use HTML editing software.

Evaluation of their final writing was done using a rubric, which was used from the beginning of the year. Factual content, story content, organization, sentence structure, vocabulary, and conventions were used as specific categories to be evaluated. The same rubric was used informally throughout the project as students were peer evaluating each other's work.