Telecollaborative Notebook

Robin Konegni

Azusa Pacific University

 Telecollaboration

Table of Contents

Icollaboratory-A Day in Our Neighborhood

Content Standards 4

Project Participation and Description 5

Project Activities 7

Project Webcapture 10

Flat Stanley Collaboration Project

Content Standards 13

Implementation 14

Webcapture 15
A Day in Our Neighborhood
Robin Konegni
Azusa Pacific
 A Day in Our Neighborhood

Content Standards:

2.0 Writing Applications (Genres and Their Characteristics) Students write compositions
that describe and explain familiar objects, events, and experiences. Student writing demonstrates
a command of standard American English and the drafting, research, and organizational
strategies outlined in Writing Standard 1.0. Using the writing strategies of grade one outlined in
Writing Standard 1.0, students:
2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.
2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory
details.
1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to
oral communication. They speak in a manner that guides the listener to understand important
ideas by using proper phrasing, pitch, and modulation.
Comprehension 1.1 Listen attentively. 1.2Ask questions for clarification and understanding.
1.3 Give, restate, and follow simple two-step directions.
Organization and Delivery of Oral Communication
1.4 Stay on the topic when speaking.
1.5 Use descriptive words when speaking about people, places, things, and events.
Social Science Standards:
1.2 Students compare and contrast the absolute and relative locations of places and people and
describe the physical and/or human characteristics of places.
1. Locate on maps and globes their local community, California, the United States, the seven
continents, and the five oceans.
2. Compare the information that can be derived from a three-dimensional model to the
information that can be
derived from a picture of the same location.
3. Construct a simple map, using cardinal directions and map symbols.
4. Describe how location, weather, and physical environment affect the way people live,
including the effects on their food, clothing, shelter, transportation, and recreation.

Structure: Database Creation

Timeline: May 3-31, 2010

Learning Activities:

Using a whole group setting students collaborated on survey questions related to their
neighborhood.
Students generated a list of community locations they felt best exhibited their
neighborhood.
Students reviewed data created by other members in the collaboration around the globe
and compared the data to the data they generated.
 I participated with my first grade students in the project A Day in Our Neighborhood

through iCollaboratory spring of 2010 during the week of May 3-7. This was a Database

Creation project organized by Northwestern University. To complete the project students and

teachers gathered data about their neighborhood school and community. The information was

then entered on an online template. Classrooms were then able to examine the data and compare

it to the other communities participating in the project.

The information gathering process included taking photographs and recording video or

audio files of common locations in their neighborhood. Once places in the neighborhood were

recorded the students shared their materials online and collaborated with other members of the

group. The locations of the participants were entered onto an interactive map so that students

could study the neighborhoods of the participants.

My students participating in this project were 6-7 years of age so the project was done as

a whole group activity rather than an individual activity. The survey was posted online. I

projected the survey onto the whiteboard and we answered the questions as a group with

majority rules. The students were motivated by the questions created for the project. The

questions that were challenging to them included asking what they would like to change about

their neighborhood. Due to their age they did not appear to have considered that question before

and needed some assistance with ideas.

The first grade students enjoyed brainstorming activities that we used to generate a list of

places that would be interesting. We decided to share pictures of the big new church that was

built down the street. We of course had to show the park that many of the students play baseball

at 12 months a year. This lead to a discussion on weather and why in Southern California is
special because many places do not have the opportunity to play outside in the sunshine all year

long. The skateboard park is new and I explained that lights on until 10 were not something you

found throughout the country.

I learned a lot with this project and was happy that I participated. Initially it seemed very

simple and predictable. I enjoyed sharing the uniqueness of Southern California. The cement

rivers was a suggestion given by my husband. He has lived in many parts of the world and has

been asked about these often. Apparently you cannot find them just anywhere. The biggest

disappointment I experienced with this project was the lack of variety. Sponsored by

Northwestern and a vast majority of the groups were from Illinois suburbs. Though this was a

disappointment, it helped me to see how multiple groups from global areas enhance the project

by adding variety and multiple viewpoints.

Lewis Elementary, Downey, CA

Welcome Our School Our Class Weather Our Neighborhood Class Pledge

Language Websites Math Websites Our Pictures DJ Inkers My Home page for 517

517 Web Editors Blog FTP and You

Lewis Elementary, Downey, CA

Stats
NAME Ed. C. Lewis Elementary
LOCATION Downey, CA
GRADES K-5
STUDENTS ENROLLED 750

Our School
Lewis is an urban school that is located 15 miles south of
Los Angeles, CA. It was built in the 1960’s and then closed
in the 1980’s. It was leased for a time to Los Angeles
Unified. Enrollment increased in the early 1990’s and Lewis
was once again opened for Downey Unified students. The
school went through a major renovation in 2004. During the
remodel we added an entire 2 story building complete with
an elevator, library and a computer lab.
Our school utilizes wireless internet connections. The
teachers all have laptops that they can connect to projectors
and document cameras to share digital presentations in
class. Currently we have 32 classrooms housing 750
students.

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Our Weather

Welcome Our School Our Class Weather Our Neighborhood Class Pledge
Language Websites Math Websites Our Pictures DJ Inkers My Home page for 517
517 Web Editors Blog FTP and You

Our Weather

a little about our

weather ...
SUNNY

Southern California
Weather
The weather in Southern California is warm and beautiful. The
days are usually sunny and clear. The mornings usually start in
the mid-50’s and warm up to the mid-70’s by the afternoon. We
never get snow, but we get an average of 8 inches of rain every
year.

We have been going through a significant drought over the last 5

years and our water tables have been drastically reduced. We
now have to ration our water and be careful not to waste it.

Mornings very often start cloudy because we are somewhat close

to the beach. June has many cloudy mornings that we refer to as

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Our Neighborhood

Welcome Our School Our Class Weather Our Neighborhood Class Pledge
Language Websites Math Websites Our Pictures DJ Inkers My Home page for 517
517 Web Editors Blog FTP and You

Cement Rivers

This is the Los Angeles River,

a cement channel for siphoning
rainwater from storm drains
into the Pacific Ocean.

The Los Angeles River flows

in a concrete flood control
channel capable of delivering
massive amounts of rainwater
to the sea during the rainy
season. These flood waters
come from the Santa Monica
A picture is worth a thousand words Mountains, the Verdugo
Though we are in a residential neighborhood our school is located in a large city in the Mountains, the Santa Susanna
midst of an enormous county. Like most neighborhoods we have churches, parks, and Mountains, and the San
baseball fields. Our baseball fields have big lights so that we can play into the night every Gabriel Mountains, collecting
month of the year. We recently had an awesome skateboard park added to Independence more urban runoff from Los
Park down the street. It has lights so we can play at the park until 10 o’clock at night. Angeles and Pasadena along
its path to the Pacific Ocean.
In the dry season, about 80% of
the water in the river consists
of tertiary recycled sewage
water. While this water is
cleaner than the water in most
urban rivers around the world,
it is polluted from runoff from
the city streets, which drain
into the river all along its fifty
mile course. Rainy season
floodwaters from the streets of
Los Angeles are particularly
toxic and have created
pollution problems along the
beaches following heavy
storms.

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iCollaboratory: A Day in Our Neighborhood

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Forgot Password? posted Jun 7, 2010 7:58 PM by iCollaboratory Team
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Announcing A Day in Our Neighborhood Project

The Northwestern University Collaboratory Project invites all K-12 students to participate
in the A Day in Our Neighborhood to learn more about the communities around us. In the
project, students and teachers from around the world will share information about their
communities will discuss this information through the iCollaboratory web site.

A Day in Our Neighborhood --

2010 Please find this in the Neighborhood Moodle Forum

2009 Cybrary!

After registering for the Project, students and teachers will place information about their
school and community in an online template at the iCollaboratory called the Neighborhood
Cybrary. All students and teachers participating in the project will be able to see
information about each others' schools and communities.

A Day in Our Neighborhood --

2010 Survey Results

2009 Survey Results

On May 3 -7, 2010, students take an online Survey and then review the results to learn
more about each other and their schools and communities.

The Day in Our Neighborhood

2010 Neighborhood Gallery

2009 Neighborhood Gallery!

During the first week of May, students take photographs and record video and audio
(optional) of the locations in their school and community.

During weeks two and three of May, students share these digital materials with other
participants, along with descriptions of what their photographs and/or recorded clips
feature. Participants come back and comment on each others work.

The Day in Our Neighborhood -- Interactive Map!

http://www.icollaboratory.org/projects/adayinourneighborhood[7/11/10 3:17:38 PM]

iCollaboratory: A Day in Our Neighborhood

2010 Interactive Map (Please email b-thurber@northwestern.edu if your school is not

listed. Include your school's name and address in the email.

The student work in this project will be accessible through an online interactive map that
will mark the different areas where the data, photographs, audio clips and captions were
collected for this project.

Note: Please check with your school's Internet privacy policy before posting any material.

Please visit http://www.icollaboratory.org to complete the registraiton form and view the
project.

For more information or help please email icollaboratory@gmail.com

Thank you

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 Flat Stanley
Global Learning Project
Robin Konegni
 Flat Stanley

Second Grade Objectives:

WRITING 1.0 Writing Strategies Students write clear and coherent sentences and
paragraphs that develop a central idea. Their writing shows they consider the audience and
purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting,
revising, editing successive versions).
Organization and Focus 1.1 Group related ideas and maintain a consistent focus.
Penmanship 1.2 Create readable documents with legible handwriting.
Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus,
atlas).
Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more
descriptive detail.

2.0 Writing Applications (Genres and Their Characteristics) Students write

compositions that describe and explain familiar objects, events, and experiences. Student writing
demonstrates a command of standard American English and the drafting, research, and
organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade
two outlined in Writing Standard 1.0, students:
2.1 Write brief narratives based on their experiences: a. Move through a logical sequence of
events. b. Describe the setting, characters, objects, and events in detail.
2.2 Write a friendly letter complete with the date, salutation, body, closing, and signature.

Learning Objectives:
Students will collaborate with other second graders using Flat Stanley writings.
Students will write a friendly letter including date, salutation, body, closing, and
signature.
Students will use and atlas to identify the locations Flat Stanley originated from.
Students will listen to the teacher read aloud stories portraying the Flat Stanley character
taking place in various settings.
Students will discuss and compare the stories.

Collaborative Structure: Sequential Creation

Implementation:

Students will listen to read aloud September 8th -September 30th.

Students will create Flat Stanley paper doll October 1st.

 October –June Students will exchange letters with collaborating students and classrooms.

I am very excited about participating in the Flat Stanley project with my second graders.

My son was in second last year and we were exposed to a project but it was limited. The Flat

Stanley project is based on a story character named Flat Stanley. Stanley travels the globe and

writes letters “home” to tell about his experiences.

To participate in the project I signed up on the official Flat Stanley website. Once

registered I had access to hundreds of classrooms around the world participating in the project I

sent emails to a teacher in Perth, Australia, India, and Cedar Rapids, Iowa. I chose these

locations based on family members in hopes that I will learn more about places my family lives

or has lived in. I have received confirmation emails from Perth and India, but I am still awaiting

word from Iowa. I have someone that works for the Speaker of the House in Washington so I

asked him to participate, but I have not heard from him yet.

To implement this project I am going to begin by teaching my students parts of a friendly

letter including; salutation, body, closing, date, and signature. This is one of their second grade

writing standards. We will then practice writing letters to people in a whole group setting,

building to the second graders writing their own letters to friends and family. The students will

be encouraged to write descriptive narratives focusing on a moment in time. This will help them

to develop their descriptive writing skills preparing them to share about their school, home, and

community with other Flat Stanley participants.

To begin the Flat Stanley exchange students will create a Flat Stanley doll to send to

there exchange classes. Exchanges will take place October-June. During Character Counts

week in October the Character Pillars will begin to be incorporated into the writings.
The Official Flat Stanley Project

| Picture Gallery | Students' Stories | FAQ & Help | Curriculum | Home

How does it work?

Visit the FAQ section for answers to other questions

Read the E-mail Only Option for Paperless Exchanges

Most of the site does not require registration; however,

you must register to view the List of Participants or to
send messages to other participants. You must also
create an account to contribute to the Picture Gallery
blog.
For tech support (problems with logins, etc.) contact Dale Hubert.

In 1995, Dale Hubert, a Grade 3 teacher in London, Ontario, Canada,

began the Flat Stanley Project. He invited other teachers to take part
by hosting flat visitors and to encourage their students to write their
own Flat Stanley journals.

One of the many advantages of sending flat visitors is that they can
visit friends by travelling in an envelope. Students' written work goes
to other places by conventional mail and e-mail. You can check out
the Flat Stanley List of Participants (after you have registered and
logged in) to see where you can send a Flat Stanley or who might be
sending a Flat Stanley to you. You must have registered and be
logged in to view the List of Participants.

Students make paper Flat Stanleys and begin a journal with him for a
few days. Then Flat Stanley and the journal are sent to another
school where students there treat Flat Stanley as a guest and
complete the journal. Flat Stanley and the journal are then returned
to the original sender. Students can plot his travels on maps and
share the contents of the journal. Often, a Flat Stanley returns with a
pin or postcard from his visit. Some teachers prefer to use e-mail
only. Especially creative hosts send the Flat Stanleys back with
pictures, souvenirs, stories and reminders of the visit.

Before sending a Flat Stanley to anyone on the List of Participants,

http://www.flatstanley.com/how.html[7/9/10 12:47:12 PM]

The Official Flat Stanley Project

FLAT STANLEY MEETS OUTCOME BASED

EDUCATION
In Outcome Based Education we ask What will the student actually be able to
do? Consider these outcomes:

The student will independently use a computer to send e-mail to another

member of the Flat Stanley Project.
Using e-mail the student will compare weather conditions in various parts of
North America on given date
The student will record a daily Flat Stanley journal written from Stanley's
point of view.
The student will list similarities and differences among the correspondences
received from other members of the Flat Stanley Project.
As a collaborative member of a team the student will create a paper Flat
Stanley to be sent to another site.
The student will locate the sites on a map from which Flat Stanleys have
been received.
The student will solve a design challenge to move a paper Flat Stanley a
specific distance to a particular location.

E-Mail Only Option

Stanleys can also be sent as e-mail attachments. E-mail has all of the benefits
of the Flat Stanley Project- communication, literacy and cooperation.
In your e-mail introduction note that all members send to another participant
before mailing a Stanley, simply state you would prefer e-mail replies only.

Thank you for supporting the Flat Stanley Project. www.flatstanley.com

http://www.flatstanley.com/how.html[7/9/10 12:47:12 PM]

The Official Flat Stanley Project

| Picture Gallery | Students' Stories | FAQ & Help | Curriculum | Home

Flat Stanley Hints of the Week

© 2003. Dale Hubert

(To suggest your own Hint of the Week, please send your ideas to Dale Hubert)

Actually Using the Flat Stanley Project in the Classroom

I favour the Contract Approach. This is the Flat Stanley Contract I made to give the students
choices while still meeting the curriculum outcomes. Students are to select at least 2 topics
from the Research & Writing and at least 2 topics from the Creative Writing sections. They
select at least 1 topic from each of the remaining sections. There will therefore be a
minimum of 8 components to the Flat Stanley Project.

Flat Stanley Contract

Name: __________________________________

Research & Creative

Drama
Writing Writing Modelling Arts & Crafts Inventions
(Select at
(Select at (Select at (Select at least (Select at least 1 from (Select at least 1
least 1 from
least 2 from least 2 from 1 from here) here) from here)
here)
here) here)
Daily Journal Puppet Play Box Sculpture Flat Stanley Puppet Play Flat Racer
Information
Write a Clay & Role Play Flat Stanley
About Your Painting
Speech Plasticine Being Flat Flyer
City
Overhead
Perform a Game or Game
Pen Pal Notes Write a PlayShadow Paper Clothes
Play Board
Shapes
Animated Roll Perform a Make a Flat
E-Mail Notes Write a Song Make an Envelope
Up Song Home
Describe
Flat Recipes Make Puppets Shoe Box Theatre Other Other
Being Flat
Add Another
http://www.kid-at-
Other Chapter to Other
art.com/htdoc/lesson71.html
the Book

Details of the Contract Approach

Children thrive using a contract approach because they feel they have some input and some
choices. As adults we like to feel our opinions are valued enough to allow us to make
choices. As teachers we like to believe our professional judgement allows us to make good
decisions for the classroom. Students benefit from making choices as well. It allows them to
select their strengths and produce quality work. They don’t have a choice whether or not
they will do the assignment, but they can decide how they will do it. Often, this flexibility is
all that is needed to turn a dull assignment into a meaningful activity.

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Flat Stanley Quiz created by Greg Paulsen Click here to check out his site

Flat Stanley Quiz created by Greg Paulsen

Choose the correct answer for each question by clicking on a letter.

Close this browser window to return to the Flat Stanley Project

1 Who is the author of the book Flat Stanley?

A Marc Brown

B Peggy Parish

C Tomie de Paola

D Jeff Brown

E David Adler

2 How did Stanley get flat?

A He was hit by a truck.

B A bulletin board fell on him.

C His brother sat on him.

D Stanley piled books on himself.

E He was born flat.

3 Who is not a character in this book?

A Arthur

B Mr. Dart

C Max

D Julie

E Mr. Lambchop

4 Where was the setting at the start of this book?

A The Lambchop's house

B The art museum

C The park

http://www.flatstanley.com/FS_Quiz/flatstanley.htm[7/9/10 12:55:15 PM]

Flat Stanley Quiz created by Greg Paulsen Click here to check out his site

D The street

E By the lake

5 What problem did Stanley have in the park?

A He was kidnapped.

B He lost his ball.

C He got stuck in a tree.

D He lost his dog.

E He was teased.

6 What disguise did Stanley wear in the art museum?

A A cowboy outfit

B A shepherdess disguise

C A ballerina disguise

7 How did Stanley travel to see his friend in California?

A by train

B by ship

C He walked there.

D by mail

8 What was the resolution of this book?

A Stanley was famous.

B Stanley stayed flat.

C Arthur used a bicycle pump to blow Stanley back up to normal size.

D Arthur was mad.

E Stanley had a good idea.

Close this browser window to return to the Flat Stanley Project

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FlatStanley Project

Home Galleries Testimonials Teachers Templates

& Blogs & Adults

created by Dale Hubert

FAQs (Frequently Asked Questions) Download the App

The Flat Stanley Project underwent a major makeover in July of 2010. The following information
should be helpful in navigating the site.

Q. Is it necessary to register?
A. For security reasons the List of Participants is password protected. It is necessary to login in
order to view the List of Participants. Registering will put your name on the List of Participants.
Registration is only required to have your name appear on the List of Participants or to view the
List of Participants. Other sections of the site do not require registration or logins, except for
posting to the blogs. Unfortunately, the password for the List of Participants does not automatically
grant you access to the blogs. To post to the blogs you will need to manually set up your own blog
accounts.

Q. How do I change my information or remove my name from the List of Participants?

A. Login from the main page then click on Edit Registration Information. To remove your name,
click on either I don't want to participate at this time or Permanently Delete. At the bottom of the
page click on Save Changes.

Q. Is there a cost to become involved?

A. The Flat Stanley Project is free. The only expenses are in postage. If you use smaller
envelopes, they still cost only as much as a regular letter as long as they don't weigh too much. If
you take part via e-mail, you don't even have to pay for stamps!

Q. Do we make one Flat Stanley per class or does each student make one?
A. That depends on the teacher and the students. Some classes might make only one and send it
out, while other teachers would have each student, or small groups of students, make Flat
Stanleys. It's up to you. One of the great things about the Flat Stanley Project is that it can be- it
should be- adapted by the teachers and students who use it to best suit their interests and
strengths.

Q. How many should we make and mail?

A. Unfortunately, Flat Stanleys get lost, so it's best to send out several.

Q. Can I send a Flat Stanley to anyone on the List of Participants?

A. Yes, but be sure to send an e-mail first and wait for the reply. Some locations, especially exotic
ones, get overwhelmed. A school in France had 120 Flat Stanleys visiting at one time! Many
senders did not ask before sending and the school in France eventually asked to be removed from
the list.

Q. Do we have to call it Flat Stanley?

A. No. Students often name them after themselves so there are Flat Marys, Flat Calebs and Flat
Pats being made and mailed.
Q. Do all the Flat Stanleys we make have to look the same?
A. No. I put the templates on the site only because some teachers kept asking for them, but I
prefer that students make their own Flat Stanleys. Using a digital camera you can even add a
student's face to the traveling Stanley so it looks the person who made it. Making your own

http://www.flatstanley.com/tech_faq.htm[7/26/10 8:29:28 PM]

FlatStanley Project

distinctive Flat Stanley is one way to tie in with the arts curriculum.

Q. How long should we keep a visiting Flat Stanley?

A. Try to return Flat Stanley after a few weeks.

Q. I want to send our Flat Stanley to a celebrity. Do you have addresses of famous people?
A. No, I don't, but many addresses can be found on the Internet. Another skill that students
develop is locating people's addresses.
Q. My principal wants me to take part in activities that highlight technology. How can the Flat
Stanley Project tie in with technology?
A. There are many ways you can use the Flat Stanley Project with technology. For example:
students contact and keep in contact with other students using e-mail
students look up addresses of celebrities and people of interest using search engines
students take digital pictures of each other and print them out to be used as faces for the Flat
Stanleys they send
students use a scanner to acquire then send a virtual Flat Stanley via e-mail
students use a paint program to create their own Flat Stanleys
students communicate with each other using the Bulletin Board or Chat functions on the Flat
Stanley site
students can have their written work and art work published on the Flat Stanley site
students use a word processor to write their own Flat Stanley stories and adventures

Q. I am a not a teacher but I would like to take part as an individual? How can I do that?
A. Contact Dale Hubert to see if there's a way to make use of your expertise and interest.

Q. I am involved with [name of institution or place of work]. How can we become involved?
A. Contact Dale Hubert to see if you can be involved as a member of an accredited institution. Be
sure to include the full name of the organization, the name of the most senior person, a complete
mailing address, the applicant's name and a telephone number. The Flat Stanley Project is in need
of a sponsor or partner.

Home About Galleries & Blogs Testimonials Kidstanley Teachers & Adults Templates �2010 FlatStanley Project. All rights reserved.

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