Are you an elementary teacher (Prek-5) and want to learn how to create collaborative video conference projects? Would you like to know where to find collaborative IVC partners? If so, you are invited to attend our training:
Title: Kid-2-Kid VC Projects for Elementary Teachers
Date: March 26
Time: 8a-3p
Choose a location: GST Bush Campus #11 (Elmira) or Dormann Library (Bath)
Register here: http://collaborativeivc.wikispaces.com/REGISTER
Registration deadline: March 8, 2010
* Learn about a variety of collaborative video conference projects
* Meet and collaborate with participants from the Syracuse area by video conference
* Explore CILC.org, CAPSpace, and Web 2.0 tools that can help you locate and plan collaborative IVC projects
* Create and post a collaborative project to CAPSpace
Please follow your district's policies when signing up for training. Thank you!
Wednesday, February 24, 2010
Thursday, February 4, 2010
Math and Video Conferencing
I guess it's been a while since I've posted something, but I just finished an email and think it's worthwhile to share some strategies that Shawn Ward and I came up with for a middle school math teacher in one of our districts:
1. National Baseball Hall of Fame and Pro Football Hall of Fame offer some math related sessions that Stephanie Vandelinder might find helpful for her students.
2. NASA has some math-related sessions:
http://dln.nasa.gov/dln/content/catalog/details/?cid=521 (moon math)
http://dln.nasa.gov/dln/content/catalog/details/?cid=292 (rations & proportions)
http://dln.nasa.gov/dln/content/catalog/details/?cid=600 (line-up with math)
http://dln.nasa.gov/dln/content/catalog/details/?cid=286 (simple machines)
3. You could find experts in different math-related fields who might present how they use math in their jobs (i.e., software engineer, computer programmer, statistician, restaurant manager, architect…). Here is what Shawn said to me: the teacher… "should evaluate her whole yearly plans, and see where she can fit people in at the end of the chapter and where she can successfully implement a project in there that the kids could work on independently while she covers the critical points needed for the chapter. I think that, in math anyways, project based learning is pretty critical to keeping their interests." (and I think that’s essential in any subject, too!)
4. Collaborative Projects:
a. Quiz Bowls (students develop questions about math to share in a game show format)
b. Monster Match (Students could create a drawing or 3 dimensional shape and write specific directions for how to create their monster. Then they would share their directions with the other class and see how close the come to recreating the monster. This could get pretty picky, they could use formulas, require students to measure specific angles and use specific shapes in the creation of the monster to help the other class recreate it as close to the original as possible.)
c. Shawn had another idea: "… one topic that math teachers in geometry teach is congruent triangles. I used to do a project with my kids in Watkins where I gave them each 20 sticks, they had to create a bridge and include congruent sets of each classification of triangles and keep the weight under 2 lbs (glue was crazy). They had to sketch out their plans on graph paper, then prove to the class that they met the requirements, and then we tested their strengths and the winners of each class I bought lunch for. I introduced this project at the beginning of the unit and gave them the course of the unit to do the work. What I didn't do, but would love to, would be to have a structural engineer and architect videoconference at the end of the unit to show what they did was relevant."
Email us if you'd like us to research IVC ideas for you: DL@gstboces.org
Do you have ideas for ways IVC could integrate into the math classroom? I'd love to hear your comments!
1. National Baseball Hall of Fame and Pro Football Hall of Fame offer some math related sessions that Stephanie Vandelinder might find helpful for her students.
2. NASA has some math-related sessions:
http://dln.nasa.gov/dln/content/catalog/details/?cid=521 (moon math)
http://dln.nasa.gov/dln/content/catalog/details/?cid=292 (rations & proportions)
http://dln.nasa.gov/dln/content/catalog/details/?cid=600 (line-up with math)
http://dln.nasa.gov/dln/content/catalog/details/?cid=286 (simple machines)
3. You could find experts in different math-related fields who might present how they use math in their jobs (i.e., software engineer, computer programmer, statistician, restaurant manager, architect…). Here is what Shawn said to me: the teacher… "should evaluate her whole yearly plans, and see where she can fit people in at the end of the chapter and where she can successfully implement a project in there that the kids could work on independently while she covers the critical points needed for the chapter. I think that, in math anyways, project based learning is pretty critical to keeping their interests." (and I think that’s essential in any subject, too!)
4. Collaborative Projects:
a. Quiz Bowls (students develop questions about math to share in a game show format)
b. Monster Match (Students could create a drawing or 3 dimensional shape and write specific directions for how to create their monster. Then they would share their directions with the other class and see how close the come to recreating the monster. This could get pretty picky, they could use formulas, require students to measure specific angles and use specific shapes in the creation of the monster to help the other class recreate it as close to the original as possible.)
c. Shawn had another idea: "… one topic that math teachers in geometry teach is congruent triangles. I used to do a project with my kids in Watkins where I gave them each 20 sticks, they had to create a bridge and include congruent sets of each classification of triangles and keep the weight under 2 lbs (glue was crazy). They had to sketch out their plans on graph paper, then prove to the class that they met the requirements, and then we tested their strengths and the winners of each class I bought lunch for. I introduced this project at the beginning of the unit and gave them the course of the unit to do the work. What I didn't do, but would love to, would be to have a structural engineer and architect videoconference at the end of the unit to show what they did was relevant."
Email us if you'd like us to research IVC ideas for you: DL@gstboces.org
Do you have ideas for ways IVC could integrate into the math classroom? I'd love to hear your comments!
Tuesday, January 19, 2010
1945 Witnesses to War - Grades 8-11 Social Studies Teachers!
This looks like a very worthwhile collaborative video conference for Secondary Social Studies from University Circle Interactive in Cleveland. If you study World War II and the Holocaust, please check this one out! The information that follows is directly from UCIC's CILC.org entry:
------------------------
The Temple Museum of Religious Art recently acquired a collection of 45 Holocaust Wall Hangings by artist Judith Weinshall Liberman that visually depict historic maps, scenes and philosophic concepts regarding the history of the Holocaust. The first connection in this two-part series is a presentation featuring the Holocaust Wall Hangings. The students explore the creative process, interpretation, and explore how an artist honors historical memory.
The second connection is a conversation with a local Cleveland Holocaust survivor describing their experiences during World War II. Both lessons analyze how history is interpreted by examining historic documents, eyewitness accounts from Holocaust survivors and shared artistic interpretations of the artist’s works. The sessions should be scheduled at least one week apart.
Students will develop an in-depth understanding of the Holocaust and the people who were affected by the events of World War II. In addition, they will also understand how individual artists respond to historical events using their artistic discipline. They will also understand some of the significant events surrounding the Holocaust.
--------------------
Dates available: 2/17 and 2/24 from 10-11am or 1-2pm
Registration Deadline: 2/15/2010
University Circle in Cleveland is a wonderful content provider and I highly recommend this program! If the dates they have provided do not work for you, I believe they can do this one "on demand" as well.
If you need more information you can check out their CILC.org entry about this program or email us: DL@gstboces.org.
------------------------
The Temple Museum of Religious Art recently acquired a collection of 45 Holocaust Wall Hangings by artist Judith Weinshall Liberman that visually depict historic maps, scenes and philosophic concepts regarding the history of the Holocaust. The first connection in this two-part series is a presentation featuring the Holocaust Wall Hangings. The students explore the creative process, interpretation, and explore how an artist honors historical memory.
The second connection is a conversation with a local Cleveland Holocaust survivor describing their experiences during World War II. Both lessons analyze how history is interpreted by examining historic documents, eyewitness accounts from Holocaust survivors and shared artistic interpretations of the artist’s works. The sessions should be scheduled at least one week apart.
Students will develop an in-depth understanding of the Holocaust and the people who were affected by the events of World War II. In addition, they will also understand how individual artists respond to historical events using their artistic discipline. They will also understand some of the significant events surrounding the Holocaust.
--------------------
Dates available: 2/17 and 2/24 from 10-11am or 1-2pm
Registration Deadline: 2/15/2010
University Circle in Cleveland is a wonderful content provider and I highly recommend this program! If the dates they have provided do not work for you, I believe they can do this one "on demand" as well.
If you need more information you can check out their CILC.org entry about this program or email us: DL@gstboces.org.
Sunday, January 10, 2010
7th & 8th Grade English and Social Studies Teachers!
We are doing a video conference training at our Wildwood Campus on February 9 for 7th & 8th grade English and Social Studies teachers.
If you would like to learn about collaborative video conference projects to enhance your curriculum, and meet teachers from the Syracuse area who are looking for collaborative project partners, please join us!
To Register: fill out the form on the training site and email ctice@gstboces.org to complete your registration
Workshop Title: Kid2Kid IVC Projects for 7th & 8th Gr. English and SS Teachers
Date: 2/9/2010
Time: 8am-3pm
Location: GST Wildwood Campus, Building One (Hornell)
Registration Deadline: 1/26/2010
Please email us if you have any questions about this training! DL@gstboces.org
If you would like to learn about collaborative video conference projects to enhance your curriculum, and meet teachers from the Syracuse area who are looking for collaborative project partners, please join us!
To Register: fill out the form on the training site and email ctice@gstboces.org to complete your registration
Workshop Title: Kid2Kid IVC Projects for 7th & 8th Gr. English and SS Teachers
Date: 2/9/2010
Time: 8am-3pm
Location: GST Wildwood Campus, Building One (Hornell)
Registration Deadline: 1/26/2010
Please email us if you have any questions about this training! DL@gstboces.org
Friday, December 11, 2009
Secondary Social Studies Teachers! Immigration Stories IVC
HEC-TV Live! Presents
Stories of Immigration
Dates: January 14 and January 21, 2009
Times: 10:00 a.m. to 11:00 a.m. CDT or 1:00 to 2:00 p.m. CDT
Grade Levels: 6-12
Cost: NO CHARGE
More details about the program including agenda, related curriculum standards, and pre and post-program learning activities may be found at the CILC web exhibit for the program at:
http://www.cilc.org/search/content-provider-program.aspx?id=2970
--------------------------
Program Description:
The story of America is a story of immigration. From our first colonial settlers through the wave of 19th century immigrants to the 20th century refugees from war and famine to those still coming today, the desire to build a better life has motivated millions to our shores. What does it mean to be an immigrant? What forces compel you to embark on an uncertain journey? What is life like in a new and strange country? To complement your students’ study of historic periods of immigration, cultural diversity, or recent world history, we invite you to hear directly from recent immigrants to St. Louis.
In this program, you and your students will have the opportunity to hear first person histories of what it means to be an immigrant to America. Meet recent immigrants to St. Louis who have come from Eastern Europe, Asia, Latin America, and Africa. Compare their stories to your study of those of others who arrived in previous periods of immigration. What characteristics are similar and what characteristics are unique? What general conclusions can you then make about the reasons for, and processes of, immigration to America? How do the new immigrants contribute to the cultural, political and economic life of America today? How is that similar to, or different from, previous historic periods of immigration? How does hearing stories from these new immigrants increase our understanding of different cultures? How does learning first-hand about their reasons for coming increase our understanding of recent world troubled areas and crises?
Meet representatives from The International Institute, a St. Louis organization helping immigrants with their transition to their new life here. How is their work today similar to, or different from, how private and government institutions provided assistance in the past? What are the greatest areas of difficulty as immigrants begin to assimilate into their new environment? How do they help immigrants balance traditions of their culture with demands of their new life?
Ask your questions. Hear the stories. Join this compelling discussion of the most recent chapter of America’s story of immigration.
Instructions for Online Viewing:
To view live on hectv.org simply open Windows Media Player, open File and paste this link into the path: http://winmedia.umsl.edu/hec.
Instructions for Viewing on UVerse:
-Press MENU
-Arrow over to HELP, press OK
-Select Help in English or Help in Spanish
-Scroll/Arrow Down to Community Services, press OK
-Public, Education, and Government, press OK
-A PEG video on how to use the AT&T PEG will run, etc.
Stories of Immigration
Dates: January 14 and January 21, 2009
Times: 10:00 a.m. to 11:00 a.m. CDT or 1:00 to 2:00 p.m. CDT
Grade Levels: 6-12
Cost: NO CHARGE
More details about the program including agenda, related curriculum standards, and pre and post-program learning activities may be found at the CILC web exhibit for the program at:
http://www.cilc.org/search/content-provider-program.aspx?id=2970
--------------------------
Program Description:
The story of America is a story of immigration. From our first colonial settlers through the wave of 19th century immigrants to the 20th century refugees from war and famine to those still coming today, the desire to build a better life has motivated millions to our shores. What does it mean to be an immigrant? What forces compel you to embark on an uncertain journey? What is life like in a new and strange country? To complement your students’ study of historic periods of immigration, cultural diversity, or recent world history, we invite you to hear directly from recent immigrants to St. Louis.
In this program, you and your students will have the opportunity to hear first person histories of what it means to be an immigrant to America. Meet recent immigrants to St. Louis who have come from Eastern Europe, Asia, Latin America, and Africa. Compare their stories to your study of those of others who arrived in previous periods of immigration. What characteristics are similar and what characteristics are unique? What general conclusions can you then make about the reasons for, and processes of, immigration to America? How do the new immigrants contribute to the cultural, political and economic life of America today? How is that similar to, or different from, previous historic periods of immigration? How does hearing stories from these new immigrants increase our understanding of different cultures? How does learning first-hand about their reasons for coming increase our understanding of recent world troubled areas and crises?
Meet representatives from The International Institute, a St. Louis organization helping immigrants with their transition to their new life here. How is their work today similar to, or different from, how private and government institutions provided assistance in the past? What are the greatest areas of difficulty as immigrants begin to assimilate into their new environment? How do they help immigrants balance traditions of their culture with demands of their new life?
Ask your questions. Hear the stories. Join this compelling discussion of the most recent chapter of America’s story of immigration.
Instructions for Online Viewing:
To view live on hectv.org simply open Windows Media Player, open File and paste this link into the path: http://winmedia.umsl.edu/hec.
Instructions for Viewing on UVerse:
-Press MENU
-Arrow over to HELP, press OK
-Select Help in English or Help in Spanish
-Scroll/Arrow Down to Community Services, press OK
-Public, Education, and Government, press OK
-A PEG video on how to use the AT&T PEG will run, etc.
Monday, November 30, 2009
CAPSpace Projects Registration
There are many worthwhile projects that you should check out and see if you would like to participate with your class. Registration is now open, so reserve your spot while there's still time! Remember, to get contact and other additional information about each project, you'll need a CAPSpace account:
--------------------------------------------------------------------
Berrien RESA MysteryQuest World Geography
--------------------------------------------------------------------
MysteryQuest World Geography is designed for middle school students studying world geography. Through video conference technology students are able to meet other students while learning about cities and countries in the world. Prior to the video conference each classroom will create a presentation with clues about their ONE mystery country and city. The other classrooms, using maps, the Internet, textbooks, and other resources, will try to discover the mystery location presented by each participating classrooms.
MysteryQuest is a Multipoint Event.
The project is open to everyone and is free.
More information here:
http://mysteryquest.wikispaces.com/
--------------------------------------------------------------------
TWICE Regular Members: We the Kids
--------------------------------------------------------------------
TWICE offers this project for the 4th (or 5th) grade social studies curriculum, focusing on the Constitution, particularly the preamble. Students will study the six phrases of the preamble and present non-linguistic representations (i.e. drawings or skits) to each other to explain the parts of the preamble.
We the Kids is a Matching Event so you will need to select multiple times/dates for when your class can participate.
We the Kids is open to TWICE Regular Members (paid membership) ONLY.
(See if you\'re a member here: http://www.twice.cc/regmembers.html )
More information here:
http://projects.twice.cc/?l=event&eventid=130
--------------------------------------------------------------------
TWICE ASK Programs, Second Semester
--------------------------------------------------------------------
TWICE partners with various ISDs around Michigan to bring ASK Author videoconferences. ASK (“Authors Specialist and Knowledge”) is an organized process that provides students with the opportunity to interview an author or a subject specialist in the topic they are reading about in a novel. The program uses excellent literature, journal writing and interviewing to promote reading for understanding.
ASK programs are Multipoint Events.
TWICE ASK programs are $40 for regular members and $80 for non members.
(See if you\'re a member here: http://www.twice.cc/regmembers.html )
More information here:
http://www.twice.cc/ASK/
Berrien RESA MysteryQuest World Geography
------------------------------
MysteryQuest World Geography is designed for middle school students studying world geography. Through video conference technology students are able to meet other students while learning about cities and countries in the world. Prior to the video conference each classroom will create a presentation with clues about their ONE mystery country and city. The other classrooms, using maps, the Internet, textbooks, and other resources, will try to discover the mystery location presented by each participating classrooms.
MysteryQuest is a Multipoint Event.
The project is open to everyone and is free.
More information here:
http://mysteryquest.
------------------------------
TWICE Regular Members: We the Kids
------------------------------
TWICE offers this project for the 4th (or 5th) grade social studies curriculum, focusing on the Constitution, particularly the preamble. Students will study the six phrases of the preamble and present non-linguistic representations (i.e. drawings or skits) to each other to explain the parts of the preamble.
We the Kids is a Matching Event so you will need to select multiple times/dates for when your class can participate.
We the Kids is open to TWICE Regular Members (paid membership) ONLY.
(See if you\'re a member here: http://www.twice.cc/
More information here:
http://projects.twice.cc/?l=
------------------------------
TWICE ASK Programs, Second Semester
------------------------------
TWICE partners with various ISDs around Michigan to bring ASK Author videoconferences. ASK (“Authors Specialist and Knowledge”) is an organized process that provides students with the opportunity to interview an author or a subject specialist in the topic they are reading about in a novel. The program uses excellent literature, journal writing and interviewing to promote reading for understanding.
ASK programs are Multipoint Events.
TWICE ASK programs are $40 for regular members and $80 for non members.
(See if you\'re a member here: http://www.twice.cc/
More information here:
http://www.twice.cc/ASK/
Friday, November 20, 2009
Pre-Planning Collaborative Partnerships
The following blog is a cautionary tale based on personal experience...
We always talk about planning ahead of time for video conferencing. Preparation is key to any successful IVC. When doing collaborative video conference projects, setting the stage before planning is extremely important...
It's great to establish an agenda and materials, but even before that, you need to think about and discuss the expectations of everyone who is taking part in the collaboration.
There are several things that I learned the hard way recently, and I would like to share what I learned with you so your collaborations go smoothly. Ask yourself and your collaborative partners the following questions:
1. Find out the teaching styles of the people with whom you plan to collaborate.
Are they "fly-by-the-seat-of-your-pants" people who love to play with the agenda and rearrange it throughout the entire collaborative process? Some people might prefer to plan things out in advance, and change at the last minute might be difficult for them. It is best to find this out before you collaborate because if you fall into one group and your partners are in the other and you haven't discussed it, you could be setting yourself up for a bumpy road.
2. Will there be a lead facilitator, or will planning be a fluid process that can change throughout the collaboration?
This is an important question, and relates to the previous question. If there are 3 or more facilitators in a group, make sure you know if they prefer structure, or if they prefer a looser way of preparing the connection. If you opt for a lead facilitator, what will his or her role be? Be specific so nothing is left ambiguous.
I admit that change up to and including the date of a collaborative effort makes me feel scattered, so I prefer to have the agenda set and to try to stick to it. There is no one right way to plan, but finding out everyone's comfort zone in advance and respecting that can help save headaches in the end.
3. How will you communicate throughout the collaboration?
When people send emails to the group, what is a reasonable amount of time to expect a response? Set goals for responding to emails from your collaborative group in a reasonable amount of time. Never leave your group waiting. If you can't respond thoughtfully right away, at least send a message telling everyone you're busy and when you might be able to attend to the question or concern. When people are left to wait for a response, it sends another kind of message, whether intentional or not, that this collaboration isn't important.
For multi-day collaborative IVC projects or trainings, set aside enough time to meet synchronously about the project. Meet by video conference, Skype or Google Chat, at least 3 times throughout the process to keep the project on track. If you have committed to participating, make sure you attend the synchronous planning meetings, or make arrangements to catch up with one of the other facilitators to find out what you missed.
If you want a structured agenda for your connection, decide on a date when the agenda and materials will be completed so copies can be made and facilitators can prepare for their parts.
During the video conference, if it becomes evident that the agenda needs to be changed, how will you approach this? It is best to discuss this behind the scenes, if possible. You could use a chat tool, such as Google Chat. If you must do this on camera, it would be best to wait for a break, so participants or students aren't left wondering why you didn't figure out the agenda beforehand.
Perhaps you have a good question and someone is talking during the video conference. Do you jump in? Again, if you ask people how they feel about something like this beforehand, it will show how considerate you are! It is best to wait until the person is done talking. Write down your question and ask it when there is a pause.
4. Who will be responsible for creating materials?
How will you share the responsibility for making materials? Be careful here because the communication piece is key. Changes to the agenda can mean that there could be changes to the handouts and other materials. This can create more work for people, so think before you change anything. Getting a consensus on change is a good thing.
Decide as a group if you will use online resources to keep things organized, or will you use paper and pencil because your participants won't have access to a computer?
5. Schedule out time to work on the collaboration.
This one is not a question because this should be done by everyone. Everyone is so busy! Schedule out time to work on projects on your calendar. Better yet, use a Google Doc or Google Calendar for all facilitators to keep track of dates to work synchronously and asynchronously on the collaboration. Then share it so you can see if someone is working on it at the same time you are so you could work through some of it together.
If you plan out specific dates and times to work on the project, you won't give the time away to other projects once your calendar starts filling up.
____________________________________
I want your collaborative projects to be positive experiences for you! Collaborations are a delicate balance of compromise, communication, consideration for others, and commitment.
What else should people think about when planning a collaborative project? I would like to hear your thoughts!
We always talk about planning ahead of time for video conferencing. Preparation is key to any successful IVC. When doing collaborative video conference projects, setting the stage before planning is extremely important...
It's great to establish an agenda and materials, but even before that, you need to think about and discuss the expectations of everyone who is taking part in the collaboration.
There are several things that I learned the hard way recently, and I would like to share what I learned with you so your collaborations go smoothly. Ask yourself and your collaborative partners the following questions:
1. Find out the teaching styles of the people with whom you plan to collaborate.
Are they "fly-by-the-seat-of-your-pants" people who love to play with the agenda and rearrange it throughout the entire collaborative process? Some people might prefer to plan things out in advance, and change at the last minute might be difficult for them. It is best to find this out before you collaborate because if you fall into one group and your partners are in the other and you haven't discussed it, you could be setting yourself up for a bumpy road.
2. Will there be a lead facilitator, or will planning be a fluid process that can change throughout the collaboration?
This is an important question, and relates to the previous question. If there are 3 or more facilitators in a group, make sure you know if they prefer structure, or if they prefer a looser way of preparing the connection. If you opt for a lead facilitator, what will his or her role be? Be specific so nothing is left ambiguous.
I admit that change up to and including the date of a collaborative effort makes me feel scattered, so I prefer to have the agenda set and to try to stick to it. There is no one right way to plan, but finding out everyone's comfort zone in advance and respecting that can help save headaches in the end.
3. How will you communicate throughout the collaboration?
When people send emails to the group, what is a reasonable amount of time to expect a response? Set goals for responding to emails from your collaborative group in a reasonable amount of time. Never leave your group waiting. If you can't respond thoughtfully right away, at least send a message telling everyone you're busy and when you might be able to attend to the question or concern. When people are left to wait for a response, it sends another kind of message, whether intentional or not, that this collaboration isn't important.
For multi-day collaborative IVC projects or trainings, set aside enough time to meet synchronously about the project. Meet by video conference, Skype or Google Chat, at least 3 times throughout the process to keep the project on track. If you have committed to participating, make sure you attend the synchronous planning meetings, or make arrangements to catch up with one of the other facilitators to find out what you missed.
If you want a structured agenda for your connection, decide on a date when the agenda and materials will be completed so copies can be made and facilitators can prepare for their parts.
During the video conference, if it becomes evident that the agenda needs to be changed, how will you approach this? It is best to discuss this behind the scenes, if possible. You could use a chat tool, such as Google Chat. If you must do this on camera, it would be best to wait for a break, so participants or students aren't left wondering why you didn't figure out the agenda beforehand.
Perhaps you have a good question and someone is talking during the video conference. Do you jump in? Again, if you ask people how they feel about something like this beforehand, it will show how considerate you are! It is best to wait until the person is done talking. Write down your question and ask it when there is a pause.
4. Who will be responsible for creating materials?
How will you share the responsibility for making materials? Be careful here because the communication piece is key. Changes to the agenda can mean that there could be changes to the handouts and other materials. This can create more work for people, so think before you change anything. Getting a consensus on change is a good thing.
Decide as a group if you will use online resources to keep things organized, or will you use paper and pencil because your participants won't have access to a computer?
5. Schedule out time to work on the collaboration.
This one is not a question because this should be done by everyone. Everyone is so busy! Schedule out time to work on projects on your calendar. Better yet, use a Google Doc or Google Calendar for all facilitators to keep track of dates to work synchronously and asynchronously on the collaboration. Then share it so you can see if someone is working on it at the same time you are so you could work through some of it together.
If you plan out specific dates and times to work on the project, you won't give the time away to other projects once your calendar starts filling up.
____________________________________
I want your collaborative projects to be positive experiences for you! Collaborations are a delicate balance of compromise, communication, consideration for others, and commitment.
What else should people think about when planning a collaborative project? I would like to hear your thoughts!
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