Using YackPack as a Tool for Global Cooperation

YackPack is a Web 2.0 tool created for group communication, similar to an audio discussion board. Its capacity to bring together classrooms from around the world through private packs makes it an attractive option for ESL classrooms. When used in a language learning classroom, especially in conjunction with more writing-focused communication tools like ePals (see prior post dated April 10, 2010), YackPack can meet multiple language learning and cultural objectives for multiple levels of learners.

In my own classroom of adult learners I could use YackPack to facilitate a collaborative project that gives students a meaningful context for practicing English oral communication skills. For example, I could find a classroom through ePals Classroom Match that is interested in engaging in a project on “Green Technology.” Our collaborating classrooms could research examples of green technology that are available or being developed in our countries or local communities. Prior to communicating on YackPack, our classes could share with one other a written presentation of research findings. (A PowerPoint shared through Slideshare could be useful here!) Then I, or the other participating instructor, would serve as a pack creator and moderator on YackPack to initiate a discussion that flows from the research findings. “Yackers” could share their findings and perspectives on the latest green technology in homes, jobs, vehicles, etc. Participants would be encouraged to ask questions of one another and discuss whether advances in one part of the world could be implemented elsewhere.

It’s difficult to know how smoothly such communications would flow, but certain steps could be taken to create a positive working relationship. I would encourage students to upload images and a short profile of themselves help to help build a relationship and cohesion between cooperating classrooms. Also, although YackPack can be used for synchronous communication, I would initially choose the option of participating asynchronously. This takes the pressure off of learners to make comments spontaneously, and allows them time to reflect on content as well as language form before making comments. Lastly, I would maintain regular contact with the cooperating teacher to ensure that objectives for developing language skills and expectations for collaborative learning are being met on both ends.