transliterate discussions

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Transliterate Transliterate discussions discussions Using wikis to support Using wikis to support small group work within small group work within English studies English studies

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Page 1: Transliterate Discussions

Transliterate discussionsTransliterate discussions

Using wikis to support small group Using wikis to support small group work within English studieswork within English studies

Page 2: Transliterate Discussions

A working definition of transliteracyA working definition of transliteracy

TransliteracyTransliteracy is is The ability to read, write The ability to read, write and interact across a range of platforms, and interact across a range of platforms, tools and media from signing and orality tools and media from signing and orality through handwriting, print, TV, radio and through handwriting, print, TV, radio and film, to digital social networks.film, to digital social networks. (PART 2007)(PART 2007)

Page 3: Transliterate Discussions

A transliteracy tag cloudA transliteracy tag cloud

Integration Integration creativitycreativity connection connection transformation newmedia multimedia transformation newmedia multimedia boundaries lifeworlds interaction boundaries lifeworlds interaction

collaborationcollaboration web 2.0 web 2.0 writingwriting reading reading context network intermediality education context network intermediality education

ideas suethomas ideas suethomas pedagogypedagogy multimodal technology blog podcast multimodal technology blog podcast transdisciplinaritytransdisciplinarity

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TransTransliteracyliteracy

‘‘Trans’ – AcrossTrans’ – Across Transition, translation, transpositionTransition, translation, transposition A A BB

‘‘Trans’ – BeyondTrans’ – Beyond TransformationTransformation A A

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Transliteracy and EducationTransliteracy and Education

Activities and resources require students Activities and resources require students to ‘read, write and interact across a range to ‘read, write and interact across a range of platforms’of platforms’

Pedagogic principlesPedagogic principles Social Constructivism (collaboration)Social Constructivism (collaboration) Multiple intelligencesMultiple intelligences Holistic and ‘deep learners’Holistic and ‘deep learners’

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E-learning and transliteracyE-learning and transliteracy

HEFCE e-learning strategyHEFCE e-learning strategy A greater A greater diversitydiversity of student needs of student needs Increased Increased flexibilityflexibility of provision (m-learning) of provision (m-learning) Enhanced capacity for Enhanced capacity for integratingintegrating study with work study with work

and leisureand leisure

DfES e-learning strategyDfES e-learning strategy A A collaborativecollaborative approach to personalised learning approach to personalised learning

experiencesexperiences A common digital infrastructure for A common digital infrastructure for transformationtransformation

and reformand reform

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Blended learning?Blended learning?

HomogenousHomogenous InstantInstant Completely mixed up Completely mixed up

togethertogether But…..But…..

Page 8: Transliterate Discussions

Dual learning?Dual learning?

ActivityActivity Write on each post-it note Write on each post-it note

the different elements the different elements students experience in students experience in your teaching (e.g. your teaching (e.g. lecture / PPT slides / lecture / PPT slides / reading / e-learning reading / e-learning activities (e.g. blog, activities (e.g. blog, discussion forum) / class discussion forum) / class discussion / assessment)discussion / assessment)

Stick them around the Stick them around the image of a jigsaw pieceimage of a jigsaw piece

Page 9: Transliterate Discussions

Making the connectionsMaking the connections

Mind the gap…Mind the gap…

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A case study: Small group workA case study: Small group work

Importance of small group work (Gibbs Importance of small group work (Gibbs 1994)1994)

Description of a typical seminarDescription of a typical seminar 2-3 hours2-3 hours 10-40 students (usually 25-30)10-40 students (usually 25-30)

Survey of my colleagues’ practiceSurvey of my colleagues’ practice Student perceptions of small group workStudent perceptions of small group work

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Staff surveyStaff survey How often do you use small group activities?How often do you use small group activities?

70% - a third of the time or more70% - a third of the time or more 40% - half the time or more40% - half the time or more

Typical ActivitiesTypical Activities Discussion (of passages, concepts)Discussion (of passages, concepts) Exercises, problem solvingExercises, problem solving Writing tasks (joint composition, rewriting)Writing tasks (joint composition, rewriting) Performance, preparation for presentationPerformance, preparation for presentation

Feedback mechanismsFeedback mechanisms Single reporter / groupSingle reporter / group Asking individuals questionsAsking individuals questions One group talks to whole group (including poster tours)One group talks to whole group (including poster tours) Groups are dispersed to talk to each otherGroups are dispersed to talk to each other

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Perceived benefits (Staff)Perceived benefits (Staff) Less threateningLess threatening

trying out ideas in a non-threatening contexttrying out ideas in a non-threatening context voice thoughts they might feel unsure aboutvoice thoughts they might feel unsure about

More opportunity for tutor/student interchangeMore opportunity for tutor/student interchange it allows me as a tutor to speak and hear individual contributions it allows me as a tutor to speak and hear individual contributions

from a wider selectionfrom a wider selection EngagementEngagement

everyone engaged, encourages sharing of ideaseveryone engaged, encourages sharing of ideas Consolidation of knowledgeConsolidation of knowledge

Reinforce learningReinforce learning Peer supportPeer support

Help each other in analytical exercisesHelp each other in analytical exercises are listened to by othersare listened to by others

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The student perceptionThe student perception

What do you think you most gain from What do you think you most gain from group discussion in seminars?group discussion in seminars? Feedback and input from our peersFeedback and input from our peers Different points of view / opinions / ideasDifferent points of view / opinions / ideas Gaining more knowledge and opinionsGaining more knowledge and opinions

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Disadvantages of current feedback Disadvantages of current feedback mechanismsmechanisms

No permanent record for the whole class, No permanent record for the whole class, people don’t always take in what is saidpeople don’t always take in what is said

Miss points or ideasMiss points or ideas Not everyone gets to speak, you don’t get Not everyone gets to speak, you don’t get

to say everythingto say everything

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Specific problem - feedbackSpecific problem - feedback

Time managementTime management Limited number of speakersLimited number of speakers What do students gain from it?What do students gain from it? How do we build on this?How do we build on this?

Referring back to material in later classesReferring back to material in later classes Connection with assessmentConnection with assessment

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WikiWiki

Web sites that can be edited by anyone Web sites that can be edited by anyone with access to themwith access to them

WikipediaWikipedia Advantages: Advantages:

A collaborative environmentA collaborative environment Virtual access Virtual access Private / PublicPrivate / Public Free!Free!

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Wikis in the classroomWikis in the classroom

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Capture the summaryCapture the summary

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Accessed Accessed outside the classroomoutside the classroomhttp://lhds.moodle.uce.ac.uk/http://lhds.moodle.uce.ac.uk/

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Structuring the Structuring the wikiwiki

https://https://narrativeanalysisgroupwork.pbwiki.com/narrativeanalysisgroupwork.pbwiki.com/

One page per weekOne page per week A brief description of the taskA brief description of the task Links to a further page for each groupLinks to a further page for each group Varied the tasksVaried the tasks

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Writing summariesWriting summaries 'Eveline' is a short story written by 'Eveline' is a short story written by James JoyceJames Joyce and is included in and is included in DublinersDubliners

..

When looking at the theory of When looking at the theory of frequencyfrequency in Joyce's 'Eveline' the following in Joyce's 'Eveline' the following can be said. can be said. 

When Eveline begins to reminisce about her childhood she uses the word When Eveline begins to reminisce about her childhood she uses the word 'used' a lot. This adverb is found within the examples if 'used' a lot. This adverb is found within the examples if iterativeiterative frequency. frequency. Eveline only tells once of events that happened in her childhood. In the Eveline only tells once of events that happened in her childhood. In the second paragraph of the story. It is seen how 'second paragraph of the story. It is seen how 'there used to be a field there there used to be a field there in which [the children] used to playin which [the children] used to play.' .'

   Another form of frequency that appears in the text is Another form of frequency that appears in the text is repetitive repetitive when when

Eveline discusses the death of her mother. On two occassions Eveline talks Eveline discusses the death of her mother. On two occassions Eveline talks about this. The first is at the bottom of page 30 - 'about this. The first is at the bottom of page 30 - 'what he would do to her what he would do to her only for her dead mother's sakeonly for her dead mother's sake' and at the top of page 33 - '' and at the top of page 33 - 'remind her of remind her of the promise to her mother...She remembered the last night of her mother's the promise to her mother...She remembered the last night of her mother's illnessillness.'.'

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Revision Revision

Each student adding different parts to their Each student adding different parts to their group’s summarygroup’s summary

Adding URLS (reworking online sources)Adding URLS (reworking online sources) Practice at linguistic analysis Practice at linguistic analysis Consolidation of knowledgeConsolidation of knowledge

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Peer reviewPeer review

Each group reviewed the work of another Each group reviewed the work of another groupgroup

Formally in classFormally in class Add commentsAdd comments

Informally out of classInformally out of class Reading, making personal judgementsReading, making personal judgements

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Converting Mindmaps to Converting Mindmaps to paragraphsparagraphs

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Power point presentationsPower point presentations

Character analysisCharacter analysis Summarising information succinctlySummarising information succinctly Thinking about how it appears on a screenThinking about how it appears on a screen

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Wiki and transliteracyWiki and transliteracy

Widened the range of resources availableWidened the range of resources available Online texts: blogs, e-texts, hypertexts, video, image, Online texts: blogs, e-texts, hypertexts, video, image,

scholarly materialscholarly material

Range of activitiesRange of activities Writing paragraphs, summarising information in Writing paragraphs, summarising information in

tables, moving from mindmap / verbal text, creating tables, moving from mindmap / verbal text, creating PPTPPT

Overall place within the learning experienceOverall place within the learning experience Connecting oral discussion, online collaboration with Connecting oral discussion, online collaboration with

personal projectspersonal projects

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Student EvaluationStudent Evaluation

How often did you use the wiki?How often did you use the wiki? 3 – 3 or four times3 – 3 or four times 7 – half the time7 – half the time 16 – at least once a week, every week 16 – at least once a week, every week Some even checking on it several times a Some even checking on it several times a

dayday

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Benefits of using the wikiBenefits of using the wiki

Involvement (2)Involvement (2) I feel that the wiki has encouraged me to do the work I feel that the wiki has encouraged me to do the work

and contribute to something the whole class has and contribute to something the whole class has produced, and if I didn’t contribute I’d be letting produced, and if I didn’t contribute I’d be letting everyone downeveryone down

Reflection (7)Reflection (7) A chance to review my own and other’s ideas from A chance to review my own and other’s ideas from

our class work that we tend to forget sometimesour class work that we tend to forget sometimes It makes me go away after class and still think about It makes me go away after class and still think about

the topic we did because I was using the wiki to type the topic we did because I was using the wiki to type my ideas upmy ideas up

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Benefits continued…Benefits continued…

Application and Consolidation of knowledge Application and Consolidation of knowledge (9)(9) I have gained better understanding of the models I have gained better understanding of the models

covered in class and know how to apply these to textscovered in class and know how to apply these to texts

Peer support (10)Peer support (10) I was able to see what other people have done in I was able to see what other people have done in

more detail, as class discussions were restricted to more detail, as class discussions were restricted to time time

To see and learn what other students have done as To see and learn what other students have done as well well

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Benefits continuedBenefits continued

Accessibility (4)Accessibility (4) Work saved and always accessible to refresh Work saved and always accessible to refresh

knowledge on a certain areaknowledge on a certain area Good for reference in later classes Good for reference in later classes

Online skills (1)Online skills (1) Better computer skills. Use of hyperlinksBetter computer skills. Use of hyperlinks

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LimitationsLimitations

Only one person able to type up ideas at a Only one person able to type up ideas at a time (3)time (3)

Concerns about accuracy (1)Concerns about accuracy (1) Time management (4)Time management (4) Lack of participation by certain members Lack of participation by certain members

of the class (2)of the class (2)

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What activity did you find the most What activity did you find the most beneficial and why?beneficial and why?

Writing summaries (12)Writing summaries (12) Peer review (6)Peer review (6) Mindmaps (5)Mindmaps (5) Creating PPT slides (2)Creating PPT slides (2) Creating tables (1)Creating tables (1)

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How has the wiki contributed to the How has the wiki contributed to the group work?group work?

Sharing ideas (3)Sharing ideas (3) It helps everyone to share ideasIt helps everyone to share ideas

Better understanding (1)Better understanding (1) Wiki meant more group work, so topics became better Wiki meant more group work, so topics became better

understoodunderstood Social cohesion / Involvement (8)Social cohesion / Involvement (8)

It has pulled us more togetherIt has pulled us more together It was good way to get together outside class and do It was good way to get together outside class and do

work.work. Sharing the workload (3)Sharing the workload (3)

Everyone does their fair contribution (most of the Everyone does their fair contribution (most of the time). time).

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How has the wiki changed the way you use How has the wiki changed the way you use the resources for this module?the resources for this module?

It is now becoming a kind of reflexIt is now becoming a kind of reflex I use online materials a little more, learned more online tools tooI use online materials a little more, learned more online tools too The URL links have made me go and explore more material online.The URL links have made me go and explore more material online. I have learnt a lot about online material and how to use new techniques. It has supported my I have learnt a lot about online material and how to use new techniques. It has supported my

learning very welllearning very well Use moodle more often )Use moodle more often ) I use it a lot moreI use it a lot more It has encouraged me to check moodle more often. It has also given me confidence to use more It has encouraged me to check moodle more often. It has also given me confidence to use more

online library services such as Literature Online.online library services such as Literature Online. More likely to use MoodleMore likely to use Moodle Has aided my general PC use for notes etc.Has aided my general PC use for notes etc. Moodle would run better with the wiki because it is a resource made my students for studentsMoodle would run better with the wiki because it is a resource made my students for students It is simpler to link analysis to an idea by means of hyperlinksIt is simpler to link analysis to an idea by means of hyperlinks Encourages you to do more work outside classEncourages you to do more work outside class It has improved my confidence and stylesIt has improved my confidence and styles Wiki has provided extra information about online resources I can access for ease of referenceWiki has provided extra information about online resources I can access for ease of reference I am looking at more articlesI am looking at more articles I still find difficulty using e-journals,I still find difficulty using e-journals, I have become more skilled in using the resourcesI have become more skilled in using the resources It hasn’t changed the way I use resources It hasn’t changed the way I use resources Not muchNot much

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Summary (resource)Summary (resource)

17 improved or more frequent use of 17 improved or more frequent use of resources being providedresources being provided

2 not changed2 not changed Embedding existing forms in a more user Embedding existing forms in a more user

friendly way (Manfred Jahn’s friendly way (Manfred Jahn’s Guide to Guide to NarratologyNarratology))

Mostly access, not evaluationMostly access, not evaluation

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AmplificationAmplification

it has allowed us to work in groups and as a it has allowed us to work in groups and as a whole class which gives us more information whole class which gives us more information and detail. and detail.

helped to keep ideas in my mind helped to keep ideas in my mind the wiki has encouraged us to engage with each the wiki has encouraged us to engage with each

topic wholly instead of just leaving it until we topic wholly instead of just leaving it until we came to do our assignments in December.came to do our assignments in December.

The wiki made us be more hard working and The wiki made us be more hard working and responsible for the moduleresponsible for the module

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What would I do differently?What would I do differently?

Explore other uses of wikis (individual v. Explore other uses of wikis (individual v. group, public v. private)group, public v. private)

Structure the tasks, avoid ambiguityStructure the tasks, avoid ambiguity Assess the contributionsAssess the contributions Increase multimodal nature of resourcesIncrease multimodal nature of resources Be aware of blind spots in ‘digital literacy’Be aware of blind spots in ‘digital literacy’

Technical supportTechnical support Scholarly approachesScholarly approaches

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Useful resourcesUseful resources

Beyond Distance Research Alliance (University Beyond Distance Research Alliance (University of Leicester)of Leicester) [http://www2.le.ac.uk/departments/beyond-distance-[http://www2.le.ac.uk/departments/beyond-distance-

research-alliance/resources/wikis] research-alliance/resources/wikis] E-learning articles from the University of E-learning articles from the University of

PlymouthPlymouth [http://www2.plymouth.ac.uk/distancelearning/[http://www2.plymouth.ac.uk/distancelearning/

publications.html]publications.html] STOLEN principle ticklistSTOLEN principle ticklist

[http://www.a6training.co.uk/[http://www.a6training.co.uk/resources_Social_Software.php]resources_Social_Software.php]

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BridgebuildingBridgebuilding