wikis and collaborative learning

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Wikis and Collaborative Learning

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Wikis and Collaborative Learning. Ronald Berk Hannah Green Betty Collis Alwyn Lau James Gee. Rationale. Ronald Berk Hannah Green Betty Collis Alwyn Lau James Gee. - PowerPoint PPT Presentation

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Page 1: Wikis and Collaborative Learning

Wikis and Collaborative Learning

Page 2: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Page 3: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

those born between 1982 and 2003 are

a “twitch-speed, digital, mobile, always-

on” generation, known by many names,

but perhaps best described as the “Net

Generation.”

According to a survey of 7,705 college students done by Junco and Mastrodicasa, 97% of Net Geners own a computer, 94% a cell or smartphone, 99% use the Internet for research and/or homework, 76% use Instant Messaging and chat up to 80 minutes a day, 92% multitask while IMing, 87% use websites for news, and 75% have a Facebook account

This networking generation is

technologically, are interested in

multimedia, are involved in interactive

worlds, like Second Life or World of

Warcraft, are “nomadic,” moving from

item to item whenever and wherever

they like, are comfortable creating

Internet content, making webpages,

social profiles, blogs, artwork, or

YouTube videos, and “prefer to learn

rather than being told what to do or

reading text or manuals,” they are

kinesthetic learners, part of a

“participatory culture.” They are

multitaksers, visual communicators,

expressive and emotionally open, and

prefer collaboration and teamwork.

Page 4: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Page 5: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Young people are spending their time in

a space which adults find difficult to

supervise or understand. . .Use of

digital technology has been completely

normalized by this generation and it is

now fully integrated into their daily

lives. . . almost all are now involved in

creative production.

Page 6: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Page 7: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Without high education institutions promoting it, students are making extensive use of Web 2.0 tools and processes to support their studies” and they are “frustrated. . . because of the mis-use or lack of use of” these tools in education.

Page 8: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Page 9: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Connectivism defines learning through connections: “Learning and knowledge rests in diversity of opinions and is a process of connecting specialized nodes or information sources,” and “Decision-making is itself a learning process.  Choosing what to learn and the meaning of incoming information” (Siemens, Qtd. in Lau 198).  Learning, then, is represented by understanding options, harnessing resources, making decisions, valuing diversity, and building community.  Knowledge is shaped “through a collaborative conversation and not in an ivory tower”

Page 10: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

Page 11: Wikis and Collaborative Learning

Rationale

Ronald Berk

Hannah Green

Betty CollisAlwyn LauJames Gee

 The academic essay is a school

construct that asks for formulaic

language produced without

individualism or passion; students

are taught basic skills without context,

where “it is never really clear

to children about how what they are

learning is tied to actual

practices or who uses them.”

Standardized tests are built on the

notion that some national company in a

different state can produce a more

accurate evaluation of a student’s

knowledge than the teacher who

teaches that student (68).  

There’s abetter way to learn, and it involves something called“Passionate Affinity-Based Learning,” when people gather together(either in person or online) over a shared interest, and work togetherto create knowledge about / work on it.  The internet has been a greatsource for this, and whether people are coming together to discourseabout cats, create clothing for The Sims, or theorycraft advanced datain World of Warcraft, productive and advanced passionate affinity spacescan be found all over the internet.

Page 12: Wikis and Collaborative Learning

Standards

 SUMMARY/CONVERSATION: Demonstrate summarizing purposefully, integrate “they say” into writing effectively or self-consciously, appropriately incorporate quotes into writing (punctuation, attributions, relevance), and discuss and use texts as “conversations” (writing, then, demonstrates entering a conversation).

RHETORICALITY: Articulate or demonstrate an awareness of the rhetorical features of texts, such as purpose, audience, context, rhetorical appeals, and elements, and write rhetorically, discussing similar features in texts.

COMMUNITY PARTICIPATION: Articulate or demonstrate meaningful participation in a community of readers/writers, and ethical and self-conscious practices that address the concerns of that community of reader/writers (e.g. using and giving feedback on drafts in peer response groups).

REFLECTION: Make meaningful generalizations/reflections about reading and writing practices and processes.

LANGUAGE COHERENCE: Have developed, unified, and coherent paragraphs and sentences that have clarity and some variety.

Page 13: Wikis and Collaborative Learning

Lesson Goal

To develop digital fluency and engage in cooperative production while learning and practicing writing, revision, and the construction of digital artifacts.

Page 14: Wikis and Collaborative Learning

Links

Go here, and you can go everywhere else:

http://tinyurl.com/sjvwpLINKS

Page 15: Wikis and Collaborative Learning

My Turn

Let’s look at a Wiki together.Follow Link #1 on your Links page.What parts does it have? What is the function of

each part?

Page 16: Wikis and Collaborative Learning

Your Turn

Get on Wikipedia, type in a topic you’re interested in, and choose an article.  Make a list of different parts.  What’s clear for you?  What’s confusing you?

Share your Wiki choices and observations

with your group.

Page 17: Wikis and Collaborative Learning

My Turn

I’m going to edit a Wiki. I’m going to show you how to:◦Log in◦Edit◦Add links◦Find pictures legally◦Imbed Pictures

Page 18: Wikis and Collaborative Learning

Your Turn

Each Group has been assigned a Wiki.Each Wiki has a block of text from

Deborah Dean.Work together with your group to get into

the Wiki and edit both paragraphs. Follow the link for #3 on your links page.◦Paragraph 1: Dress Up the academic language.

Make it more academic!◦Paragraph 2: Dress Down the academic

language. Make it more colloquial!

Let’s take a look at your Wiki edits!

Page 19: Wikis and Collaborative Learning

Class Activity

Each group will play a part in creating a single class Wiki about writing strategies.  Each group will be assigned a part of the blog to research and write.  Write your piece on your group’s Wiki, and then we’ll put it all together.

Group 1:  Introduction--Why teaching writing strategies important?Group 2:  Strategies and Ideas—Throw Together a few examples of Writing Strategies.Group 3:  Media--Pictures and/or Video.Group 4: Links—Additional Resources and Descriptions.Each member of the group should make a contribution to the wiki and post at least one comment in the discussion page.

Page 20: Wikis and Collaborative Learning

Compile and Share

Elect a group member to log on to the Class Wiki page (Link #4) and copy over your group’s content.

Then let’s read through it and see what we got.

Page 21: Wikis and Collaborative Learning

Reflection

What was interesting/helpful/<insert other

fuzzy adjective> for you?

What was challenging/overwhelming?

How could it be made more clear?

How might you use this technology in

your own teaching?

Page 22: Wikis and Collaborative Learning

Works Cited

Berk, Ronald A. “How Do You Leverage the Latest Technologies, Including Web 2.0 Tools, in Your Classroom?” International Journal of Technology in Teaching & Learning 6.1 (2010) : 1-13.

Brown, Stephen. “From VLEs to Learning Webs: The Implications of Web 2.0 for Learning and Teaching.” Interactive Learning Environments 18.1 (2010) : 1-10.

Collis, Betty, and Jef Moonen. “Web 2.0 Tools and Processes in Higher Education: Quality Perspectives.” Educational Media International 45.2 (2008)

Gee, James Paul, and Elisabeth R. Hayes. Language and Learning in the Digital Age. 1st ed. Routledge, 2011.

Lau, Alwyn. Web 2.0 as a Catalyst for Rethinking Teaching and Learning in Tertiary Education: A Case Study of KDU College (Malaysia) (2010)