Download - Wikis and Collaborative Learning
Wikis and Collaborative Learning
Rationale
Ronald Berk
Hannah Green
Betty CollisAlwyn LauJames Gee
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.
Rationale
Ronald Berk
Hannah Green
Betty CollisAlwyn LauJames Gee
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.
Rationale
Ronald Berk
Hannah Green
Betty CollisAlwyn LauJames Gee
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.
Rationale
Ronald Berk
Hannah Green
Betty CollisAlwyn LauJames Gee
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”
Rationale
Ronald Berk
Hannah Green
Betty CollisAlwyn LauJames Gee
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.
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.
Lesson Goal
To develop digital fluency and engage in cooperative production while learning and practicing writing, revision, and the construction of digital artifacts.
Links
Go here, and you can go everywhere else:
http://tinyurl.com/sjvwpLINKS
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?
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.
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
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!
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.
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.
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?
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)