Introduce yourself. Name School Most interesting thing you’ve learned so far this week What you hope to get out of the media sessions.
But before we get started, let’s define our terms. What do we mean by “participatory media”? With that phrase, I’m referring to the thousands of new web 2.o tools currently available that facilitate content creation and collaboration online. This graphic shows the logos of the most popular of these - some of them may be familiar to you, some not. In this graphic, they are organized into functional groups - tools for creating content, for sharing, for gaming, for networking. But what they all have in common is that they make up what is colloquially referred to as “web 2.0”.... Visualizing Facebook from space: http://news.cnet.com/8301-17939_109-10106234-2.html (video)
So, if that’s participatory media, what is web 2.0? With a number assigned to it like that, it might sound like a new version of the web, like a new software release. But really what it signifies is a new trend in web technology. A second generation of web based communities, services and tools. But what the “2” really signifies in my mind is TWO-WAY communication. In the early days of the web, I know I thought of it as the world’s greatest library. I could go online and look anything up. I’d search, find what I was looking for and read it to answer my question. So, in that way web 1.0 was the “read only” web. Web 2.0 is the “read and write web” - today people are using the web to read, yes, but even more so - to write. To create. To write. To mash-up. To blend. To produce.
And in that way, web 2.0 becomes a perfect fit for us as science educators. A read/write web becomes the ideal support for inquiry-based, constructivist learning. Which is something we all aspire to - with our educational materials, our labs, our courses, and our interactions with students. A way to support our efforts to move away from the passive method of pouring information into student heads and move toward the more active methods where students become participants, producers, and collaborators in their learning.
You Tube Start with “Help Me with Bowdrill Set” http://www.youtube.com/watch?v=JuFsDN8dsJU
My blog in a visualizer blue : for links (the A tag) red : for tables (TABLE, TR and TD tags) green : for the DIV tag violet : for images (the IMG tag) yellow : for forms (FORM, INPUT, TEXTAREA, SELECT and OPTION tags) orange : for linebreaks and blockquotes (BR, P, and BLOCKQUOTE tags) black : the HTML tag, the root node gray : all other tags
Darren Kuroptawa’s AP Calculus blog site http://apcalc06.blogspot.com /
A course wiki Students post course notes - sharing them. They correct each other. You get a sense of what their take-homes and insights are. Rich discussions. Post a list of terms they need to know. Challenge them to create a review sheet, based on those terms. Embed photos, videos, links build a course wiki, have students add notes, collaborative repository
Wikis The name “wiki” comes from the Hawaiian word for “quick”. Difference between a blog and a wiki is that a wiki is a shared experience (a blog is a single author, creating entries). A wiki is an web page that anyone can add to or edit. The one you’ve probably heard the most about is “wikipedia” - which I’m showing you here. This is the wikipedia entry for “stem cells”. One interesting thing to point out is that this is the article. You can see the four tabs across the top which allow you to observe the discussion, the source page, and the history of this entry. By examining the discussion and the history, you can have a front row seat as experts debate back and forth the content that should be included in this wiki entry.
Here is the history page for that wiki entry.
As I was struggling along my own learning curve with these intriguing web 2.0 tools, I came across an idea from an educator that I follow named Alan Levine. Alan is a colleague of Liz’s from the Maricopa Community College system. He’s now a thought-leader and visionary and a thought-provoking blogger on the subject of applying new media tools to the teaching and learning equation. And this is probably a good place to put in a plug to encourage you to think about your own personal learning networks. One of the best things you can do for yourself to feed your own head is to seek out and find a few really good education thinkers out there (there are more than enough to choose from), bookmark their blogs, plug into their twitter stream, and follow them. It’s probably one of the most important things I do online to plug into my learning network and find out what’s going on, what’s new, what’s interesting each week. And Alan Levine is in my personal learning network. A year or so ago, he suggested the idea of getting inside these new learning tools by telling the same story, 50 different ways, with 50 different tools. So, in the best traditions of fan-dom, I stole his idea. I thought that this might be a good way for us to approach our challenge here this weekend. How can we get to know these tools - what their good for and what their weaknesses are. How to use them, leverage them, and which ones to leave behind. So, here’s what I did (and what you’re going to do). I picked a topic - a biology story that I wanted to tell. In my case, it was Charles Darwin and the Voyage of the Beagle. I wrote out my story, collected some images and documents and then began to tell the story 50 different ways, using 50 different new media tools.
So what is a wiki again? How might you use it?
Students create, interviews, teacher creates, make a library anticipatory help on tough topic, explain a concept, interview an expert,
That darwin story was 14 slides long.
Flip Creative Vado Kodak Zi6 comparative review: http://www.youtube.com/watch?v=6ds-SGrHTMg
Google Earth. Great for stories that have a geographical component. Biomes, travelogues, climate change, species diversity,
You download this application from the internet and then when you open it, it accesses the imagery from internet feeds (a mash-up between google search and satellite imagery). I’m going to take you out to show you a movie, demonstrating GE on YouTube. You can create canned trips in Google Earth. Tour video: http://earth.google.com/tour.html Jump out and give a demo.
Pixton Make comics Here’s one I made: http://pixton.com/comic/5fwucqcd
Zamzar Way to download video from the internet and have it emailed to you
Bubbleply Places a layer on top of any video so that you can add text, call-outs, images, links
QR codes. QR = “quick read” - two-dimensional bar codes that can contain any alphanumeric text and often feature URLS. The idea is to direct someone from a physical world object to a web site or an action on a computer. Cell phones can be the decoding device. Product labels, billboards, buildings. Very popular in Japan.
Screenjelly www.screenjelly.com / Record what’s happening on your screen - voice and visual - max of 3 min.
<ul><li>Participatory Media Workshop </li></ul><ul><li>Liz Dorland and Robin Heyden </li></ul>Life Science for a Global Community Cohort III
What is a blog? <ul><li>A journal to the world </li></ul><ul><li>Reverse chronological order </li></ul><ul><li>Commented on </li></ul><ul><li>Archived </li></ul>
What could you do with Blogs? <ul><li>Course blog (student scribes) </li></ul><ul><li>Student group blogs (study or projects) </li></ul><ul><li>Guest bloggers </li></ul><ul><li>Communicate with parents </li></ul>
Student Project Ideas for Wikis <ul><li>A collaborative project </li></ul><ul><li>A lab report </li></ul><ul><li>Document a field trip </li></ul><ul><li>Holding tank for media assets </li></ul><ul><li>Parent communication device </li></ul><ul><li>Note-taking </li></ul>
Student Podcast Project Ideas <ul><li>Record “mini lectures” for your students </li></ul><ul><li>Talk them through solving a problem </li></ul><ul><li>Students record summaries/big ideas explained </li></ul><ul><li>Students create a library of podcasts for future classes </li></ul><ul><li>Interview an expert </li></ul><ul><li>Record the steps in a lab procedure </li></ul><ul><li>Anticipatory help on tough topics </li></ul>