Wikis - adapted from nwinton

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Adapted presentation from @nwinton Neil Winton that I gave at the LTS conference on digital media and literacy on 24/5/11. Thanks Neil!

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  • Thank you to LTS for asking me along to speak to you today... I am... [CLICK]\n
  • Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
  • Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
  • Neil Winton. I thought I’d start by taking 4 slides to tell you my story...[CLICK]\n
  • 1963 - Learning to walk...[CLICK]\n
  • 1964 - running... [CLICK]\n
  • 1990 - I learned how to teach… [CLICK]\n
  • And as of 2007, I’d finally begun to learn how to learn.... So, what am I going to talk about today?[CLICK]\n
  • [CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
  • [CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
  • [CLICK] for NAME to appear! Isocrates — not to be confused with Socrates — complained about how poor the youth of his day were... somethings never change... [CLICK] \n
  • The yoof of today know nuffink!\n
  • The yoof of today know nuffink!\n
  • Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
  • Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
  • Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
  • Andrea Lunsford isn't so sure. Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions. Her conclusions are stirring.\n
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  • So... What has lead us to this stage? [CLICK]\n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
  • 1700 Generations ago, start of language.\n300 Generations ago — Writing\n35 Generations ago — Printing... but what does this look like? \n
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  • We live in EXPONENTIAL times… the development of the internet and technology has proceeded at a much faster pace than we can possibly hope to keep up with... but our pupils do. [CLICK]\n
  • A quick illustration of the difference between Web1.0 and Web2.0... [CLICK]\n
  • In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
  • In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
  • In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
  • In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
  • In Web1.0, the majority of a teacher’s information comes from ONE WAY sources... [CLICK]\n
  • Web2.0 on the other hand... [CLICK]\n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • NB: We’re getting better with our consultation on Curriculum for Excellence... \n
  • So... AT LAST... I hear you cry! WIKIS! [CLICK]\n
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  • Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
  • Cube Rotation to the footnotes! [CLICK]\n
  • Cube Rotation to the footnotes! [CLICK]\n
  • Cube Rotation to the footnotes! [CLICK]\n
  • Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
  • Wikipedia is as good and as accurate as YOU make it. Colleague on course: “It’s inaccurate!” — So FIX IT!\nIncidentally, in an independent study carried out by Wired, they found comparable inaccuracies in Encyclopedia Britannica... but of course, WE can’t edit Britannica...\n
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  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
  • When I was preparing this presentation, I had to look for a definition of literacy. This is from the Literacy & English Cover Paper published last year, and I’d like to draw your attention to the last line... \n
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  • So... Curriculum for Excellence & How we have been using Wikis at Perth Academy... [CLICK]\n
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  • CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
  • CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
  • As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
  • So... Curriculum for Excellence & How we have been using Wikis at Perth Academy... [CLICK]\n
  • As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
  • As a support site fro A Midsummer Night’s Dream... [ONLINE!]\n
  • CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
  • CAVES OF MULL — A text based adventure from Eng. Matters that we turned into a ‘Choose your own adventure’ game...\n
  • As a support site for A Midsummer Night’s Dream... [ONLINE!]\n
  • As a support site for A Midsummer Night’s Dream... [ONLINE!]\n
  • A word of warning... there are many who would thwart your use of Web2.0 tools to enhance what and how you are teaching... and how your pupils are learning...\n
  • Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
  • Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
  • Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
  • Isn’t this what pupils do when they use a proxy to bypass a school filter?\n
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  • The Web2.0 / Social networking phenomenon is growing exponentially as well...\n
  • The Web2.0 / Social networking phenomenon is growing exponentially as well...\n
  • I won’t insult you by using the trite: “...because the ‘kids’ are using them...”\n
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  • Finally, a quick prayer to the Gods of Wiki!\n
  • Finally, a quick prayer to the Gods of Wiki!\n
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  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
  • The all important © Notice!\n
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  • Wikis - adapted from nwinton

    1. 1. Neil Winton 2009
    2. 2. wikis Neil Winton 2009webs&writings
    3. 3. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|
    4. 4. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|I think we’re in the midst of a literacyrevolution the likes of which wehaven’t seen since Greek civilization……young people today write far morethan any generation before them. Andrea Lundsford : Stanford Study of Writing, 2008
    5. 5. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|
    6. 6. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|the average number ofpeople that read apupil’s writing…
    7. 7. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|the average number ofpeople that read apupil’s writing… 1
    8. 8. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|
    9. 9. writing |ˈrīti ng | |ˈraɪdɪŋ| |ˈrʌɪtɪŋ|…unless the pupil isespeciallyconscientious… 2
    10. 10. web1.0
    11. 11. web1.0the read only or static web
    12. 12. Image: Alec Couros
    13. 13. Image: Alec Couros
    14. 14. web2.0
    15. 15. web2.0the read <-> write web
    16. 16. Image: Alec Couros
    17. 17. Image: Alec Couros
    18. 18. Image: Alec Couros
    19. 19. wikishawaiian for‘hurray/quick’communal websiteseasy to useedited by many peopleopen source
    20. 20. Is Wikipedia the greatestthreat to civilization since Ghengis Khan? (Mindset ©1890, The Daily Mail)
    21. 21. nope Is Wikipedia the greatestthreat to civilization since Ghengis Khan? (Mindset ©1890, The Daily Mail)
    22. 22. wikipedia
    23. 23. wikipedia
    24. 24. wikipedia
    25. 25. wikipedia
    26. 26. wikipedia
    27. 27. wikipedia images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    28. 28. wikipedia images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    29. 29. wikipedia images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    30. 30. wikipedia
    31. 31. wikipedia
    32. 32. wikipedia
    33. 33. wikipedia
    34. 34. wikipedia
    35. 35. wikipedia
    36. 36. literacy |ˈlɪt(ə)rəsi|
    37. 37. literacy |ˈlɪt(ə)rəsi| Definition of LiteracyLiteracy is the set of skills which allowsan individual to engage fully in societyand in learning, through the differentforms of language, and the range oftexts which society values and findsuseful. Literacy and English cover paper 2008
    38. 38. literacy |ˈlɪt(ə)rəsi| Definition of LiteracyLiteracy is the set of skills which allowsan individual to engage fully in societyand in learning, through the differentforms of language, and the range oftexts which society values and findsuseful. Literacy and English cover paper 2008
    39. 39. why wiki? audience
    40. 40. why wiki? focus audience ease anytime cooperation
    41. 41. why wiki? audience
    42. 42. why wiki? audiencethe wiki became a very positive factor because: it was real the wiki as a whole was more important than any onepage it was fun it encouraged independent as well as cooperative writing did I mention it was fun?
    43. 43. examples
    44. 44. midsummer night’s dream
    45. 45. midsummer night’s dream
    46. 46. caves of mull
    47. 47. caves of mull
    48. 48. going live <slick move to the internet>http://thecavesofmull.wikispaces.com </slick move to internet>
    49. 49. urls http://thecavesofmull.wikispaces.comhttp://midsummerdreaming.wikispaces.com http://cawdor.wikispaces.com http://deadlycaves.wikispaces.comhttp://stjamesprimarypaisley.wikispaces.com
    50. 50. why wiki? engages pupils enhances learningencourages literacy
    51. 51. wikis
    52. 52. wikis…grant me the serenity to accept the pages I cannotedit,The courage to edit the pages I can,And the wisdom to know the difference http://www.educause.edu/pub/er/erm04/ermo452.asp
    53. 53. thanks to... Neil Winton PT English, Perth Academyhttp://nwinton.wordpress.com
    54. 54. images images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    55. 55. images http://www.scaryideas.com/print/3426/ http://tinyurl.com/aa9dea http://en.wikipedia.org/wiki/File:Wikipedia-logo-en- http://www.fotocomedia.com/artigos/Vuuuushhhh.html big.png images © 2007 Vlad Gerasimov. Used by arrangement. http://www.flickr.com/photos/courosa/344832659/ http://www.vladstudio.com/wallpaper/?trafficlights http://www.flickr.com/photos/courosa/344832591/ Personal scans http://www.flickr.com/photos/cogdog/19490596/ http://www.flickr.com/photos/acme/443727416/ images © 2009 Rob Matthews. Used by arrangement. http://www.rob-matthews.com/index.php?/project/ http://www.apple.com/pr wikipedia http://wikispaces.com http://www.wetpaint.com/ http://pbwiki.com/ http://www.mediawiki.org/wiki/MediaWiki Although every effort has been made to trace and contact copyright holders before use, this has not been possible in every case. If notified, I will be pleased to rectify any errors and omissions at the earliest possible opportunity. images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    56. 56. images http://www.scaryideas.com/print/3426/ http://tinyurl.com/aa9dea http://en.wikipedia.org/wiki/File:Wikipedia-logo-en- http://www.fotocomedia.com/artigos/Vuuuushhhh.html big.png images © 2007 Vlad Gerasimov. Used by arrangement. http://www.flickr.com/photos/courosa/344832659/ http://www.vladstudio.com/wallpaper/?trafficlights http://www.flickr.com/photos/courosa/344832591/ Personal scans http://www.flickr.com/photos/cogdog/19490596/ http://www.flickr.com/photos/acme/443727416/ images © 2009 Rob Matthews. Used by arrangement. http://www.rob-matthews.com/index.php?/project/ http://www.apple.com/pr wikipedia http://wikispaces.com http://www.wetpaint.com/ http://pbwiki.com/ http://www.mediawiki.org/wiki/MediaWiki Although every effort has been made to trace and contact copyright holders before use, this has not been possible in every case. If notified, I will be pleased to rectify any errors and omissions at the earliest possible opportunity. images © Rob Matthews. Used with kind permission. http://www.rob-matthews.com/index.php?/project/wikipedia/
    57. 57. resourcesblogs.glowscotland.org.u k /ce/blogsandwikis/

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