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Use of Apps to Engage Students
in
Collaborative Writing
Richard Beach, University of Minnesota
Handout: Apps recommendatio...
Current book project
•

•

Richard Beach, Chris Anson, Lee-Ann
Breuch, and Thomas Reynolds,
Understanding and Creating Dig...
Apps: Affordances
Affordances not ―in‖ app

App

Activity

Affordances created by teachers

Activity

App
Affordances: Social
practices
•

Contextualizing texts as actions/spaces

•

Interacting with others

•

Making hypertextu...
Affordances not ―in‖
tools
•

―We need to understand that meaning is
not inherent in our tools (writing, media,
ideas, lan...
Tools: Recontextualize
texts
•

•

•

Twitter: Move link from one context to
new context
Remix: Copy-paste from original t...
Digital texts:
Continuum
•

Static
Dynamic

•

Fixed

Open

•

Monologic

Dialogic
Wiki annotations to a
Munro story
Folger Digital Library
Annotations: Hamlet
Rap Genius:
Annotations
Evernote: Clippings
Feedback: thesis:
Google Forms
Research: Middle
school students
•

2011 – 2012: Using of iPad apps (report
at end of handout)

•

2013: Use of Chrome app...
A Quick Peek at Diigo
Diigo bookmarking for
sharing annotations
1. Add Diigo to Safari (iPad) or Chromebook

toolbar
2. Find an online text
3. H...
Affordances of Diigo: Collaborative
Annotation
Affordances of Diigo: Collaborative
Annotation
Paired Resulting
Argument
Benefits: Annotations
More active reading
Alternative perspectives
Alternative response practices
Sticky-note discussion
Discussion
prompted by
projecting
annotations on the
pro wind power
article
Read one of two
con art...
Scheme
Results: Diigo
Annotations
34% questioning,
22%
integrating/connecting,
13% evaluating,

10% determining
important ideas,
...
2013 Research: Chrome
apps: Mindmeister, Diigo,
VoiceThread
What app affordances did middle school students
employ in usin...
Affordances: Organization,
Multimodality, Ease of use
It’s easier and it’s get more into what you going
to do because you ...
Affordances: Efficiency,
Collaboration, Visual
When you’re doing it on paper and pencil
you’re just learning from our own
...
VoiceThread: Multiple audiences
share responses to images
VoiceThread affordances
practices
Collaborative shared reading
Mediated by focus on same
iamge
Learn from other’s perspect...
Teacher: Multimodality
The multimodal aspect of this helps kids gel
their understanding and further their
understanding of...
Advantage: iPads
Touch

Speed
# apps
Video/images
Advantage: Chromebooks
Costs
Google Apps
Loading apps
Keyboard (problem: trackpad)
Identity competencies
•

•

•

•

•

Negotiating identities across different social
worlds
Acquiring new, alternative ways...
―Habits of mind‖
Curiosity, openness, engagement, creativity,
persistence, responsibility, flexibility, and
metacognition
...
Negotiating
identities/adopting
perspectives: Online roleIssue: Access play
to information on blocked
•

websites
Students...
Using a Ning as the platform
for online role-play:
Using Diigo sticky notes to share annotations on
related research http://grou.ps/cwhybrid2010t1/talks/5160010/4
Threaded discussion allows students easily follow
discussion
Role construction: Adopting
different perspectives
EmoGirl: Critique of school
Internet policies

I think the internet
usa...
―Strict Father‖ cultural
model:

•

The issue with sites like
YouTube is that it is a helpful
site when used correctly, bu...
Online resources
Handout: Apps, identity activities, study report

http://tinyurl.com/c5mlkuh
Ebook: Using iPad and iPhone...
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference
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Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference

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description of how apps serve to mediate collaborative writing as described in research on middle school students science inquiry reading and writing

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Use of Apps to Engage Students in Collaborative Writing, Great Plains Composition Conference

  1. 1. Use of Apps to Engage Students in Collaborative Writing Richard Beach, University of Minnesota Handout: Apps recommendations http://tinyurl.com/c5 mlkuh
  2. 2. Current book project • • Richard Beach, Chris Anson, Lee-Ann Breuch, and Thomas Reynolds, Understanding and Creating Digital Texts: An Activity-Based Approach, Rowman & Littlefield, in press http://digitalwriting.pbwork s.com
  3. 3. Apps: Affordances Affordances not ―in‖ app App Activity Affordances created by teachers Activity App
  4. 4. Affordances: Social practices • Contextualizing texts as actions/spaces • Interacting with others • Making hypertextual connections • Collaborating with others • Constructing identities as persona
  5. 5. Affordances not ―in‖ tools • ―We need to understand that meaning is not inherent in our tools (writing, media, ideas, language) nor does meaning reside in ourselves. Rather, it exists in the space between our tools, ourselves, and each other—in the space of design.‖ Doug Walls, KAIROS
  6. 6. Tools: Recontextualize texts • • • Twitter: Move link from one context to new context Remix: Copy-paste from original to new text Annotate: Add new content to a text
  7. 7. Digital texts: Continuum • Static Dynamic • Fixed Open • Monologic Dialogic
  8. 8. Wiki annotations to a Munro story
  9. 9. Folger Digital Library
  10. 10. Annotations: Hamlet
  11. 11. Rap Genius: Annotations
  12. 12. Evernote: Clippings
  13. 13. Feedback: thesis: Google Forms
  14. 14. Research: Middle school students • 2011 – 2012: Using of iPad apps (report at end of handout) • 2013: Use of Chrome apps • Low-income, urban school
  15. 15. A Quick Peek at Diigo
  16. 16. Diigo bookmarking for sharing annotations 1. Add Diigo to Safari (iPad) or Chromebook toolbar 2. Find an online text 3. Highlight sections of the text 4. Click on the icon to add a Sticky Note response 5. Have other students add their responses
  17. 17. Affordances of Diigo: Collaborative Annotation
  18. 18. Affordances of Diigo: Collaborative Annotation
  19. 19. Paired Resulting Argument
  20. 20. Benefits: Annotations More active reading Alternative perspectives Alternative response practices
  21. 21. Sticky-note discussion Discussion prompted by projecting annotations on the pro wind power article Read one of two con articles and added their own annotations using Diigo and DocAS. Students responded to each
  22. 22. Scheme
  23. 23. Results: Diigo Annotations 34% questioning, 22% integrating/connecting, 13% evaluating, 10% determining important ideas, 9% inferring, 8% reacting to other’s comments,
  24. 24. 2013 Research: Chrome apps: Mindmeister, Diigo, VoiceThread What app affordances did middle school students employ in using Mindmeister, Diigo, and VoiceThread in studying the topic of weather versus climate? What benefits and challenges did students identify in using these apps? What are some differences between use of iPads versus Chromebooks in using these apps?
  25. 25. Affordances: Organization, Multimodality, Ease of use It’s easier and it’s get more into what you going to do because you can use photographs, graphs, and charts and all of that and it’s more easier to show as if you’re doing a presentation to get the person you’re showing this to more into it and to show them what you trying to explain to them. It organizes your thinking. When you put in bubbles you could tell the difference and you can put it on each side that you think it is. It’s better than writing because you can think of more ideas when you’re using that and you can put images when you’re explaining.
  26. 26. Affordances: Efficiency, Collaboration, Visual When you’re doing it on paper and pencil you’re just learning from our own thoughts, on Diigo it is more faster and better. Easier. If it is on paper, you are not allowed to collaborate. It’s online. You can communicate with other people like if you have a question or a comment on other people’s sticky note or if they have a question you can clarify.
  27. 27. VoiceThread: Multiple audiences share responses to images
  28. 28. VoiceThread affordances practices Collaborative shared reading Mediated by focus on same iamge Learn from other’s perspectives Multimodal production
  29. 29. Teacher: Multimodality The multimodal aspect of this helps kids gel their understanding and further their understanding of whatever their particular part of the carbon cycle was in a way that was not as rich had we been doing a whole class discussion or another reading on the carbon cycle or all watching a video. What was neat was every kid was processing their leg of the carbon cycle in their own way without being guided by a teacher. In a class often we’re going to read about it for two minutes and discuss; they could think about it and talk with a partner about it.
  30. 30. Advantage: iPads Touch Speed # apps Video/images
  31. 31. Advantage: Chromebooks Costs Google Apps Loading apps Keyboard (problem: trackpad)
  32. 32. Identity competencies • • • • • Negotiating identities across different social worlds Acquiring new, alternative ways of perceiving and knowing Making connections across people, events, and texts Engaging in critical analysis of texts and the world Reflecting on one’s experiences based on longterm identity trajectories
  33. 33. ―Habits of mind‖ Curiosity, openness, engagement, creativity, persistence, responsibility, flexibility, and metacognition • • Framework for Success in Postsecondary Writing (Writing Program Administrators, National Council of Teachers of English, National Writing Project, 2011)
  34. 34. Negotiating identities/adopting perspectives: Online roleIssue: Access play to information on blocked • websites Students adopt pro-con roles • • construct a persona • employ rhetorical appeals • support their position with reasons • identify and refute counter-arguments • revise or modify one’s own positions
  35. 35. Using a Ning as the platform for online role-play:
  36. 36. Using Diigo sticky notes to share annotations on related research http://grou.ps/cwhybrid2010t1/talks/5160010/4
  37. 37. Threaded discussion allows students easily follow discussion
  38. 38. Role construction: Adopting different perspectives EmoGirl: Critique of school Internet policies I think the internet usage policies are ridiculous. The policies are almost impossible to find. I spent half an hour trying to find them and I'm a young, computer savvy person.
  39. 39. ―Strict Father‖ cultural model: • The issue with sites like YouTube is that it is a helpful site when used correctly, but the ratio of students who would use it to the students who would abuse it would greatly favor the later of the two. Rrated sites are not ok because they usually contain information and content that may be considered offensive. The internet policies are very clear, if your grandmother would not appreciate it, then you probably shouldn't be doing those kind of things at school.
  40. 40. Online resources Handout: Apps, identity activities, study report http://tinyurl.com/c5mlkuh Ebook: Using iPad and iPhone Apps for Learning with Literacy Across the Curriculum http://usingipads.pbworks.com

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