Teaching Global Studies with Wikis
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This document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessment, then activities. It also recommends Shneiderman's "collect-create-relate-donate" framework for designing technology-based lessons, where students collect information, relate collaboratively, create performances of understanding, and donate their work. The document provides examples of using wikis and challenges participants to create a wiki page.
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2) A sample learning sequence is presented that uses various tools like wikis and Vista discussions to foster a learning community around the topic of consumption and the environment.
3) Student learning and engagement in the community can be assessed through rubrics, formative feedback, and self-assessment against learning goals.
4) Challenges included integrating learning across courses, developing manageable formative assessment, and deciding when to use wikis vs. Vista. The debate around these tools and how each supports learning scenarios was discussed.
Web Literacy and Advanced Search Strategies
The document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessments, then planning activities. It also recommends Shneiderman's framework of having students collect, relate, create and donate using technology. It discusses using guided inquiry over open research to focus students' searches. It provides examples of search tools like directories, custom search engines, and assessing credibility of sources.
Techinlamiddlehigh
This document discusses various technologies that can be used to support literacy in middle and high school classrooms. It begins by defining different types of literacy needed in the 21st century, including information literacy, new literacy, computer literacy, and critical literacy. It then explores why technology should be used to support active and collaborative learning. Several questions are provided to consider before implementing technology. The rest of the document discusses specific technologies like audiobooks, ebooks, word processing, multimedia, internet research, blogs, wikis, social networking, social bookmarking, simulations, digital storytelling, and e-portfolios that can enhance literacy. Resources and examples of uses in classrooms are also provided.
Wiki Educational Platform For Small Nations
The document discusses using wikis as an educational platform, particularly for small nations. It provides examples of how wikis have been used by various universities and institutions for purposes such as course development, administration, and collaboration between teachers. Case studies describe specific examples of wikis being used to develop open online courses and self-learning materials. Advantages of using wikis for education include easy updating of course materials, improved learner participation and engagement, and courses becoming more dynamic and up-to-date resources.
Indy 10 02-11
This document provides an overview of a conference for teachers on 21st century teaching and learning with digital media. The goals are to review classroom setup, collect digital content, and plan student projects emphasizing 21st century skills. Teachers will complete four lesson plans and have students create four multimedia projects demonstrating their understanding of essential questions. The agenda includes choosing a technology tool for student projects, exploring its features, and creating a rubric for assessment.
Pgc session 1.3 oct 2011
This document discusses blended learning and e-environments. It defines blended learning as combining face-to-face learning with online opportunities. It explores how online spaces can support inclusive practices in education. Various learning theories are mentioned, such as cognitive constructivism and social constructionism. The document then discusses how technology could be introduced in teaching practices based on Laurillard's conversational framework. Finally, some examples of good practices using technology at the University of Creative Arts are provided.
Not another paper presentation
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
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This document discusses using wikis in the classroom. It notes that wikis can improve learning by putting learning in students' hands with guidance and encouraging collaboration and engagement. Wikis allow for multiple authors, sharing, and collaboration. Students generally like wikis as they allow 24/7 access to materials and a sense of ownership. Some challenges are that students may be uncomfortable with collaboration, self-directed work, or critiquing peers. Best practices include providing training, clear expectations, modeling collaboration, and choosing a multifunctional platform.
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This is the presentation used for the the 1/2 day online learning workshop delivered by Mary Herring, Lois Lindell and Leigh Zeitz at the University of Northern Iowa.
It was delivered to assist professors at UNI in the process of transferring their face-to-face courses to online courses.
New Designs for Assesssment
ELCC 2009 Presentation: Presentation includes faculty example of survey and timeline tools for assessing a common outcome for the GT Pathways courses.
Additional Web 2.0 Assessment Resources are included.
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This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Working with wikis
This document discusses using wikis to facilitate collaboration and learning. Wikis allow for easy collaboration as they require no HTML knowledge, pages can be quickly shared and edited, and old versions can be reverted to. Wikis foster learning communities by encouraging cooperation, interaction, and shared goals. They support constructivist learning by allowing students to construct knowledge through active participation and manipulation of content. The document provides examples of how wikis can be structured to support different types of collaborative learning, such as individual student pages linked together or a shared class page. Overall, wikis create opportunities for deeper engagement and knowledge building through collaboration.
Cit2009 short
The document discusses technoheutagogy, which is using web 2.0 tools and learning management systems to facilitate learner-directed adult learning. It emphasizes empowering adult learners by giving them personal responsibility and relevance in their education. Learners can choose what, when, where, how much, and how to learn, determining their own grade. Web 2.0 tools and features of LMSs like threaded discussions and collaborative projects can engage learners and assess learning in a way that is learner-directed. Assessment focuses on achieving personally relevant knowledge through knowledge audits involving discussion, reflection, and content mastery evaluation.
MICDS Technology
The document discusses using technology to make learning more transparent, social, networked, and available 24/7. It outlines standards and frameworks to guide technology integration, and describes using tools like blogs, wikis, and social networks to give students collaborative spaces and make their work transparent. Examples are given of using tools like DyKnow and Google Apps to make classroom learning more interactive and extend transparency beyond the classroom. The benefits of transparency, networked and social learning are highlighted, including expanded learning opportunities, collaboration with experts, and students enjoying and engaging with learning.
Differentiated Instruction
This document discusses differentiated instruction and the role of technology. It defines differentiated instruction as tailoring teaching to meet students' individual needs. Technology supports differentiated instruction by allowing flexible grouping, assessment, and presenting content in various formats. An example is provided where students use different technologies like podcasts and presentations to demonstrate their learning about American decades.
Universal Design in Learning at Learning Disabilities Association Conference ...
Universal Design in Learning is a framework where student diversity, evidence-based instructional practices, education theory and education legislative requirements can intersect. This power point presents the history and brain science behind UDL and some practical suggestions for implementing UDL in your classroom.
Similar to Teaching Global Studies with Wikis (20)
Guiding Questions: Aligning Course Design with Teaching and Learning Goals
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Teaching & Learning Online: It's All About the Pedagogy Day 1
Teaching & Learning Online: It's All About the Pedagogy Day 1
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Teaching Global Studies with Wikis
- 1. Teaching Global Studies with Technology Justin Reich Tom Daccord EdTechTeacher.org 2/26/10
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- 6. Backwards Planning See Wiggins and McTighe, Understanding by Design Develop lesson activities How will you prepare students to master the goals and succeed on the assessment task? Design assessment tasks How will students demonstrate their developing mastery of those goals? Select learning goals What do you want students to learn by the end of the lesson or unit?
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