The document discusses how teachers can increase the workload of wikis in their classrooms to take them to the next level and help both teachers and students achieve more. It provides examples of how wikis can be used for publishing student projects, facilitating student projects with templates, maintaining a class calendar, guiding the curriculum, and creating student portfolios. The document emphasizes that wikis demand participation and work best when created for a specific function that will be used.
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
Using a Wiki for Collaboration and CoordinationConnie Crosby
Based on a webinar presented to the Association of Independent Information Professionals (AIIP) these slides look at use of a wiki for event planning, and getting started using wikis for larger projects. A list of helpful resources are also included
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This presentation is the full version of one I'm delivering several times in September 2009, and is posted here for reference. It's updated with some of our latest Mayo Clinic social media activities.
Building community inside the enterpriseDave Burke
Case study about building a collaboration wiki inside the IT community at The Washington Post.
First presented to students at USDA Graduate School in June 2008.
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
A workshop presented at the Sandhurst Diocese Education Conference
This workshop will focus on the “New” read-write web and look at the many opportunities to use these web tools in your classroom.
The support bog can be found at http://sandhurst.edublogs.org
This presentation is the full version of one I'm delivering several times in September 2009, and is posted here for reference. It's updated with some of our latest Mayo Clinic social media activities.
Building community inside the enterpriseDave Burke
Case study about building a collaboration wiki inside the IT community at The Washington Post.
First presented to students at USDA Graduate School in June 2008.
A wiki is free, functional and fabulous. This presentation will reveal how a wiki-centric classroom can easily be developed to provide a constructivist tool for collaboration, communication, publishing, presentation and assessment. Topics covered include the nuts and bolts of setting up a wiki, ideas for classroom use and best practice use of wikis internationally. The Edublog 2006 award winning wiki “Flat Classroom Project” will be featured along with a discussion of how to integrate Web 2.0 tools into the wiki environment.
For more information see: http://julielindsaylinks.pbwiki.com/
Presentation from award winning teacher Vicki Davis as presented to an education class at the College of William and Mary in February 2007. (c) Vicki A Davis, All Rights reserved
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Following a survey of UK learners in Secondary and Further Education regarding their use of Web 2.0 we are trialling a number of web 2.0 sites and services in the classroom. Here are some of the ways Web 2.0 sites and services are being used in the classroom.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Making Wikis WORK For Your
Classroom
Take your wiki to the next level by increasing the wiki workload,
helping both you and your students to achieve more than ever
before.
Lawrence Bruce @bruce1lj
Union City Community Schools bruce1lj@gmail.com
High School U.S. History, World Studies mrbruceshistory.wikispaces.com
2. Making Wikis WORK For Your
Classroom
Take your wiki to the next level by increasing the wiki workload,
helping both you and your students to achieve more than ever
before.
Lawrence Bruce
Union City Community Schools @bruce1lj
bruce1lj@gmail.com
High School U.S. History, World Studies mrbruceshistory.wikispaces.com
3. Making Wikis WORK For Your
Classroom
Take your wiki to the next level by increasing the wiki workload,
helping both you and your students to achieve more than ever
before.
Lawrence Bruce @bruce1lj
Union City Community Schools bruce1lj@gmail.com
High School U.S. History, World Studies mrbruceshistory.wikispaces.com
4. Making Wikis WORK For Your
Classroom
Take your wiki to the next level by increasing the wiki workload,
helping both you and your students to achieve more than ever
before.
@bruce1lj
Lawrence Bruce bruce1lj@gmail.com
Union City Community Schools
High School U.S. History, World Studies mrbruceshistory.wikispaces.com
5. Making Wikis WORK For Your
Classroom
Take your wiki to the next level by increasing the wiki workload,
helping both you and your students to achieve more than ever
before.
Lawrence Bruce @bruce1lj
Union City Community Schools bruce1lj@gmail.com
High School U.S. History, World Studies mrbruceshistory.wikispaces.com
6. No Feverish Writing!
MACUL Space: maculspace.ning.com
My Profile: Members>Search:Lawrence Bruce
Multiple File Types (Slideshare, Google Doc, PPT, Keynote, etc)
While there, join the conversations by becoming a member!
Class Wiki: mrbruceshistory.wikispaces.com
“MACUL Visitors”
Same options as above
7. Introductory Resources
Wiki Walk-Through: http://www.teachersfirst.com/content/wiki/
EduWikis: http://educationalwikis.wikispaces.com/
Wikispaces for Educators: http://www.wikispaces.com/site/for/
teachers
Wikispaces Features: http://www.wikispaces.com/site/features
Notice a trend? Wikispaces is worth promoting!
8. What Are Wikis?
Session for all levels, but perhaps not
everyone
Necessary thoughts on design, important
for beginners on up
9. The Field... Many Collaborators
Static Dynamic
One Author
10. The Field... Many Collaborators
Static Dynamic
Developed by “experts” using Dreamweaver, NVU,
Traditional iWeb, FrontPage - web files hosted on purchased
Website server space (GoDaddy, MobileMe, et al) or on
school web space.
One Author
11. The Field... Many Collaborators
Static Dynamic
Weebly, Squarespace,
Google Sites, Webs
Traditional Web-Based
Website Publishing
One Author
12. The Field... Many Collaborators
Static Dynamic
Blogs
Traditional Web-Based
Website Blogs are blogs...
Publishing
One Author
13. The Field... Many Collaborators
Social
Networking
Facebook, Ning
Static Dynamic
Blogs
Traditional Web-Based
Website Publishing
One Author
14. The Field... Many Collaborators
Social
Networking
Course
Management
Static Moodle, Blackboard, Dynamic
Edmodo
Blogs
Traditional Web-Based
Website Publishing
One Author
15. The Field... Many Collaborators
Social
Networking
Course
They continue to Management
span the
Static
spectrum, they Wikis Dynamic
do it all!
Blogs
Traditional Web-Based
Website Publishing
One Author
16. The Field... Many Collaborators
Social
Networking
Course
Management
Static
Wikis Dynamic
Blogs
Traditional Web-Based
Website Publishing
One Author
17. Wikis Do it All
The possibilities with wikis are
endless
What do you want your wiki to DO?
Determine function, then plan for
design
18. Function
Variables impacting function
Audience: students, parents, both, neither
Accessibility: computer lab, single workstation in
classroom, 1:1
20. Publishing Student Projects
Students create all sorts of projects through the year
Work deserves to be displayed
Publish student work along with assignment
description
Allow for feedback and reflection
New Deal Presentations
http://mrbruceshistory.wikispaces.com/7.1.3+Presentations+10
21. Facilitating Student Projects
Student-created web pages as an assessment of
learning
Students can embed media, hyperlink to outside
sources
Discussions can be held on page content
Use rubrics for evaluation
The Big Kahuna
http://mrbruceshistory.wikispaces.com/Big+Kahuna+2013
22. Use a Template
A blank slate can be intimidating for many students
Create a template that is more directive and includes
the objective
Inaugural Addresses
http://mrbruceshistory.wikispaces.com/08-09+Inaugural+Address+6th
23. Class Calendar
Ever have a student absent?
Issue instructional materials, directions, media, links,
resources, etc.
Use a “calendar template” to make this task simple
This Day in History
http://mrbruceshistory.wikispaces.com/Class+Homework+Calendar
24. Curriculum Guide
Instructional platform based on content
expectations
Place instructional content on expectation pages
Involve students
Include elements of both instruction and
assessment
Curriculum Page
http://mrbruceshistory.wikispaces.com/Curriculum
25. Portfolio - Student Pages
Curriculum = Template for student page
Students link demonstration of understanding to
expectation to have been learned
Discussion and reflection on their work
Demonstrate and evaluate growth and learning
Student Pages
http://mrbruceshistory.wikispaces.com/Class+of+2013
26. Lasting Value
Wikis Demand Participation
Create Somthing to be
USED
Open structure + Open
Mind = Function
Editor's Notes
Opener:
Opener:
Opener:
Opener:
Opener:
Opener:
Opener:
Opener:
If you’re wondering what a wiki is, this may not be the session for you. I hope to provide those that have already created a wiki site or those that are considering creating one with a picture of the potential of such a tool as Wikispaces (or other).
If you’re new to wikis, I hope to direct your thinking toward an open horizon. Wikis are much more than a fluffy buzzword expected to die off.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Traditional Website: Developed by “experts” using Dreamweaver, NVU, iWeb, FrontPage - web files hosted on purchased server space (GoDaddy, MobileMe, et al) or on school web space.
Web-Based Publishing: Weebly, Webs, Google Sites,
Blogs: No examples necessary
Course Management: Moodle, Blackboard, Edmodo
Social Networking: Facebook, Ning
Disclaimer: There is an opportunity cost. What is gained in collaborative functionality, you lose in complete control over aesthetic flexibility.
Wikis can do it all. They can be the static teacher home page that exists to welcome students and parents and to perhaps disseminate digital content, or they can be the dynamic, multi-collaborator site where students all contribute and change content daily.
If this is the case, that means your purpose falls somewhere in the middle. The question becomes, what is your purpose. What do you want your wiki/web presence to do? What will be its function? Variables exist:
Audience
Accessibility
Once the function has been determined - and understand that function can change over time - then planning can begin. Designing your wiki is more important than many organizers realize, especially if you seek to have others collaborate with you.
List increases in intensity and involvement.
Templates are an easy way for students to make a wiki project a reality without stepping on students’ toes. Consider it an interactive worksheet/handout/assignment sheet.
Viewing the 6th hour page show:
the blank template
Chris and Susan
Jasmine and Marissa
Identify that this satisfies a much-needed gap in every classroom. When asked about the events from the preceding day, it is exhilarating to respond, “Check the calendar”; partly because you have no idea what you did yesterday.
The creation of this calendar required a significant amount of time. Setting up the month tables with my numerical images that linked to non-existent pages was cumbersome at first, but now requires no maintenance. The trick is in unique names so that next year’s March 11 does not show content for today.
Updating in-between school years takes a bit - but not nearly the intensity of the first.
Create an instructional platform that is directly linked to content expectations
Place instructional content on expectation pages
Have students create expectation pages
Instruction and assessment on the same page
Copy and paste the GLCEs or HSCEs into a the wiki page and make the numerical annotation a link to its own page. Then be creative about what to do with that page.
Student portfolios are
Make a template that starts from the Curriculum Page. Make every expectation a new row.
Wikis are websites that demand participation.
Compare to a teacher creating a website - employing time, effort, and resources (sometimes monetary) - that is never visited.
Blogs have a similar goal/function/value. However, wiki involvement is so much more advanced.