This document describes a collaborative creative writing workshop for Year 8 students from 4 inner city schools. Key aspects include:
- 32 students worked in groups of 4 on a common story scenario from different character perspectives.
- Students provided peer feedback, edited each other's work, and published their stories as iBooks.
- Surveys found students improved writing skills and enjoyed collaborating, though faced some challenges coordinating stories and contributions.
- Suggested improvements include more conflict resolution training, alternative plot structures, increased peer feedback, and addressing technology barriers to publishing. The workshop aimed to enhance writing skills through collaboration.
As a creative writer myself, will I become a more creative teacher?Janice K. Jones
How teachers (and their students) gain from teachers' becoming creative writers. Presentation by Dr Janice K. Jones: 2014 International Conference on Deep Languages Education Policy and Practices Stimulating languages learning - global perspectives and local practice
11-12 October 2014 Springfield Campus , University of Southern Queensland.
As a creative writer myself, will I become a more creative teacher?Janice K. Jones
How teachers (and their students) gain from teachers' becoming creative writers. Presentation by Dr Janice K. Jones: 2014 International Conference on Deep Languages Education Policy and Practices Stimulating languages learning - global perspectives and local practice
11-12 October 2014 Springfield Campus , University of Southern Queensland.
Empower your students to write and publish. This writing journal is available as a slide deck or paperback writing journal. Kids love the open ended invitation to write and illustrate. Email me Suzanne@vpnsystems.com
A Universal Theory of Everything, Christopher MurphyFuture Insights
Taken from the Future of Web Design, New York 2015 Conference. https://futureofwebdesign.com/nyc-2015/
Drawing on over two decades of experience designing and developing digital products, Christopher will walk you through everything he's learned along the way. He'll break apart the creative process, exploring how an understanding of that process, leads you to become a better designer. In this session, he'll explore how the best designers: firstly 'prime the brain' by ensuring it is constantly nourished with new material; then explore that material from multiple perspectives to gain a deep understanding of it; before, finally, putting those pieces back together again to create exciting new ideas that stand the test of time. In short, he'll ensure you leave the session fully creativity-hardened and never short of ideas again.
In this Q&A slide deck, NSHSS Member Rania Kadavil discusses her inspiration for writing the book "The Voice of Thunder" and the process she went through to get her book published.
How Teachers Can Use Stories In Teaching Classroom LessonsAileen Santos
Most teachers already know that stories are more interesting to students than plain facts. This article serves as a primer for teachers from grade school to high school on how they can use stories to teach actual lessons.
The article includes a 4-step process for turning lessons into stories, as well as story suggestions you can find online to start your storytelling adventures with.
Courtesy of STAR TEACHER magazine (published by Summit Media, Inc.) and A.S.Santos of http://StudentParanormalResearchGroup.com .
A Brebeuf College school Collaborative Inquiry, 2014 about Independent Reading & Student Voice. It focuses on incorporating daily Independent Reading (utilizing Penny Kittle’s practical strategies, Blended eLearning communication & feedback tools, along with 21C Learning Skills) to foster student engagement, encourage Student Voice and improve literacy proficiency in ENG1L/1D/2L.
Ing. Jiří Slánský a ing. Lukáš Trojánek (JIKA-CZ s.r.o.; www.jika-cz.cz) prezentují Centrum celoživotního vzdělávání v Hradci Králové (bývalá továrna Vertex ve ve Wonkově ulici) včetně způsobu zpracování projektové dokumentace v ArchiCADu. Pracovní setkání uživatelů ArchiCADu, Hradec Králové, 14.5. 2014
Empower your students to write and publish. This writing journal is available as a slide deck or paperback writing journal. Kids love the open ended invitation to write and illustrate. Email me Suzanne@vpnsystems.com
A Universal Theory of Everything, Christopher MurphyFuture Insights
Taken from the Future of Web Design, New York 2015 Conference. https://futureofwebdesign.com/nyc-2015/
Drawing on over two decades of experience designing and developing digital products, Christopher will walk you through everything he's learned along the way. He'll break apart the creative process, exploring how an understanding of that process, leads you to become a better designer. In this session, he'll explore how the best designers: firstly 'prime the brain' by ensuring it is constantly nourished with new material; then explore that material from multiple perspectives to gain a deep understanding of it; before, finally, putting those pieces back together again to create exciting new ideas that stand the test of time. In short, he'll ensure you leave the session fully creativity-hardened and never short of ideas again.
In this Q&A slide deck, NSHSS Member Rania Kadavil discusses her inspiration for writing the book "The Voice of Thunder" and the process she went through to get her book published.
How Teachers Can Use Stories In Teaching Classroom LessonsAileen Santos
Most teachers already know that stories are more interesting to students than plain facts. This article serves as a primer for teachers from grade school to high school on how they can use stories to teach actual lessons.
The article includes a 4-step process for turning lessons into stories, as well as story suggestions you can find online to start your storytelling adventures with.
Courtesy of STAR TEACHER magazine (published by Summit Media, Inc.) and A.S.Santos of http://StudentParanormalResearchGroup.com .
A Brebeuf College school Collaborative Inquiry, 2014 about Independent Reading & Student Voice. It focuses on incorporating daily Independent Reading (utilizing Penny Kittle’s practical strategies, Blended eLearning communication & feedback tools, along with 21C Learning Skills) to foster student engagement, encourage Student Voice and improve literacy proficiency in ENG1L/1D/2L.
Ing. Jiří Slánský a ing. Lukáš Trojánek (JIKA-CZ s.r.o.; www.jika-cz.cz) prezentují Centrum celoživotního vzdělávání v Hradci Králové (bývalá továrna Vertex ve ve Wonkově ulici) včetně způsobu zpracování projektové dokumentace v ArchiCADu. Pracovní setkání uživatelů ArchiCADu, Hradec Králové, 14.5. 2014
BIM, tedy aspoň z pohledu projektanta, je kvalitativně nový způsob zpracování stavební projektové dokumentace. Tento fakt ovšem nepřináší odpověď na otázku, proč jej používat. Proč tedy?
Opportunities to provide training occur every time you help someone with a technology related question, whether it’s one-on-one assistance or in a classroom environment. Making the most of the “teachable moment” involves the right combination of training skills, techniques, and tactics. Technology training is successful when a library patron learns something new and is able to apply it to their life. You don’t need to be a tech expert to learn the practical skills for successful technology training.
Presented August 2014, WebJunction & ALA Learning Roundtable
For inquiries and bookings, email info@kixal.com
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
Digital media can encourage social interaction and promote learning outcomes. Teacher-librarians at four Brisbane schools – two boys' and two girls' schools - initiated a collaborative project to foster creative writing in Year 8 students. This project explored the notion of shared writing, challenging students to produce a joint story.
Structuring Student Book Clubs to Encourage CollaborationLauren Zucker
Demo lesson presented at Fordham University's Developing Digital Literacies Institute on July 29, 2014.
Using a variety of digital tools (e.g., goodreads.com, Google forms, Google docs) allows students to make responsible choices, take ownership of their learning, and demonstrate their understanding in multiple modes.
This session will focus on reinventing independent reading to encourage more collaboration, both online and face-to-face.
36 lessons, multi level for teaching English. + "lesson printables" for each lesson, video to supplement the lesson and teacher "helpers" galore. Each lesson contains instructions. Purchase helps support the EFL Classroom resource community. https://eflclassroom.com/store/products/teach-learn-techbook/
Digital Storytelling - connecting people through language, culture and creativity, Presentation given by Kirsty Mc Geoch at AFMLTA conference Sydney 2009
The Challenge to Write –Dangerous and Disruptive Words Janice K. Jones
PLACE Seminar: Faculty of Education, University of Cambridge 2014.
This seminar engages with emerging debates around the value and danger of writing as a creative experience, and what forms of writing are valued and supported within 21st century teaching and research. Janice brings together examples of the creative works and reflections written by pre-service teachers as novice authors over a three year period, and reflections on the experience of researchers as writers using qualitative methods in a climate of neo-positivism. She suggests that writing that is audacious, troubling and creative supports powerful thinking and has the power to disrupt our personal and professional habitus as artists, educators, and researchers.
Inquiry "History and the Cheeseburger" by Simon Corvan, All Hallows' SchoolAnne Weaver
This was a presentation organised by the Brisbane Subcommittee of the School Library Association of QLD at St Rita's College in Brisbane, on August 8th. It looks at the nature of History inquiry in the Australian Curriculum and how teacher-librarians can support this.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. » A collaborative creative writing
experience for Year 8 students
»
»
»
»
»
»
»
A cluster of 4 inner city schools
32 students in total
1 guest author
Introductory and closing evenings
2 full writing days
Editing and publishing afternoons
Books published in ibook author
4. » To enhance the writing process through collaboration with
peers.
» To improve understanding of narrative elements such as
character point of view and plot structures.
» To improve editing skills and the ability to provide peer
feedback.
» To provide students with an opportunity to become
publishers of material in an authentic online context for a
variety of audiences.
» To increase effective group participation skills.
5. » 4 students per group
» Stimulus and story crafting provided by guest
author and TLs
» Group work and ICT skills enhanced by teachers
» Feedback given by students and some guidance
by teachers
What does it look like?
http://animoto.com/play/cLSxcrrn60TnqIrm0SGx1
A
6. » Students collaborate on elements of story
» 4 characters explore the same scenario from
their point of view
» Each student writes their own story based on
the common scenario
» Shared wiki – information, group discussion
writing, feedback, editing
9. » Provided a clear structure on how and where to
provide peer feedback
» Provided a platform for support materials and
workshop notes
» Able to be continually modified by teachers and
students
» Able to post engaging multimedia
» Students able to be active online participants
» Teachers notified of editing progress
» Wiki most beneficial support to get the most out of
the group work – 60% respondents
10. » Survey results - pre and post workshop
comparison
» Pre workshop survey (32 responses)
» Post workshop survey (23 responses)
» Overall - positive feedback from students
˃ Group work
˃ Challenges
˃ Peer editing and feedback
˃ Benefits for learning
˃ Digital Citizenship
11. » Improvement made in attitude towards
benefits of group work
Pre workshop survey
Post workshop survey
47%
57%
44%
30%
9%
13%
12. » Decrease in challenges
What challenges (if any) did you
have with working in a group?
17
Linking stories and differing ideas 9
11
18
21
6
1
None 5
Uneven contributions 2
Personality Clash 1
Listening 1
Confidence 1
Inflexibility 1
18. » Professional end product
» Decide to publish as ibook online or not
» Some difficulties with different operating
systems
» Some students unfamiliar with Mac
» Save ibooks in one designated location
» Allocate group leader to combine books
» Instruct about copyright permissions
» Not edited by teachers
19. Online collaborative writing workshop Term 1
My writing workshop Term 3
Group collaborates on common plot
Percy Jackson – missing chapter
Mrs Weaver’s Nine Writing Steps –
Each group member writes short story from
their own character’s point of view on wiki
apply to practice story, then write a
new short story from
Brian Falkner’s Writing Workshop
different character’s
point of view on G Drive
Step 1: What is story?
Step 2: Plot development
Step 1: Plan for Success
Step 2: Characters
Step 3: Sizzling Starts
Step 4: Tightening Tension
Step 5: Dynamic Dialogue
Step 6: Show, Don't Tell
Step 3: Character - Make them real, Make us
care, Make us laugh, Save the cat
Step 4: Covenant of the arc: characters are not
the same at the end of the story as at the start.
Step 5: The writing triangle: Doing
stuff, description, Dialogue
Step 7: Ban the Boring Bits
Step 6: “The power of “what would be better
than this?”
Step 8: Exciting Endings
Step 7: Writing with emotion
Step 9: Review, rewriting, reflection
Step 8: Peer editing
Step 9: ibook making
20. “… greater attention to an outcome will improve performance
on any measure”
http://www.ascd.org/publications/books/107018/chapters/What-Isthe-Teacher's-Job-When-Teaching%C2%A2.aspx
Almost everything works. Ninety percent of all effect sizes in
education are positive… setting the bar at zero is absurd.
http://pragmaticreform.wordpress.com/2013/03/02/hattie/
“Our debates are too concentrated on how we teach, whereas all the
visible learning work tells me it needs to be about the impact of how
we teach. Observe the impact. Wow, is that powerful.”
http://www.ifl.ac.uk/publications/intuition/intuition-issue11/interview?SQ_DESIGN_NAME=print_friendly&
21. Kids Speak Out on Student Engagement
APRIL 26, 2012 http://www.edutopia.org/blog/student-engagement-stories-heather-wolpertgawron?utm_source=twitter&utm_medium=cpc&utm_campaign=blog-kids-speak-out-question
"What engages students?" 220 eighth graders. Responses seemed to fall under 10 categories.
1. Working with their peers
2. Working with technology
3. Connecting the real world to the work we do/project-based learning
4. Clearly love what you do
5. Get me out of my seat!
6. Bring in visuals
7. Student choice
8. Understand your clients -- the kids
"Encourage students to voice their opinions as you may never know what you can learn from your
"Teachers should know that within every class they teach, the students are all different.“
9. Mix it up!
"I don't like doing only one constant activity...a variety will keep me engaged in the topic.
"Also, you can't go wrong with some comedy. Everyone loves a laugh...another thing that engages me would be class or
group games. In Language Arts I've played a game of "dodge ball. We throw words at each other, one at a time."
10. Be human
22. 1. Eliza breaks into a haunted house at night to
retrieve a ball, and finds this very frightening.
2. Clarisse creates an illusory sea monster that
attacks Percy, so Percy takes revenge by making
Clarisse’s cabin wet and smelly.
3. In a future world, Technologians run out of coal
and attack the Naturalisers who grow their own
food and use solar power. Iggy, the son of the
Technologian leader is saved by his enemy, the
Naturalizers. He stops his father and makes
Technologians realise they have to live with
nature.
23. Salty Revenge Madeleine End Term 3
The huge monster had me pinned to the ground. Horrifying seaweed essence slowly
dripped onto the ground beside me. The gigantic mass of seaweed and coral raised its head
and roared, shattering my eardrums.
Ribbons of seaweed hung from its humanoid figure like tassels. Its spectral yellow eyes
were hidden from view, deep underneath the vulgar seaweed tangle. A ring of dead coral
decorated its face, like a crown.
In my peripheral vision I could see campers rushing out of their cabins, unsure of what
to do. I saw someone throw a spear at the monster’s back, but it bounced off harmlessly, as
if it were a twig. I tried to stretch my hand out towards my sword that lay on the ground
beside me. My fingertips were just touching the cool, unforgiving blade.
Term 1
I sat in front of our Holograph Projector, watching some Technologian freak with shiny
waxed legs and unnaturally white hair talk about different shades of eyeliner. I had my eyes
trained on her surgically puffed lips with disgust. I unconsciously traced my fingernails
around the little buttons around the remote, pretending I was reading Braille. Today I felt so
lazy. It was the hottest day this summer and some of our solar panels broke, so we have no
air-conditioning. I stared longingly at the picture of Antarctica that my sister, Zeeta, drew.
How could such a place ever have existed? Apparently, it used to be so cold, that there
was ice there! Now of course, it has melted.
24. Q6 Which method of learning about writing did you find more enjoyable.
Please give reasons.
I enjoyed collaborative writing more because we had the opportunity to read
each others' stories and provide feedback as well as receive feedback..
Wiki writing was very enjoyable, and I would recommend it to anyone. It was a
new, enjoyable experience that I have valued. However, for me, I prefer writing
by myself as I am in control of the story, and not dependant on others as much.
Q7 Which method of learning about writing did you find improved your story
writing more. Please give reasons.
I feel as if the group work improved my story the most because I learnt about
other people's writing styles and used their idea to improve my own story.
I believe the wiki writing was a unique experience where other students gave
me improvements for my story. I liked this, as it was from students my age.
25. Q8 What improvements would you suggest for the collaborative
wiki writing activity?
I would suggest smaller groups…it was very hard to settle on a
basic story plot.
More time to talk with the group.
Q9 What improvements would you suggest for the classroom
teacher directed writing workshop?
I have no suggestions - the lessons given my the teachers were
very informative and helpful.
In the last two years I have attended writing workshops, and have
found teachers focusing on writing activities too much. I prefer
looking over the writing activities as I write, rather than go
through them.
26. WHAT NEXT?
GENDER
…mixed gender groups produce less stereotypical writing. For example, it was found that boys are
more likely to present females as victims and use a lot of violence, when writing on their own.
Girls were found to create more independent characters with stronger voices, and less feminised
stories when writing in mixed groups. Handbook of Writing Research by Charles A. MacArthur, Steve Graham, Jill Fitzgerald
Guilford Press, 2006
CREATIVITY
"compositions written by pairs were more advanced than individually written ones, and the
benefits of collaboration carried over into subsequent individual creative writing (Hartup, 1996)."
Vass et al found that the benefits of collaborative creative writing are dependent on the quality of
collaboration, as well as other contextual factors, which is why teachers need to explicitly teach
collaborative skills and set up a task suited to collaboration. Vass, Eva; Littleton, Karen; Miell, Dorothy and Jones, Ann
(2008). The discourse of collaborative creative writing: Peer collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), pp. 192–
202. http://oro.open.ac.uk/12788/2/
EMOTION and GROUPS
“necessity to consider the emotional aspects of cognition. Coates 1996, used the term collaborative
floor to describe the period of mutual focus and intense sharing, where the overlaps and
interruptions are neither chaotic nor off-putting. This fuzzy, organic, non-linear type of collective
thinking is called ‘ripple thinking’ (Vass 2007b). "When engaged in ripple thinking, ideas build on
each other and get more and more rich and complex, expanding in all directions like ripples of
water." Vass states productive talk in creative contexts may not conform to tidy or linear
discourse patterns. Classroom practices need to accommodate such unpredictability and
unboundedness. Vass, Eva; Littleton, Karen; Miell, Dorothy and Jones, Ann (2008). The discourse of collaborative creative writing: Peer
collaboration as a context for mutual inspiration. Thinking Skills and Creativity, 3(3), pp. 192–202. http://oro.open.ac.uk/12788/2/
OTHER APPLICATIONS _ YEAR 10 EXTENTION CLASS USING SHARED ONENOTE
NON EXTENSION CLASS
27. Best opening line .
Nobody bumps into Ashley Prescott and gets away with it, especially me.
Best conclusion
The worn-out walls of the van hide more than cobwebs: they hide hundreds of stories that no one will ever
know. My story will be one of them soon. The engine rumbles to life, its rusty skeleton coughs and
splutters carrying me to the police station, leaving my one and only friend, alone. Something shifted in
me again, not hatred or fear or anything like that, but something deeper and more powerful...
Scariest line
More bangs rang through the air in the distance, followed by very faint echoing screams that sliced the
silence into pieces
Funniest line
If you or your slob of a friend get on my nerves one more time I will end your social lives forever... As soon as
I get a signal!
Ickiest line
Evan trailed out after me, holding the lifeless head of the dead professor under his armpit as if it was a
football.
Other awards- best individual story, best group story
28. » ibooks
» Student surveys - survey monkey
» Group work and collaboration skills taught
explicitly; Listening and conflict resolution training
and structures added
» No story cards
» Peer feedback - given headings and allocated
person to edit
» Explicit discussion of aspects of collaborative
writing eg. plagiarism
29. »
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Do more conflict resolution and active listening skills before workshop.
Discuss importance of character roles - to overcome student conflict over being the hero
or the villain. The importance of hero, villain and supporting characters could be
explored.
The winning group used a jigsaw approach rather than parallel stories, so alternative plot
structures could be further developed.
More reliance on peer feedback, and reduce teacher feedback further. There could be 2
sessions of peer editing, one by a group member, then another at each school.
Gain more understanding of gender differences and writing.
Arrange logins beforehand - problem with emails at some schools - check before event.
Consider wikispaces - can be used with Apple and Windows devices - now has comment
tool.
Improve technology barriers; either find and use alternative tools for collaborative
publishing or address login and format issues with ibooks.
Need more time for publishing ibooks.
Develop student input to online publishing – leadership role in groups; explicit teaching of
digital citizenship.
Author input – Student activities more conservative and texts mentioned more age
appropriate, author speak for less time on night.
Welcome evening – provide clear aims and breakdown of sessions.
Areas for further consideration: compare stories 2011 to 2013 to see if there has been
any improvement in stories due to the enhancements to the process.