The document discusses a conference on cyberlearning tools for STEM education. It provides details on an online discussion forum for conference sessions and shares data on individual behavior and learning from wikis. Research questions are posed about making wikis effective learning environments, whether certain student populations benefit more, and how to design a study to examine digital divides in tool usage.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
MassCUE 2010: Why Change? Communicating the Benefits of 21st Century LearningEdTechTeacher.org
Transforming learning in schools requires convincing diverse stakeholders to
embrace 21st century learning and technology integration. The first step in this
process is providing a compelling answer to the question ―Why Change?‖ In this
session, we’ll examine answers to this question and strategies for communicating
those answers to stakeholders.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
State of Wiki Usage in U.S. K-12 Schools and Just That They Followed the Dire...EdTechTeacher.org
This document discusses two studies on wiki usage in K-12 schools. The first study found that while teachers want to use wikis to develop students' 21st century skills, most assess wiki quality based on procedural compliance rather than complex thinking. The second study analyzed over 100,000 K-12 wikis and found that they are widely adopted but often used for content delivery rather than skill building. Wikis in wealthier schools were generally of higher quality and more persistent. The document concludes by posing questions about how to better support teachers in developing 21st century skills through wikis.
Home Health Service Providers With Out NotesChuck LaParr
Halo Monitoring was founded in 2006 to allow seniors to age independently at home with peace of mind. The company developed a fall detection device using motion sensor technology that monitors falls and activities of daily living without requiring long periods of inactivity. The myHalo system includes a wearable sensor, home base station, and web portal to provide alerts to caregivers and allow remote patient monitoring. Halo aims to save lives by reducing response times to falls through its automatic alert system.
Ten Years of Teaching Technology to Teachers discusses levels of teacher adoption of technology from basic use to innovative practices. It provides conceptual frameworks for integrating technology into lesson planning including backwards design, collect-relate-create-donate, and aligning technology to support difficult concepts. The program engages adult learners through various formats including online courses, webinars, and in-person workshops focusing on skills and 21st century learning.
MassCUE 2010: Why Change? Communicating the Benefits of 21st Century LearningEdTechTeacher.org
Transforming learning in schools requires convincing diverse stakeholders to
embrace 21st century learning and technology integration. The first step in this
process is providing a compelling answer to the question ―Why Change?‖ In this
session, we’ll examine answers to this question and strategies for communicating
those answers to stakeholders.
From the Salon to the Agora:Using Online Social Networks to Foster Preservice Teachers’ Membership in a Networked Community of Praxis. Justin Reich, Meira Levinson, and William Johnston; Graduate School of Education, Harvard University
State of Wiki Usage in U.S. K-12 Schools and Just That They Followed the Dire...EdTechTeacher.org
This document discusses two studies on wiki usage in K-12 schools. The first study found that while teachers want to use wikis to develop students' 21st century skills, most assess wiki quality based on procedural compliance rather than complex thinking. The second study analyzed over 100,000 K-12 wikis and found that they are widely adopted but often used for content delivery rather than skill building. Wikis in wealthier schools were generally of higher quality and more persistent. The document concludes by posing questions about how to better support teachers in developing 21st century skills through wikis.
Home Health Service Providers With Out NotesChuck LaParr
Halo Monitoring was founded in 2006 to allow seniors to age independently at home with peace of mind. The company developed a fall detection device using motion sensor technology that monitors falls and activities of daily living without requiring long periods of inactivity. The myHalo system includes a wearable sensor, home base station, and web portal to provide alerts to caregivers and allow remote patient monitoring. Halo aims to save lives by reducing response times to falls through its automatic alert system.
Slides from a workshop presented by Kathleen Gray and Celia Thompson at the HERDSA conference in Melbourne in July 2010.
From the ALTC-funded project, "Web 2.0 Authoring tools in Higher Education: New Directions for Assessment and Academic Integrity".
Slides from a presentation given by Kathleen Gray and Jenny Waycott for a Medical Education Unit seminar series at the University of Melbourne in June 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity".
This document discusses the future of online labs and engineering education. It addresses how existing lab resources can (1) be easily reused in new initiatives like MOOCs and enriched eBooks, (2) be shared between institutions through federated systems, (3) work across devices with cross-platform technologies, and (4) be more engaging for students through gamification. The document also highlights challenges around online labs and provides examples of existing virtual and remote lab systems like the iLab Shared Architecture and WebLab-Deusto Architecture that allow global sharing of lab resources over the Internet.
This document summarizes a presentation on using Web 2.0 tools for assessment in higher education. It outlines the possibilities of Web 2.0, such as open publishing and collaboration, but also challenges, such as developing assessment criteria for new media and increased marking workload. It then describes a research project that investigated current practices and developed guidelines for using Web 2.0 for assessment and ensuring academic integrity.
Slides prepared and presented by Prof Dr Nara at Unimas 2012. For more detail, go to http://de-run.blogspot.com/2012/08/webometrics-and-launching-of-unimas-new.html
Material para Aprender ingles 2021- gratis: un aporte de www.jbenterprises.org- y el prof. Javier Burgos- /Important learning material for free, get to learn some good info.
The document discusses services provided by the University of California Curation Center to support the research data life cycle. This includes tools to help researchers create data management plans, collect data using Excel, obtain identifiers, archive data, and publish research outputs. The center pools expertise from UC campuses and other institutions to provide solutions for creating, managing, sharing, and preserving digital research assets throughout the entire data life cycle.
ELI Online Fall Focus Session - RADICALLY STUDENT-CENTERED DESIGN AND THE NEW...ekunnen
Grand Valley State University embraced a radical new vision when it designed its new library, which opened in June 2013. At its core was the intention to create a learning and information commons that: (1) aligned with students' preferred learning environments, (2) allowed students to manage their own learning, and (3) engaged students in serendipitous moments of learning and discovery. Among the features of the new library is the Technology Showcase, where students and faculty come together to discover, interact, share, and learn how innovative emerging technologies can transform teaching and learning.
Ascilite workshop web 2 assessment slidesharejwaycott
This document summarizes a workshop on assessing student use of Web 2.0 tools in higher education. The workshop aimed to discuss good practices in Web 2.0 assessment and academic integrity. It included an overview of a research project studying Web 2.0 assessment, a discussion of participants' experiences with Web 2.0 assessment, and an activity to identify principles of good practice. The project has surveyed academics and identified challenges around designing, managing and protecting students in Web 2.0 assessments.
Semantic Technologies in HE Seminar - Learning Societies Labthanassis
This document summarizes a project investigating the adoption of semantic technologies in UK higher education. The project conducted a survey of existing semantic tools and services, examined current adoption of these technologies, and proposed a roadmap for increased adoption over the next 5 years. Key findings included the potential value of linked data for searching across institutional repositories, and the need to start with exposing existing data and map to community ontologies over time. The document outlines initial steps and challenges for a semantic technology adoption roadmap.
Slides from a presentation given by Jenny Waycott and Celia Thompson at the Ascilite Conference in Sydney in December 2010.
From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity"
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
This document discusses building vibrant online communities and summarizes SunSpace, a social networking platform implemented at Sun Microsystems. It describes how SunSpace grew to include 20,000 users across 600 communities sharing over 12 million activities. The document also outlines different types of "community equity" or value that users accrue, including contribution, participation, skills, information, personal reputation, and tags/concepts. It proposes using these equity metrics for applications like expert finder systems and automated information management. Finally, it introduces the KIWI project to further develop these semantic technologies.
Faculty, Visuals, and Values: Shaping a Learning Technology EcosystemMichael Greene
This document discusses shaping Duke University's learning technology ecosystem. It begins by mapping the current ecosystem, categorizing technologies by access levels and visualizing how they are used. It then discusses projects to test platforms and fit technologies to faculty needs through surveys, testing, and pilots. The goal is to design an intuitive ecosystem that feels like Duke, is usable everywhere, and breaks down barriers to learning through open standards. Moving forward, the document recommends involving faculty earlier, understanding technology use, and using analytics to compare services across the ecosystem.
This document analyzes virtual computing labs (VCLs) in education. It discusses different types of computing labs and VCL approaches. A case study is presented of a course that used a cloud-based VCL (cVCL) hosted on Amazon Web Services, finding that costs decreased from $37 to $8.66 per student compared to traditional labs. cVCLs can broaden access to technology and create contained experimental environments. However, regulatory, technical, and financial sustainability questions remain around widespread cVCL adoption. The presenter concludes by thanking the audience and providing contact information.
This document discusses using developing scenario learning (DSL) in online leadership development. DSL is a hybrid of problem-based learning and role play that uses an evolving scenario to analyze situations and responses. Students reflect on the scenario as a community to understand different perspectives and revise their responses as new information emerges. The document suggests DSL could be effective for disciplines like leadership, pastoral care that benefit from reflection on ill-defined problems rather than right answers. It introduces Learning Activity Management System (LAMS), an open-source online learning design tool that could support implementing DSL through evolving scenario-based activities and community reflections.
This document summarizes a presentation given by Serengul Smith and Adam Edwards on embedding information literacy skills as employability attributes. They discussed collaborating with academics to map information literacy skills to modules in engineering programs. They clustered related programs and selected modules to integrate skills. Early evidence showed this improved students' marks and use of appropriate resources compared to students without the training. They concluded integrating the library training improved student performance.
Best Practices in Leveraging Virtual Environments for Learning Human Capital Media
Hear how ACS (a Xerox company) is being more cost effective and engaging by leveraging virtual environments and find out how they effectively aligned with corporate initiatives to drive business forward by enabling instant access to content, subject matter experts and peers. You’ll learn how ACS was able to leverage virtual environments to provide an array of opportunities to facilitate formal, informal and social learning and give attendees control. Thanks to interactivity, the ACS attendees learn real applied examples, not just theories.
• During this interactive session you will learn:
• An outline of a six step process in launching a virtual learning environment.
• How to track more than just attendance and tests, but actual learners’ behavior.
• How learning occurs in synchronous and asynchronous modes inside virtual environments.
• Challenges and successes with launching a virtual learning environment.
The document discusses using data to assess educational technology initiatives and interventions. It provides a six-step process for conducting research: 1) ask a question, 2) define indicators, 3) identify a sample, 4) identify a method, 5) gather data, and 6) analyze results. Key recommendations include identifying clear learning goals connected to the technology, measuring progress towards those goals using random samples, and using assessment data to improve instruction.
This document discusses using logic models to plan and communicate strategies for 21st century learning at the school-wide level. It advocates for backwards planning by first selecting learning goals, then designing performance assessments, and developing lesson activities to prepare students. The document provides an example logic model focusing on the learning goal of information/search literacy. It includes potential performance assessments, skill benchmarks, and instructional supports such as professional development, coaching, and curriculum mapping to guide students toward mastery. The document emphasizes using data from performance assessments to drive decisions about learning activities and instructional support.
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From the ALTC-funded project, "Web 2.0 Authoring tools in Higher Education: New Directions for Assessment and Academic Integrity".
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From the ALTC-funded project "Web 2.0 Authoring Tools in Higher Education: New Directions for Assessment and Academic Integrity".
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Slides prepared and presented by Prof Dr Nara at Unimas 2012. For more detail, go to http://de-run.blogspot.com/2012/08/webometrics-and-launching-of-unimas-new.html
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This document summarizes a workshop on assessing student use of Web 2.0 tools in higher education. The workshop aimed to discuss good practices in Web 2.0 assessment and academic integrity. It included an overview of a research project studying Web 2.0 assessment, a discussion of participants' experiences with Web 2.0 assessment, and an activity to identify principles of good practice. The project has surveyed academics and identified challenges around designing, managing and protecting students in Web 2.0 assessments.
Semantic Technologies in HE Seminar - Learning Societies Labthanassis
This document summarizes a project investigating the adoption of semantic technologies in UK higher education. The project conducted a survey of existing semantic tools and services, examined current adoption of these technologies, and proposed a roadmap for increased adoption over the next 5 years. Key findings included the potential value of linked data for searching across institutional repositories, and the need to start with exposing existing data and map to community ontologies over time. The document outlines initial steps and challenges for a semantic technology adoption roadmap.
Slides from a presentation given by Jenny Waycott and Celia Thompson at the Ascilite Conference in Sydney in December 2010.
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This document summarizes a presentation given by Serengul Smith and Adam Edwards on embedding information literacy skills as employability attributes. They discussed collaborating with academics to map information literacy skills to modules in engineering programs. They clustered related programs and selected modules to integrate skills. Early evidence showed this improved students' marks and use of appropriate resources compared to students without the training. They concluded integrating the library training improved student performance.
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SCRIBL Data- Scalable, Real-Time, Individual Behavior and Learning Data
1. Cyberlearning Tools for STEM
Education Conference 2011
Join the online discussion
backchannel for this session at:
www.cyberlearningSTEM.org/sessions
2. SCable
Real-time
SCRIBL Data
Justin Reich
Individual Harvard Graduate School of Education
Behavior and Cyberlearning Tools
Learning for STEM conference
3/8/11
Data bjr795@mail.harvard.edu
3.
4.
5.
6. MrBoyersClass.Pbworks.com
Page Saves by Day
100
90
80
70
60
50
Page Saves
40
30
20
10
0
0 50 100 150 200 250 300
Days
11. # of Time/Scale Web 2.0 Research
Cases
State Space Modeling
1,000K
Usage
Simulations Statistics
100K
Policy
Semantic
Makers
Analysis
10K
Surveys
1,000
School Content
Interviews Leaders Analysis
100
Discursive
10
Analysis
Teachers
Biometric Design Observational
1
Analysis Research Research
Seconds Days Weeks Months Years
11
Duration of data collection and capture
12. Research with SCRIBL Data
• We can study SCRIBL data with
microscopes and telescopes
– Plan for interdisciplinarity
– New methods are needed
• Operationalize time
• Don’t invent new platforms, meter widely
adopted platforms
17. Does wiki persistence differ in Title I and non-Title I schools?
(n=259)
Non-Title I Eligible
Title I Eligible
18. Wiki Opportunities for Students to Develop
21st Century Skills
• Expert thinking:
– Do students use academic content knowledge in wiki activities?
– Do students reflect on the process/product?
• Collaboration:
– Do students concatenate text on pages?
– Do they substantively edit each others work and co-create
pages?
• New Media Literacy: Wiki Quality Instrument
– Do students use formatting? 25 Questions
– Do they hyperlink?
– Do they embed multimedia?
Scale of 1-25
19. Do wikis provide opportunities for students to
develop 21st century skills?
25 Are great wikis born or made?
20
Wiki Quality Score
15
10
5
0
0 50 100 150 200 250 300 350 400 450
Days
20. Do wikis created in high SES schools provide more
opportunities for 21st century skill development?
25
20
15
10
5 High SES
Low SES
0
0 50 100 150 200 Days 250 300 350 400 450
21. Do wikis created in different subject areas provide different
levels of opportunity to develop 21st C skills
25
20
Wiki Quality Score
Social Studies
English
15
Science
Computer Science
10 Math
5
0
0 50 100 150 200 250 300 350 400 450
Days
23. Educators routinely try to gather information
about their students’ learning on the basis of
what students do in class. But for any question
posed in the classroom, only a few students
respond. Educators’ insight into what the
remaining students do and do not understand is
informed only by selected students’ facial
expressions of interest, boredom, or puzzlement.
To solve this problem, a number of groups are
exploring the use of various technologies to
―instrument‖ the classroom in an attempt to find
out what students are thinking.
25. Classroom Wiki Research Questions
• How do we make them good?
– What best practices, attitudes and resources
produce wiki learning environments that
promote and nurture 21st century skills?
• Do only certain kids get the good ones?
– What is the distribution of high quality wikis
across schools serving different student
populations?
25
26. Open Education Resources
• Twin Hopes for OER
– (Excellence) Teachers will use free, online
tools and resources to create student-
centered learning environments that prepare
students for 21st century life
– (Equity) Since these materials are free, poor
students will disproportionately benefit.
Brown, J. S., & Adler, R. P. (2008). Minds on fire: Open education, the long tail, and learning 2.0. Educause
Review, 43(1), 16-32.
Bonk, C. J. (2009). The world is open : How web technology is revolutionizing education (1st ed.). San
Francisco, Calif.: Jossey-Bass.
27. Narrowing gaps or a rising tide?
Non-poor students Non-poor students
21st Century Skills
Poor students
Poor students
28. Remapping the Digital Divide
• How can we design a study to examine
whether or not poor students
disproportionately benefit from the
availability of free online tools?
– Theoretical Framework
– Operationalizing the theoretical framework
– Research Design
29. Dimensions of the Digital Divide
1st Digital Divide: Access 2nd Digital Divide: Usage
• Schools • Attewell (2003): ―[There exists a]
– 3.8 Students/Computer in real possibility that computing for
schools with <35% already-disadvantaged children
students eligible for FRPL may be dominated by games at
home and unsupervised drill-
– 4.0 students/computer in
and-practice or games at
schools with >75% student
school, while affluent children
eligible for FRPL
enjoy educationally richer fare
• Anywhere with more adult involvement‖
– 86 % of students living in • Jenkins (2007) Participation Gap
households making <$30K
Attewell, P. (2003). Beyond the digital divide. In P. Attewell, & N.
use the internet Seel (Eds.), Disadvantaged teens and computer
technologies (pp. 15-34). Munster, Germany: Waxmann.
– 97% of students living in Jenkins, H.; Clinton K., Purushotma R., Robison A. and Weigel
M.(2007), Confronting the challenges of participatory culture:
households making >$70K Media education for the 21st century. Chicago, Il.:
MacArthur Foundation.
use the internet
30. How can we operationalize usage?
Usage as persistence
• Wiki lifetime: number of days of activity of
a wiki community
– Birth: Creation of wiki subdomain (e.g.
ReichWorldHistory.pbworks.com)
– Death: Final wiki edit
• After a 90 day observational period
30
31. How can we operationalize usage?
Usage as opportunities to develop 21st
century skills
• Participation
• Expert Thinking
• Complex Communication
• New Media Literacy
31
33. What are our research questions?
RQ #1) Persistence: Are wikis created in
schools serving affluent students used for
greater lengths of time than wikis created
in poor schools?
RQ#2) Participation: Do wikis created in
schools serving affluent students provide
more opportunities for students to develop
21st century skills
33
34. Which wikis are in my sample?
• Dataset
– All179,853 publicly-viewable education-related wikis
started on the PBworks platform between June 2005
and August of 2008.
– Does not include ―private‖ wikis (~70,000)
• Sample
– Randomly sampled 1,799 wikis (1%)
– Coded to identify 259 U.S. based, K-12 wikis from
specific public schools
• Detailed usage statistics provided by PBworks.com
• Demographic school level data from the Common Core of Data
(National Center for Education Statistics, 2007-2008) 34
36. RQ#1) Are wikis created in non-poor schools used for
greater lengths of time than wikis created in poor schools?
• Estimate survival functions of wiki groups by Title I status
using Kaplan-Meier estimation; use Wilcoxon’s test to
test for differences
where
S(ti) is the estimated survival probability in any of t time
periods, which are delineated by instances of wiki death
ni is the number of wikis still active at the beginning of time
period ti;
di is the number of wikis that become inert during time
period ti.
37. RQ#2) Do wikis created in non-poor schools exhibit
more evidence of collaboration and student
involvement than wikis created in poor schools?
Estimate wiki quality trajectories using the multilevel
model for change.
39. How long do K-12 wikis persist?
(n=411)
Estimated Seconds Days
1 Lifetimes
All PBworks
0.9
25% 250 <1
0.8 50% 123,613 1.4
Survival Probability
0.7 75% 5,282,874 61.1
0.6 K-12 Wikis
25% 2,721 <1
0.5
50% 763,195 8.8
0.4 75% 12,590,074 145.7
0.3
All PBWorks Wikis
0.2
K-12 Wikis
0.1
0
0 20000000 40000000 60000000 80000000 10000000
(231) (463) (694) (926) (1157)
Time in seconds (days)
40. What subjects are wikis used for? (n=411)
English / Language Arts 120
Social Studies 70
Science 61
Computer Science/ Technology 60
Math 45
Library 26
Art 22
Contained Elementary 20
Modern FL 10
Health/PE 8
Business 6
ESL 5
Classics 4
Education 2
0 20 40 60 80 100 120 140
41. Does subject area predict persistence? (n=411)
50% 75% Lifetime
Lifetime
Subject
Computer Science 28 198
English/Language Arts 27 198
Science 18 152
Social Studies 6 56
Math 4 33
No Subject 1 8
42. What Grade Levels are K-12 wikis used in?
(n=411)
K-5 109
6--8 118
9--12 180
Higher Ed 8
Unknown 83
0 50 100 150 200
44. Do wikis from non-poor schools persist longer than
wikis from poor schools? (n=259)
Kaplan Meier Survival Estimates of Wikis from Poor and Non-Poor Schools
Non-poor schools (n=146)
Poor schools (n=110)
Days 44
45. Summary statistics of wiki lifetimes in poor
and non-poor schools (n=259)
• Day 1 Mortality:
– Wikis from poor schools: 40%
– Wikis from non-poor schools: ~20%
• Median Lifetime:
– Wikis from poor schools: 7 days
– Wikis from non-poor schools: 58 days
• 25% Lifetime:
– Wikis from poor schools: 73 days
– Wikis from non-poor schools: 259 days 45
46. RQ#2) Do wikis created in non-poor schools exhibit
more evidence of collaboration and student
involvement than wikis created in poor schools?
47. Title I eligible Non-Title I eligible
(n=110) (n=146)
Concatenation 12 24
Copyediting 10 15
Co-construction 7 7
Commenting 16 22
Collaborative Sum= 0 82 (75%) 110 (75%)
Collaborative Sum= 1 17 (15%) 13 (9%)
Collaborative Sum= 2 7 (6%) 17 (12%)
Collaborative Sum= 3 2 (2%) 3 (2%)
Collaborative Sum= 4 2 (2%) 3 (2%)
2 Goodness of fit test ( 2=4.2, df=4, p=.38)
Student Involvement 28 (25%) 50 (34%)
2 Goodness of fit test ( 2=2.28, df=1, p=.13)
Student Involvement and at least 1 16 (15%) 20 (14%)
Collaborative Behavior
2 Goodness of fit test ( 2=0.04, df=1, p=.85)
48. Discussion
• Participatory behavior is rare across all wikis, but
both student involvement and collaboration can
be found in wikis from both poor and non-poor
schools
• Wikis from non-poor schools persist longer than
wikis from poor schools.
• The Open Education Resources strategy of
promoting free online tools and resources may,
counter-intuitively, expand the second digital
divide—in the absence of targeted interventions.
48
49. How can we begin to explain
these patterns?
• What might explain our empirical findings?
– What obstacles do poor schools have in using wikis?
• Qualitative Research
– Interviews with 50+ wiki-using teachers, many drawn
at random from our PBworks samples.
– 35+ focus groups with students
– Classroom observations in 12 schools in
MA, CT, ME, NH, CA, GA, VA
50. What obstacles exist for wiki use in
poor schools?
• Differences in resources?
• Differences in school culture?
51. Differences in networked technology Low Poverty Medium Poverty High Poverty
resources among public school districts Districts Districts Districts (>20%)
(<10%) (11-20%)
Provide teachers with their own server space for
posting their own Web pages or class materials
(Elementary 90% 81% 74%
Secondary) 92% 84% 74%
Provide students with electronic storage space 76% 60% 50%
on a server 92% 85% 72%
Provide students with online access to the 82% 69% 66%
library catalogue 92% 82% 72%
Provide students online access to databases (for 71% 58% 53%
library resources) 79% 67% 57%
Employ an individual responsible for education
technology leadership
(Full Time 60% 48% 47%
Part Time 26% 35% 33%
None) 13% 17% 20%
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System (FRSS),
“Educational Technology in Public School Districts, Fall 2008,” FRSS 93, 2008.
52. Fear, anxiety and worry about student
exposure to the Internet
Barbara: There was - the superintendent said, "Do want
you want but I never want us on the frontpage with some
bad headline" [chuckle]. I thought those are kind of
interesting. That's why he told our technology committee.
Our main goal is to not make the frontpage with the bad
headline attached.
Jim: And as far as I know but I don't want to be the person
to be in the newspaper for... Look at what this kid was
doing on the internet in a school. I don't want that
53. Framework for Intervention:
Cycle of Experiment and Experience
Experiment
Fear - Growth+
Review
Plan
(Experience)
Institutional Capacity+
54. The atmosphere at our school in general is to cautiously open up to the
possibilities. So, we’re not being pushed to use technology. If we find our way
to it, and if we find obstacles that are there and we need things to change to get
access to certain things, the administration generally will make that happen. But
this, I think in terms of the environment, security is more important than
openness in general and sometimes that leads us into a few obstacles….
We haven't gotten to the point where we're making a lot of the stuff public yet.
Is that possible down the road? I think with a little bit of experience, with a
little bit of, we improve the comfort level then, we can start to say, “Let's make
a blog that invites other people throughout the world. Whoever wants to come
visit and check it out and be part of the conversation; let's figure how to do
that.” I don't think I should... I'm not really in that place that right now. I'm not
sure what the response would be if I did. I think we all sort of need to build that
comfort level piece first. But I also see that it could be pretty awesome to move
in that direction.
55. Dear Justin,
I am in the library right now and sat down to do some work on
the Wikispace to get it ready for next year. However, upon
sitting down, I discovered that over the summer this website
has been blocked by the City. I spoke to the librarian about
appealing blocked content, but he says that they are not
unblocking any sites at this time.
Consequently, it does not look like we are going to be doing
this project this year. I will be trying to put together
something else for this unit, but at this point, I don't know
what we will be doing and doubt it will be appropriate for
your project because it will not be on wikispaces.com.
I am very sorry; it was quite a surprise to me.
56. Framework for
Inequities in wiki usage
Wikis created in non-
Intervention:
suggest that Web 2.0
poor schools persist
Promoting a Cycle of
tools may than and
longer exacerbate
Experiment
wikis
nd digital schools
created in poor divide
the 2Experience
Experiment
Fear - Growth+
Non-poor students
21st Century Skills
Review
Poor students Plan
(Experience)
Institutional Capacity+
57. What Next?
1. Develop an instrument to measure Wiki
Quality
2. Correlate wiki quality profiles with teacher
attitudes, practices, and resources
3. Develop computational tools to automate
those analyses at scale
4. ?
5. Profit
58. Acknowledgements
• Hewlett Foundation Open Education
Resources for grant support
• PBworks for data support
• Hunter Gehlbach, Stone Wiske, Laura
Schifter, Anna Savaadra, and other
readers of this paper.
• Benjamin Mako Hill for coming up the river
to offer his thoughts and critique! 58