Wikis, blogs, and web publishing
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This document discusses using various web publishing tools like blogs, wikis, and RSS feeds to enhance student learning. It describes setting up blogs where students can interact directly with guest bloggers from Kenya about issues in Africa. Wikis are used to have students take on identities of historical figures and share their perspectives. An RSS feed pulls in African news stories. The goal is to engage students more in their studies and support student-driven inquiry through these interactive digital tools. Concerns about massive open online courses replacing classroom interaction are also raised, preferring a blended approach where technology enhances student-centered learning.
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This document provides 34 ideas for using a classroom blog, including:
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This slidedeck supports a virtual presentation by Buffy Hamilton about the Media 21 project given February 28, 2010 at 7:00 PM as part of the CRSTE (The Capital Region Society for Technology in Education) 2010 Cyberconference. Additional supporting materials are available at http://theunquietlibrarian.wikispaces.com/crste2010-media21.
Final Presentation for Wikis, Blogs, and Webpublishing
Ryan Mellor presented on various web publishing tools and how they can be used in education. He found Wikispace and Blogger most useful for inspiring student collaboration through blogging, responding to questions, and peer discussion. He enjoyed creating his own blog and looks forward to helping students create theirs. While exploring various tools, Ryan was inspired by their potential to engage students, though deciphering Wikis was challenging. He believes online learning can benefit self-motivated learners by allowing flexible pacing and interest-guided learning, as was his experience using Moodle. Ryan outlined projects using Wiki Spaces for character lessons, Pulse for organizing readings, a YouTube-featuring blog, and Glogster for multimedia posters.
AR Final Research Paper
This document summarizes a student teacher's action research project that involved creating a classroom blog for their 8th grade science students. The student teacher wanted to see if a blog could reinforce curriculum comprehension and strengthen student voice. After implementing the blog, the student teacher observed students using it and adapted it based on their needs and feedback. Through surveys, the student teacher also learned how students used the internet and felt about online expression. While the blog showed potential, it was not fully realized due to lack of updates and customization over time to meet student needs.
Blogging in Education
The document discusses the educational uses of blogs and provides guidance on how to implement blogging in the classroom. It describes different types of blogs such as classroom news blogs, mirror blogs, and literature response blogs. Steps are provided for using blogs to promote higher-order thinking. Advantages are noted, such as motivating students and allowing them to develop and share ideas. The document also highlights potential "a-ha" moments, such as realizing blogs are not just for socializing but can be used for educational purposes like communicating about coursework.
BCTLA Kelowna October 2010
1. The document summarizes the results of a survey given to former students of a teacher-librarian distance education course on using Web 2.0 tools. The survey asked about personal, teaching, and professional development use of tools before and after taking the course.
2. Respondents reported moving from being consumers of Web 2.0 tools before the course to producers after the course, both in their personal lives and teaching. They also expanded use of tools for professional learning through blogs, wikis, and social media.
3. The course seems to be helping teachers learn how to better connect and stay connected using Web 2.0 tools for professional learning and development.
An online journey
This document summarizes Carol Pletcher's experience using various online tools for teaching and collaboration, including Wikispaces, blogs, Moodle courses, and Glogster. Wikispaces proved most useful for collaboration between teachers in her district. Creating a Wiki inspired her to make one for fellow teachers to plan a new literacy program. Building the Wiki took a lot of time and she lost some work. She enjoyed her first online Moodle course and would take another, endorsing others do the same. She is most proud of her Wikispace for her students. She uses RSS feeds to keep up with family and local news. Glogster was the most user-friendly tool for creating interactive posters.
ASAHP poster, Web 2.0 for Faculty
The document discusses a course taken by health sciences faculty to teach them about Web 2.0 tools and how to incorporate them into education. The course used blogs, RSS feeds, social bookmarking, wikis and other tools. Faculty participants provided feedback on the tools, with many finding benefits like increased sharing of information, enabling student learning, and new ways for collaboration. However, participants also noted that using new technologies requires time and support for faculty.
Blogs
Blogs can be used in language teaching in several ways. Teachers can create a class blog as a shared space for students and the teacher to post writing, photos, audio, and videos. Blogs allow students to develop writing skills through regular practice and feedback. They also encourage student participation and build a sense of community. Blogs can be used to track student work and assess progress over time through their online portfolio. Teachers should engage and encourage students to maintain interest in using blogs for learning.
Twenty first century learners
The document discusses the use of wikis in elementary school classrooms. It describes wikis as collaboratively authored documents that can be used for assignments, research projects, and communication. The document outlines different types of wikis and how they can support collaboration among students. However, it notes that teachers and media specialists in one elementary school lack training in using wikis and other web 2.0 tools. The document argues that providing professional development and adequate time for students to work on wikis in school could help teachers implement wikis to improve collaboration.
Literacy in the Information Age
The document discusses the author's evolving views on literacy for the Information Age. Initially, the author had a limited view and was somewhat resistant to technology in the classroom. The author ran a traditional English classroom with limited Internet and media usage. However, after returning to graduate school, the author's views changed. Through courses that incorporated more technology, the author realized the importance of information, media, and digital literacies for student engagement and success. The author provides three lesson ideas for a 9th grade English class that incorporate more technology and online research skills. The lessons involve using the Internet to research ALS for a book, creating videos reflecting on themes from the book, and creating digital posters on Greek mythology with online research of allusions
What Is Media 21?
Read more about the Media 21 project at The Unquiet Library with Buffy Hamilton and Susan Lester in this document that covers the project history from March 2009 through May 1, 2010. See http://theunquietlibrarian.wikispaces.com/media21capstone-buffy for more details.
Media 21 Report, May 2010
This report includes our initial conclusions although we will be reviewing the data this summer for an additional review and write-up. The future summer report will reflect a more thorough triangulation of the qualitative data as well as a better discussion of this project has embodied transliteracy. Please visit http://theunquietlibrarian.wikispaces.com/media21capstone-buffy for more information.
Action plan
Kristin Singbeil outlines her action plan after completing an EDPD course on using technology in the classroom. She plans to continue exploring resources on the course wiki and updating her own wiki with new information. She now feels better equipped to incorporate technology into her lessons to make them more engaging for students. She hopes to share what she has learned with other teachers by creating a resource wiki and eventually creating a student wiki to communicate with parents. She was surprised by how many useful resources were available that she was previously unaware of and looks forward to using tools like Kurzweil and Literactive with her students.
Website design11
This project aims to create an interactive classroom environment between teachers and students using instructional blogs. The project will establish a blog portal to provide resources for students and teachers, allowing them to find information quickly and interactively. The blog portal will contain course materials, student work, and enable discussion. The goals are to activate e-learning, facilitate contact outside the classroom, allow students to benefit from each other's work, and encourage flexible self-directed learning. The budget is 420 Omani Rials to cover website development, content production, and marketing. The target audience are high school students and teachers who will be able to access resources and collaborate online.
Wikiblog
A wiki allows users to collaboratively create and edit many interlinked pages. Wikis can be used for collaboration between colleagues, friends, and students to share and edit work. RSS feeds and programs like iGoogle and Google Reader allow information from blogs, news, and websites to come directly to the user rather than searching for it. Blogs can be used in the classroom to have students write about what they are reading and further develop writing skills. Other web tools like Animoto, Glogster, and Wix can make student projects more fun and interesting. While becoming familiar with new online tools and managing multiple accounts was challenging, online learning allows educators flexibility to learn from home and feels less disconnected with a helpful instructor.
Blogging in the Classroom
These articles discuss using blogs in education to enhance student learning and reflection, communicate with parents, and build communities of practice. Blogs allow students to write for authentic audiences, reflect on their learning, and receive feedback on language skills. Teachers can use blogs to share resources, stimulate discussion, and improve instruction through collaboration. When integrated according to student needs and learning styles, emerging technologies like blogs can positively impact the learning experience.
Similar to Wikis, blogs, and web publishing (20)
Transforming Information Literacy for NowGen Students
Transforming Information Literacy for NowGen Students
Final Presentation for Wikis, Blogs, and Webpublishing
Final Presentation for Wikis, Blogs, and Webpublishing
Wikis, blogs, and web publishing
- 1. Wikis, Blogs, and Web Publishing: in the Classroom Melissa Josef March 2015
- 2. The new tools technology is providing us with are creating new ways for students to express themselves through writing and allowing them to participate in deep dialogue about their learning.
- 3. The Blogosphere The world of self-publishing has exploded with the blog. Through blogs, anyone anywhere can write about their world and publish on the web. That ability is in some ways a double-edged sword. Students must learn to carefully evaluate everything they read on the web, but blogs also provide a window into first-hand experiences of life in other parts of the world that they never would have had access to in the past.
- 4. For this course, I designed a specific blog to support a unit on Africa. Guest bloggers from Kenya will write about their country and issues their country is facing giving students an opportunity to interact with actual people from a part of the world they are studying. While this is an experimental blog, our hope is that students will be more engaged in their study of Africa and will be motivated to dig deeper in their inquiry.
- 5. Students can comment on what they are reading directly with the author of a blog postings and can submit their own writing and reflections on learning to be published on the blog.
- 6. GVHS Africa Unit Blog
- 7. List of African Blogs (Blogger Widget)
- 8. I created by blog using Blogger, although I did explore Wordpress. I have used Blogger to design several other blogs and find it somewhat easier when designing and manipulating images. There are some quirky issues with both platforms that I think will ultimately be resolved as they evolve. In the 7 years since I first started a blog with Blogger, I have already seen many improvements.
- 9. My Personal Blog, The Suburban Barnyard
- 10. Wikis Obviously the most famous wiki is Wikipedia, but I am most excited by the potential wikis have in the classroom. While I was a library student, I observed a friend’s class for a unit on the Holocaust. The students were reading Number the Stars and she had created a wiki where the students each assumed an identity as a holocaust survivor, immigrant to American from Europe during the Holocaust, or a Holocaust victim. The IDs were randomly distributed and students then created their character in the wiki.
- 11. For my Africa project, I decided to use Wikispaces in much the way I would use Schoology, Canva, or other LMS platforms. I created links to African newspapers and a collection of YouTube videos about Africa. I’ll be working with two teachers to then create assignments where students are able to write, comment, explore, and create based on their own interests and inquiry in these two areas. When the classroom is live, only students and teachers will have access to the wiki.
- 12. GVHS Africa Unit Wiki
- 13. RSS I created an RSS feed with RSSInclude to insert news stories into my blog from African online news sources. I have also used RSS on all of my blogs both to allow people to subscribe.
- 14. RSS Feed in Africa Blog – created with RSSInclude
- 15. Storify: the-shrinking-world Web 2.0 Tool -- Storify
- 16. Moodle and Online Learning I love online learning as an adult, but find it best in a blended learning environment. I did my MLIS at Pitt and I still feel that their approach to online learning is among the best I’ve seen to date. We had regular interaction with classmates and instructors in the digital classroom environment, used a wide variety of tech apps and tools, and designed all of our lesson plans with technology in mind.
- 17. My concern about the push for MOOCs in the K- 12 environment is that they purport a model that does not have as much interaction among classmates or with instructors. A blended learning approach has the most potential for long-term success as the classroom becomes more student- centered and teachers evolve toward a mentor and coach role.
- 18. Conclusion I am excited to see where students take this project next month now that I have a framework up and running. I anticipate that it will help push learning into a far more student-centered arena and that it will generate even more ideas and possibilities for the future.