Rosebud Cluster Day 29 Jan 2010

Part 1 – Introduction to web 2.0, podcasts and wikis (20mins) Part 2 – Examples (20mins) Part 3 – Podcast Creation, Wiki creation and sandbox time (40 mins)

The ‘read/write’ web (Think two way) Users come together and create their own content Based on participation and open communication Information is controlled by many not by individuals Users add value as their needs evolve User friendly interfaces Everything is connected dynamically

Wikis – A page or collection of pages which allows a group of people to create and edit content (depending on permissions) without specific technical knowledge (wikis in plain english – Common Craft) “wiki wiki” = Hawaiian for quick or fast Podcasts - A combination of the words iPod and broadcast – A series of audio or video media files that are distributed over the Internet

People can subscribe selectively to video or audio casts Can be played back at a time that suits the user Can be played on portable devices Types of podcasts: Basic podcast – contains only audio Enhanced podcast – has both audio, images, slides, embedded URLS, and chapters Vodcast (or video podcast) – contains video and audio and is most difficult to create Podcasts allow people to listen to what they want, when they want, andwhere they want

Exciting new way to generate creative expression Enhance the learning process Assists students to better visualise a specific topic Engages and motivates students Student-created podcasts can be subscribed to and viewed by parents and the community Students/staff can listen when and where they want, at their own pace, in a relaxed environment Can be viewed on any computer, an iPod or a TV

Itunes store Can listen through websites:

Hardware - Microphone/audio recorder - Computer Software (Audacity) - basic audio recording - sound effects - it’s free Purpose - as a way to deliver content to your students - as a means to showcase your students ‘work Somewhere to host the podcast -wiki - itunes

Weekly classroom new broadcast Document a field trip Record a class discussion Share book reviews Conduct interviews Review curricular content Reader recording for buddy system create.html

Education Podcast Network Resourcing the Curriculum – podcasting in the classroom al/curriculum/ict/podcasts/ al/curriculum/ict/podcasts/ Podcasting in the classroom ml ml Rubric: Podcasting Project rubric.html rubric.html A short video explaining podcasting

Ensure information is meaningful and relevant Summarise and hyperlink Read the wiki and ask “what do I not understand about this topic?” Answer that question and post findings Do not delete information posted by others unless it is redundant or you are editing for improvement

Ensure criteria is explicit and accessible from the beginning of a project Encourage students to have input to the assessment criteria Use multiple forms of assessment including group, peer and self assessment Possible Criteria: Collaborative Effort Visual Appeal Organisation Hyperlinks Original, intelligent wording Spelling, grammar and punctuation Completion of Topic Assignment

Users and readers (depending on permissions) are able to edit or create any page (wikis) Promote meaningful topic associations between different pages by using links Aimed to involve the users and readers in an ongoing process of creation and collaboration that constantly evolves

Easy to use Can be used any time, any where Keep track of revision history and who has made changes Can be set to be public or private Are constantly under construction Collaboration is key

Connection; connection and communication with others, engage the community Networking; Audience, Create connections, developing links/networks with others, readers in the wider world Participation; Motivation through provision or opportunities to read and write Anytime/Anywhere Ownership – students own their learning experience By and for teachers; Provide tips for other teachers, reflect on practice, share ideas, explore important issues in the profession Classroom Instruction Student Created Online Content Cooperative Learning Teacher Created Online Content Wiki (Vicki Davis 2006)

Can contribute anytime, anywhere Develop collaborative skills Develop skills in negotiation and organization Develop critical writing skills Develop sense of responsibility and ownership

Engage students with use of new technology Easily track student submissions Increase student accountability in a group Create and maintain space easily Foster a sense of community within the classroom

Wikis – use for factsBlogs – use for opinions WikiBlogs No one owns contentIndividuals own their post No linear organisation (hyperlinks) Chronological order (Newest posts at top) Anyone can edit other peoples work (Depending on permissions set) Only author can edit their own work – others can comment Perpetual work in progressPosts are permanent Good for collaborative group work Good for disseminating info/ starting discussions

□ Active Learning Creating, adding to, and modifying content in a wiki moves students up into the higher order thinking skills of Bloom’s revised taxonomy (Churches, 2008) Why ?

Wiki “vandalism” Student privacy issues for public wikis No concurrent editing of a page Combating “copy and paste” Limited access to computers can be a deterrent

Create a culture of trust Set up wiki rules Assign meaningful, authentic activities Provide instructions and allow for practice See a sample wiki agreement at : -

Classroom Communities Global Communities Professional Communities

Meeting Planning Curriculum Development Professional Development Team or Department Collaboration Professional Learning Communities -See Wikis in Education at Wetpaint for specific examples:

Decrease Disruptions of Instructional Time Posting of daily notices; Announcements and Reminders by Department, Staff Attendance, Out at PD / Visitors, Staff Recognizing Staff, Other Stuff: Notes also may contain surveys and/or forms for teachers to complete, readings, or other important news and notes of the day. Schedules (teacher, bell, meetings, etc) – allows staff member can locate their colleagues at anytime. Make Meetings More Efficient team norms and activities meeting notes, agendas, documents, and materials. discussion board where conversations can continue. Collaborate On Important Documents - creation, revising, and updating of school documents such as strategic plans, AIPs, and Year level unit plans and the discussion tab allows for ongoing conversation while the documents are being created. Enhance Professional Development Upcoming opportunities PD materials and resources can be loaded to the wiki. Share and Collaborate On Curriculum Maps Link curriculum maps to all materials and important documents required for each piece of the map. This also allows for planning across grades and department since all information is transparently posted. Save Trees and Time A Portal for All Your Lessons For multiple teachers teaching the same subject/unit of study lessons can be posted right on the wiki. Staff can collaborate remotely in their own time.

Post class information Whole class/ Group based projects Brainstorming Lesson Summaries Notes Collaboration (students create collaborative study notes) Concept Intro and ExplorationExploration Sharing Learning and resources Individual Assessments Peer or teacher writing review Rewards – hall of fame, honourable mention – ensure you include grading rubric Reflection/feedback/discussion

Create an animal alphabet wiki Create a spelling wiki that could become a virtual word wall. Collaboration on any group project For a grammar lesson, have the students edit a paragraph inserting all punctuation and capitalization. Build a story by having each student add to the existing story line. Build a wiki about the seven continents. After reviewing, each continent ask students to post two facts about what they have learned. Have students write a daily reflection (What about wikis, ) - See TeachersFirst Wiki Walk-Through for many other specific ideas:

 Wikispaces  PBworks  Wetpaint

Site Structure

Permissions Editing – public/members only/ administrators only Viewing – public/members only(private) Navigating Tabs Page history Discussions Notifications Look and Feel Editing Pages Inviting users – bulk user creation

No facility for concurrent editing. ie students editing at the same time – last save overwrites Work around tips Make small edits and save regularly Communicate (with partner/group), leave messages in discussion Use the History –recover overwritten information Discuss – articles on main page, discussions on discussion page Refresh before writing - to ensure partners changes are not lost Projects can become unwieldy and students may loose direction supply a structured system of expectations, and due dates Ensure students receive a constant flow of feedback Build in time for students to meet during class to negotiate meaning in the planning and revision stages Ensure assessment criteria is explicit and easily accessible to students from project beginning

eas1.cfm +of+educational+wikis -to-wikis ay/turbo-charged-wikis-technology-embraces- cooperative-learning ay/turbo-charged-wikis-technology-embraces- cooperative-learning

□ Example of a Global Wiki -For additional information see:  Flat Classroom Project  Connects students from around the world to analyze the 10 societal trends from The World is Flat by Thomas Friedman.  Students were paired with a global partner to use a joint wiki to describe, give viewpoints, and create a video about their societal trend. (Lindsay and Davis, 2007)

NZ Cluster wiki for teacher collaboration Individual teacher wiki set up to share ideas eachers eachers Classroom Project based wiki Discusses blogs and wikis and when each is appropriate

Podsafe music Examples hp hphttp://biologyoracle.podomatic.com/ More Info - m/ict/podcasts/ m/ict/podcasts/

How can we engage with students’ learning more meaningfully and personally – that is, in ways that hook into their everyday experiences and that build on their current knowledge using technology?