Wiki'd

Head down, full speed ahead is sometimes a great way to approach something new. That’s the approach I took to learning about wikis. It now seems somewhat appropriate, having learned that ‘wiki’ is actually derived from ‘wiki-wiki” a Hawaiian phrase meaning ‘quick.’ (Richardson, 2006, pp. 59). Appropriate, as well because I've learned that ideas sprout up quickly.

Reflections on the process of learning about Wikis

I have to admit, I’m fairly confident heading into this week’s blog entry, as the topic is a tool I’m pretty confident with: wikis! Over the past few years, Wikipedia has become a go-to site for many us (and our students) for learning quickly about a topic we want or need to know about. When I first started visiting it, I didn’t understand the collaborative aspect of the site. However, I was warned of this aspect by some friends.

Instead of starting with the “Wiki Trailfire” I started to dive right in, as if I was an expert already. So, I created a wiki for my class to discuss the novels I’m using for our “Grand Conversations” literature study. I drafted a permission letter for my students’ parents/guardians, and forwarded it to my principal (who was very excited about it), who sent it to ‘headquarters’ to be run by our FOIP and records manager. She was very helpful and assisted me in being thorough and clear throughout the letter.

Then I went through the “Wiki Trailfire” and visited some different wikis to learn about the possibilities of what we can do with wikis. The example of the camping trip (Wikis in Plain English) really struck a cord with me. I’m sure we’ve all been in that situation with endless emails back and forth about what to bring, and then when we do arrive, we’re missing key items, or have some items doubl or tripled up (what are we going to do with three clothes lines?)

Discussion of Wikis in terms of my own personal learning

I’ve used wikis tones in the past to learn new things. Well, that’s kind of a lie. I’ve used one wiki mainly to learn new things. Yep, you guessed it: Wikipedia. I just find the site so great for a quick little check in. For example, when you need to know what the local delicacies are in central Brazil, or what the flag of Croatia looks like.

However, that being said, I’ve only been on the consuming side of wikipedia. I’ve never added or edited content, until now that is.

For my class wiki, I have to admit, it’s been pretty exciting to see my students latch on to it and participate to no end. There have been hundreds of posts in only a few weeks. I started with initial discussion questions for each novel. Students began to join and respond to my initial posts. Then, without my encouragement, they started a new category and discussion for a book we’re using for a read-aloud.

Discussion of Wikis in terms of teaching & learning

My brain is whirling with possibilities and images. What will my class look like a year from now? A class blog, with a link to our class wiki? It makes me a bit sad that my position is finished at the end of October and that I won’t be able to explore this further.

For teaching, this has been a phenomenal tool for literature study, as I’ve mentioned above. We still have discussions at school, but this allows for even more thoughtful responses, and allows my students who are incredibly shy to find their voice and contribute their ideas to our discussions. That’s been one of the most powerful things I’ve witnessed.

I enjoy the whole ‘free labour’ aspect of wikis. Other people are doing work and I am able to use it to learn and/or teach. For example, lessons are being uploaded to http//:teacherslounge.editme.com (Richardson, 2006, pp.69). Another wiki, called “The Teacher’s Desk,” which I found at wetpaint.com contains great lessons as well at all levels. There’s also an area for discussion, but it has not been utilized.

Another great aspect for teaching and learning is it’s “up-to-date-ness” (Davies & Merchant, 2009, pp.93). Sites, such as Wikipedia are constantly being updated. It sure beats some of the out of date textbooks and books we have in our schools. Also, if there’s an error, or a vandal, it’s usually fixed within a few hours (Richardson, 2006, pp.61). There’s also a ‘revert’ function on most wikis, where you can undo a past user’s actions.

One concern would be the privacy issue. However, I set mine up to be private, so that only the students can log-in. Now, I do realize privacy can still be an issue, but I asked students not to post any identifying information (ie. full name, address, etc). These guidelines were also outlined in the letter to parents/guardians. I did ask them to create a user name that’s either their first name or something close to it, so that they would be easily identifiable to myself and their classmates.

Another concern I had was that students could post something inappropriate, or embarrassing, either intentionally or ignorantly. I had to set up expectation, and also trust that they would act appropriately within the confines of the wiki. Richardson (2006) points out that, “Wiki projects in schools have worked best when the teacher loosens the reins a bit and lets students manage the content of the site” (Richardson, pp. 65). So there is an element of trust in this context. One student did make a comment where he was critical of a character’s name. He, in a sense, was making fun of the name and was not in essence contributing to our efforts to thoughtfully discuss these books. Instead of me talking to him about it in school, or posting my thoughts on it, another student stepped up and politely pointed out that it wasn’t really a valid or thought-provoking comment.

Another concern for me about starting a class wiki was a worry that this would hinder my quest for a work/life balance. I worried that I’d need to check in a few times per night and moderate and monitor the discussions. However, as I mentioned previously that’s not the case. Students are moderating themselves. And, they are also posing their own questions/discussion threads. That being said, I do check in at least once a day and see how the discussions are going. Every couple days, I also throw in my own 2 cents to let them know I’m reading their posts and that I’m interested in the literature as well.

With these concerns in mind, the benefits far outweigh them. Richardson (2006) points out some of the skills students are learning by using a wiki: “Students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more” (Richardson, pp.65). If this doesn’t sound like preparing our students for the future, I’m not sure what does.

In conclusion, I think wikis are a powerful tool to utilize. I look forward to using them to accomplish different purposes and to grow, collaborate and learn with my colleagues, as well as my students.

References:

Davies, M., & Merchant, G. (2009). Web 2.0 for schools. New York: Peter Lang.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. 2nd Ed. Corwin Press, Thousand Oaks, CA.

Podcasting? Fantastic!

When you hear word podcast, visions of fishing rods striving to catch peas may pop into your mind. Well, you’re not even close. Think more radio broadcast, but recorded and made available for your listening pleasure (and viewing pleasure in the case of videoblogging and screencasting).

Reflections on the process of learning about Podcasting

I can tell that podcasting is a fairly new concept, as my Microsoft Word program is underlining the word! However, it seems like they have been around for awhile. I’m fairly comfortable with podcasts, but more on the side of ‘consuming/utilizing’ them and not so much with creating them. I subscribe to several podcasts from CBC, which are delivered to my ITunes podcast library weekly.

Now I’ve stepped to the other side of the fence and I’ve realized that creating them is not a difficult process. For creating mine, I chose to use GarageBand on my Mac, which was a fairly easy. Basically, all I had to do was hit record and go for it. However before hitting record, I planned out what I was going to say: short intro: reading of Halloween by Jerry Seinfeld and then short closing. I was hoping for a ‘one take’ process. However, I messed up on a line, and thought I’d need to start from the beginning. But, I just stopped recording, backed up to the end of the last ‘perfect’ sentence and then hit record again. After listening to the track, I was happy to hear that it was seamless. Can you tell where the seam is?

After recording it, I needed to export it into MP3 format, as it was still in GarageBand’s format. I then uploaded the file onto box.net so that I could link to it from my blog.

Discussion of Podcasting in terms of my own personal learning

I’ve used podcasts in the past to expand my own knowledge. To improve my French language skills, I’ve downloaded podcasts from “French Pod Class,” “Coffee Break French,” “One Thing a Day in French,” and lastly, “La Semaine Verte.” I would then listen to them either on my laptop, or on my IPod Shuffle. I could practice my French while on a long solo car ride, or while running, or doing mindless work.

I’ve also used podcasts to learn more about topics that interest me, such as investing (Good ole’ Suze Orman). I’ve also used podcasts to stay on top of current events and news. I find this especially helpful while traveling and don't have access to a TV. I would download the hourly or six o’clock news from CBC's website.

They can also be entertaining, such as “Definitely Not the Opera,” which is a mix of music, personal stories and discussion of current relevant pop-culture topics (ie. Social networking).

I can also use podcasts to learn about emerging technologies and how to incorporate them into my classroom practice. There are tonnes available at Dr. King's site, "Podcasts for teachers." Here, they have podcasts on everything from Twitter to help with podcasting.

Discussion of Podcasting in terms of teaching & learning

I have not utilized podcasts very much in my classroom as of now. However, I see the possibilities for utilizing podcasts in the elementary school context are pretty limitless. My class and I listened to an interview with our favourite author, Trenton Lee Stewart.

I have used it in the University context as well: I used a podcast from CBC’s “Definitely Not the Opera” during a presentation to teach my classmates about dialects.

As my discussion group and I mentioned during the week, podcasts can be used to bridge the gap from school to home. Podcasts of new French vocabulary can be posted on a class website and then can be downloaded to be utilized at home. This is especially useful to parents who are not fluent in French.

Podcasts can also be used to promote reading. When students present a ‘book talk’ at school we can record it and turn it into a podcast, which can be accessed later for students who may be interested in the same book.

Braun (2007) suggests recording public speakers, performances, and interviews. (pp. 15). This allows students to revisit the event, or for people who could not attend to experience it.

Richardson (2009) suggests that, “Social studies teachers could have their students do oral histories or interviews or reenactments of historical events” (pp. 117). He also suggests that, “Science teachers could have students narrate labs or dissections or experiments to record their progress” (Richardson, 2009, pp.117). I think that these suggestions would definitely enhance student learning, partially I think because it would increase the motivation of the students.

As far as cons go, I couldn't think of or track down many of them. One would be the whole privacy aspect, once again, which always is a concern. For example, if we're posting students' names and podcasts on our school's or class' site it could be a cause for concern. Another con would arise when we want students to utilize our podcasts at home. It "requires them to have access to the technology at the time they want to interact with the material; unlike a written lecture, which they can.. review at their leisure. (Neidorf, Robin., (2006), pp. 106). In other words: if a student doesn't have a computer, or access to the internet, this poses a challenge.

So, in conclusion, podcasting, I believe, will continue to be used as a device to educate and to learn. More and more, I think teachers will begin to incorporate them more and more into not only teaching, but also for student projects, and for class websites.

Works Cited

Braun, Linda W. (2007). Listen Up! Podcasting for Schools and Libraries. Information Today: Medford, New Jersey.

Neidord, Robin. (2006). Teach Beyond Your Reach. Library of Congress: Medford, New Jersey.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. 2nd Ed. Corwin Press, Thousand Oaks, CA.

Delicious Social Bookmarking

Brilliant! How have I not heard of this before? What rock have I been living under?

"What a benefit it would be if one could see all the bookmarks that had been created by other, like-minded users" (Eastment, 2008, pp.217).

This is delicious!

Reflections on the process of learning about Social Bookmarking

Out of the many different social bookmarking sites, I decided to go with ‘Delicious’ as it seemed to be the fairly popular and fairly user friendly. You don’t even need to enter your e-mail address! How great is that?

I found the “Social Bookmarking” trailfire helpful to wrap my mind around this tool, especially the YouTube video. The possibilities of various uses personally and professionally began to swim in my mind.

Once I was signed up, I chose to import my bookmarks from my computer. However, I ended up deleting them all, as I ran into a few issues. One being that some of my bookmarks are to sites that no long exist (ie. an expired property listing for a huge loft downtown with exposed brick). Also, when I imported my bookmarks, all of the sites that Firefox and Mac include were also listed. So, I wound up with a ton of sites, and none of them were ‘tagged.’ The last issue was that some of bookmarks were sites that I didn’t want anyone to know I had bookmarked (ie. Miley Cyrus’s Official fan site). Hence, the cleanse! (Which, by the way, was a complicated process. I had to delete them ten at a time! Unless there’s an option I’ve missed). Now, I do know that you can ‘private’ some bookmarks, but I didn’t feel like sorting through the hundreds. Once I was free of everything, I began to bookmark once more, making sure to tag accurately.

Discussion of Social Bookmarking in terms of my own personal learning

Have you every started googling a topic you're interested in and soon become off on a tangent, surfing from useful to useless to mediocre sites. Well, with Delicious, I can simply type in a key word and I can come up with sites that others have checked out and decided were important/useful enough to bookmark! As Richardson (2000) puts it, we can "tap into the work of others to support our own learning" (pp.101)

When I'm interested in a certain topic, Delicious will help me to investigate the topic and keep me updated as to the latest writings on this topic. It's as if someone else is doing the googling/work/research for us!

I was curious about the potential drawbacks or weak points of social bookmarking. One negative point in using this is that it “means storing data in yet another location that you have to maintain and update.” (Bryant, 2005, pp.2). Another potential pitfall would be “inconsistent or otherwise poor use of tags" (Bryant, 2005, pp.2) Bryant uses the example of someone bookmarking a site on the breed of dog known as greyhound. If someone only tagged it with ‘greyhound’ and not ‘greyhound’ and ‘dog’ then there is going to be a mix up in terms of categories. One final potential pitfall is that the bookmarks “reflect the values of the community of users [and] there is a risk of presenting a skewed view of the value of any particular topic” (Bryant, 2005, pp.2)

I think this is would be a phenomenal tool to utilize while traveling, especially on extended trips where you don’t have access to your personal computer. For example, if you were backpacking across Europe and stopped in at an internet café, you could log into the social bookmarking site and see all of your links. You can cut down on your time spent online because everything you need will be a simple click away, and plus, you’ll have a reminder of what needs to be taken care of (ie. a payment, a pending reservation, etc).

Discussion of Social Bookmarking in terms of teaching & learning

The possibility to incorporate Social bookmarking into my teaching to help student learning is almost limitless. As mentioned in the YouTube clip, "Social Bookmarking in plain English" a teacher could collect sites associated with a unit of study (ie. Multiplication). This process will be made easier because of bookmarking other teachers have already done. Then, as the students progress through the unit they can access these sites to aide their learning.

When working from home, I often find sites that I would like to visit or would like my students to visit at school. I often email them to myself, or try to find them again by using google, which can be a bit of a pain. With Delicious, now I can just bookmark it at home and easily access it at school and share it.

The options for collaboration with teachers in your school, the district, the city and the entire world are endless. Our world is truly becoming global and well do they say it takes a village..

Works Cited

Bryant, T. (2005) 7 Things You Should Know About Social Bookmarking. www.educause.edu/eli

Eastment, Diana. (2008). ELT Journal Advance Access. pp.217-219

Richardson, W., (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. 2nd Ed. Corwin Press, Thousand Oaks, CA. pp. 89-98.