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Priscilla Stadler

Salon - Community Based Annotations - 2 views

www.classroomsalon.org

writing collaboration critique tools resources

shared by Priscilla Stadler on 17 May 11 - No Cached
  • Priscilla Stadler on 17 May 11
     
    new tool using social media for group peer critique of student writing
  • Gary Richmond on 17 May 11
     
    Salon would seem to hold some considerable promise as a tool in the kind of peer tutoring involved in Justin's project with Ximena & Jason..
  • Gary Richmond on 17 May 11
     
    Salon would appear to hold some considerable promise as a tool in such peer tutoring projects as Justin's with Ximena and Jason.
Ximena Gallardo

Wiki Writing: Collaborative Learning in the College Classroom / Robert E. Cummings and ... - 0 views

quod.lib.umich.edu/...text-idx

writing collaborative research pedagogy wikis resources

shared by Ximena Gallardo on 11 Sep 11 - No Cached
  • a hierarchical power structure for the state’s body of creating and disseminating original knowledge.
  • Wikipedia has clearly demonstrated, however, that knowledge can be created and disseminated by people who may or may not be credentialed, who contribute as little or as much as they like, who do not need to wait for approval or other works, and who are motivated by something more elusive than cash.
  • as the Nature study has shown, they cannot simply be dismissed as unreliable either.
  • ...18 more annotations...
  • Wikipedia has fundamentally and finally altered epistemology itself—our commonly held ideas about knowledge. For the academy at large, the significance of Wikipedia is roughly equivalent to that which the Heisenberg uncertainty principle had in the sciences in the 1920s—stating what is not possible rather than what is.
  • No matter how improbable it might seem that a Web page that anyone can edit would lead to valuable knowledge, Wikipedia makes clear that there is now another model for knowledge creation.
  • certainly everyone in that audience, has probably relied upon a knowledge acquisition path—from Google to Wikipedia—for which everyone is responsible and no one is responsible at once.
  • this introduction hopes to show nonbelievers, the uninitiated, and wiki followers alike that the simple act of allowing a Web page to be edited by a reader—which is really all that a wiki does—has createdPage  3 a global transition to networked epistemology that affects most anyone who is concerned with knowledge acquisition,
  • Well, it’s a Web page. Which anyone can edit. Usually, but not all the time. I mean, it’s an electronic mailing list with memory. It’s really a collaborative Web space where the mechanics of epistemology and the politics of knowledge creation can be revealed and explored.
  • the largest wiki with the greatest cultural impact
  • open wiki,
  • Wikipedia is not only a reference source, but it is the acknowledged site on the Web for claiming an interpretation of knowledge, as well as a place for controlling public image on an important figure.
  • A wiki is a Web page that users can modify.
  • Wikipedia works because of the massive scale of the Internet; there are simply so many users that articles can be destroyed and reconstructed overnight because enough readers on any given topic are invested in the discussion.
  • The basis of many critics’ complaints with Wikipedia lies in the fact that they view the project against the ideal of a singular, verifiable truth, while Wikipedia envisions itself as a project wide enough to host competing truths.
  • 1.5 million articles
  • the central question over Wikipedia: namely, can its knowledge be trusted?
  • In the study, entries were chosen from the websites of Wikipedia and Encyclopaedia Britannica on a broad range of scientific disciplines and sent to a relevant expert for peer review. Each reviewer examined the entry on a single subject from the two encyclopaedias; they were not told which article came from which encyclopaedia. A total of 42 usable reviews were returned out of 50 sent out, and were then examined by Nature’s news team. Only eight serious errors, such as misinterpretations of important concepts, were detected in the pairs of articles reviewed, four from each encyclopaedia. But reviewers also found many factual errors, omissions or misleading statements: 162 and 123 in Wikipedia and Britannica, respectively
  • college-level scholarship should reflect deeper thinking and research skills than an encyclopedia than a wholesale retraction of the worth of Wikipedia.
  • By expressing surprise and disapproval at the fact that college students are citing the online encyclopedia in research papers, Wales would urge us to develop more awareness of how knowledge is produced and to make use of that awareness when interpreting and applying that knowledge. More bluntly stated, knowing where we get our knowledge is as important as the knowledge itself. The academy needs to react more quickly to the realities of knowledge production in a networked environment if it is to fulfill its role in creating and disseminating knowledge
  • But as long as there is an agreed-upon scope for any particular wiki, there is no reason not to apply this tool of networked consciousness to almost any endeavor.
  • While speaking at a college conference in June 2006 called “The Hyperlinked Society,” Wales said that he gets about 10 e-mail messages a week from students who complain that Wikipedia has gotten them into academic hot water. “They say, ‘Please help me. I got an F on my paper because I cited Wikipedia’’’ and the information turned out to be wrong, he says. But he said he has no sympathy for their plight, noting that he thinks to himself: “For God[’s] sake, you’re in college; don’t cite the encyclopedia.”
Priscilla Stadler

Teaching Tool: Blogging a Mass Killing - 1 views

chronicle.com/...8920

blogs pedagogy tools writing students

shared by Priscilla Stadler on 20 Nov 09 - Cached
  • Unfortunately I think the process closely resembles the standard model of think, write, and discuss since blog entries are typically written in isolation. You had your students create their blog entries in the same room at the same time after witnessing the same event. This is far from typical. A better idea might have been to have students respond to the same blog post via commenting. This is where you more commonly see multiple opinions/voices related to the same theme - a singular blog entry.
    • Priscilla Stadler
      Priscilla Stadler on 20 Nov 09
       
      though the activity was very powerful in terms of students' individual expressions, this commenter has an excellent observation/suggestion
  • Priscilla Stadler on 20 Nov 09
     
    see comments for criticism re: the way this professor used blogs
Ingrid De Leon

Science fiction - Wikipedia, the free encyclopedia - 3 views

en.wikipedia.org/...Science_fiction

shared by Ingrid De Leon on 27 Apr 12 - Cached
  • Science fiction is a genre of fiction dealing with imaginary but more or less plausible (or at least non-supernatural) content such as future settings, futuristic science and technology, space travel, aliens, and paranormal abilities. Exploring the consequences of scientific innovations is one purpose of science fiction, making it a "literature of ideas".[1] Science fiction is largely based on writing rationally about alternative possible worlds or futures.[2] It is similar to, but differs from fantasy in that, within the context of the story, its imaginary elements are largely possible within scientifically established or scientifically postulated laws of nature (though some elements in a story might still be pure imaginative speculation). The settings for science fiction are often contrary to known reality, but most science fiction relies on a considerable degree of suspension of disbelief, which is facilitated in the reader's mind by potential scientific explanations or solutions to various fictional elements. Science fiction elements include:
    • Ingrid De Leon
      Ingrid De Leon on 27 Apr 12
       
      My turn for a sticky note.
    • Ximena Gallardo
      Ximena Gallardo on 27 Apr 12
       
      Here I am adding a sticky note.
jrc nyc

Academic Writing that Engages Emotions - 0 views

www.tltgroup.org/...Emotion.htm

shared by jrc nyc on 27 Apr 12 - No Cached
    • jrc nyc
      jrc nyc on 27 Apr 12
       
      This is an echo of our conversation today!
Priscilla Stadler

The Digital Writer - 0 views

thedigitalwriter.blogspot.com

writing teaching learning pedagogy technology socialmedia web2.0 collaboration e-book

shared by Priscilla Stadler on 17 Jan 12 - No Cached
  • Priscilla Stadler on 17 Jan 12
     
    Students and professor co-author an e-book
Ximena Gallardo

As Wikipedia Turns 10, It Focuses on Ways to Improve Student Learning - Wired Campus - ... - 1 views

chronicle.com/...29067

writing wikipedia pedagogy

shared by Ximena Gallardo on 29 May 11 - No Cached
  • For the 2010-11 academic year, Wikimedia also launched the national Public Policy Initiative to recruit professors who would like their students to add content to the anyone-can-edit encyclopedia as part of the curriculum.
Ximena Gallardo

Hub-and-spoke blogging with lots of students - 1 views

teleogistic.net/...blogging-with-lots-of-students

blogs assessment pedagogy

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • The blogroll is then split into groups
  • In practice, the groups serve several purposes. First, membership in a group give individual students a more focused and manageable reading load.
  • Second, focused groups mean that each student has a guaranteed audience.
  • ...7 more annotations...
  • Third, dividing the class into blog groups provides ready-made groups for in-class work as well.
  • Bringing the blogs to the center of the classroom experience does a couple of things: it highlights good student work (I try to talk about everyone’s blog at least once per term), it creates the impression that the blogs really are a crucial part of the class, it’s a good way to revisit issues that went either unexplained or underexplained in the previous session, and it makes future blog posts better when blog authors believe that their work might be discussed in class.
  • I started writing “In the blogs” posts, digests of what caught my eye that day, and a brief description of why. I’d generally try to post this at least twelve hours before the class session where the posts would be discussed.
  • Near the beginning of the term, I deliberately overdid it with In the blogs, in order to give students the sense that the blogs were really significant intellectual spaces and important to the class. See, for example, digests from the beginning, the middle, and the end of the semester.
  • he purpose of the blogs in these classes is to give the students a space for reflection that they take seriously (publicness does this) but that is low-stakes enough to allow for risk-taking and experimentation. Thus my pass-fail grading: if the blog post is on time, and demonstrates even a modicum of thought, you get full credit.
  • The happy byproduct of this arrangement is that a close reading of every blog entry and comment is not necessary.
  • Early in the semester I try to read every post relatively carefully and comment on most of them – largely so that I can model the kind of thoughtful but not-too-formal commenting that I’d like the students to adopt – but as the term progresses the community generally takes care of itself pretty well.
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