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Patricia Christian

Making the Case for a Wiki - 4 views

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    Author: Emma Tonkin was educated as a physicist and has diversified as a techno innovation coordinator in the UK at the University of Bath where she managed various systems/support within UKOLN. She is a member of the Dublin Core Metadata Initiative Advisory Board and maintains a presence at Bristol University
    Making the Case for a Wiki discusses a concept born in 1995 of wikis being simply user editable data storage. The term was taken from the Hawaiian term 'WikiWki, or "Super fast". A visual sample of a wiki would look like a thinking map with various links. Ward Cunningham described the wiki as 'the simplest online database that could possibly work." Wikis have other features which are not included in this description.
    * A space containing pages that can be freely written or edited by anybody
    * Pages may be added by the use of WikiWords that are automatically linked to a page referred to by that name.
    * They are not usually written in HTML though some do allow HTML formatting to be used.
    Emma Tonkins focuses on three concepts: 1) that Wikis lend themselves to research notebooks, 2). Concept mapping which is also validated by Novak in his research showing wikis are useful for brainstorming, and 3). Collaborative authoring through blogs. Lucy Suchman's pioneering approach to ethnography in the office environment concludes, "Knowing your audience, in computer -mediated communication means getting an understanding of the target community.
    This research is essential in understanding the synergy which occurs in collaborative online learning environments and the importance of knowing your students. Online instructors must initiate social activities which encourage conversations to help the learning community get to know each other as well as the instructor. Creating a sense of community is an important element in online learning which must be cultivated, before students begin to collaborate on group projects. Students need to under
Dennis OConnor

Crowdsourcing Grading: Follow-Up | HASTAC - 0 views

  • I believe every  dedicated, experienced, concerned teacher has at least one grading story to report that still is a source of concern long after (I'm changing details here but all are based on actual incidents and you can all fill in your painful anecdote here:  the brilliant, passionate, on-fire student who was dumped by his girlfriend the week before the final and didn't tell you until five years later that that's why he never turned in the final paper.   A+ mind, no final paper, mysterious and disturbing silence. Why? The intrusion of a broken heart, physical exhaustion, depression, an illness not diagnosed until later, a death in the family: How do you calculate the average of life's pains?  
  • The point is that we know a grade is an artifical marker of a certain kind of performance under a certain set of circumstances.
  • We also know that we, as teachers, fudge our evaluation of evaluations all the time.   We do not live in a perfect world and the drastic underfunding of teaching in the last decades has forced many a prof to make compromises that are anything but fair, respectable, or even defensible.
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  • Am I giving away state secrets when I suggest that there are some profs out there who, faced with 300 students in a course, with no TA or maybe only one or two, end up giving multiple choice or short-answer exams including in subjects where they would admit such exams are a travesty.
  • Because I'm writing a book now on cognition and digitality, I have spent a lot of the last decade reading books and articles (probably not just dozens but hundreds) on assessment, evaluation, and grading. 
  • It is quite clear to me that assessment in the forms now used in K-12 and in colleges and universities too is very much a product of the Machine Age. 
  • Suffice it to say that I'm blogging rapidly, from memory, but the basic point is that evaluation is vexed and ever-changing and often misapplied.
  • hat is how I feel about assigning grades in a conventional way (whatever that means!) in a class exploring new modes of  cognition and digitality.  The point of this course is to rethink our model of mind that has been handed down to us from the Machine Age and has about all the subtlety of that age.
  • That's what "This Is Your Brain on the Internet" is about.   I loved teaching the class last spring to an astonishing and wonderful group of Duke's ISIS students (ISIS stands for Information Science + Information Studies).  These students tend to major in wide-ranging subjects like Computer Science and French, or Engineering and Music, or Philosophy, Biological Anthropology, and English.  They deserve a prof who is as thoughtful and demanding and introspective about learning as they are.  Toffler's idea of "learning, unlearning, and relearning" is what this particular course promises and demands. 
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    Crowdsourcing evaluation tools are build into Moodle forums.  I believe they are an option in D2L as well.  What kind of community of practice do we need to make this approach to grading beneficial?
Dennis OConnor

How To Crowdsource Grading | HASTAC - 1 views

  • What this teaches my students is responsibility, credibility, judgment, honesty, and how to offer good criticism to one's peers--and, in turn, how to receive it.
  • There will be no exams and no formal, final research papers required in this class.  Any student who would like to write a final research paper can pitch an idea to the class.  If accepted, the student will be invited to write the paper.   In all other cases, students will work together on a final, collaborative multimedia online project that will be made available on a public website, probably the HASTAC (www.hastac.org) or the ISIS site
  • Grading and Evaluation.  After returning to teaching after several years as an administrator, I found grading to be the most outmoded, inconsequential, and irrelevant feature of teaching.  Thus for ISIS 120, S 2010, all students will receive the grade of A if they do all the work and their peers certify that they have done so in a satisfactory fashion.  If you choose not to do some of the assignments and receive a lower grade, thats permissible.  You will be given a chart at the beginning of the course with every assignment adding up to 100 points.  A conventional system will be assigned (95-100 points = A-, etc).  We total the scores at the end and you get the points youve achieved.  If, on any one assignment, peers rank the work unsatisfactory, you will either not be assigned any points for that assignment or you can submit a revised assignment in response to the class critique.  Revision and resubmission results in full points.  In other words, everyone who chooses to do the work to the satisfaction of his or her collaborative peers in the course will receive an A, but no one is required to do all of the work or to earn an A. 

    In lieu of a final exam, students will write an evaluation of the class (in addition to the university-required student evaluations).  This will emphasize what you learned in the class, what you feel you accomplished (with "accomplished" self-defined).  I will offer feedback on your self-assessment, amounting to an "evaluation" of your contribution to the experiences of, in Toffler's phrase "learning, unlearning, and relearning" that are central to "Your Brain on the Internet." 

     

Dennis OConnor

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 4 views

  • attention blindness
  • when we concentrate intensely on one task, causes us to miss just about everything else.
  • Attention blindness is the fundamental structuring principle of the brain, and I believe that it presents us with a tremendous opportunity.
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  • Where they perceive the shortcomings of the individual, I sense an opportunity for collaboration.
  • I want to suggest a different way of seeing, one that's based on multitasking our attention—not by seeing it all alone but by distributing various parts of the task among others dedicated to the same end.
  • The 20th century taught us that completing one task before starting another one was the route to success.
  • When we gave a free iPod to every member of the entering first-year class, there were no conditions. We simply asked students to dream up learning applications for this cool little white device with the adorable earbuds, and we invited them to pitch their ideas to the faculty. If one of their professors decided to use iPods in a course, the professor, too, would receive a free Duke-branded iPod, and so would all the students in the class (whether they were first-years or not).
  • In the iPod experiment, we were crowdsourcing educational innovation for a digital age.
  • Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction.
  • Interconnection was the part the students grasped before any of us did. Students who had grown up connected digitally gravitated to ways that the iPod could be used for collective learning.
  • We used a method that I call "collaboration by difference." Collaboration by difference is an antidote to attention blindness.
  • When I had both samples in front of me, I discovered something curious. Their writing online, at least in their blogs, was incomparably better than in the traditional papers. In fact, given all the tripe one hears from pundits about how the Internet dumbs our kids down, I was shocked that elegant bloggers often turned out to be the clunkiest and most pretentious of research-paper writers. Term papers rolled in that were shot through with jargon, stilted diction, poor word choice, rambling thoughts, and even pretentious grammatical errors (such as the ungrammatical but proper-sounding use of "I" instead of "me" as an object of a preposition).
  • What if bad writing is a product of the form of writing required in college—the term paper—and not necessarily intrinsic to a student's natural writing style or thought process?
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
  • Longitudinal studies of student writers conducted by Stanford University's Andrea Lunsford, a professor of English, assessed student writing at Stanford year after year. Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
  • The post, "How to Crowdsource Grading," proposed a form of assessment that I planned to use the next time I taught "This Is Your Brain on the Internet."
Lisa Lomasney

Collaborative Learning CSE - 6 views

http://www.google.com/cse/home?cx=015297404487088130531:rrhfpwygfle

Collaborative learning career pathways Ibest shared content instruction student success

Jodie Banyas

Why Wikis? Student Perceptions of Using Wikis in Online Coursework - 4 views

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    This article is from the Journal of Online Learning and Teaching and discusses the uses and limits of Wikis.
Dennis OConnor

Blackboard Brings Collaborative Tools to Moodle, Sakai, D2L -- Campus Technology - 2 views

  • Following up on a commitment made at the time it acquired the two companies, Blackboard has announced that Collaborate, its new collaborative learning suite that taps into technology from Elluminate and Wimba, will work with competing learning management systems. This will allow Collaborate to pull user, course, and enrollment data from the various LMSes.
Maggie Rouman

Collaborative writing software online with Writeboard. Write, share, revise, compare. - 0 views

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    Sharable, web-based text documents that let you save edits and compare changes.
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    This is a shareable web based text that can be used to create documents either on your own in collaboratively. Writeboard lets you save every edit, go back to other versions, compare versions, and other editing features. It is stored at the website so you can get to it from any computer in the world. You invite people to collaborate. It would be a good tool for the creation of documents among online networks and courses.
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    Writeboard are sharable web based text documents that let you save every edit and compare changes and can be used to collaborate with others, allows numerouse\ people to revise a document without loving previous edits
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    Writeboard makes it easy to... Write without fear of losing or overwriting a good idea Compare different versions of a document Collaborate with colleagues on copy, proposals, memos, etc. Subscribe to documents via RSS and be notified of changes Keep your writings organized with Backpack integration
Michele Koper

Collaborative writing software online with Writeboard. Write, share, revise, compare. - 0 views

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    This is an online tool that allows you to work on a document with a group. Group members can make changes to the document and give feedback. It's like composing a document in Word, but it's online and any group members have ability to edit. It could be used to work on papers or projects together.
anonymous

PB Works - 1 views

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    This is a wiki site - the PB stands for 'peanut butter' - they say setting up a wiki is as easy as making a peanut butter sandwich, and it is. Easy to set up, easy to maintain.
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    PB Works offers online collaboration for business, education, and personal use. This wiki allows the administrator to control the degree of reading and writing so it can be used to disseminate information and share files to augment a face to face class.
marilyn fassett

Collaborative Platform for Learning & Innovation - 0 views

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    Creating "Community" and how it relates to learning.
Victor Hugo Rojas B.

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom - 5 views

  • Student portfolios: Assign portfolio pages to each of your students, and allow them to display and discuss their work.
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    ideas for how to use wikis with links to other useful sites
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    Using these ideas, your students can collaboratively create classroom valuables.
Curt Pacholke

Collaborative Learning Using Web 2.0 Tools by Erin Freeman and Heath Sawyer »... - 0 views

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    Notes from a presentation "Collaborative Learning Using Web 2.0 Tools" at a school in Rotorua, New Zealand that permits studetns to bring their own laptops. They have five classooms that are "bring your own laptop" environments.
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