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Jonathan Lederman

Smithsonian Center for Folklife and Cultural Heritage - 0 views

www.folklife.si.edu

online education Community culture folkart folklife research collaboration

shared by Jonathan Lederman on 11 Apr 10 - Cached
  • Jonathan Lederman on 11 Apr 10
     
    "The Smithsonian Center for Folklife and Cultural Heritage is dedicated to the collaborative research, presentation, conservation, and continuity of traditional knowledge and artistry with diverse contemporary cultural communities in the United States and around the world."
Tomas V

Create : Communicate : Collaborate | PlaceStories - 2 views

www.placestories.com

participatory online collaborate placestories communicate storytelling

shared by Tomas V on 20 Apr 10 - Cached
  • Tomas V on 20 Apr 10
     
    PlaceStories is a software system for managing digital media, creating digital stories and publishing online through Google Maps. They allow for communities to tell their own story. Through their system they allow for communities to upload and post content to google maps.
Jonathan Lederman

Writing With Web Logs - 0 views

www.techlearning.com/...17780

shared by Jonathan Lederman on 05 May 10 - No Cached
  • If the fear of giving students an open forum to publish to their personal Web pages without an editor's approval keeps schools from exploring Web logs, consider that self-publishing encourages ownership and responsibility for content. UserLand COO John Robb notes, "Web logs are attached to an individual in the way a discussion board isn't. There are rules to using a Web log. If students break them, they can lose their site."
  • Creating online communities where student writing takes center stage means inviting audiences to read and reflect on published work. For educators, this involves reaching out into virtual and professional communities for collaborative opportunities. For instance, working writers and journalists could volunteer to serve as editors of student blogs. Additionally, alliances between K-12 and higher education would benefit preservice teachers who could gain valuable teaching and technology experience responding to student blogs, while students would benefit from having reliable readers critiquing and encouraging their work.
  • Content management platforms on which blogs are built make this entire process easier and more efficient. But while new uses of Web-based applications can make writing more real for students, educators will still need to consider how to evaluate what happens when students write online.
  • ...4 more annotations...
  • Start slowly by asking students to post once a week in response to a specific assignment. Allow them to customize and personalize their site as much as their Web log application and school policies will allow. With that freedom comes responsibility, so spend a class drafting the rules for publishing to their sites. Have each student sign a copy, and keep it on file.
  • Optimize the journal format by evaluating student writing over time, not just in one high-pressure testing event. Schedule several formal assessments during the school year at which time you can give a term grade that will be averaged with grades from subsequent evaluations.
  • Co-authors Stephen Valentine, a finalist in this year's T&L Ed Tech Leaders of the Year program, and Gray Smith write about this challenge in Writing in a Wired World: Improving Student Writing Using a Computer, forthcoming from Teacher Created Materials. To encourage substantive discussion in student message board communication, they've developed conversation assessments using a five-point rubric that outlines the key criteria for determining a student's grade, including use of evidence, engagement with the text, and whether or not a student responded thoughtfully.
  • Use models. Bookmark examples of well-written blogs. Take a class period to discuss what an effective post looks like. The same goes for examples of helpful reader response. If you use discussion board features to workshop students' writing, you also need to guide and reward the difficult work of learning how to give constructive criticism.
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