Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
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shared by Keith Hamon on 03 Aug 10
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Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views
www.mguhlin.org/...gitizing-writing-workshop.html
writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0
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Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
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You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
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reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
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Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
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Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
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VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
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GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
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As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
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Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
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Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
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shared by Keith Hamon on 11 Jun 11
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Course: Creating Student e-Portfolios with Google Sites - 0 views
courses.moodleshare.com/...view.php
Jen Hegna eportfolios Google Sites writing elearning social networking Web 2.0 Education 2.0
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eLearn: Feature Article - E-learning 2.0 - 1 views
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Sharing content is not considered unethical; indeed, the hoarding of content is viewed as antisocial [9]. And open content is viewed not merely as nice to have but essential for the creation of the sort of learning network described by Siemens [10].
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In a nutshell, what was happening was that the Web was shifting from being a medium, in which information was transmitted and consumed, into being a platform, in which content was created, shared, remixed, repurposed, and passed along. And what people were doing with the Web was not merely reading books, listening to the radio or watching TV, but having a conversation, with a vocabulary consisting not just of words but of images, video, multimedia and whatever they could get their hands on. And this became, and looked like, and behaved like, a network.
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Blogging is very different from traditionally assigned learning content. It is much less formal. It is written from a personal point of view, in a personal voice. Students' blog posts are often about something from their own range of interests, rather than on a course topic or assigned project. More importantly, what happens when students blog, and read reach others' blogs, is that a network of interactions forms-much like a social network, and much like Wenger's community of practice.
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What happens when online learning ceases to be like a medium, and becomes more like a platform? What happens when online learning software ceases to be a type of content-consumption tool, where learning is "delivered," and becomes more like a content-authoring tool, where learning is created? The model of e-learning as being a type of content, produced by publishers, organized and structured into courses, and consumed by students, is turned on its head. Insofar as there is content, it is used rather than read— and is, in any case, more likely to be produced by students than courseware authors. And insofar as there is structure, it is more likely to resemble a language or a conversation rather than a book or a manual.
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learning comes not from the design of learning content but in how it is used
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E-learning has been around for ten years or so. During that time, it has emerged from being a radical idea-the effectiveness of which was yet to be proven-to something that is widely regarded as mainstream. And now, e-learning is evolving with the World Wide Web as a whole and it's changing to a degree significant enough to warrant a new name: E-learning 2.0.
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5 Tools for Building a Next-Generation 'Hybrid' Class Website - ProfHacker - The Chroni... - 0 views
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To build the module, we used a rapid e-learning authoring tool called Adobe Captivate. Some other popular programs for this kind of rapid authoring are Articulate and Lectora. Captivate is great for building interactive self-guided simulations and branching scenarios.
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We created our unit in PearlTrees by adding links to all the web-based readings, videos and articles for the course and then embedded it into our LMS.
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We decided used Prezi to create a Case Study Library with six categories (Health, Education, etc.) to introduce our students to the tools organizations are using to address different elements of the peacebuilding and international development spectrum.
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Our LMS had a built-in functionality for users to submit links and tag them, but other options include setting up a class Diigo account with one class username and password. If the majority of participants are already on Facebook and Twitter, other options include creating a dedicated course Facebook group to share content, or setting up a class hashtag (ex. #AU1234) for Twitter to categorize and easily reference all class tweets. (Read further ProfHacker reflections on teaching with social media.)
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This course was just the beginning of our attempt at TechChange to go beyond what industry leaders like Blackboard and others currently provide to find and implement the most effective technologies and platforms to support dynamic learning. The feedback from the participants was remarkably positive, and the model is something that can easily scale with the right tools and training.