Web 2.0

In the final module of Web-Based Learning, we were challenged to create a global telecollaborative project for the web 1.0 environment.  I decided to design an information collection and analysis project using the information exchange activity structure.  In this project, students from all over the world can participate in a "Measurement Olympics" and share their scores online to “compete” against other students while practicing measurement skills and conversion rules.  

In my initial design, anyone could register by filling out the information on the registration page and submitting the form.  They would then receive a confirmation email and be prompted to select a login and password for access to the data submission page.  After completing the events, they would submit the data form online. 

This project could easily be modified using Web 2.0 tools.  One idea would be to make the site a Wiki.  This would minimize the management duties, but would also create a need to monitor closely to ensure that information entered is appropriate.  Students could also upload video of themselves competing in these Olympic events.  This would teach/reinforce technology skills like creating and uploading videos to the Web, hyperlinking, and Web-editing.

Thoughts on Podcasting

While I am familiar with podcasts, I had never created one before creating them in class.  I was surprised at how easy it actually is to create a podcast.  I didn’t realize that this could be done using Audacity.  In fact, my only experience with Audacity prior to class was using it to improve fluency in struggling readers.  They would be assigned a reading passage to read Monday through Friday and each day they would record themselves using Audacity.  After recording, they would play it back and rate themselves.  On Friday, they would compare time and accuracy to their earlier readings.  Anyway, I found Audacity rather easy to use for podcasting.  It is one of those programs that I can see my students actually being able to use!  It’s not that hard to teach students to highlight and delete, which is one of the most complicated processes in this program.  I think students would struggle with adding background sounds or putting multiple recordings together, but that part could be assisted by the teacher for sure.  I could definitely see how podcasting could be done with my students.  Students could be tour guides or travel agents suggesting sites to see in each of Virginia’s five regions.  Of course, writing the scripts would undoubtedly be the most grueling part of the process, seeing as how a half a page of typing yields approximately one minute of podcasting!  Something to consider though…

Wikis...what's the point?

Until a couple of years ago, my only experience with a wiki was Wikipedia.  Funny thing is, I was always cautioned to stay away from Wikipedia.  It tends to get a bad reputation with regard to reliability and accuracy of information, which is understandable, seeing as how anyone can edit its pages.  You see, wikis provide a quick way for people or groups of people to share what they know about a topic. The members of this group can edit and add material to make the site better. It's basically a web page that a group shares.

While wikis can be a bit scary when students are searching for information, they are ideal for students to use when constructing information.  A great example of this is our very own advocacy wikis.  They afford group work even when the group cannot physically meet.  Wikis also allow you to edit the work of peers.  The history feature allows you to monitor the edits made by each group member too. 

The benefit of using wikis with students is best expressed by Will Richardson, "In using wikis, 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. In essence, students begin to teach each other."

Blogging About Blogs

Blogging.  I have to say I didn’t like writing them in the first semester and I would be lying if I said that I do now.   I am a firm believer in speaking up only when you have something to say that will benefit others.   In other words, I am not a “talk to hear your own voice” kind of person and I never was one for journaling, and that is what I feel like I am doing with a blog at this point.  Perhaps one day, when I have nothing else to do, blogging will become a passion of mine, but today is not that day. 

It’s not that I don’t see the value in blogging, especially in Education.  I simply don’t understand who has the time for it!  I barely have time to check out other people’s blogs and when I do, it is usually in search of a resource.  That being said, I do think that it is important to understand how to set-up and maintain a blog in the event that, one day, I do have loads of time on hands and something I’m just burning to share with the world.  But the real reason why I think it is important to understand blogging is for its possible integration in the classroom.  So, I will remain open-minded as I search for some realistic and engaging uses for blogging with fourth graders.

Better late than never?

As you might have guessed, blogging is not my favorite way to spend my time.  That said, stay tuned for some riveting posts about blogs and wikis to come!