Jun
10
2009

Twenty of my Favorite Things

my favorite things

Recently, a colleague asked me what ideas I might have for interesting student projects that would take advantage of these new, participatory media tools.  I thought about it and started to make a list.  I came up with about 30 ideas but some of them were a little weak…. so I whittled the list down to 20 of my favorites.  And here they are.  With linked examples, where I had one. I hope you like…(and a yellow jelly bean to anyone who can name the song from the photo above).

1.  5-Photo Story
Plan and storyboard a five- (or ten?) image story. Take the photos with a digital camera and post them to a Flickr group. Ask all members of the group to comment on each others photos. Design a rubric to guide the comments (in order to avoid platitudes or uniformed praise)

2.  Annotated Reading
Start a conversation around an article. Bookmark the article’s online location (using Diigo) and insert comments/questions. Provide the group with your bookmarked version (url) and then they add their comments/questions. Example.

3.  Wiki Process Journal
Create a wiki space for a group to use over the course of a project or an experiment. Team members keep their notes and observations about the process.  The group’s final product will be in some other form; the wiki is there to document the process. The process journal could be organized chronologically or by team member (with each team member owning a page).  The team could document their process with video, photos, or text.

4.  Project Timeline
Use a web-based time line creation tool (xtimeline, timetoast) to document a product/process or to plan a future project.  Comments are embedded in the timeline, document/photos are attached, and links embedded. The timeline is stored online so that others can view it, edit it, and add to it.

5.  Self-Published Book
A book is identified as the outcome of a particular process or project. The team works together to write the book and then self-publishes, using one of any number of online publishing sites (LuLu, Myebook).

6.  Animated Movie
Make an animated movie to tell a story, present a case, or explain a principle. (Goanimate makes animation easy, xtranormal is a unique movie generation service that converts a text description to a movie)

7.  Introduce Yourself
Make a media piece that tells your personal story (or your school’s story) to use for group introductions (back to school night?).  Animoto, IAMUNIQUE, Eyejot, or Wordle are all good tools for this sort of high-impact, at-a-glance”capture”.  Perhaps post all individual “introductions” to a wiki page?  Example.

8.  Create a Bell-Ringer
To wrap up a chapter, a unit, or slam home a complex topic, have students create a “bell-ringer” (using Animoto) to summarize the main points or the experience. ExampleAnother example.

9.  Put it in the Funny Papers
Use a comic generator (Pixton) to create a comic strip to explain a concpet, describe an assignment, or model appropriate team behavior.  First build the story with a mistaken conclusion or a wrong answer and then build it with the right answer. Have a discussion around the two scenarios.

10.  Build a Collaboration
Use VoiceThread to create a conversation around a series of images, a concept or a scenario.  Use the audio recording to narrate a series of still pictures/photos. Once complete, provide the link and all members of the team can comment on the story (leaving their own voice recordings embedded or commented through text).  With time, the recorded observations, insights, and suggestions from all team members are captured within the case’s VoiceThread file. Maybe even invite an outside expert to add comments to a class VoiceThread. A VoiceThread allows a group conversation to be collected from anywhere and then shared in one simple place. Here’s a terrific example of a Voicethread created by Tod Duncan (UC Denver) for his cancer biology course. And another example built by Kelly Hogan  (UNC Chapel Hill) for her non-science majors’ biology course.

11.  Prezi Presentations
Traditional Powerpoint presentations can be boring and they don’t travel well without the presenter.  Create your presentation in Prezi which allows you to narrate, annotate, and focus the students’ eye on the points you consider most important.  Post your Prezi on your web site or put it on a CD. Students can create prezis too.  Here is an excellent example prezi presentation created by one of Cheryl Holinger’s (Central York High School) students.

12. Broadcast Yourself
With an internet connection and a webcam, you can create a live, broadcast show online with any of the interactive web streaming platforms (Livestream, Blogamp, or UStream). Broadcast an event, a talk-show, an interview, a field trip, a debate or deliver a live conversation with participants in different locations. Viewers can pose questions or comment in the chat window. The show can be recorded and archived for later viewing and reflection.

13.  Tell a Digital Story
Use digital tools to tell your story (a project, a personal story, a success story, a retrospective on a failure).  The Center for Digital Storytelling has a number of helpful tools and articles.  Example Stories.

14.  Produce a Film
Using small, easy-to-use low-cost video cameras (like the Flip camera), it’s relatively easy to create simple videos.  Video is an effective way to model behavior, demonstrate a successful encounter/experiment, document an event or a field trip, record an interview with a subject-matter expert.  Post your video online and use either veotag or bubbleply to annotate your video and direct students to particular segments.

15. Podcast It
Ask students to create a podcast (or a series of podcasts).  Short (3 -5 minute) descriptions or explanations, based on a script they write.  The podcasts can be simply audio or they can enhance them with video or still graphics (using Garageband or Audacity).  Podcasts can be posted and distributed online through iTunes or Odeo.

16.  Crossword
Use Crossword compiler to create an online crossword for others to complete.

17.  Analyze What You’ve Written
Challenge students to use Wordle to take a critical look at a report, an essay, or an assessment. Paste the entire document or block of text into Wordle and analyze the resulting map.  Are the most prominent words what you expected?  Does the document reflect the major points you wanted to make? If not, why not?  Make changes to the document and then paste the new version into Wordle.  Compare the before and after results.

18.  Locate Yourself
GoogleEarth works well for creating location-based stories (Darwin’s HMS Beagle Voyage, WWII battles, the expansion of the Roman Empire). Use it to visualize all of the member locations in a particular group or provide location context for research or world events.  Take someone on a tour of a city or a neighborhood by pre-locating place pins and recording your commentary with built-in audio recording.  GoogleEarth 5 also now includes historical imagery from around the globe and ocean images.

19.  Join the Blogosphere
Start an individual blog (your letter to the world) or do a group/class blog with rotating posting responsibility.  Blogs can be text-based or video blogs (vlogs). The best blogs have a strong voice, something worthwhile to say, and invite commentary.  Example, Howard Reingold’s excellent vlog.

20.  A Little Online Brainstorming
Online, shareable white boards (like Skribl or Scriblink) and mind mapping applications (like text2mindmap) can make a group brainstorming activity more interesting. Upload images, doodle, share the pen, chat and when you’re done, print, save, email the results.

Send me a few of your “favorite things”, and we’ll get the list up to 40.  Or more!

May
18
2009

Teaching and Learning with Wikipedia

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Every once and awhile we hear a chorus of educational outrage over the idea of students using Wikipedia as a resource for their essays or projects in school.  Each time the kerfuffle flares up, I’m amazed all over again.  If I understand the parent and teacher concerns correctly, they are 1) that Wikipedia is not a primary source, 2) that it is not a reliable source (the information there is somehow suspect), and 3) that students will begin and end their research right there.

OK.  Let’s take those one at a time.  The first point is absolutely true.  Yup, Wikipedia is not a primary source.  But that’s alright, isn’t it?  Students have to start somewhere and it seems perfectly reasonable to start your quest with a secondary source that will give you the big picture in clear, easy to read prose.  Students can go from there to more specialized and (hopefully) primary sources (depending on the assignment).  In fact, most of Wikipedia’s 2,847,000 entries (in English, that is) have an impressive list of references and external links at the end.

The second concern, that Wikipedia is not a reliable source, is where I really have problems.  When you talk with people who get incensed about this, it usually becomes apparent that they haven’t spent much time on Wikipedia themselves.  The whole point and power of Wikipedia is that it’s self correcting – amazingly self correcting.  Every Wikipedia entry has a history tab (up at the top).  Try clicking that tab on a particularly meaty or controversial entry (like “Stem Cells” or  “Barack Obama”) and what you’ll find is a chronology of  corrections, insertions, deletions,  explanations, fixes, and debates. Experts, librarians, and amateurs are weighing in, discussing, challenging each other in order to get to the truth.  Some articles (stem cells, for instance) also have a discussion tab up at the top. This is an additional space set aside to document the ongoing collaboration to improve the article’s veracity. Seems to me that  these history and discussion pages could be a good classroom tool. Isn’t that what we’re trying to get our students to do?  To think critically about information, to question, to dig deep?  Wikipedia could be an object lesson in precisely the kind of thinking we want our students to be doing.

Consider an article that appeared in about 100 different newspapers, radio broadcasts, and on ABC news this last week:  Irish Student Hoaxes World’s Media with Fake Quote.  What happened is that Shane Fitzgerald, a University of Dublin student, inserted a made-up quote into the Maurice Jarre entry on Wikipedia, a few hours after the composer’s death on March 28th.  The made-up quote ended up in dozes of blogs, newspaper sites, and newspapers all over the world.  And here’s the interesting part.  The self-correcting Wikipedia community caught the quote’s lack of attribution and removed it promptly.  But the news media?  Not so much.  Finally Fitzgerald contacted several media outlets in an email and a slow process of corrections and retractions began.

The third objection – that students will begin and end their research with just Wikipedia – seems ground we’ve covered before. That’s a familiar teaching and learning challenge – not a weakness of Wikipedia.  That sort of reasoning is often applied to technology (you can think of it as making up a good-sounding reason to dismiss).  That is, people blame technology for a problem that is really a much larger, human problem. We ban cell phones from school because students will misuse them and get distracted in class.  We blame Facebook, MySpace, and other social networking sites for bullying attacks on vulnerable teens.  We blame Craig’s list for the violence perpetrated by Phillip Markoff.  We blame the internet for pornography. If teachers are worried about their students not citing sufficient sources in their research, shouldn’t we be addressing that problem? Teaching students the proper use of a secondary source, like Wikipedia, will help them to put it in the proper context and show them how to use it (and we know they are already using it anyway) more effectively.