Thursday, April 28, 2011

Agenda for 4/29/11 Meeting

Community 2.0 Seminar Agenda
29 April, 2010
E255: 09:00-12:00

09:00-09:30
  • Welcome
  • Ongoing Research and Presentations Report
09:30-10:00
  • Review of upcoming responsibilities
    • Student post-survey
    • Final Reflection Review and Handout
    • Final Meeting
      • show and tell
      • faculty post-survey
  • Future Plans
    • Seminar Report
    • Publishing the Blog
    • The Next Seminar
10:00-10:15
BREAK
10:15-11:40
  • Team Time OR
  • Tool Research
    • Tumblr
    • Mahara
    • Spruz
    • Grou.ps
    • Google Cluster
  • Commenting on Community 2.0 Powerpoint https://sites.google.com/site/lagccnetworks/networks-media/feedback-to-c2-0-pp
11:40-12:00
  • Report out on previous work as Comment this blog post
  • Final Reminders

13 comments:

  1. The TiddlyWiki project (www.tiddlywiki.com) tool is an interesting application of wikis.
    A TiddlyWiki tool lets you add pages and content and store that as a single web page including links. It could allow you to blog or add web pages over time. You can post the finished .html file anywhere--on Google Docs, a blogs, on a USB drive. Inside the single web page is a mini-archive of any number of web pages including images, etc.

    I could see using this tool for special demos. and projects. I'm not sure how easy it would be for multi-authored / collaborative content, but it is a clever application of wikis.

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  2. The other day I stumbled on some YouTube clips on Xtranormal (www.xtranormal.com). It's a site that allows anyone to create avatars and give them dialogue. ("If you can type, you can make a movie.") The site does all the work and brings your words to life. Worth a look for allowing students to do 'virtual presentations' perhaps? It allows anyone to make an animated movie, (sort of) (Pixar has nothing to worry about here.) You can move the virtual camera around and have characters say dialogue--you could do quite a lot with this. Worth a look to supplement writing activities with some creative animation.

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  3. Experimented with GROU.PS based on Ximena's post a few weeks ago. Actually created an account last week but had no time to look at it more before today. I experimented with adding a wiki to the site to see if I could transfer some pages from my PBWorks account, thinking I could use this for all...wiki, blog, audio/video.

    PROS: Seems to incorporate many of the ideas of NING and still has a free option. Of course, with an upgrade, more is available. Adding the wiki allows for the creation of pages so stimulate uploading documents. Has a method available to create a Facebook application for those who also use Facebook.

    CONS: Not so intuitive and their "support" page does not have a searchable index. Trial and error so if you have some time, I am sure it will be workable. The problem is time. Do I have enough time to learn a new tool and is it really necessary considering all the other tools I use????

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  4. For my research I looked at tumblr, with Priscilla's help. I wanted to compare the functionality of tumblr and blogger.

    Positive: Tumblr is much easier to set up than blogger, almost intuitive. It is very easy to cross-post with other platforms such as facebook and twitter, you can use it on a smartphone and also you can easily add audio and videos and paste chats from elsewhere. The "explore" feature acts as a gateway for popular tags of the day, allowing you to look at various topics popular on tumblr on that day.

    Negative: It is not possible to add a blog roll or constant links on the header as you do with blogger, so for students to be able to look at each others' tumblr accounts they would still need some other central point.

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  5. Today, I got an enormous amount of very useful advice from Ximena Gallardo, who showed me how to use some very interesting new 2.0 technologies such as Google Groups and Google Forms. She also demonstrated very interesting ways she had used them in teaching the Matrix. I am really enthusiastic about broadening my "toolbox" of 2.0 technologies and integrating some new pedagogical ideas.



    Then I sat down with Michelle Pacht to discuss ways her ENG 102 and my ENG 101 classes could help each other develop their research on topics related to food. Since both groups will be developing thesis statements and research for final papers over May, peer relationships between these groups will be particularly in sync.

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  6. Luke was playing around with Tumblr, which I had spent some time on last week. Called a "microblogging" tool, it seems to combine some blogging features with twitter-like brevity. We researched the chat feature, which does not allow for synchroous chat. Jury still out on educational uses for this one.

    After reading through a number of participants' posts, I am impressed by the level of reflection and candidness in them. As I mentioned to Jason and Ximena, it would be great to have some excerpts available as a way of conveying the C 2.0 project to those who will not be able to go through the posts.

    It was exciting to hear about the various presentations people have been doing, and having the powerpoint available for folks who are presenting will be a great help.

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  7. I'm happy that Magda and I were able to facilitate more connections this semester. Planning from the start seems to make a difference. For the first assignment I asked my class to create Blogger/Google accounts and this seems to have helped a bit. A few of my star students really went all out with the research advice they provided, but there certainly was a lot of anxiety about the whole project. Some seemed to think that they would be graded jointly.

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  8. Today I met with Michelle Pacht and discussed our future networking assignments. We're both planning to have our students engage in a blind peer-review assignment. We're planning to customize these assignments so that our students will focus their analysis/critique/evaluation on some particular aspect of the writing assignment (elements of essay form and/or structure). For example, if I'm finding that my students are struggling to produce effective topic sentences, I'm able to design an assignment for Michelle's class to evaluate the effectiveness of my students' topic sentences. The topic and focus of what I'd like Michelle's students to look for in my students' papers is up to me--and therefore I'll be able to design an assignment that will target specific weaknesses (or strengths). Knowing that blind peer-reviewing has proved (so I've heard) much more effective, this networking connection should be a valuable experience for our students--and ultimately help to improve their writing/editing skills.

    Today I also attempted to research two social networking platforms. I looked at Tumblr and Spruz--both of which I found cluttered and confusing. A causal observer really gets nowhere in trying to understand what these services are capable of, as the observer is forced to create an account in order to browse.

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  9. After today's meeting, I have lots of good stuff in the works. My students will read and comment on the annotated bibliographies of Lizzie's students and they will return the favor using two different platforms -- her blogs and e-mail. In addition, Jeremey and I will collaborate on two projects using Facebook. My students will post the working thesis statements for their Fast Food Nation essays and his students will comment on them. At the same time, his students will share their poetry analyses for my students to comment on. We may also collaborate on final exam prep for our 102 classes. Over the next weeks, we will develop the materials necessary for these cross-communications -- something I'm very much looking forward to doing!

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  10. I stumbled upon Knol while researching different Google programs and it appears to share similar features with both blogger and wiki. The author can post comment as in blogger with the option of having others modify and/or correct the original author’s work. The site also has a creative commons attribution 3.0 license and allows the user to change the license type and a level of collaboration.

    It looks like an interesting program that could lend itself to collaborative writing and editing.

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  11. I've been working on exploring some of the most basic tools, I'm sure you'll all laugh. So, I joined Facebook yesterday, mostly to see if I can figure it out well enough to imagine a way to use it as a course tool. I tried looking at some of the other instructor's pages to see how they are using fb, and I haven't really figure out how to do much of anything with it. But, ok, so there's my weekend.

    Also been exploring Google Docs. I'm starting to feel with many of these tools, Google Docs included, that there are simply so many functions, that students will get confused about how to submit docs, make them available, or edit them online. I would really like to replace BB as course management software, but I also really find that if you don't have them working in a computer lab, they just guess about how to do something, and then do it wrong, and screw everything up. And the more functions and possibilities there are, the more chances for confusion. I want one tool, that I can use for everything--document storage, student submission of work, communication tool, grade tracking, discussion forum--that is clean, straightforward, controllable, simple, and foolproof. Where is my wish-granting magic genie.

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  12. I came in quite late to the meeting so I did miss the main portion of the meeting. But I did quickly checked out Tumblr and I really like that this platform allows you to call in your posts!!! This would be wonderful for students who do not have ready access to computer/internet,and also would be a great way to get around issues with failed internet connection. Also, "Tumblr makes it effortless to share anything you find or create. Post text, photos, quotes, links, dialogues, audio, video, slideshows, and more." I'd be particularly interested in this aspect, as I really want to incorporate audio versions of papers' drafts into my peer review activities. This would help me reiterate to students how helpful it is to read one's work out loud.

    Today, I also got a chance to chat with Luke about our classes discussing a film, Gone Baby Gone. His apporach to the film as illustrating either a consequentialist and/or absolutist ideology will nicely connect to my class, as we are discussing masculinity and men/child responsibilities. Also, Ann and I are continuing our research adviser project between her LRC Ning and my ENG101 students' blogs. Although the turn out on the connections is not great or hundered percent just yet, hopefully by the second research paper project is will get better.

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  13. The use of TUMBLR seems to work well for the ASAP program. We have started to connect with our students. It is easy to post material and meets our needs at this point.

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