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Blogs and Wikis in the classroom

At the STAV Leaders Conference 2011, educators explored how blogs and wikis can shift students from passive content absorbers to active content creators. Wikis, derived from the Hawaiian word for 'quick', serve as collaborative tools that enable students to engage in project-based learning, research, and digital portfolios. Essential for modern education, these platforms encourage teamwork and critical thinking but also pose challenges like content manipulation. Join us to discover practical applications and best practices for integrating these tools into your teaching strategy.

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Blogs and Wikis in the classroom

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  1. Blogs and Wikis in the classroom STAV Leaders Conference 2011

  2. This generation • Content creators not passive absorbers

  3. YouTube video blogger (vlogger) Natalie Tran purportedly earns $US100,000 a year. http://www.theage.com.au/technology/technology-news/riding-the-tube-20101113-17rzy.html

  4. Blogs and wikis are tools which students use outside of the classroom So why not bring them into the classroom?

  5. What are wikis? • Wiki is a Hawaiian word for ‘quick’ • A website which is quick and easy to edit • A collaboration tool • Well known example: Wikipedia

  6. What are wikis? • Content is user generated and edited • YouTube: Wikis in plain English

  7. How I use wikis • Year 9 Science wiki • Evidence of teaching practice • Class projects

  8. How might you use wikis? • Simple website • Easy to setup and maintain • Don’t need to know HTML code or use specialised design software • Class projects • Collaborative research • Collate research • Revision • Digital portfolios

  9. Drawbacks • Risk: Open to manipulation • Monitoring • Collective knowledge

  10. Getting started • Wikispaces • 300,500 K-12 wikis • Free for educators • Create students accounts • Students need to become Wikispaces members • Set privacy – Public (open to all) to Private (members only) • Wetpaint • Free • Students need to become Wetpaint members (or sign in using Facebook or Windows Live accounts) • Set privacy – anonymous edit, members edit, invitees edit (most control) • Both services have limited storage

  11. Getting started Ultranet • Restricted to government schools

  12. In summary: Blogs vs. Wikis http://elhwikimania.wetpaint.com/page/Blogs+V+Wikis

  13. Demonstration • http://stavlc2011blogsandwikis.wikispaces.com/

  14. To do to start the session • Laptops • Connect laptops to internet • Sign participants up to Wikispaces and join wiki

  15. Welcome activity • What is a wiki? • What do these things mean for you and your students? • Why are we here?

  16. Evaluate an educational wiki • Locate an educational wiki relevant to your work. You might start with these examples, or with a Google search. • Evaluate the wiki based on the following criteria: • What is a basic description of this wiki? Include such elements as grade level, subject area, or other educational purpose. • Who is the intended audience for the wiki and what would they get out of it? • Who are the intended contributors for the wiki and what would they contribute? • How does this wiki accomplish something that only a wiki can accomplish? What other websites or media could be used to accomplish the same thing? • How could you adapt this a model for your own work?

  17. Reflection activity • What is the most important thing you learned today? • What are your next steps for using wikis in your work? • What do you want to learn more about?

  18. Your turn In this activity you will design a wiki page about an element. Your wiki must include: • A picture of the periodic table with your element highlighted • Symbol of the element • Atomic number • Relative atomic mass • Is your element a solid liquid or gas at room temperature? • Is your element a metal, non-metal or metalloid? • Is your element natural or man made? • Melting point • Boiling point • Density • Who discovered your element and when • Information about how your element was discovered, or who first used it and how it was used in history • What are the uses of your element? (This is to be more than a list of uses, you must include an explanation of each use.) • If your element has no uses, make sure you say this and have any other info that you can give. • What are some of the common compounds formed by your element? What are the uses of these compounds? What are the chemical formulae of these compounds? • Is there any other interesting information that you would like to tell about your element • Correctly referenced bibliography

  19. Q&A

  20. Contact Drew Chan Methodist Ladies’ College chana@mlc.vic.edu.au drewslchan@gmail.com

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