Using Wikispaces for Instruction & Computer Using Wikispaces for Instruction & Computer

Supported Collaborative LearningSupported Collaborative Learning by Kimberly Brown, by Kimberly Brown, Maryland English InstituteMaryland English Institute

DiscussionDiscussion

What software programs or other technologies have you used in your classes? What was successful? What was unsuccessful?

In your opinion, why is teaching with technology important?

What are some obstacles that prevent successful use of technology in the classroom?

Have you used collaborative learning strategies in your classroom? Describe.

TheoryTheory

Many theories support the use of computer-supported collaborative learning or CSCL.

Underlying all of them is the assumption that individuals are active agents purposefully seeking and constructing knowledge within a meaningful context

ASSUMPTION:Individuals actively construct knowledge

within meaningful contexts

Sociocultural Theory

Constructivism Theory

Problem-Based Learning

Peer collaboration

and interpersonal

discourse

Scaffolding, meta-cognitive reflective

and inquiry strategies in

class

Students think

critically in response tothe context and each

other

Learningaccomplished through social

interaction

Sociocultural Theory

Zone of Proximal Development (ZDP)

Emphasis on challengingauthenticprojects

Students see problems from

multiple perspectives

Create learning communities thatmirror real-world

collaboration

Knowledge is constructed

through experience

Constructivism Theory

Create a focus that

generatesinterest

Inert knowledge problem

Problem to be solved ratherthan content

to be mastered

Student-centeredcontextualized

approach

Problem-Based

Learning

Benefits of collaborative Benefits of collaborative learning?learning?

Develops higher level thinking skills Enhances student satisfaction with the learning experience Develops oral communication skills Develops social interaction skills Creates an environment of active, involved, exploratory

learning Encourages diversity understanding Encourages student responsibility for learning Encourages alternate student assessment techniques

Greater ability of students to view situations from others' perspectives (development of empathy)

Computer Supported Computer Supported Collaborative LearningCollaborative Learning

Computer supported systems can support and facilitate group process and group dynamics in ways that are not achievable by face-to-face.

With new developments in collaborative platforms, such as Wikisapces, we have the unique ability to collaborate across cultures.

Creating & Designing a Course Creating & Designing a Course WikispaceWikispace

Go to the Wikispaces main page –www.wikispaces.com

Join Wikispaces

Click on Make a New Space

Give your space a name.

Protect your space.

To change how your space looks, go to manage space.

Click edit navigation to add categories to the navigation bar.

To edit a page, click Edit This Page

To make a link to another page on your Wiki or to an external site, underline the word or words you wan to link and click on the link icon.

This page will appear and you can choose your link.

To insert an image or a file into a page, click on the palm tree icon…(I think it’s a palm tree, anyway), Then, browse your computer for the file or image that you want and click upload.

To embed a widget into your page, click on the TV icon and choose the application you would like to embed.

How can Wikis be used in instruction and How can Wikis be used in instruction and computer supported collaborative learning?computer supported collaborative learning?

Uses in instructionPower Point/grades/calendars/student

pages/assessment Uses in collaborative learning

Collaborative WritingCollaborative projects

With students in the same classWith students in different

schools/cities/states/countries

ExamplesExamples

www.tu2008.wikispaces.com

www.004c2008.wikispaces.com

Teaching a Diversity Teaching a Diversity CurriculumCurriculum

Mural Art & Intercultural Competence

Why teach about diversity?Why teach about diversity?

Racial, ethnic & religious diversity are key aspects of U.S. culture.

Because of globalization, nearly all societies are experiencing some degree of diversification among their populations.

What is a diversity What is a diversity curriculum?curriculum?

…a curriculum that for each topic emphasizes the diversity of values & beliefs, opinions, and experiences of various groups.

…a curriculum that encourages students to compare these values & beliefs, opinions, and experiences with their own.

Why is intercultural Why is intercultural competence important?competence important?

…it ensures intercultural effectiveness when living, traveling, or working abroad.

…it improves students’ development of fluency in a language.

…it is a crucial aspect to increasing peace.

How can mural art be used to explore How can mural art be used to explore diversity issues and develop diversity issues and develop intercultural competence?intercultural competence?

…murals provide a community a tool to express culture.

…murals give insight into the values, beliefs, and experiences of a community.

…murals often contain socio-political messages that allow students to understand a community within the larger context of society.

Exploring Washington D.C. Exploring Washington D.C. MuralsMurals

The Immigrant Experience Understanding the history of immigration to the

U.S. as well as current trends and issues is essential to understanding of diversity in the U.S. In addition, mural art is an important means of expression in many cultures and has been brought to the U.S. along with the many immigrants.

Class 1 – Class 1 – The History of The History of Immigration / D.C. NeighborhoodsImmigration / D.C. Neighborhoods

Readings & Discussion - The Context of Traditional American Values: Racial ,

Ethnic, Religious, and Cultural Diversity The Influence of Ethnicity on Washington D.C.

Neighborhoods

Students discuss the readings and compare the history of immigration to the U.S. to the history in their native countries.

Classes 2 & 3 - Exploring the Classes 2 & 3 - Exploring the Immigrant Experience Immigrant Experience

Students learn reasons why people have immigrated and continue to immigrate to the U.S.

Students listen to the story of an immigrant and learn about American diversity. http://www.america.gov/

Students create an immigrant profile based on an interview with an immigrant.

Students compare immigration to the U.S. with immigration to their countries & discuss whether or not it is common for people from their countries to immigrate to the U.S.

Classes 4 & 5– Understanding Classes 4 & 5– Understanding Mural ArtMural Art

Students use the following website to learn to analyze mural art and begin to understand reasons for the creation of mural art through exploring famous Nicaraguan murals.

Students find examples of mural art from their countries and analyze them.

http://www.stanford.edu/group/arts/nicaragua/student/mural/index.html

Class 6 – D.C. MuralsClass 6 – D.C. Murals

Students learn about the history of D.C. murals & artists and are given the field trip assignment & presentation.

http://www.culturaltourismdc.org/dch_tourism2555/dch_tourism.htm?doc_id=45287&area=2517

Class 7 - The TripClass 7 - The Trip

Students use the following as a guide to examine the murals of D.C. Use the questions below to help find the physical context.

What is the agenda of the creator? Why was it made? How does it help people? How does it promote ideas?

Use the questions below to help find the social context.Who created it?Who is the audience?

Use the questions below to help discover the historical context.When do you think the mural was created? What was going on at the time?

ColorWhy do you think the artists chose the colors they did?How does the color fit the message of the mural?How does the color fit in with the physical environment?

ScaleHow does the scale of the mural affect your impression of it?Would the affect be different if the mural were smaller or larger?

ShapeHow does the shape affect how we interpret the mural?

LightWhere do you see the most light?What do you think the artist is trying to suggest through his/her use of light?

Final ProjectsFinal Projects

Essay:Write a two-three page essay on your analysis of one or more of the murals.

Ideas: Examine various aspects of one mural. Compare &/or contrast two or more murals from the trip. Explain concepts of the mural as they relate to research done on the artist. Compare &/or contrast one or more murals from the trip with one or more

other famous murals discovered through research.In your analysis, include personal reflection. How did the mural affect you?

Presentation:Create a mural of your own that represents some aspect of American culture. In the creation of your mural, pay close attention to the aspects of murals that we analyzed during the trip and incorporate these into your own mural. Make sure to indicate in what type of community your mural would be painted and why.

Note: You do not have to paint your mural on the side of a building. I do not expect you to be a great artist, but I do expect creativity! You may use computer graphics to create your mural if you can’t draw or

paint. The main point is to demonstrate your understanding of American culture in

addition to your understanding of how culture is reflected through mural art.

Develop a 3-5 minute presentation during which you explain the concepts illustrated in your mural.

Unexpected positivesUnexpected positives

Interaction with native/fluent speakers of English.

Interaction with people from different ethnic backgrounds.

Students became more integrated in the community.

A difficultyA difficulty

Assessment of intercultural competence.

DiscussionDiscussion

Do you think you might have a use for Wikispaces in your classroom? In what ways might you use Wikispaces?

Do you think you might create a diversity curriculum in your school? What diversity resources are available in your city?

SourcesSources

Lo Bianco, Joseph; Liddicoat, Anthony J.; Crozet Chantal. Striving for the Third Place: Intercultural Competence through Language Education. Australian National Languages and Literacy Institute, 1999.

Teaching English. British Council Teaching English. 5/5/2006. http://www.teachingenglish.org.uk/think/methodology/intercultural1.shtml.

http://www.edb.utexas.edu/csclstudent/dhsiao/theories.html