Milstein 1

Technology in the Classroom: Using Tiki-Toki to Make Interactive Timelines

Many of us are starting to consider ways of integrating technology into our assignments, like asking students to digitally annotate a text or make interactive maps of a characters journey. In this roundtable, we will consider how technology might further our pedagogical aims, and we will look at a few specific examples of assignments for Great Works classes that use technology effectively and simply. Well be joined by Dana Milstein (English) and Andrew Lucchesi (Schwartz Institute). Initial Roundtable: Nov 18, 10:30 - 12 (VC14-270). Follow-up Workshop: Nov 21, 12:45 - 2 (VC7-205). Contact: drdanamilstein@gmail.com.

Tentative Program I. Rationale - digital literacy skills (learning goals), Common Core Alignment - professional aims for students (career building skills) - sister applications: Timeline JS < http://timeline.knightlab.com/>, TimeGlider

< http://timeglider.com/widget/index.php> , TimelineSetter < http://propublica.github.io/timeline-setter/>, PeoplePlotr

- rubrics

II. Idea Generating Model History chart a persons life and works, movements Law, Material Culture trace the lifespan of a movement, idea, object,

event Business, Science, Psychology mark the development stages of a product or

business, or experiment Political Science, Philosophy show root cause analysis through cause-effect

relationships Literature, Film trace a heros journey, chart time progression

in a non-linear text (i.e., A Rose for Emily, Mrs. Dalloway) or series (i.e., Proust)

III. Breakout Session 1. Identify something from your course that could be presented in a timeline 2. Use notecards to come up with possible stories/categories for the timeline 3. Label as many as possible with media: images, links, videos, sound files

Readings Hicks, Troy. Crafting Presentations. Crafting Digital Writing. Heinemann: Portsmouth, 2013. McGrail, Anne. Tiki Toki Timelines and Women Writers Class. August 2013.

. National Writing Project. Digital Texts & Common Core Standards. November 2011.

. Reymond, Rhonda. Timeline Assignment: Do You Tiki Toki? August 2013.

.

Milstein 2

Sample Timelines 1. Student Literary Autobiography http://www.tiki-toki.com/timeline/entry/142352/Ron-Salomons-Journey-In-Literacy/#vars!date=1974-08-17_22:30:00! 2. Holocaust History Project https://docs.google.com/presentation/d/1OuYBu-q0NaxPKT3TiRhVHwlu6I1IAQiKdQLh0Ax8-qg/ embed?hl=en&size=l#slide=id.g247ba14a_0_77 3. Semester-long, class-wide timeline of 20th Century Poetry and Culture http://blogs.cofc.edu/modernism/173-2/ and http://www.tiki-toki.com/timeline/entry/7471/The-Worlds-of-Modern-Poetry-A-Story-and-Timeline/#vars!date=1896-03-14_17:27:30!

Sample Rubrics Holocaust Biography Timeline

CATEGORY 5 4 3 2

Preparation The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline.

The student had not prepared adequate notes before beginning to design the timeline.

Content/Facts Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Dates An accurate, complete date has been included for each event.

An accurate, complete date has been included for almost every event.

An accurate date has been included for almost every event.

Dates are inaccurate and/or missing for several events.

Events The timeline contained at least 8-10 events related to the Holocaust figure.

The timeline contained at least 6-7 events related to the Holocaust figure.

The timeline contained at least 5 events related to the Holocaust figure.

The timeline contained fewer than 5 events related to the Holocaust figure.

Spelling and Capitalization

Spelling and capitalization were checked by another student and are correct throughout.

Spelling and capitalization were checked by another student and were mostly correct .

Spelling and capitalization were mostly correct, but were not checked by another student.

There were many spelling and capitalization errors.

Readability The overall appearance of the timeline is pleasing and easy to read.

The overall appearance of the timeline is somewhat pleasing and easy to read.

The timeline is relatively readable.

The timeline is difficult to read.

Milstein 3

Digital Literacy General Rubric

Exceeding Standards

Meeting Standards

Approaching Standards

Preparation (5 pts) (3.5-5 pts) Clear Purpose

Target Audience Identified Information gathering varied

and substantial Collaboration demonstrates cohesive and shared effort

(2-3.4 pts) Implied Purpose and

Audience Information gathering

adequate Collaboration, if any,

generally performed as individuals completing tasks,

roles, and contributions with a single leader assuming

responsibility

(0.5-2 pts) Purpose weak or missing

Target Audience not identified Information gathering weak or

missing Collaboration ,if any, weak or

not evidence. Group difficulties with

communicating and sharing responsibility

Content Knowledge (15 pts) (10-15 pts) message clear, persuasive,

and compelling Highly effective use of more or more media formats (i.e.,

audio, visual, URLs, documents)

Information and work are authentic and/or properly

cited

(5-9 pts) Message clear and

convincing One or more visual formats used but not consistently

Some issues with Fair Use, authenticity and/or citation

(0-4 pts) Message confusing and not

persuasive Mixed or limited usage of

visual formats Excessive copyright

infringement, failure to cite borrowed works and wording

Format Structure (25 pts) (17-25 pts) Coherent and Organized

ideas Categories power

(9-16 pts) Ideas mostly coherent and

organized Categories present

(0-8 pts) Ideas lack coherence and

flow Categories weak or missing

Text Communication (15 pts) (10-15 pts) Text supports purpose

powerful word choice and fluency

few to no mechanical errors

(5-9 pts) Text matches purpose

adequately Word choice acceptable but

may be routine moderate mechanical errors that do not overly interfere

with the message

(0-4 pts) Text not appropriate to

purpose Word choice dull or

inappropriate fluency issues

mechanical errors detract from the message

Image Communication (15 pts)

(10-15 pts) images enrich meaning

images are appropriate and accurate with clear labeling

(5-9 pts) images support meaning

appropriateness and engagement attempted but not consistent, labeling may

not be accurate or clear

(0-4 pts) images not relevant, used

mostly for decoration detract from or are

inappropriate to content are overused, confusing, or

not labeled at all

Overall Design (25 pts) (17-25 pts) creative, consistent theme

layout intentional balance and unity in graphics,

colors, media legible

overall design consistent for purpose and audience

(9-16) some pre-made templates design theme appropriate layout balance attempted

generally legible transitions but some flow

issues adequate appeal but some

inconsistency for purpose and audience

(0-8 pts) design inconsistent or

inappropriate layout balance not achieved multiple design elements not

working readability difficult

distracting overall design unappealing or inappropriate for purpose and

audience