Web-based Multimedia

Web-based Multimedia - 20 in 20

sites visited in the video above:
Scribble Map: Oil Spill Example
PodBean: AP American History Example
Flickr: Watershed Example
Geocaching.com Homepage
Geocaching Educator's Forum
Paperslide Video Example (this video does have sound although the screencast didn't display the sound)
Polldaddy Features Page
Polldaddy Pricing Page
Jog the Web Holocaust Example
Google Books: Taming of the Shrew Example
TubeChop Homepage
TubeChop: Copyright Discussion
Screencast-O-Matic Homepage
Our Wiki: Screencast Page

Six concepts of Multimedia in the Classroom:

1. Deepening learning versus enjoying technology’s bells and whistles:

Group discussion on concept.

Example: Student as curator: Palisades History Teacher, Erin Banas, was inspired by co-teacher Alex Bobsein’s training at the end of the 2010-2011 school-year when he shared a lesson on Global Uprisings in which he asked students to gather information and populate a Google Site with the information, images, and video that they collected. In this lesson students are curating (they are searching various locations for information on one topic, selecting the best and pulling it into one cohesive new product). Erin decided to create a similar project with her students during their Progressive Era unit. For each class she taught (and each semester), she asked that I support the unit by coming in to teach the basics of working within Google Sites (as I had done with Alex). Erin chose this project because she was tired of asking the stuents to create PowerPoints all of the time. However, we found that the students were apt to copy and paste onto their pages without thought to content or design. One way to counteract that is a strong rubric. Erin and I, as a result, also came up with suggestions for students to help them break up long passages of text on the site which are posted here under the heading Guidelines for Student Curation. Here is Erin’s site.

2. Guiding students towards making responsible decisions while using technology:

Group discussion on concept.

Example: Asking students to justify their work. Wiki form which asks students to justify responsible wiki changes
Palisades English teacher, Carole Lee Deemer, has her classes during each semester add to and mold her Scarlet Letter wiki into a useful document to suit their needs. She uses the wiki communication and reflection form above to monitor their work and get them thinking about acting as responsible citizens on the web.

In another project, Maryanne Momorella (Business Teacher at Palisades) and Drew Giorgi (Journalism Teacher at New Hope) asked students at Palisades and New Hope High School’s the following:

Watch the following video on Wikipedia: http://commoncraft.com/wikipedia-video
Do you feel it is a good idea for teachers to ask students to evaluate existing Wikipedia pages that relate to the unit the class is studying and have students propose changes to the pages and show how they would link the changes to outside resources in the article?
Do you feel that students should be encouraged to actually edit the page as long as they corroborate their statements to outside sources?
Post your own response and participate in a discussion with at least two other students. Be ready to defend or alter your opinion as a result of the conversation.
DO check your spelling and grammar before submitting
DO avoid slang, text abbreviations, or emoticons
DO cite your document, image, or video sources
DO support your ideas with facts from quality resources
DO offer unique insights or viewpoints to consider
DO identify original author’s screen name if responding to their comments
DO include only relevant portions of quoted responses
DO quote previous comments and respond to previous comments in context
DO begin responses with a compliment to previous commentaries
DO persuade readers to your viewpoint with kindness and respect

Here are examples of student response:
As many bloggers have expressed, the idea to have students edit Wikipedia pages is rather intelligent. I think that this can help the students thoroughly understand the material that they have learned in class, interpret it, and apply it to the world around us. PNH2 stated in his or her post that this technique should only apply to older, more-educated students, but I disagree. I think that younger students can learn a lot from this type of project, for they are making changes to the pages using reliable sources and their teacher as support systems. Teachers just needs to make sure that students don’t physically change the Wikipedia’s, for they are learning how to make possible changes, not actually edit them online. If they would like to edit them in accordance with this project, I think they should receive their teacher’s consent, with the teacher approving their specific blog post.

I like the idea of this “Wikipedia hunt.” It sounds like a great idea because it would be helping out so many people who enjoy using Wikipedia while helping the individual student learn the material. It’s a two for one deal, the honor of helping others, as well as the confidence of a student who completely understands the material being taught. It’s not a bad idea to have students edit the Wikipedia pages but it may be a good idea to regulate who does it in sections and assure that what is put on is more accurate than what they intend to fix.

It is a good idea to ask students to evaluate Wikipedia pages for certain classes. It forces students to fully understand the subject and teaches them to always use sources to backup their knowledge. The students could propose changes but I do not think they should actually edit the page. Noticing if a source has good credibility is tough, even for adults; I think that if students were to change the pages they would use bad sources and get in trouble for posting information that is not true.

3. Remembering to think about copyright:

Quick discussion on concept.

Example: harnessing sound and image to create a new product out of a classic: We Didn’t Start the Fire model project by Andrew Cerco http://futureisnow.wikispaces.com/Andrew+Cerco
Andrew Cerco, a history teacher at Salisbury High School, shared the following assignment at a CFF training. During this project Andrew took a classic product and asked his students to use GarageBand (Audacity works for PC’s) and record their own lyrics to the song We Didn’t Start the Fire and add new images and lyrics to align with a different period in history.
This Tool for Supporting the Fair Use Reasoning Process is extremely helpful for projects similar to this one.

4. The joys of a la carte:

Quick discussion on concept.

Example: Give ten or so ideas and have the students choose two projects to create. Maybe have them create a ScribbleMap or Google Map, maybe have them create a fictional radio broadcast
Palisades High School history teacher, Kevin Ronalds, often gives his students a few multimedia project options to choose from as final projects for his classes. This achieves differentiation when students are allowed to select projects that they feel they will succeed at and are most comfortable with. As a result, Kevin creates many rubrics that students refer to for each project type.

5. Bringing traditional tried and true strategies into the world of technology:

Quick discussion on concept.

Example: Last year I worked with Palisades English Teacher, Mandy Laubach, to consistently use technology based writing strategies. We worked within her Romeo & Juliet, Night, and To Kill a Mockingbird units. During each, we directed students towards non-fiction extensions to the novel in order to create connections from literature to the world we live in.
For Romeo & Juliet, the students interacted with an article which gave detail about a dramatic production of the play in Tehran, Iran. The article informed readers that, under new leadership, the actors were allowed to display public affection through a brush of the cheek. This was a new practice in Iranian arts and created societal controversy. The students read the article and responded to the content using Google Docs color coded highlighting to decode information within the article. The students also used the commenting features to connect personally with the content they were reading. After responding personally, they discussed their thoughts in a group setting and co-wrote a response to post to the classroom blog. The students in second semester were instructed to respond to each other’s blog posts using an etiquette guide for blog
discussion. The lesson was incredibly valuable in allowing students to get a glimpse of the cultural differences in our world and helped them to understand that belief-based culture may strongly impact everyday life. The technological advantage of this lesson was that it introduced the students to Google Docs highlighting and commenting features, which they will hopefully use in other settings. Here is the blog post about our first semester experience (we worked out the bugs for second semester) Here is the class blog with responses to the article.
For Night, the students used online research strategies to learn about modern genocide. To research, the students were directed towards SweetSearch and our subscription search engines which provide articles from journals, magazines, and newspapers. Once students located an article, the group used Google Docs chat and comment features to allow them to share their thoughts on the content. The groups created a group response by co-editing a Google Doc (which was not published in the public blog setting. ) This lesson opened the students’ eyes to the fact that genocide still occurs in contemporary societies. The technological advantage of the lesson was to provide students with the collaborative features Google Docs offers. Here is the blog post about this lesson.
While studying To Kill a Mockingbird, the students were assigned groups that would research various important events of the Civil Rights Era (Scottsboro Boys, Little Rock Nine, Brown v. Board of Education, etc.) Prior to research, the students created a Diigo account in order to use the web highlighting, sticky note, and comment features to collect supporting detail for their research. The difference between Google Docs and
Diigo features are that Diigo allows users to use the tools immediately in the online setting without having to copy and paste the information into a Google Doc. The students were instructed to share the content that they pulled into their personal library with their group using the share feature on the Diigo platform (adding the content to their group members’ libraries). Through this assignment, all but one student had their first experience with Diigo. We had hoped they would enjoy the program and see the advantage of having the toolbar add-on and actively highlighting the web and preserving content in a Diigo library. On that day, we suffered technical difficulty that unfortunately did not allow the students the full picture of the assets of the process but did allow them to grasp the concept and purpose of Diigo.

6. Additional discussion: the pros and cons of backchanneling in the classroom.