Step 5: Sharing my Web 2.0 Teaching Tools

This week all the hard work paid off when my ESL students were writing, learning new concepts, discovering new technologies, reading the news and even talking in the classroom. I trialled a wiki learning activity where students (in groups of two) answer a series of questions on the concept of globalisation. Students can copy and paste anything from the Net in order to answer the questions - no references necessary. I am sick of the blank faces in tutorial discussions so I thought this approach would work in the computer lab. As it turned out, every student was able to explain the globalisation in a variety of ways - they learnt more in one hour then they would have in a full week.

This morning I present my workshop on Assessment 2.0: Blogs, Wikis and Media Sharing to staff at UC. You can see the three main components of the web ‘architecture’ based on Google Blogger, Google Sites, and UC Space. I had originally intended to use Wikispaces but since there is no way to prevent this from being publicly viewable, I decided to use UC Space, UC’s Confluence-based Enterprise Wiki instead. The UC Space site linked here *should* be viewable by the public.

The Blogger Template has been endorsed by the branding people so that is a great start. I have finally completed an assessment rubric for the media sharing assignment.

But my favourite is THE WEIGHBRICATOR - my rubric calculator which enables you to individually weight up to five criteria. Now I have the format established, I will be using rubrics for most of my assessment items.

The next tool I intend to develop is a rubric template in MS Excel with the calculations underneath each cell. But I need to work out how to convert the rubric into html so I can integrate it with the LMS. SpreadsheetConverter did a good job with the trial version, so maybe this is worth the cost.

This morning’s workshop starts at 9:30am. I will collect feedback from the session and make this available on the weekend.

Step 4: Sharing the [Web 2.0] Love

Trialling “Web 2.0 on the go” is not for the faint-hearted. This week was a major struggle to get through what needed to be done, with numerous problems along the way.

Most days, it feels like I am trying to drive a Lamborghini through the scrub. Each computer is different, each lecture theatre is different, each class a new problem to overcome.

The best move was to get all tutorial classes into computer labs. I am not sure how this will work out later once we are in full swing, but in the meantime, this week all students are signed up to the blog, have made at least one blog post and shared at least one media article on the topic for next week’s submission.

My plan is to develop a model for teaching using Web 2.0 tools that does not require staff to be ICT experts. There is a lot of talk about online and blended learning and incorporating Web 2.0 technologies in higher education, but there is very little in terms of policy, support, even clear legal opinion on copyright issues, duty of care for students in an online quasi/semi-public environment and so on to guide the trailblasers.

Next week, I will be running a workshop on how to use blogs and wikis as assessment items for staff at the University of Canberra. I am doing this as part of the development of our new Winter Term where I am a member of the UC Hothouse (see also the Tumblr blog).

Next week’s workshop will incorporate the following lessons learned:

• Use computer labs for all tutorial classes unless you have documented or video recorded the complete instructions. Don’t believe the hype about digital natives - they don’t know it all about Web 2.0 and there will be lots of hand-holding.
• Students hardly ever read their student emails. You will have to add at least half of the class to the blog manually because they don’t know how to do it.
• Students don’t follow instructions. If you use the Firefox Portable set up I made available in an earlier post, students will forget to use it the next day. Many are unaware of how to add shortcuts to their desktops and many other simple skills shortages which will surprise you.
• Google Blogger requires character recognition confirmation when there are a large number of blog posts. Students will become very frustrated because nobody can ever get these right the first time.
• Google blogger will only allow up to 100 authors for a single blog. This one would be easy to overlook.
• For the media sharing assignment, I have decided to ask students to write a summary of the article they are sharing. This has forced them to read the article, and I require them to comment on the accuracy of their colleagues summaries to make them read these articles, too. This means that each week, students will read three media articles relevant to the subject area. This will be three more media articles than many of them will read in a typical semester.
• Use the tech-savvy students to help you in class. This gives them a great ego boost, and encourages the students to help each other. Once one “gets it”, other soon “get it” and a domino effect occurs.
• Assume nothing, but don’t be discouraged. Once this week is finished, you will see that the digital natives really know how to use this stuff once they know how to use it. But you have to give them the kick-start. The students have started reporting how much they like the subject already!