Wikis+you+can+explore

Our teachers created some great wikis: Take a look when you have a chance... Here are the links to the wiki’s created in the WIKI II class March 20, 2009 http://reflectionsongender.wikispaces.com/ http://shiftingcurves.wikispaces.com/ [] http://drivashistory.wikispaces.com/BillofRightsWebQuest http://tzhs-library.wikispaces.com/ http://tzhshistoryhelp.wikispaces.com/United+States+History+and+Government http://englishsciscente.wikispaces.com/ http://quarter3research.wikispaces.com/ http://art-am.wikispaces.com/ http://21stcenturyreaders.wikispaces.com/ http://englishhistorymcloughlin.wikispaces.com/ http://chemistrywithmrslai.wikispaces.com/ http://drivashistory.wikispaces.com/DiscriminationProject h ttp://biologyquest.wikispaces.com/ http://alwaysaquest.wikispaces.com/ http://englisfun.wikispaces.com/ http://tzdutchmenhistory.wikispaces.com/ http://chem4life.wikispaces.com/ https://ushistorycat.wikispaces.com/ http://ilmondoitaliano.wikispaces.com / [[http://mrpolizzi.blogspot.com/|

A Nanuet Teacher who has many interesting resources]]

[|Clarkstown Teacher with some interesting wiki resources]

=Other Wiki Resources= [|�36��37�Heidi Lappi's Wiki Video][|�38�][|�39�][|Common Craft: What are Wikis?][|A new model for knowledge creation.][|Wikipedia: Checking Your Sources][|Research and Related Text][|Classroom Examples][|Class Management][|Rules][|Wiki Examples:][|Blog Examples][|Style Guide][|Obstacles that Teachers may Face]
 * [[image:http://www.wiki.ccsd.edu/i/bBLin.gif]]Other items borrowed from the Clarkstown School District Wikispaces:

A new model for knowledge creation.
//Examples:// || **Industry** || **Notes** ||
 * **Name**
 * [|Wikipedia: 2004 Indian Ocean earthquake] || Encylopedia || This is an interesting study of how impressive the wikipedia community is regarding current events. Within minutes of the horrible Tsunami in the South Pacific, Wikipedia contributors began documenting the tragedy. It has become the de facto resource on this tragedy. Even survivors of the event have contributed with primary source photos and accounts. ||
 * [|Innocentive] || Corporate Challenges || A web service that broadcasts difficult problems for companies and corporations to the internet community. The problems are public and range from identifying the biomarker for ALS to designing a better three-ring binder (how’s that for a cool high school project?). Anyone can attempt to solve a problem and a successful answer earns the submitter a reward. Finding the ALS biomarker will fetch a cool million, in addition to the intrinsic value of helping humanity. This is an example of how the workplace is changing.
 * [|Innocentive] || Corporate Challenges || A web service that broadcasts difficult problems for companies and corporations to the internet community. The problems are public and range from identifying the biomarker for ALS to designing a better three-ring binder (how’s that for a cool high school project?). Anyone can attempt to solve a problem and a successful answer earns the submitter a reward. Finding the ALS biomarker will fetch a cool million, in addition to the intrinsic value of helping humanity. This is an example of how the workplace is changing.

Innocentive also links to other sites that have a similar ambition, including sites targeted at young problem solvers. Click [|here]and scroll down for this list. ||
 * [|Bittorrent] || File Sharing || Chances are your students are using bittorrent to share movies and music, in some cases illegally. Technically, Bittorent is a marvel - a distributed network of interconnected computers that provides a means to share files. ||
 * [|Encyclopedia of Life] || Biology || The Encyclopedia of Life is an example of a closed Wiki. With the ambitious goal of making the "...key information about all life on Earth accessible to anyone, anywhere in the world." It is a giant goal that is currently in the hands of research institutions. However, there is talk that it will open up to "citizen scientists" in the future. ||
 * A-Space || Government || The intelligence community has recognized the importance of collaborative tools. Thomas Fingar, the National Intelligence deputy director for analysis, has been talking about a new Web 2.0 initiative to connect the 16 different intelligence agencies called “A-space.” In a [|Washington Post article from April 12, 2007], he describes A-space as allowing, “…any intelligence official with the right clearance to read into and contribute to ongoing analysis in different subject areas.” The article continues to quote Fingar, “It’s not unlike a blog, and there is no anonymity,” he said. “It will demonstrate how good you are or if you’re an idiot.” In a related [|NPR story], Fingar describes A-space’s accountability system as “Ebay-like.” Analysts will be rated based on their insights, giving posts more or less weight. ||
 * A-Space || Government || The intelligence community has recognized the importance of collaborative tools. Thomas Fingar, the National Intelligence deputy director for analysis, has been talking about a new Web 2.0 initiative to connect the 16 different intelligence agencies called “A-space.” In a [|Washington Post article from April 12, 2007], he describes A-space as allowing, “…any intelligence official with the right clearance to read into and contribute to ongoing analysis in different subject areas.” The article continues to quote Fingar, “It’s not unlike a blog, and there is no anonymity,” he said. “It will demonstrate how good you are or if you’re an idiot.” In a related [|NPR story], Fingar describes A-space’s accountability system as “Ebay-like.” Analysts will be rated based on their insights, giving posts more or less weight. ||

Wikipedia: Checking Your Sources
Virgil Griffith, a Cal Tech neural-systems graduate student, used the IP address records of Wikipedia’s anonymous edits and crossed referenced them with various net-address look up services. He was curious to see how often corporations like Walmart and Haliburton, not to mention politicians, make self-serving changes. His results were interesting, ranging from Diebold deleting paragraphs about security concerns and their voting machines, to someone at the CIA updating song lyrics from an episode of Buffy the Vampire Slayer. (Our tax dollars at work.) This is the sort of media literacy our students need. Wikipedia’s transparency enables us to illustrate the importance of critical reading better than ever before. Virgil Griffith has published his findings on [|Wikipedia Scanner], a searchable database of 34.4 million edits. If you need to identify a particular IP Address, [|Easywhois]will be helpful.

Research and Related Text
[|Using wikis in schools: a case study]

[|Communities of Practice]

[|Wikibooks Takes on the Textbook Industry]

= = =Classroom Examples=


 * **Site Name** || **Subject/Grade** || **Notes** || **Things to Look For** ||
 * The Morse Guide || 3rd Grade School Guide || This project asked exiting third grade students to create a guide for incoming 2nd grade students. Each student had a responsibility, such as a particular game played during recess, but everyone was encouraged to contribute to other pages. Most pages had [|multiple authors], which was managed by rotating the schedule for edits throughout the day. The project differentiated using different roles (photographers, essayists, map makers, etc.). || * Many skills were tapped in the creation of this wiki: writing narratives, interviews and biographies, even photography.
 * Students owned the pages outright, although I would occasionally clean up the odd word or phrase. ||
 * Mr. Willms Wiki at the Abbotsford School of Integrated Arts || A general class wiki ||   || * Notice the high level of student involvement, including previous students returning to comment and post.
 * He mixes private and public spaces. ||
 * [|The Holocaust Wiki Project] || High School World History || This is an example of an "Ant Farm" wiki model. Student teams create a text based interactive story around a time period or event, in this case, the Holocaust or World War 2. || * Think about the collaborative planning that a group of students, such as [|Anders and John]must accomplish in order to create an art farm project.
 * Projects like this can also incorporate audio, video, illustrations, and other multimodal extensions to differentiate the activity and engage students. ||
 * [|The COSTP World History Project] ||  ||   ||   ||
 * The Flat Classroom Project || High School || This award winning wiki is an excellent example of how the collaborative web can allow people from distant places can bring ideas together. Vicky Davis, a teacher from Georgia, collaborated with Julie Lindsey, a teacher from Bangladesh, to create this wonderful project for their students. Both classes read Thomas Friedman's book [|The World is Flat.]Then, both classes were divided into teams and asked to create a project collaboratively that would address a theme from the book. Finished projects were judged by an international panel of judges. || * This is a high level Wiki: notice the many tools that were used in order to create this project
 * Click on any of the topics that students worked on. Notice how teachers used the discussion thread to guide student work. ||
 * [|Math 12v Outcomes Project] || Secondary Math || Mr. Lee has set up a structure for students to create online math portfolios. These portfolios explain outcomes and connect those outcomes to specific problems. || * Notice how Mr. Lee broke the subject area into 4 sections, and then divided the sections into terms. Student teams chose which term to elaborate on and they created the new project page.
 * Notice the widespread use of external tools to illustrate and diagram this wiki. For instance, [|LaTex], a free open source program, is used to create formulas. Other students use [|FooPlot]to diagram graphs.
 * In addition to a rubric, Mr. Lee has an exemplar page so students can see what an excellent page looks like. ||
 * Go Apes || Secondary and College Level Teachers || This wiki provides a place for teachers of environmental science to share lessons, labs, and resources. Currently, there are 68 members. || * The use of the Google News service for RSS feeds.
 * The variety of resources managed by a diverse group of teachers. ||
 * Online Connections ||   ||   ||   ||

=Class Management=

Rules
Posting clear and well thought out rules for online behavior in a prominent place on your class blog is important, especially if students will be working with individual accounts. In the past, work would be hung on a bulletin board outside your room. The public pressure to hang perfect work is a constant. With that as a lens, using Web 2.0 technologies in your classroom requires intestinal fortitude. The definition of Web 2.0 dictates that your students will create content and publish that content for the world to see. This is a worthwhile endeavor, but you want to make sure that you have safeguards and structure in place. This structure is dictated by the age group you are working with and the goals that you have for your students. A non-negotiable component to any rule set is student privacy. Elementary and Middle School teachers are bound by the [|Children's Online Privacy Protection Act]. As such, we must teach our students how to protect their online privacy. Information that students cannot share include:
 * Last names
 * Addresses
 * Phone numbers
 * Email Addresses
 * Instant Messenger names
 * Links to personal blogs, including Facebook and Myspace
 * Any personally identifying information

A very nice description of Wiki Etiquette for Students can be found [|here.]

Wiki Examples:
[|7th Grade Social Studies GPS]

8th Grade - Mr. Willms Class

Blog Examples
[|The rules]created by [|Mr. Brune's 5th grade class].
 * Elementary:**

[|Room 613]- The rules behind a 6th grade student blogging initiative. [|Pre-Cal 40s]- A pre-calculus class blog
 * Middle School:**
 * High School: **

Style Guide
When an organization undertakes a collaborative project, it often makes sense to create a style guide to ensure usability and standardization. A style guide may be helpful in your class wiki. However, it could also stifle contributions and the organic growth of an online community, so think carefully about the goals of your wiki. If your students are creating an online textbook for future classes, a style guide makes wonderful sense. [|Wikipedia]has the most prolific wiki style guide available.

Obstacles that Teachers may Face
//Reference: [|For Teachers New to Wikis]//
 * Wikis conflict with traditional assumptions about authorship and intellectual property.
 * Students are sometimes reluctant to contribute to wikis because they lack confidence in their writing, they worry about not receiving credit for contributions, or they do not like their ideas, words, contributions being revised or deleted without consent.
 * Some teachers and students are uncomfortable about the advantages and disadvantages of public writing.
 * Some technology averse students do not like having to learn how to use wikis and/or find even the relatively simple steps for editing or posting work daunting.
 * Because wikis are not presentation software, use of visuals and design options are limited.
 * Although selecting "restore" to replace content that was inadvertently deleted or intentionally hacked is easy, the editing process is nonetheless a hassle.

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