Quentin D'Souza :: Blog :: Archives

June 2007

June 01, 2007

http://www.teachinghacks.com/2007/06/01/new-zealand-online-conferenc

Conference LogoTime4 Online Conference:Engaging Learners in an Online Environment, from May 28-June 8 geared to New Zealand and overseas educators has some really interesting presentations.


Check out:



In the First Round of presentations there are:



In the second Round of presentations there are a number of presenters.



Rachel Boyd’s Class of 6 and 7 year old sharing their online collaboration experiences really stood out for me.


Round 3 of the conference will be opening up soon.


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  • Posted by Quentin D'Souza | | 0 comment(s)

    http://www.teachinghacks.com/2007/06/01/heres-your-june-copy-of-blog

    Mag CoverClick Here to launch the interactive digital edition now.


    Print & podcast editions available at www.BloggerAndPodcaster.com


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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 03, 2007

    http://www.teachinghacks.com/2007/06/03/tips-on-developing-a-wiki-co

    Muppet WikiDanny Horn, Founder of the Muppet Wiki shares tips on building a wiki community.


    Small wikis are different


    Small wikis aren’t the same as Wikipedia. Wikipedia has 43,000 contributors every month. Muppet Wiki has around 50 contributors. 43,000 isn’t just “50, but bigger”. It’s a whole different level of complexity.


    Muppet Wiki is the size of an office. Wikipedia is the size of a small city.


    That means that a small wiki has different priorities and a different structure, and it needs different rules. “They do it this way on Wikipedia” is not a good way to run a small wiki.


    The individual is important


    The biggest difference between a group of 50 and a group of 43,000 is that a small group needs to value each individual much more highly.


    An individual contributor doesn’t mean that much on Wikipedia. The top ten Wikipedia contributors could all take a month-long vacation at the same time, and it wouldn’t make any difference to the project as a whole. If one person drops out of the project — even a long-time, knowledgeable, valued contributor — then there’s still hundreds, even thousands, who could take that person’s place.


    On a small wiki, each individual is important. The top contributors on a small wiki are probably the administrators. They’re the people who understand the structure. They’re the institutional memory. They’re the people who mentor new contributors, and help to referee disputes. If you lose an active contributor on a small wiki, there isn’t necessarily anybody there to take that person’s place. If you lose two or three of the most active contributors, then your wiki is in big trouble.


    The other side of that coin is that an individual can also do a lot of damage to a small wiki. One vandal, or one babbling kid, can’t do much to harm Wikipedia — the database is too big, and there’s plenty of people who enjoy finding and reverting nonsense. On a small wiki, there aren’t as many people around to clean up the damage. As we found out on Muppet Wiki, one pestering, clueless kid with a lot of time on his hands can frustrate and exhaust the most active contributors — and if that’s allowed to continue, it can make the active contributors drop out.


    Therefore, you need to pay attention to each individual on a small wiki. Each contributor needs encouragement, mentoring, and appreciation. You also need to set boundaries that make the productive contributors feel safe and happy.


    People don’t like anonymity


    It’s amazing to me that people still believe in the old cliche that “on the internet, people like to be anonymous.” That might be true when you’re searching for porn or sending out viruses, but aside from that, it just isn’t true.


    Compare these two ideas about what people enjoy.



    • “People like to be anonymous, and seek out places to hide. It’s satisfying and fun when they can contribute to society without anyone knowing who they are.”


    or:



    • “People like social experiences, and seek out ways to interact with other people. They like going to places where they feel well-known, and welcomed. They like being around other people, and when they’re completely alone, they feel lonely and abandoned. They like being recognized and appreciated for their work.”


    If you look around at the way the world is structured, it’s pretty clear that people crave social experiences. People work, play and relax in places where other people are around. Sure, everyone needs some alone time, and some people need more than others, but that’s not how we live our lives. People like being around other people.


    But people still say, “on the internet, people like to be anonymous.” As if there’s a difference between how we behave on “the internet” and how we behave when we’re walking around in the world. That’s like saying that we become different people when we’re on “the telephone”.


    There is no “the internet”. It’s just a communication medium. You’re still a person, with human needs and human feelings, and people don’t like being alone.


    A wiki is a volunteer project


    There’s one easy way to predict whether a wiki is going to thrive, or stagnate and die: look at the Recent Changes page, and check out how active the Talk pages are. If most of the users have a red “Talk” link — meaning nobody’s ever bothered to talk to them — then that wiki is in trouble.


    A wiki is a volunteer project, and the admins should act as if they’re the volunteer coordinators at a non-profit agency.


    If you walk into a non-profit agency to volunteer, there’s somebody there to say hello. They get you oriented, and they check in with you about how things are going. If it’s a successful, active program, then other volunteers are there too; they talk to you, and help you out. There’s always a sense that your participation is important, and appreciated. If you’re not getting paid for being there, then they need to give you something, and usually what you get is pride, satisfaction and appreciation.


    People who like working alone have their own personal websites and blogs. People come to wikis because it’s a communal project, with lots of people working together on a common goal. They want to feel welcomed and appreciated.


    The admin of a small wiki has three essential tasks — to welcome new people, to mentor the new contributors and make sure they know how to participate productively, and to encourage communication on talk pages. Everything else is secondary.


    Everybody needs a user name


    At Muppet Wiki, we have a User Name policy. We expect every contributor to sign in and create a user name. The first time an anonymous contributor posts on the wiki, an admin posts a welcome message on their talk page that says hello, points them towards the FAQ, and invites them to sign in. The majority of contributors sign in at this point.


    Anonymous contributors get a trial period of five edits. If the contributor does five edits without signing in, an admin posts a warning message, telling them that they’ll be blocked if they continue editing without signing in. Many contributors sign in at this point.


    Occasionally, an anonymous contributor will ignore the warning and continue posting. When that happens, we block that IP address, with a message that directs them to the User Name policy, and gives them my e-mail address if they want to get the block removed.


    Your head just exploded, right? Most wiki people that I talk to about the User Name thing usually have head explosions at this point. Let me summarize the argument: It’s harsh, it’s mean, it’s anti-wiki, it drives away potential contributors. In other words: Wikipedia doesn’t do it that way.


    And it’s true, Wikipedia doesn’t do it that way… which is why Wikipedia has hundreds of admins who play an endless game of whack-a-mole with anonymous vandals. Wikipedia’s system works, but at the cost of hundreds of person-hours every day. If those admins weren’t wasting their time reverting vandalism and nonsense, they could be doing productive work on articles.


    Wikipedia can afford to waste admins’ time like that because they have 43,000 active contributors. Small wikis can’t afford to waste their most active members’ time.


    User names build trust


    The User Name policy helps to weed out vandals and creeps — and it also helps to build communication and trust.


    Having a stable identity makes communication possible. Contributors with user names build a record of contributions, and a reputation. If the community as a whole knows that a particular contributor is trustworthy, then that can influence how conflicts get resolved. You need a stable identity to earn people’s trust.


    Allowing people to sign in with a random string of numbers breaks down the community’s sense of trust and common goals. You can’t build a strong team of trustworthy colleagues that also includes shadowy, faceless strangers.


    Setting reasonable boundaries for anonymous contributors proves to your active members that they matter, that this is a group worth protecting and taking care of. Groups like it when the leaders act in the group’s interest. It makes them feel special, and safe. That’s basic group process technique — it doesn’t matter whether the group is on “the internet” or in your living room. That’s how you build a group.


    Love your contributors


    So, anyway. This is all basically saying the same thing: Love your contributors. They’re working for free. Some of them are spending hours of their personal time every week. The only reward they get is the satisfaction of adding to the project, and the pleasure of working with a group.


    That’s magic, it’s pure magic. It’s one of the best things about human nature. We like to work together, just for the pleasure of building something. That’s why I believe in wikis, because wikis are a pure expression of our generosity, our passion, and our strange, quirky enthusiasms.


    That’s why you have to take care of your contributors — talk to them, welcome them, take their interests to heart. Learn their names. When something is bugging them or frustrating them, take care of it. Pay attention to them, and make sure they feel appreciated.


    These are extraordinary people, doing extraordinary things. Love them.


    (Image source: Muppet Wiki) and (Content is GNU FDL Free Doc License)


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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 04, 2007

    http://www.teachinghacks.com/2007/06/04/quote-of-the-day-4/

    QuoteBy a parent and friend:


    “My son uses his computer for his homework and produces great quality work, and then goes to school and can’t use the computers there. Something is wrong here.”


    Image source vaxZine.


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  • Posted by Quentin D'Souza | | 0 comment(s)

    http://www.teachinghacks.com/2007/06/04/good-copy-bad-copy/

    GOOD COPY BAD COPY is a documentary about the current state of copyright and culture. The trailer is included below. You can download the full documentary movie via bittorrent. (via Eric Steuer) And don’t be a torrent leech, seed this video.




    Featuring, in order of appearance:



    • DR LAWRENCE FERRARA, Director of Music Department NYU

    • PAUL V LICALSI, Attorney Sonnenschein

    • JANE PETERER, Bridgeport Music

    • DR SIVA VAIDHYANATHAN, NYU

    • DANGER MOUSE, Producer

    • DAN GLICKMAN, CEO MPAA

    • ANAKATA, The Pirate Bay

    • TIAMO, The Pirate Bay

    • RICK FALKVINGE, The Pirate Party

    • LAWRENCE LESSIG, Creative Commons

    • RONALDO LEMOS, Professor of Law FGV Brazil

    • CHARLES IGWE, Film Producer Lagos Nigeria

    • MAYO AYILARAN, Copyright Society of Nigeria

    • OLIVIER CHASTAN, VP Records

    • JOHN KENNEDY, Chairman IFPI

    • SHIRA PERLMUTTER, Head of Global Legal Policy IFPI

    • PETER JENNER, Sincere Management

    • JOHN BUCKMAN, Magnatune Records

    • BETO METRALHA, Producer Belem do Para, Brazil

    • DJ DINHO, Tupinamba Belem do Para, Brazil


    Directed by:



    • ANDREAS JOHNSEN

    • RALF CHRISTENSEN

    • HENRIK MOLTKE


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  • June 05, 2007

    http://www.teachinghacks.com/2007/06/05/the-games-teachers-play/

    When we talk about educational games, what comes to Mind? Do you think of the games that are pointed out by this TechLearning article like http://www.iknowthat.com/ or do you think of games like Civilization III ?


    If you were thinking about the games in the TechLearning article then I suggest you explore the links that are provided there and stop reading at this point.


    Stop


    At this year

    Posted by Quentin D'Souza | | 0 comment(s)

    June 06, 2007

    http://www.teachinghacks.com/2007/06/06/never-mind-the-laptops/

    Book CoverI am about half way through the book “Never Mind the Laptops: Kids, Computers and The Transformation of Learning” by Bob Johnstone. It has been an interesting trip into the history of educational computing, and I hope it will help to inform some of ideas in the future.


    One quote I really enjoyed on pg 82. by Seymour Papert:


    “What computers had offered me was exactly what they should offer children! They should serve children as instruments to work with to think with, as the means to carry out projects, the source of concepts to think new ideas … “


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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 07, 2007

    http://www.teachinghacks.com/2007/06/07/quote-origin/

    QuotePossible origins of the often quoted “Any teacher who thought they could be replaced by a machine, deserved to be.” B. F. Skinner supporters in the 1960’s on p.16 of “Never Mind the Laptops” by Bob Johnstone.


    Image source vaxZine.


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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 12, 2007

    http://www.teachinghacks.com/2007/06/12/k12-open-content-textbooks/

    Open ContentOpen content according to wikipedia is coined by analogy with “open source”, describes any kind of creative work (including articles, pictures, audio, and video) or engineering work (i.e. open machine design) that is published in a format that explicitly allows the copying and the modifying of the information by anyone.


    One area that I am interested exploring is the use of wikis as a central repository for subject knowledge for schools in the province of Ontario to match up with current curriculum expectations, in the creation of hypermedia texts with flexible content.






    Funny enough, I recently heard a keynote speaker state that “Education publishers should be very scared of the California Open Source Textbook project” but after seeing the results of the project since its inception in 2002, I have to again question whether speakers who are not immersed in these environments should be keynote speakers at all. Stephen thinks that this view is too extreme. What do you think, perhaps demand would really out do supply and force people who speak about web 2.0 to actual be seen online?

    Wikibooks and in particular the Education Bookshelf has a number of different examples of possible texts. I have been looking for other examples and have found a few of them, some are better than others. I was looking for K12 examples, but ended up with a few from Higher Ed.



    1. The California Open Source Textbook Project seems to have little activity on their World History Project wiki.

    2. Comp 1010 a Java Programming Textbook at the University of Manitoba.

    3. Canada’s First People Junior Textbook is a mixture of paid content and collaborative content. The licensing here confuses me, is it CC or isn’t it.

    4. The Bering Strait School District has an OpenContent Initiative which includes an open content textbook initiative.

    5. The Global Text Project’s goal is to create a free library of 1,000 electronic textbooks for students in the developing world that will cover the range of topics typically encountered in the first two years of a university’s undergraduate programs.


    Do you know of any other K12 examples of Open Content Textbooks?


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  • June 14, 2007

    http://www.teachinghacks.com/2007/06/14/viral-video-101-for-educator

    I have done some cleanup work on the Teaching Hacks Wiki (my other brain dump area). In particular, I wanted to reorganize the workshops into a separate area.


    Something that has peaked my interest over the last few days is how to integrate viral videos into lessons that relate to the Ontario - Language Arts- Media Literacy strand in the intermediate division. The videos would be a great attention grabber, it fits the curriculum really well, and the reflection process would be quite a bit of fun too.


    I just started a collecting ideas that I have titled Viral Video 101 for Educators. What I would like to do is deconstruct these videos, analyze its components, and then have students reflect on other viral videos that they have seen before and are willing to share.


    I am no viral video expert and most of the video deconstruction resources that I have found relate to advertising, which may not necessarily relate to viral videos, so any feedback would be much appreciated. I (heart) learning!



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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 18, 2007

    http://www.teachinghacks.com/2007/06/18/discussing-k12-open-content-

    EyeGary Stager posed some great questions in the comments of the K12 Open Content Textbooks post.


    Do you really think that digital textbooks, open-source or not, represent progress?
    Why would we use these powerful tools capable of liberating knowledge and providing access to primary sources and expertise merely as a way of reducing the cost of textbooks? Textbooks are undoubtedly the most destructive technology in the history of learning. Why would we help maintain their dominance in an age when they are clearly unnecessary?


    You can’t find good examples of open-source textbooks because it’s a bad idea, as is Curricki. If teachers had the time, courage and imagination to reject curricular scripts prepared by anonymous committees with indeterminate expertise, they would. What makes you think they will now make the leap to being curriculum writers.


    I often take graduate students to a local book store to demonstrate that there are better books on every subject at a variety of developmental levels available in paperback and written by experts. Books and other written artifacts written by thoughtful interesting experts are much more desirable than textbooks, digital, open-source or paper-bound.


    I have been creating my own version of a textbook over my teaching career, gathering lessons and materials that have been successful, working to improve lessons that have been unsuccessful, and work through projects in order to help my students to succeed. I have always been a curriculum writer.


    I can’t say that I ever divorced myself from textbooks in my teaching career, but I was a big advocate of project based learning. In a way, I have always been creating and drawing upon grade and subject specific resources for my students, I just never bothered to organize, share, and open all of this up in one place, as much as I feel I now can. Sharing my own learning and collaborating with my peers helps me to increase the quality of education that I can facilitate for my students. Saving the money from textbooks wasn’t really on my radar, but collaborating to create something better than what we currently have in Ontario “would be” one of those goals. I don’t think educators have to work in silos and replicate programs, services, and lessons over and over again. It makes me sick to see all the duplication that is going on in education. We share minimally between school districts, we barely share between schools, and we do only a little better between teachers in the same school. Yet, in Ontario at least, we all get paid from the same purse.


    I recognize that there are many obstacles that are going to act as roadblocks to a process like this. Educators that know how to edit a wiki, copyright of resources, online scholarship to draw from … the list goes on. I don’t have any answers to these roadblocks, but still I am willing to try. I have learned over my teaching career that best practices are not always easy and sometimes look impossible, but the end product is so worth the journey.


    Other roadblocks, like the one Dave mentions in the comments of the post are quite true, not only locally but at the distict level, but need to change.


    “Local school admins aren’t interested in/can’t justify spending tax money on producing materials that benefit the -world-. There has to be explicit, undeniable benefit to the local education group, and I’m not sure how to convince my local education folks that open textbooks are the answer.”


    If my career path takes me into administration, which it may someday, I hope that I am not one of those administrators. Why has Education taken on so many elements of a competitive business? Is it really necessary to be that competitive that we can’t even share what we are publishing in our schools with other schools? Instead, it is better that we duplicate our efforts - again, and again, and again - and not build on the successes of our peers.


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  • June 22, 2007

    http://www.teachinghacks.com/2007/06/22/did-you-know-20/

    Scott and Karl have updated the Did You Know presentation. Here are their notes, with suggestions for using this presentation.



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  • Posted by Quentin D'Souza | | 0 comment(s)

    June 26, 2007

    http://www.teachinghacks.com/2007/06/26/looking-at-the-research-k12-

    ResearchI have started to aggregate some of the research that I have been reading on the TeachingHacks wiki, under a new topic titled Research . I am looking for K12 research papers, peer reviewed journals and studies, and have been staying away from magazine articles for now.


    Here is what I have so far on the topic of Blogging in K12. If you have any suggestions that speak directly to K12, rather than Higher Education, I would love to here about it.


    Reflection and the Middle School Blogger:Do Blogs Support Reflective Practices? Beverly B. Ray and Martha M. Hocutt


    Abstract


    Research examined 12 randomly selected blogs from a population of 38 teacher-created, teaching-centered blogs to determine whether they were useful reflective devices for practicing middle school teachers. The amount and depth of reflective practice, as measured by a researcher-created rubric, was examined as well. Results indicated that all participants engaged in some level of reflective writing. However, the depth and level of reflection varied within and among the blogs. The results reported here are useful for framing future research on the efficacy of middle school teacher blogs.


    Among the key findings for me:


    Posted by Quentin D'Souza | | 0 comment(s)

    http://www.teachinghacks.com/2007/06/26/edu-20-is-now-officially-lau

    Just received the following email to a concept that looks interesting. Is it a CMS, LMS, Social Network, RSS Aggregator - I’m not sure yet? It is worth a look.


    ———————————


    Hi Quentin,


    We’re happy to announce that edu 2.0 is now officially launched!


    If you haven’t visited the site for a while, I recommend going to http://www.edu20.org and clicking on “take tour’. A short 3-minute video provides a high-level overview of the site and some self-paced mini-tours demonstrate the key features. There’s also a short personal video from me at the bottom of the page.


    Sincerely,
    Graham Glass, founder
    email: graham ( at) edu20.org


    ——


    Here’s the tour that is mentioned.



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  • Posted by Quentin D'Souza | | 0 comment(s)