WIKI, WIKI, WIKI!

We used the new "mobile computer laptops" Neil obtained for us. Very cool! Since the class is so small, everyone had a computer to use. I had to move too quickly for my comfort because another teacher needed the computers the last half of the class. That gave me about an hour and a half to accomplish our goals. Everyone was able to get a gmail account, set up a portfolio (Google sites), get into an interest group based on information posted on Blackboard last week, and set up a Wiki workspace (PBworks) for our Powerpoint assignment for next week. By that time I had to get the computers packed up and hustled to the next teacher, who, it turned out didn't need them after all. Whew! Onward for the rest of the class, a discussion of Chapter 1 and a procedure for using Wiki to work on the Powerpoint assignment.

Problems: There were a few mistakes made with the portfolio because students didn't listen to instructions and plunged ahead with choices, like choosing the wrong type of site (education). Neil had warned us about this, but I caught it too late. I couldn't immediately remember how to delete a site and will have to look that up for next week. Naming the site is important so that it can be read on my list. We used WRT 1020/01 and the student's last name so that I didn't get Pookey's Place appearing as one of my sites. I still have to sit down and help students make some corrections next week. There were questions about cutting and pasting the Blackboard introduction into the space and adding photographs. Other than that it went smoothly and students were kind of thrilled.

I introduced the Wiki by showing students the Commoncraft.com wiki explanation. This is so clear and unintimidating! Brilliant simplicity! Next I shared the wiki site Marian and I set up as an example and a sequeway into the Powerpoint assignment. (We had used this wiki to collaborate on instructions for the assignment.) I distributed printed copies of this assignment as an example for them to study and as a list of instructions for each slide in the Powerpoint. We discussed how the tasks might be divided: opinion finder, fact finder, illustrator, references co-ordinator. Students could contribute to more than one role and have a page on the wiki for each part of the assignment. The reasoned opinions could be proposed on another page after all the other work had been shared.

The final part of the class was devoted to a discussion of Chapter 1 and how to set up an inquiry using a focused question. I pointed to the example in the text about "Drivers' Licenses and Photographic Identification"and did a sample cluster on the board. We had planned to use Inspiration for this, but it was not a program that had been loaded on the computers, and I didn't have the computers at this point anyway.

Then I asked if the class could think of current controversy. They fell into my hands like ripe fruit! The Mosque-9/11 Site controversy! I put the focused question "Should a Mosque be built near the 9/11 site?" in the center circle of the cluster, with branches shooting off for positive and negative arguments and a third way. They filled in what they had heard. We discussed the need for facts and informed opinions. I just happened to have an article on the subject! Yay! We revised the question, agreed that more accurate facts were needed, and considered what opinions were valuable vs. those that were uninformed. Their reasoned conclusion was based on legal standards and considerations for consequences. I told them to use this procedure in the wiki space as a model for their homework. Using the information they gather, they should be able to assemble a Powerpoint rather quickly in class next week. Of course, I am going to ask for the computers again. We'll see how it goes.