ELA's for symbolism on wiki

Essential Learning outcomes - ACT

Symbolism in art lesson 4 and 5. (using a wiki)

Early adolescence band of development

ELA 25 - technology (designs, makes and appraises using technology)

• 25.EA.3 functions of tools and processes, and safety in their use and storage
• 25.EA.6 work independently or in collaboration with others to create solutions according to specified design criteria

ELA 7 - the arts (creates, presents and appreciates artistic works)

• 7.EA.2 technical terms and structural principles appropriate to the art form
• 7.EA.8 discuss the different ways artistic elements and concepts are used to convey meaning
• 7.EA.11 research an artist and/or artistic work in a way that informs and deepens thier understanding of the artist and artwork.
• 7.EA.12 interpret some artistic works and/or artists in the context of the society in which they lived and the dominant ideas of the time.

observation school advice on wikis

observation school advice on wikis

This week I have talked to a number of teachers at my observation school about how they use wikis. This school ( a private fee paying school) has access to internal wikis. Teachers said they were clunky but still used them. Although not as user friendly as external sites they were adequate for classroom use. This school is in the process of upgrading their intranet which promises to have a better wiki service. Teachers are enthusiastic about this.

One teacher who uses wikis on a regular basis said that students enjoyed using them and that they used the wiki in both an individual and collaborative manner.

Week 3+ Symbolism on wiki

Topic: Symbolism in art on wiki

Curriculum area: Art

Year level: 8

Time allocated: 2x 60 min ( lesson 4 and 5) in class plus time at home.

Students' prior knowledge and experience:

• lesson 1; information in symbolist lecture
• lesson 2; discussion of symbols and symbols in advertising
• lesson 3; drawing and association exercise

Learning outcomes:

• learn how to use a wiki and its role in this unit of work.
• through guided discovery learning, use the wiki as a place to create knowledge around the unit of work.
• communicate with classmates around the unit of work.
• use the wiki format to anaylse artwork and see how classmates analyse artwork.
• peer to peer learning.

Procedure class 1:(computer lab and projector required)

• in class lesson on how to use and navigate a wiki.
• Rules on appropriate behaviour and language.
• images and questions will be posted to guide students on how to use a wiki post instructions.
• each day an additional image or question will be added to the wiki to encourage at home use.

Procedure class 2:(computer lab and projector required)

• in class lesson on what is working well and how to use it more effectively.
• in class discussion on what has been learnt so far.
• add something you have learnt.
• students to start their own project page today, where they concentrate on one symbolist artwork that they like. Students to find their own image and information. This will continue as a homework project.

Assessment of student learning:

• level of interaction and contribution
• has the student created their own page (individual student page as an assessment item)
• in class discussions

Wikis in a visual art lesson

Symbolism in Visual Art

Below is a series of nine lessons on the topic Symbolism in visual art. ( this is a year 8 class in a private fee paying school where in school wikis are provided)

1. PowerPoint of history of Symbolism in art
2. Discussion on what is a symbol. Using advertising from a magazine identify the symbols used and what they might make people think of.
3. On each table there is an object. You will draw each object for 10mins then write every word you think of for two minutes. Circle around the room until all the objects have been drawn. Discussion on what everyone came up with.
4. Computer lab day and dunn..dunn..dunn wiki day...yeah for wikis. On the wiki there is a page for history of symbolism, a page for symbols in advertising, a page for objects and their associations. Everyone must contribute to two or more pages. Today you are to learn how to use the wiki and contribute to one of the pages.
5. Computer lab day. Today I would like you to read the contributions of your classmates and find a place where you think you can add something interesting that you have learnt. Maybe upload an advert and describe its symbols and how those symbols are meant to convince someone to but the product. Upload a symbolist painting and explaining the symbols in the painting what they do mean what they might mean, what you think they mean.
6. Sketch three ideas for a symbolist painting using some of the symbols and their associations you have learnt about so far. Homework make a contribution to our wiki.
7. Choose the best of your sketches and improve it. Draw it up onto a small canvas and start painting.Homework make a contribution to our wiki.
8. Painting symbolist piece.Homework make a contribution to our wiki.
9. Painting symbolist piece.

Rationale for using a wiki in the unit Symbolism for Visual art.

• to create an interactive environment where sharing information on a given topic is encouraged.
• for students to create a collective repository of information that can assist with other classroom activities.
• to support the notion that symbols and their associations are dependent upon the individual viewer, as will be discovered by the students as they read their classmates responses on the class wiki.
• to encourage discussion about artworks and their meanings.
• to encourage analytical and critical thinking skills.

making another wiki

Making a wiki in PB works.

This site is so much easier to use than wikispaces. There are easy to find links. There are no ads. BUT NO BACKUPS.

This is what PB works says about using a wiki in your classroom.

• building critical thinking and real world communication are its strengths
• publish class notes
• add powerpoint
• include schedules and policies
• add examples of work
• keep parents involved
• post assignments (no losing homework)
• students can create their own portfolios on their own page
• share and interact
• you can have multimedia plugins
• have student accountability (know who did what and when)
• page history facility
• reverse changes in case of vandalism or other upset
• create classroom accounts (no email) student login and password for security.
• THERE ARE NO BACKUPS.

http://jackieictwiki.pbworks.com/

artsource wiki

Making a wiki in wikispaces

ok - I'm working on creating a wiki with a page 'symbolism in art' having some problems;

• how do you find the pages? It asks you to type in tags but does not out them in the side bar?
• weird
• there are ads to turn them off they are asking for $5 a month.

Things I have learnt how to do;

• invite people
• create a new page

http://artsourcestudio.wikispaces.com/Symbolism+in+art

wikis -act education dept.

This is what the ACT department of Education and Training have to say about wikis.

Benefits and Educational uses

• dynamic and collaborative
• anyone can change a page on a wiki so it alters the teacher/student dynamic
• the system matches what the teacher might already do
• wikis retain edited versions and history can be reviewed
• they are largely free, open software

Issues

• never authoritative
• specialised tagging requires additional skill set
• concepts of ownership and authorship need to be rethought
• teacher needs to relinquish control to students as peers

http://www.det.act.gov.au/__data/assets/pdf_file/0010/74485/ACT_EmTech_Report_v1_2.pdf

wikis+education+victoria

At: www.education.vic.gov.au/studentlearning/elearning/technology/wikis.htm

• advised wikispaces and PBworks are NO ADD sites
• section on setting up a wiki
• other useful information

Cybersaftey tips

• get permission from parents to publish students work
• students should sign an 'acceptable use agreement'
• do not use full names
• no addresses
• links to more useful information

Wikispaces

• free site (basic)
• 2GB
• request ad free
• unlimited users

PB Works

• free
• 1 workspace
• 100 users
• 2GB
• email support

Year 11 arts wiki

A year 11 art class used a wiki set up by the librarian.

The librarians goals were:

• to collect information and links to support teaching and learning
• to easily embed media and links to art blogs
• to create a dynamic resource that would constantly grow

The links to blogs were particularly successful, students created discussions around these most of all. And there were some useful and interesting Utube videos under the drawing link.

wiki link: artmatters.wikispaces.com/Year+11+Studio+Arts+09

Wet paint

On wetpaint

look at, education.wetpaint.com

• they no longer have ad free sites
• students under 13 cannot register
• they do have examples of how wikis have been used in education
• they do have wiki templates for education wikis
• there are examples of classroom wikis, student created wikis, group project wikis

The wiki way

In a study by Alison Ruth and Luke Houghton, university students, undergrad and post grad, took part in a study to use a wiki to create their own text book. This task was designed because of the nature of the course, technology in business where up to date information is fast moving.

The wiki format was chosen because:

• free culture and open content (no authoritarian expert)
• collaborative nature
• pedagogical philosophical underpinnings (constructivist and pragmatic)
• learners can experiment with knowledge
• pages can be used to develop knowledge around a theme
• shout-box - where students can type a question and another student on-line can answer
• allows for multiple perspectives

Teachers and students found that the initial stage of teaching how to use the wiki needed more time (they had one lesson). That students initially found the change in method from reproducing knowledge given by an authority to creating knowledge collaboratively challenging. Some students were concerned with other students copying their work (similar fears with the student wiki case study written about earlier). Unlike the younger students the wiki was used to its full potential, full use of pages, shout-box, discussion and blog.

Taken from:

Ruth, A., Haughton, L. (2009) The wiki way of learning. Australasian Journal of Educational technology, 2009, 25(2), 135-152.

schools and wikis: a case study

In a case study by Futurelab, a wiki was used to examine the usefulness of the format in a school setting.

Teachers looked for wikis that were:

• free
• were able to be accessed by invited members only
• that included a discussion page
• offering user authentication

In theory it was assumed that a wiki would encourage collaboration through a group writing process. That a wiki was a good way to teach knew knowledge building. That it could be a site of participation that was also a record of a community act. And that it was a authentic activity based on the constructivist view that learning is a social activity.

In the case study it was found that;

• very few students edited others pages, and when one student did it was met with hostility.
• that this refusal to impact on others writing was not seen in visual entries.
• Commenting on visual entries was seen as acceptable and legitimate.
• With visual entries students asked other students for help or advice.
• The studnets saw design as a periphery of school practice with one student stating "Writing's what gets you your grades, not pictures."
• this group focused on the task not on interactive engagement.

Grant, Lindsay (may 2006) Using wikis in schools: a case study.

FutureLab http://rhazen.edublogs.org/files/2008/01/wikis_in_schools_futurelab.pdf

wiki's in art appreciation

I'm thinking out loud (or more accurately out write) about the value of using a wiki in order to engage discussion about an artwork within a classroom setting. How to do this:

• most obvious; set as a homework task
• two and maybe most practical; book a computer lab and have a real time in class written discussion.
• three; a combination of the two.

What if the class studied one artwork a term? How would the discussions evolve? What age group would such a lengthy discussion be best suited to?

What if the class studied one artwork a week, for a ten week term, but on one artist and looked at a series? How would the discussions evolve? What would be the best age group?

What if the class studied one genre for example Renaissance or Symbolist? What length of time would be best suited? What age group would be best suited?

creative collaboration

From: A handbook from FutureLab_2004 'Why the focus on 'creative collaboration' Two reasons are cited: the rapidly changing world, and research?? anacdotal?? (not sure where this idea has originated) That learning is also becoming seen to be done more effectively using collaboration- peer to peer. They offer two case studies: Virtual puppeteers and Media stage. Both are a kind of virtual world type program. Students control character, in puppeteers the characters are 'fictional type' in media stage they are 'real world type'. It is 3D storytelling. Conclusion was that ' effective collaboration was supported through tools and effective classroom supportive environments.'

An optimistic view

From: Bryant, Le. (2007). Emerging trends in social software for education. ...'the fundamental pattern of learning and innovation using social tools- FIND - REMIX - SHARE - seems ideally suited to the way most young people like to discover and make sense of the world around them, which is reason enough for an optimistic view of their likely impact.'

rewarding risk-a solution???

From: Thomas, Kim. (July 2008). Rewarding risk: how e-scape changes learning. www.futurelab.org.uk/resources/publications-reports-articles/web-articles/Web-Article1063 This article writes about a project designed to combine handheld learning devices, with electronic portfolios. Initial designs were drawn on a PDA, electronic portfolios were kept and made as the students worked, with the final project uploaded onto a central website where they were assessed by moderators. The PDA included features such as voice recorders, word, excel, mind-mapping software, paint software, a camera and a video recorder. 'The ability to share work between students is particularly valuable, says Ross: "There's a useful link called 'collaboration', which means that if I draw a design on my PDA, it can then be transfered to someone else's PDA. They can add their notes, and that can go on a cycle of three students, so on me e-portfolio, it will not only have my drawing, but the next window on the website will have my peers' comments on my design.' (p.2) Software was found to be too teacher reliant, students felt that work was slower than it needed to be because of this. The e-portfolio system used is called Managed Assessment Portfolio System (MAPS). Projects therefore can be marked from anywhere.

Connectivism-the new ism

From:E-Pedagogy, by Bobby Elliott: www.scribd.com/doc/932164/E-Pedagogy Connectivism: George Siemens. "learning is the process that occurs when knowledge is transformed into something of meaning." data to information to knowledge to meaning. There are eight principles of connectivism: 1. learning and knowledge rest in diversity and opinion. 2. learning is a process of connecting specialised nodes of information sources. 3. learning may reside in non-human applicances. 4. capacity to know is more important than what is currently known. 5. maintaining connections is needed for continual learning. 6. ability to see connections between ideas and concepts is a key skill. 7. currency (accurate, up-to-date knowledge) is vital in learning. 8. decision making is itself a learning process.

The new kind of learner

From: E-Pedagogy by Bobby Elliot, (2009), www.scribd.com/doc/932164/E-Pedagogy The new kind of learner: 1. active learning rather than passive receiving of knowledge. 2. authentic learning experiences rather than contrived tasks. 3. construction rather than instruction. 4. task (not process) oriented. 5. just in time learning. 6. search not memorise. 7. doesn't know answer but knows where to find it. 8. google not libraries. 9. collaborate not complete. "Todays students have not changes incrementally from those of the past. A really big discontinuity has taken place. One might even call it a singularity - an event which changes things so fundamentally that there is no going back. This singularity is the arrival and rapid dissemination of digital technologies in the last decades of the 20th Century."

Schools online

Online network use in schools Social and educational opportunities Notley, Tanya Source: Youth Studies Australia; Sep2008, Vol. 27 Issue 3, p20-29, 10p Notley argues for decreased sensoring in schools. Social relationships that form between students in online social forums are improving communication in real world social envirironments, and an important access point for all kinds of facilities. The quote's below is taken from this article. 'The key reason why online networks can enhance social capital is because the increasing ubiquity of the internet and related ICTs impacts on the way social relationships and social networks are created, mediated and maintained. If a majority of people communicate and connect online, this in turn impacts on the way they accumulate social capital (Notley & Foth 2008). In this way ICTs can and do have an impact on bonding, bridging and linking forms of social capital (Huysman & Wulf 2004).' 'Other researchers have also emphasised the learning benefits that online network use can provide through the development of skills in peer-to-peer knowledge sharing, collabo- ration and critical evaluation (Gee 2003; Ito 2006; Organisation for Economic Co-operation and Development (OECD) 2007; Sefton-Green 2005). Case study research has suggested that the flexible, personalised, experiential and informal learning opportunities that online network platforms provide can better suit young people who have struggled with the industrial one-size-fits-all style of teaching that still characterises the mainstream school systems in most developed nations (Green et al. 2007). However, rather than suggesting that online networks offer learning tools that are superior to traditional school-based learning, some researchers argue that online networks can and should be used to support an education system that conforms to the learner, rather than the learner to the system.'

intergrating education technology into teaching

Roblyer, Margaret D., Doering, Aaron H. (??) Intergrating Educational Technology into teaching, 5th Edition. Three points taken form:ISTE National Educational Technology Standards (NET.S) and Performance Indicators for teachers. 1. engage students in exploring real-world issues and solving authentic problems using digital tools and resources. 2. promote studnet reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning and creative processes. 3. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.