Wiki! Wiki!

The enjoyment of learning process to me is that I really feel I learn SOMETHING NEW. Indeed, taking this course is definitely a journey of pleasure, because I can always know something new every week.

Though the word “Wiki” is not really new, I know few about that. I remember that Kim talked about using “Wiki” as a Web-based teaching strategy. In talking about the authenticity of online information, I mentioned “Wikipedia,” which is a collaboratively edited “encyclopedia.” From that time, I began to know how “Wikipedia” is named. However, before I try it by myself, I am still not sure what it would be like.

In this week’s learning, I visited the websites recommended one by one. Several links don’t work. My impression is that I only see some “Wiki” pages full of words in small fonts, in plain design with few images. Some of them even look like a clutter of words. Probably because I have never used it, “Wiki” is still a fuzzy idea.

I get one essential idea of “Wiki”: collaborating writing and editing. Everyone involved can be an editor to perfect the collaborated work (Maybe the work can never be “perfect”). So, who will be the “everyone” entitled with the right to involve? Anyone who has access to the server? In a class environment, should it be only the class members or some others the teacher permits? In explaining the definition of “Wiki” in Wikipedia the problem of “vandalism” is mentioned. I guess I would let my students edit our “Wiki” other than anyone else.

Of all the websites I visited, I am impressed by one about “pros and cons” of “Wiki” for class. I think I can use “Wiki” in teaching writing and each student can gain experience as an editor and be responsible for our writing projects. Anyway, these “pros and cons” should be considered before the new experiment.

Dr. Dawson mentions that it’s the first time to create a class “Wiki” and she also views it as a “risk.” I’m glad to join everyone to take this risk. What I get must be very different from what I think before I kick it off. Hopefully, our class will be wrapped up with a “brilliant success”!

“Wiki”! “Wiki”! Just do it!

Synthesis: About Web Pages

To learn to make web pages is one of the reasons that I select this course. Before registering for this course, I consulted the syllabus online which may be used before and found that making web pages was included in this course. I guessed we would make ours too. In “Preface,” Dr. Dawson mentions it’s important for us to have a big picture of creating web pages and use some principles to make “good” web pages.

Making web pages is not as hard as I thought before I set about doing it but it is also not as easy as I feel once I kick it off. I was exposed to HTML and FTP when I used FrontPage and DreamWeaver to update a journal web when I was studying for my Master’s. However, it is not a web page created by me. Anyway, I began to know making web page is not a myth.

Having visited the recommended classroom home pages, I’m impressed well by these teachers’ fancy stuff on their web pages. Because all the pages are served as a class expansion to provide more information for students and parents, the content on these web pages is similar, including homework, projects, call for parents, upcoming events at etc as listed in “Introduction” by Dr. Dawson. Still, there are some unique features.

1. Content

a. Mrs. Bogucki’s 5th Grade Class: “Class Web Pages” and “Student of the Week” are designed especially for students. In “Class Web Pages,” each student with a pen name has his/her own page with self-introduction and school achievements. “Student of the Week” is a space for “outstanding student” of each week. It’s a good idea to make students involved in the web construction. Instead of information resource, the web is also a home online for the whole class including the teacher, the students and their parents.
b. Mrs. Healey’s 1st Grade: I like “The 1H Bookstore,” in which Mrs. Healey posts books of each month related to their learning themes in class. All the books’ jackets are present and parents can use the links to order the books online directly. Students can always be informed of recommended books and parents have an access to know what the students are learning and reading.


2. Design

Before knowing “CRAP,” I thought a well-designed web should be logically and systematically presented with clear content and some fabulous pictures and graphics. It’s the first time that I realize there’s much knowledge about layout of the graphics, headers, navigation. In introducing the concept of “proximity” on the layout page,(http://library.albany.edu/imc/webdesign/page2.htm), I really didn’t find anything wrong with the example on the right, except the navigation frame seems too close to the line below the header. Comparing with the revised one, I really feel that the basic principles of “CRAP” really make sense. It’s good to know the principle before I start my page.
As for the styles of classroom web pages, students’ ages should be considered. For elementary school students, most pages are characterized with cartoon images (e.g. Mrs. Bogucki’s 5th Grade Class & Mrs. Healey’s 1st Grade).
Some pages’ appearance looks very neat and clear. (e.g. Mrs. DeCosa’s web & Governor’s School Chemistry). I really don’t like the pages with redundancy contents, overwhelming popups and pictures. This kind of style is distracting and hard for visitors to locate and focus.

3. Graphics

While browsing these web pages, I feel so excited and want to make my own. Some graphics used are very attractive. Since the issue of “copyright,” I’ m really not sure what graphics I can use and what I can’t. On Mrs’ Healey’s page, she provides a clue for the cute graphics used on her page (http://www.mrshealeysclass.com/NewFiles/generalpages/likemygraphics.html)I wonder if there are other good web sites for downloadable graphics?

4. Students’ privacy

In some classroom pages, class photos and students’ names are showed there. In Mrs. Bogucki’s web page, the students’ names appear as pen names. Instead of real “persons,” some cartoon images are showed to indicate the students and the teacher. Mrs. Bogucki states on the web: “In consideration for both the privacy of my students and the expressed wishes of their parents, as well as guidance provided by the Technology Division of Stafford County Virginia, I will not use the actual names or include photographs of my students on any of our classroom web pages” (http://mrsbogucki.com/aemes/class/web/default.htm). Students’ privacy should be a concern in making classroom web pages.
Some teachers provide students’ self-portraits accompanied with their self-introductions. It’s creative to make the students’ pages more interesting and protect students but without losing personalized flavors. Mrs. Healey’s 1st Grade is a good example. (http://www.mrshealeysclass.com/NewFiles/generalpages/meetfamily.html)

In presentation, Dr. Dawson strongly recommends Williams & Tollett’s The Non-designer’s Web Book. I’d like to read it. It is said in this book that “Anyone can learn the mechanics of making a web page. And anyone can make an ugly web page. Lots of people do. But the only reason so many people make bad web pages is that they don’t understand the very basic design principles.” With the general idea now, I plan to make a class web page for my teaching next semester.

I always want to make a web page but fail to make a good starting. I always feel it’s a systematic and time-consuming project. I’m not sure where to start. Also, I was distracted by this and that and didn’t really make a plan for that. I tried one and put online through my university’s server. But I just put some photos and simple words there without any further efforts on it. Undoubtedly, it’s bad and ugly web page. :-( Finally, making a “real” web page is only my dream. I know, I’ve got to start now. This course has been a good beginning. Hopefully, well begun is half done.:-)

Happy Chinese Lantern Festival

It’s Chinese Lantern Festival!

The Lantern Festival is on the 15th day of January in Chinese Lunar Calendar. It symbolizes the end of Chinese New Year which begins from Jan. 1st in Chinese Lunar Calendar. We usually eat Yuanxiao/Tangyuan (rice dumplings/ sweet dumplings) on Lantern Festival. Surly, watching lanterns and guessing lantern riddles are very important activities.

Last week, I bought some rice dumplings in Chinese grocery. And that was the last bag I found! Indeed, most people think it’s a “must-eat” on this special day, ‘cause it symbolizes reunion for Chinese people (The pronunciation of “Tangyuan” is similar to that of “Tuanyuan” ---- “reunion” in Chinese. Also, “Tangyuan” is round-shaped, which also implies reunion.)

I called my family this morning. Of course, I ate some rice dumplings! Really delicious!

My brother sent me a new photo in which my mom on a swing holds my nephew, Liuliu. He is so cute in modern-typed “traditional Chinese costume”!

Check out the webs for more about Chinese Lantern Festival!

Lantern Festival
http://www.china.org.cn/english/features/Festivals/78320.htm

元宵节
http://www.chinapage.org/festival/lantern.html


Chinese Lanterns Handicraft
http://www.fortunecity.com/meltingpot/alabama/179/clantern.htm

Option #3: About 5 pre-existing Internet-based instructional activities

Exploring the listed “Internet-based instructional strategies” is really fun. Undoubtedly, I am led into an unceasing exploration in an unbounded world. I’m excited that I get much invaluable information in my interest. I’m majoring in ESL, so my attention involuntarily is put to language learning. Before taking this class, my knowledge of using Internet in language learning is limited to search information online. It’s an eye-opener to be exposed to the various instructional strategies exemplified by so many creative activities. I choose to tap the following five activities as resources for my future teaching.

1. Weblog
e.g. Activity: Ms. Howard's Writing Blog

This is Ms. Howard’s Grade 7 writing blog. I guess she is an English Language Arts teacher. All students in “ePortfolios” can post their writing on the blog and share with all the classmates and even all the visitors online. Writing is one of the basic and important skills in language learning. It is absolutely not novel to teach writing via emailing, conversing in chat room, discussing online. Blogs as a tool in language teaching may be still at the very early stage. (According to some articles I read, Blogs are still considered experimental in teaching field.) This tool, actually, provides students with new experience in writing, publishing, reading and peer reviewing. The below is one poem post on Ms. Howard’s Writing Blog (The layout of the poem may not be displayed as the origial one. Please click the link to view the poem):
Christmas Poem

Christmas trees are bright
They give off lots of light
Christmas trees shine when it is night
They are a pretty sight
Christmas trees can be green or white
And cheer you to your delight.

The student writer writes a simple but beautiful poem with rhymes. She also uses different colors to highlight some words which make me think of the shining lights and ornaments on Christmas trees. Also, the layout of the poem is just like the shape of a tree. So, on one hand, these posts themselves can be used in teaching ESL/EFL students. For example, these writing blogs may provide opportunities for Chinese EFL students to read American students’ writing. On the other hand, if I make a blog for my future students to post their writing, they will have a platform to communicate and review each other’s work. Some issues such as how to encourage students to keep posting (assignment or free posts), what writing is appropriate to post and etc.may be considered.

2. Telecollaborative Activities
e.g. Activity: Interpersonal Exchange

Many interesting activities are included in this web page. As the name “interpersonal exchange” suggests, there are many chances for students to make communications with others outside of their classrooms in the projects like “Keypals.” Also, since Internet has changed the world to a “global village,” students can learn much multicultural information. For instance, the information of schools in the United Kingdom and New Zealand can be found in “Global Classroom.” This page can be taken as great a teaching resource for teachers. These interpersonal exchange activities are very useful to expand students’ horizon of the world and make it possible for them to have authentic contact with the people who speak the language they are learning. I think the project of “Keypals” may need more teachers’ guidance to insure that they have “good” keypals to communicate. To me, “Global Classroom” can be used to introduce cultures and other aspects of English-speaking countries.


3. Podcasts
e.g. Activity: Educational Podcasting Network

This strategy is still new to me. Though I know there are many audio materials which can be used in teaching listening, it is the first time that I know there is such a stuff called “podcast network” where so many audio programs in each subject are shared. For example, in the folder of “English language arts,” I find “American idiom and slang lessons for learners of English.” Students can have authentic contacts with the language they learn. When I taught English in a junior college in China, many students asked about interesting listening materials beyond the “boring” listening in their textbooks. At that time, I just suggested they search the information online but I myself didn’t locate a great resource for them. Now, the first-hand listening materials can be recommended to my EFL students.


4. Multimedia Scrapbook
e.g. Activity: Exploring China Scrapbook

Indeed, all the strategies like “topic hotlist,” “knowledge hunts”, “subject sampler” and “Webquests” provide me with great examples to develop online projects for students. Here I take the activity of “exploring China scrapbook” as an example. In teaching ESL/EFL, students are not only learning the language of English but culture embedded in every aspect of the contents they are exposed to. This scrapbook activity can be used in a project of having a glimpse of a country or knowing a specific cultural phenomenon like holidays. The links offered are well selected by teachers can save students a lot of time from being distracted in Internet surfing. Of course, these links should contain multivariate information for students to explore the topics deeply. They can use their scrapbooks for further presentation.


5. Virtual Fieldtrip
e.g. Activity: Historic Brattonsville, South Carolina

This activity is especially attracting for ESL students who temporally may not have real experience abroad. Like the web page cited here, visual and audio experience can assist students understanding the places and gain a vivid and long lasting memory. Besides this site, I also search some other resources of virtual fieldtrip (e.g. http://iteslj.org/ESL.html & http://www.nvo.com/ecnewletter/virtualfieldtrips/) If my EFL students are interested in their peers in American schools, I can present a three-dimensional real school in the videos (http://www.cdlponline.org/index.cfm?fuseaction=stories&topicID=4) other than paragraphs of words and long strings of statistics. Learning for my students would be fun!

The information online is out of exhaustion for life-long learning.

Every weekend, I am happy because I do feel that I gain new knowledge. One friend in China who teaches English in a high school often discusses English teaching methods with me, since she believes that I am in the “front line” to get to know new teaching strategies and recourses. These days, she is still on vacation for Chinese New Year and seldom stays online. Actually, I can’t wait to share with her all the information I get in this course.

Go MSN to meet her now! 

Chinese New Year Show

"The 2006 New Year Show, the biggest annual Chinese event, will be held on Sunday night, Feb. 5th at the Phillips Center for the Performing Arts. The show will start at 7pm. Free food and free tickets will be served at 5pm."

I'll go watching the show. I hear that Phillips Center can seat around 1,700 people. Wow! Should be a fantastic and big show!Bravo!!

Reflections on Internet-based Instruction

I gain important insights into Internet-based instruction from the four articles. We always can find “links” to dig out more information in reading. That’s the Web --- it’s rich.

Though “3 Myths about the Web” was written in 1998 and revised in 1999, 7 years ago, what the article tries to elaborate is not outdated. The 3 myths are still prone to mislead many people on the Internet. What’s more, the more popular the Internet is, the more people are blind to the facts overshadowed by the myths. Indeed, the 3 myths exposed in this article are not hard to understand. It seems that they are more like three “blind spots” for people using the Internet. The truth is that we need to be aware of the myths may mislead us rather than understand the myths per se. Reading this article is a process full of self-reflections. As a leaner using the Internet to search information, I take it for granted that I can get everything I want on line. When I come across a word, a term or anything I don’t know, my first reaction, if there’s a computer at hand, would be “searching” on line. Truly, I am swamped with a lot of information after I put “keywords” in search box. I seldom think of the source of the information. The Web, in my mind, has more updated information and is living. However, encyclopedia seems old and “dead.” Or I feel it’s used by “gerund-grinders.”

“Myth 1” in this article reminds me of the Web “is passionately posted and full of opinions and rarely hidden agendas.” It’s true that everyone can edit his/her own Webpage, whereas encyclopedia is edited by professionals and scholars. Considering my future use of the Internet in class, I believe it’s essential to make it clear to the students who turn to the Web for information that the Web IS NOT an encyclopedia. It’s necessary to think what the information they search is for. If they use the Web to search popular and updated information for knowledge, maybe using the Internet is a shortcut. If the information is used for academic research, authentic and accurate information is highly demanded. Well, the information on the Web may be questionable before it is investigated. As I know, Wikipedia is a very popular encyclopedia on line. I use it often and never think of who edit it. After reading this article, I go to the page of Wikipedia and read “Wikipedia is an encyclopedia written collaboratively by many of its readers. Lots of people are constantly improving Wikipedia, making thousands of changes an hour, all of which are recorded on article histories and recent changes. Inappropriate changes are usually removed quickly” (http://en.wikipedia.org/wiki/Wikipedia:Introduction). It is also pointed out: “Unlike other encyclopedias, the volunteer writers of articles in Wikipedia don't have to be experts or scholars (though some of them certainly are)” (http://en.wikipedia.org/wiki/Wikipedia:Who_writes_Wikipedia). Undoubtedly, I can get many useful and renewed definitions in Wikipedia. However, if all the information is reliable to be included in academic research may be a question after I read the “myth.”

Another myth that “the Web is full of useless junk” reminds me of that article we read last week, “Teaching Zack to Think.” There are not only useless junk but much false and biased information. Indeed, the Web provides all of us with an effective way to air our opinions. We say what we want. Thus, it is to be sure that there are many subjective and personal opinions. When a teacher involves students in learning using the Web, he/she is responsible to help students be aware of the positive and the negative of the Web to make them scrutinize the information and make good use of the Internet.

The last three articles elaborate the theory and practice of integrating the Internet for teaching and learning. The second article compares the traditional instructions with the Web-based instructions to highlight the benefits of the Web. Though “riches” is one of the distinctive benefits of the Web, March indicates that “the Internet is an embarrassment of riches that's next to worthless without an educator” (http://www.ozline.com/learning/theory.html). That’s a reason why teachers are still indispensable though students may have access to tremendous information on line. So, it’s educators’ mission to assist students to “dig the golden mountain” in the Internet. Activity formats of Web-based learning in this article make the fuzzy idea of Internet instruction seem to be three-dimensional and specific. March gives me the new lens to view the Web-based instruction instead of simply asking students to search information on line.

I’m well impressed by the formats of “Topic Hotlist, Multimedia Scrapbook, Treasure Hunt, Subject Sampler, WebQuest.” Actually, I have found some WebPages contained many links on different subtopics but I had no idea of so called “topic hotlist.” In my future instruction using Internet, I absolutely will try “topic hotlist.” It’s a time-saving for students and a good way to share useful information with them. With examples of each format, I can well understand the formats’ designs and functions. Based on the second article, “Insight Reflector” and “Concept Builder” are developed to involve students in higher level thinking.

In the second article, it mentions: “With today's Web browsers, this Internet harvesting can be done through bookmarking your favorite sites with a simple pull down on the menu. This is fine for the machine you're using, but it's a bit of a hassle to get those bookmarks transferred to all the computers in a lab” (http://www.ozline.com/learning/theory.html). Definitely, it is a hassle before “social bookmarking” is used. (So, social bookmarking is also a way as “Top Hotlist” to collect useful links on one topic.) I myself also asked if there was such a tool on line that could help to use my favorite links without being limited in one computer. After sharing Dr. Dawson’s links in “iKeepBookmarks.com” last week and trying by myself in de.licio.us, the social bookmarking helps me a lot in daily Web use.

Indeed, the four articles have added new dimensions to my knowledge of using the Internet in instruction. The activity formats also provide me with good examples for my future Web-based instruction design. From notion of the Internet (“What’s on the Web”) to the practical use of the Intent in instruction, I feel very glad to be fed with new knowledge. My exposure to the new knowledge in the Internet instruction and exploration on the Web will contribute to my future Web-based instruction.