A3.6: Week 3 Reflection

Linsey Cushing
September 6, 2007

Week 3 Reflection

Aims and Objectives:
My personal goal for this week’s assignments was to finish everything before Saturday so I could enjoy the BIG GAME! (For those of you who don’t know, our school, Marshall University, is playing our in-state rival, West Virginia University!) On a more serious note, I hoped to have an idea by the end of the reading and blog writing about what to do my research on. My plan was to write the reader response logs on Monday and Tuesday because they take the longest. I hoped to get the reading and reflections done on Wednesday, leaving today (Thursday) and Friday to finalize my topic and write this reflection. That way, my work is fairly spaced out and I also have time to enjoy my weekend.

Declarative Knowledge:
This week, my readings focused on wikis, collaborative editing, research questions, and essential questions. I learned that wikis are areas where people can post information that is open to anyone for editing. Before this, the only wiki I knew about was Wikipedia. However, I learned that there are many different wikis out there for pretty much every walk of life, such as Wikirecipies, Wikitravel, Wikinews, Wikiquotes , Holocaust Wiki, and Teacher’s Lounge (a place to share and comment on lesson plans). Wikis are being introduced as a means of student collaboration in schools because they are easy to understand and encourage skills that will be essential in the future. Wikis only require a Web browser and Internet access, so they are also easy to access. I learned that collaborative editing is a combination of a wiki and instant messaging. Collaborative editing involves people meeting on-line to edit information on a topic they have previously written. Everyone is assigned a color and that person’s edits appear in his or her specific color. This way, everyone knows what changes have been made and by whom. Collaborative editing shows the editing as it takes place on each person’s screen, which saves time and eliminates accidental overwriting. Collaborative editing is being used by colleagues working to write a textbook or to plan a meeting. It is also becoming popular with students who divide up responsibilities for taking notes during class. One student can type, one can organize, and one can make connections and comments. While reading about developing research questions, I learned the eight questions you should ask yourself when choosing a research topic. Finally, I learned that essential questions go beyond the typical research question and require the researcher to either evaluate, synthesize, or analyze information that has to do with real life problems. I also learned that essential questions cannot simply be answered and may, in fact, take a lifetime to figure out.

Procedural Knowledge:
This week, I learned how to create my own page on the class wiki. I first went to the class site (http://cd315.pbwiki.com), selected the “create a new page” link, and entered the class password. Next, I entered my name and email address and checked the “notify me of changes” box so that I will receive emails if anyone edits my information. After this, I clicked “login” and created a name for my page (my full name). I then selected “group project,” clicked the “create new page” button, and saved it. I also learned how to evaluate a possible research question by asking myself eight questions. They are: “Does the question deal with a topic or issue that interests me long enough to spark my own thoughts and opinions? Is the question easily and fully researchable ? What type of information do I need to answer the question? Is the scope of this information reasonable? Is my question too broad, too narrow, or okay? What sources will have the type of information that I need to answer the question? Can I access these sources? Given my answers to the above questions, do I have a good quality research question that I actually will be able to answer by doing research?” (Developing a Research Question, Empire State College)

Conditional Knowledge:
The knowledge I obtained this week will be used throughout my life. I had to immediately apply the information about wikis when I created my own page on the class wiki site. I also had to consider the research articles because I had to come up with a research question to post on the class wiki. However, this information will not solely be used for this class. I am sure that in the future, I will take part in wikis and research both as a student and as a professional speech-language pathologist. From a student’s point of view, this week’s information was very exciting because it gave me a glimpse of what the future of education might be when schools become digitalized. The possibility of students taking notes through Collaborative Editing is a great idea. In my current classes, we still take notes via pen and paper and I am constantly having to look at my friends’ papers because I miss something that is important. With collaborative editing, students will be able to have a specific role and only focus on that aspect of note-taking during the lecture. After the lecture, a great set of notes will be available for all students in the group. I also thought that Essential Questions were promising for future students. Rather than looking up information that is somewhat boring and readily available, students will be given questions that apply to real life situations and they must create their own answers. This will require more thinking than the old type of research project but at the same time, be more intriguing for the student. As a pre-professional, this information is important because as I progress with my education, I will be required to do more and more research and collaborative projects. This information will allow me to choose topics that lead me to successful research and also give me outlets to share my knowledge and be critiqued by my peers and others. As a citizen, this information is helpful because wikis are being created for cities and towns around the world. I could help my city develop its own wiki to aid in drawing in tourists but also as a way to bring the people of the city together and develop more of a community.

A3.3: Framing Essential Questions

Linsey Cushing
September 5, 2007

Framing Essential Questions Reflection

Before reading this article, I had never heard of the term “essential question” in the way it is used here. Essential questions, I learned, are research questions that break from the traditional type of projects where students are asked to research a topic. With essential questions, students are presented with a real-life question that embodies a whole area of work and requires critical thinking from all group members in addition to the traditional research. Students are more motivated and find the research to be more meaningful when presented with essential questions. I learned that essential questions ask students to either evaluate, synthesize, or analyze information. I was surprised that these types of questions can take a life time to answer, and even those answers are not set in stone. I was also surprised that for this type of research, the answer cannot be found but instead has to be created by the student who makes his or her own opinions based on the research. This made it sound like essential questions were way too time-consuming! However, once I read the three examples provided, I think I would enjoy working on an essential question rather than a research project because it seems more interesting and applicable to my life. This information will impact my work because I figure that at some point in my future education, I will be assigned an essential question project. This type of question would challenge me to really think about the information and form my own opinions. In a way, whenever we work on case studies for our Communication Disorders classes, they are essential questions because we cannot just go find an answer somewhere on the Internet and we have to decide, based on the information, how we will diagnose and treat the client.

A3.3: Developing a Research Question

Linsey Cushing
September 5, 2007

Developing a Research Question Reflection

I have written many research papers throughout my scholastic career. When I read this article, the information was not necessarily new to me, but there were several things that stood out as good reminders. For example, I need to think about what type of information I need for my topic and where this information is found. Is this information actually accessible and do I have enough time to research it? Also, is my topic too broad, too narrow, or okay? These are all good questions to ask when I’m thinking about my research topic. I was kind of surprised that the first question was “Does the question deal with a topic or issue that interests me enough to spark my own thoughts and opinions?” Why would anyone chose a research topic that they were not interested in? For me, my interest in the topic is the driving force to motivate me to complete my research. I found the exercises useful to practice determining the scope of my question. At first, I picked the topics that were too narrow. Once I understood what they were asking for, though, I chose the correct answers. I think this page was useful as a reminder of how to pick a research topic and develop a question but it was not particularly new information.

This information will obviously impact my work because part of my weekly assignment is to enter my tentative research question onto the class wiki page. As of right now, I’m not really sure what my topic will be so this article helped to motivate me to start thinking about what I want to research. It also reminded me that I need to pick something that is not too broad yet not too specific. Hopefully, by reading this article and asking myself the eight questions once I pick a topic, I will be able to formulate a solid research question that is easy to research and interesting.

A3.2: Chapter 4 – Richardson

Linsey Cushing
September 5, 2007

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

TAP:
This chapter discusses basic information about wikis and is geared toward teachers and professors. The purpose is to inform the reader about wikis while persuading the reader to incorporate wikis into the classroom.

Claim:
Wikis are publishing tools that are easy to use and encourage collaboration between participants. Wikis are a great opportunity for students to learn how to write, edit, work collaboratively, and take part in the digital world. Teachers can also benefit greatly from wikis.

Evidence:
Wiki, which originates from the Hawaiian word wiki-wiki, literally means “quick.” Wikis are Websites that are open to the public for sharing information with each other. Once information is added to a wiki, anyone can become an editor and change this information. The prime example for wiki success is Wikipedia, the online wiki encyclopedia. Wikipedia is a Website consisting of over 860,000 entries on pretty much every subject imaginable. The wonderful thing about Wikipedia , and wikis in general, is if you see something that you can add to, you edit the page. If you notice that information or a topic is missing from that wiki, you add it. Wikis provide the public with a chance to become professional editors. Wikis are a great tool to use in schools because they encourage students to collaborate with one another and are very easy to use. Because collaboration is becoming necessary in the post-education world, students must learn to work with one another and accept, yet also critique, others’ thoughts. The only steps required for adding to a wiki are editing and saving new information, making it easy for any student to do. Wikis are being used in classrooms for students to create summaries of textbooks, write book reports, brainstorm, record class notes, create projects, and the list continues. The public aspect of wikis allows for students to collaborate on each others’ pages so that each piece becomes a group effort rather than an individual one. As Richardson states, “collectively we can produce information that is as high quality as what a trusted few produced in the past” (2006).

Teachers can also benefit from using wikis. For example, teachers can post lesson plans on Teacher’s Lounge (http://teacherslounge.editme.com/) . This allows other instructors teaching the same subject to give input on what might be improved or give advice about teaching this certain subject because they can relate to it. When teachers work with their students on wikis, it allows the teacher to take on the role of security guard rather than instructor, which gives students room to instruct one another through their wiki posts.

Connections:
As I said in a previous blog post, my only experience with wikis is Wikipedia. Although I have never posted anything on Wikipedia, I have read the posts for background information when beginning projects or just to get general information about a topic. As Richardson said in the chapter, many of my teachers do not believe that Wikipedia is a reliable source for information. However, after learning about wikis and about how people are “watch dogs” for the site, I believe that this information is accurate. Richardson even gave examples of people writing errors on different posts and, within several hours, the information was removed from Wikipedia. I can see how teachers are wary of Wikipedia because of its collaborative efforts and the fact that it is not from a “reliable source,” but the truth is, our world is turning into a collaborative world. Soon enough, textbooks will be a thing of the past and wikis will be the source of reliable information. This information goes hand-in-hand with 7 Things You Should Know About Wikis. It simply elaborated on basic information and added examples so that instructors could see the benefits of wikis and, if they wanted, access successful wiki sites. Wikis are also a major part of the Read/Write Web that Richardson referred to in Chapter 1. Finally, this information will have an impact on my future as a speech-language pathologist because I’m sure I will use wikis in a variety of ways. There will probably be a wiki site for SLP’s to post lesson plans and share ideas and critiques with one another. I think this would be great! I might also work on a collaborative text for a wiki book at some point for my field of study. Finally, I possibly could help a client with a project that involves a wiki at some point in my career.

A3.2: 7 Things You Should Know About Collaborative Editing

Linsey Cushing
September 4, 2007

7 things you should know about collaborative editing (2005, December). Retrieved September 4, 2007, from http://www.educause.edu/ir/library/pdf/ELI7009.pdf

TAP:

This article discusses basic information about collaborative editing and is geared toward students, although it is useful for anyone. The purpose of the article is to inform the reader about collaborative editing basics.

Claim:

Collaborative editing involves people working together to create documents representing the ideas of all members of the group. Collaborative editing will be an essential for group work of the future because of its easy access and ability for participants to multitask.

Evidence:

Collaborative editing involves people simultaneously working together to create and edit information within a document. Once the document is created, participants can see who is on the network, edit the information, and read others’ additions to the document while it is constantly being updated. Each person connected to the document is assigned a color, and his or her edits are outlined in that color for others to see. On some programs, instant messaging is available for participants to discuss the information while writing. Contributors to the document are able to see editing as it takes place, which saves time and also avoids accidental overwriting of others’ additions. Collaborative editing is being used for a wide range of activities. For professionals working on a project, such as a book or a meeting, collaborative editing provides an area for everyone to work together on the information and see who contributes what. Students are using collaborative editing during lectures so that the notes resulting from the lecture are thorough and provide different vantage points. As with other types of group learning, collaborative editing provides participants with a sense of community with fellow editors. As the article states, “Group work and multitasking are fast becoming two of the hallmarks of today’s learners, and collaborative editing is a natural fit for environments that support learning activities with technology” (2005).

Connections:

Before reading this information, I had never heard of collaborative editing. However, I think this is a great idea, especially within the classroom. If students were allowed to take collaborative notes with one another, I believe that they would learn a lot more because not only do they have to take in what the teacher is saying, but they also must translate it so that others understand the information. Also, I think the situation within the article is a great idea: one student types, another organizes, and another comments and connects to other sources. Although I can see where some students might slack off in this situation, I believe that if teachers only permitted groups of three or four and each student were assigned a specific task, this method of note taking would be very effective because all students would be forced to listen and learn. The peer pressure involved would also discourage students from missing class or not paying attention during lectures. Personally, I would love this type of note taking because I know I often miss a term or definition and have to look at my neighbors’ papers. Collaborative editing relates to other readings because it seems to be the improved wiki due to its ability to allow simultaneous updates and color coding for participants. Collaborative editing is yet another way for classrooms and people in general to join the digital world. This article relates to my future as a speech-language pathologist because I will probably use collaborative editing when attending conferences with other SLP’s . I could also use this if I am taking a continuing education class that requires production of a group document at the end.

A3.2: 7 Things You Should Know About Wikis

Linsey Cushing
September 4, 2007

7 things you should know about wikis (2005, July). Retrieved September 4, 2007, from http://www.educause.edu/ir/library/pdf/ELI7004.pdf

TAP:
The article discusses basic information about wikis for those who are unfamiliar with them, especially students and teachers or professors. The purpose of this article is to inform the reader about wikis, wiki users, and the advantages and disadvantages to using wikis.

Claim:
Wikis are Web pages that can be read and edited by anyone with access to the Web. Wikis are easy to use and access, encourage collaborative thinking and working, and have a variety of uses.

Evidence:
Wikis are Web pages for sharing information that can be accessed and edited by anyone who is on the Web. Basically, wikis let Internet users have free reign over what appears on Web pages. If information on the screen is incorrect, whoever reads it can change it. One major advantage to wikis is the ease of access; anyone who knows how to navigate a Web browser, such as Internet Explorer, and who has some type of Internet access, whether it be dial-up, cable modem, or DSL, can have input on wikis . There is no need for special training manuals or classes to understand a wiki. All the user needs to know is “edit” is used to change what is currently on the screen while “save” posts the information you’ve added or edited from the previous post and updates the wiki for everyone to access. Wikis are the perfect tool for collaborative projects because all of the group members can access the work and add their input at any time. The group does not have to meet together but can instead post updated versions of the project on the wiki site. Professors and teachers can use wikis to work on editing a textbook or as an area for meeting notes and updates. Students and teachers can work together on creating texts or reports through the use of wikis. The general public might use wikis as e-portfolios, incorporating videos, sound, and pictures onto the page. Wikis provide an area for expression that is accessible to everyone and open to anyone for editing. The main disadvantage of this, of course, is the fact that people may write obscenities or add inappropriate information to a site. Also, because wikis represent the views of a group of people, they are often biased. However, these slight disadvantages are far outweighed by the advantages of easy access and collaborative thinking.

Connections:
Prior to this reading, I had very little knowledge about wikis. My only experience with wikis was through Wikipedia, an online dictionary. However, I did not even realize this was a wiki until recently when a teacher told me I could not use this as a reliable source. I think the idea of wikis is great and I plan on using a wiki the next time I have a group paper to do because it makes a lot more sense and takes up less time. This article connects with other things I have read for this class because it deals with another aspect of digital literacy that is impacting our future. Wikis will probably be an essential for future classrooms as students and teachers work together on projects and papers through the Web. I figure that students will use wikis to create e-portfolios to turn in at the end of classes instead of the paper-and-pencil journals that we do today. This article reminded me a lot of the reading I did last week on the Read/Write Web because, according to the article, wikis embody the idea of both reading and writing to a community of learners and participants. Wikis will most definitely impact my future as a speech-language pathologist because they are a way to collaborate with other professionals on texts, projects, and papers. I am sure that at some point in my career, I will do collaborative work with other people and we will use wikis as our meeting and brainstorming area. Also, I might have to help a client at some point work on a project he or she has to do in school that requires a wiki. For example, I could help a child with language problems or reading problems by utilizing a wiki from school.