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50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching
50 Ways to Use Wikis for a More Collaborative and Interactive Classroom
Wikis are an exceptionally useful tool for getting students more involved in curriculum. They’re often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction. Read on to see how you can put wikis to work in your classroom.
Blogs, Wikis, and Google Docs: Which one is right for your lesson?
This wiki was created to support a 20 minute CUE Tips session at the 2008 CUE conference and was updated for CUE 2009. Blogs, Wikis, and Google Docs can be powerful and easy to use tools for educators, but their features are overlapping and it can sometimes be difficult to know which one is right to meet a given need. This session is an effort to help sort that out.
Springnote - your online notebook based on wiki
Springnote allows you to create pages, to work on them together with your friends, and to share files. Springnote is also a great tool for group projects as it allows group members to easily collaborate. Advanced search, numerous templates, and 2GB of FREE File Storage are only few examples of how Springnote can help you. Of course, you already know that Springnote is an Internet service, meaning you can access it from anywhere anytime.
How to play wiki-tag! «
Here’s how wiki-tag works
1. Start with a brainstorm – get kids into groups to think/pair/share and list what they know about their new laptop and what think they are going to need to know. Go around and around students in the groups asking for ideas until all the ideas ran out.
2. Then I’d go around and ask for responses until they run out.
3. Put all the knows and need to knows on the wall.
4. Give each student something to do from the list – and make a wiki-page. (yeah, you have to sign up to pbworks first).
5. That student owns that page, until someone makes it better – by putting a suggestion in the discussion tab. If the group thinks the idea is better, then the kid who currently owns the page needs to find something else, and the kid with the suggestion now owns it. So the displaced kid has to go looking to improve someone else’s idea.
6. Anyone not adding to the ideas; gets given and ideas to work on. The group will allocate a ‘task’… They’ll learn to be pro-active, as solving your own problems is more interesting that being given one. If the group can’t come up with one – then they get the teacher’s idea.
7. You have to play everyday for month, and then have to do at least one thing a week for semester. (Appoint a wiki-administrator to give you a weekly report so you don’t have to).
8. Students design an evaluation; to work out what activity gets the best marks, based a criteria such as; innovation; accuracy; importance; effort; supporting others (the 21st Century skills).
9. Students grade their projects – those that contributed to the best page – share the marks (let them work out the formulas)
10. There’s a weekly reward for participation – additional credit on your final term score.
Debategraph home
Our goal is to make the best arguments on all sides of any public debate freely available to all and continuously open to challenge and improvement by all.
In pursuit of this goal, Debategraph is:
(1) A wiki debate visualization tool that lets you:
* present the strongest case on any debate that matters to you;
* openly engage the opposing arguments;
* create and reshape debates, make new points, rate and filter the arguments;
* monitor the evolution of debates via RSS feeds; and,
* share and reuse the debates on and offline;
(2) A web-based, creative commons project to increase the transparency and rigor of public debate everywhere—by making the collective insight and intelligence of the global community freely available to all and filtering out the noise.
* Every debate map is provisional and open to iterative improvement by anyone who participates.
* Over time, the debate maps will mature into the definitive articulations of each debate.
* Every change you make—whether correcting a text, adding a new argument, or starting a new debate—contributes towards the fulfilment of this social promise.
* So be bold as a first time visitor—and safe in the knowledge that a full editing history provides a safety net.
(3) A global graph of all the debates that enables us to visualise and deepen our understanding of the ways in which different debates are semantically interrelated, and ways in which these interrelated debates shape, and are shaped by, each other.
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