Chapter+5+Reflection+Questions

Please add to this page with your answer to two or more reflection questions. You can add your thoughts by editing this page (type your answers below the questions and be sure to add your name by your answer) or add in a comment. Posted by Heidi Heidenescher 1. Creating a classroom encyclopedia covering content or a specific problem using a wiki page will motivate my students to use "Brain Storming" with in a collaborative structure applying problem solving. As a teacher I would begin with a clear vision by structuring a wiki using the rubric on page 203. Accurate Content, Deep linking Evidence of Group Revision and Quality of Presentation are the the foundation to a high quality wiki that would have an appealing layout making reading and exploring easy- Linking to reliable sources that explore content that is accurate and engaging- videos slideshows and images that catch the attention of the viewer - and finally making sure that the content been proofed and carefully scrutinized for mistakes that could get in the way of understanding. 2. Assigning students wiki team roles like Link Layer, Flow Master, Spelling Cop, Captain Spit and Polish will ensure a quality presentation that would demonstrate a successful collaborative effort of problem solving and accurate content information. 3. I agree with Marilee, by keeping the wiki open for viewing but only allowing students classroom editing privileges gives the teacher the power to monitor contributions to the class project.

Chapter 5 Reflection Questions 1. Creating a classroom encyclopedia covering the content or problem you are studying is a motivating and productive task for students. What traits of wikis can be helpful to teachers wishing to use them to structure collaborative problem-solving projects? What are the characteristics of high quality wiki pages? 2. Name and describe some of the defined roles that support a classroom’s wiki efforts. 3. What is the best way to deal with wiki vandalism? Have you encountered this issue and how have you dealt with it?

Posted by Marilee Amodt 1. Laurie, I agree with all of the traits that you identified as being helpful for teachers wanting to use wikis to structure collaborative problem-solving projects. The specific traits of co-producing a final project, breaking down the task into independent chunks (specific roles for each student) and student choice of topic all contribute to higher level thinking and student engagement. The "Wikis in the Workplace" section of Chapter 5 describes how wikis have been used in large well-known companies. If teachers are not using this type of collaborative problem-solving, then we are not providing the basic __#|21st__ century skills that students need to be successful. I especially liked the statement on page 184- " effective communication depends on their ability to create pieces that are easy to understand and are unencumbered by mistakes." The wiki may seem like a fun project to students, however when high quality characteristics are required of the project, students learn to research for accurate content, include links that support the research and show evidence of shared involvement and editing. Having teachers and students evaluate wikis using the rubric provided on pages 203-205 can help participants understand that this is a on-going project that will take time and extreme effort. Reviewing existing wikis created by students at varying grade levels will also help students understand the level of writing and extent of research. 2. Captain Spit and Polish! What a great title for the person in charge of over all presentation (graphics, colors, layout, fonts)! "Spit and polish" is an old term and made me think, wouldn't it be fun for students to create the title for the different roles. The teacher could provide the descriptions of the role and students brainstorm appropriate titles. 3. I think the best way to deal with wiki vandalism is to keep the wiki open for viewing but only allow students in the classroom editing privileges. This will allow the teacher to monitor and identify students who are contributing to the project. And I agree with Laurie and Kristi who both mentioned consequences be in place for students who choose to damage pages.

Posted by Laurie Carneiro 1. Some traits of Wikis that can be helpful to teachers to structure collaborative problem-solving projects are the following: Students can co-produce knowledge (so they are learning how to work together to problem-solve), they can update the information as frequently as they wish, students can be assigned specific roles/jobs, and the subject matter can be chosen by the students (giving them more choice and motivation to research and learn which raises the level of student engagement). Additionally, I think that students may feel a sense of pride/accomplishment after creating (and maintaining) and project such as this. Wow! At first glance this looks like a lot of work to set up, but I think this could work as a class project which could be started at the beginning of the year and worked on throughout __#|the school__ year. I agree with Kristi that a Wiki would need to be clearly defined. A teacher would need to look at what the goals of the class are, the themes present in the curriculum and choose a topic which fits. Again, student input would be essential to ensure interest and engagement. 3. I have not personally encountered wiki vandalism, but after reading this section (page 188), it seems that damaged pages can be restored. I would set up the rules/parameters at the beginning of the project and agree with Kristi that consequences would be applied to students who choose to do this. The students have user names so the person who vandalized can be identified. Also, the authors recommend keeping Wikis open for viewing but closed for revision. Only classroom students would have access to revise content, which would eliminate trouble makers from the outside.

Thanks, Laurie! I think wikis are a great addition to the classroom and they really facilitate 21st century skills that our students need to be college and career ready! Thank you for your thoughts! Karen

Posted by Kristi Shackelford:

1.Wikis need to be defined from the start. They can be used for classroom projects, to enrich or remediate. Within each Wiki group just as a cooperative learning group roles need to be very specific. The text describes some roles for the Wiki as: Link Layer, Flow Master, Spelling Cop and Discussion Starter. All roles are equally important and they can be rotated within the group. 2. The best way to deal with wiki vandalism is to first simply remove what is inappropriate or not wanted or remind students all is not lost if the vandal was deleting items. There should also be consequences in place for the vandal of a wiki just as there are classroom consequences for misbehavior.

Thanks, Kristi! A wiki is another way to showcase your students' projects! It is nice that the history tool allows you to go back in time if something gets deleted. I look forward to hearing if you decide to use wikis in your art classes! Karen

Posted by Vanda Harvey: Ch. 5 responses:
 * 1) 2- Link Layer is one of the roles for student groups- this person finds links that will be helpful in the group's research topic. They need to check each source for bias and accuracy and be willing to replace any references to questionable websites. Spelling Cop is another role. Checking the spelling of every single word that is added to the groups document. This person must be persistent. Captain Spit and Polish- this person is trying to make your page look incredible--the type of page that others will click on and want to stay on. They need to find graphics that make your document look professional and interesting. (Keeping in mind the audience age group your document is designed for)
 * 2) 3- Wiki vandalism-It is important to remember that there are vandals and vandalism will happen. Wikis save every version of each page separately, work can be quickly restored as soon as vandalism occurs. It will be frustrating, but nothing is lost forever on wikis.

Again, I am excited to use wikis with my classes. It will be a wonderful tool for writing, researching and editing.

Hi Vanda! I really like the fun roles that the text recommended. It gives each member of a small, collaborative group an important role. I hope you (and your students) enjoy using wikis!

Caroline Salvador: Question #2 for chapter V; the roles that support a classroom's wiki efforts are
 * The **link layer**. The link layer is responsible for reviewing every link included on the group's wiki pages.
 * The **flow master.** The flow master is completely responsible for reviewing a group's wiki page. He polish language, ensure a unified voice throughout the piece.
 * The **spelling cop.** The spelling cop is responsible for checking every word added to a shared final product.
 * The **discussion starter.** The discussion starter is largely responsible for starting the kinds of conversations that can organize the group. The DS is responsible for asking questions about what the group is producing.
 * The **Captain spit-and-polish**. Captain spit-and polish is responsible for incorporating content that is visually appealing and capable of capturing the attention of viewers likely to scan first and read later ( it can be images, videos, and other embeddable content to support arguments and assertions).

Question #3 How to deal with vandalism?
 * if a vandal decide to destroy content, our salvation is to know that wiki save every version of each page separately. Nothing is lost forever on a wiki.
 * we, as teachers have the option to leave our wiki open for viewing, but we can extend editing privileges to just our students.

I was planning on starting a Spanish blog for my students but I am now convinced that wiki can be more challenging and can broaden my students horizon. I am doing a wiki page this next school year! thank you for allowing me to learn this fun tool.

Dionne Lewis- Chapter 5 questions:

1. . What traits of wikis can be helpful to teachers wishing to use them to structure collaborative problem-solving projects? being able to assign each student assignments and as a group they are able to collaborate their efforts for their task and at the end have a cohesive, collaborative project. What are the characteristics of high quality wiki pages? one where good information is given and everyone learns something in the process.

2. Name and describe some of the defined roles that support a classroom’s wiki efforts.

content surveyor - this person looks for accurate content link connector - this person makes sure that all links are correct and connect to the right things. master reader - this person makes sure that the wiki flows correctly discussion leader - This person ask questions that everyone responses to the wiki

3. What is the best way to deal with wiki vandalism? Have you encountered this issue and how have you dealt with it.

Yes I have run into this problem and ended up having everyone start over.... I like that fact that there are backups

Durand Brown - Chapter 5 Questions.

2. Name and describe some of the defined roles that support a classroom’s wiki efforts.

The text explains the some off the roles involved in creating a classroom wiki are: A Link Layer who reviews each link to and analyzes its validity with regard to being included in the groups project. A flow master who is responsible for making the information obtained Flow in an organized understandable way. The spelling cop who checks for accurate spelling. Captain Spit and Polish who makes the complete project visibly appealing to the reader and viewers.

3. What is the best way to deal with wiki vandalism? Have you encountered this issue and how have you dealt with it?

Letting your students know that negative content can be deleted and that destroyed accurate content can be recovered is a start. I personally have never encountered wiki vandalism, but I am a habitual saver so I never lose much.