Session Information
03 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
Contribution
Many are the uses of wikis, but perhaps their most important application is the wide range of possibilities that they offer to develop shared projects among teachers, in this case, reading stimulation in the classroom. In this line, we can find many tools and Internet applications which provide us with a number of advantages such as shared spaces, a framework for decision making and responsibilities and tasks assignment, and group management. The main aim of this article is to present a collaborative work experience by means of reading stimulation and to show the key application of wikis, in particular by the use of Ning social network by both teachers and students.
This training plan includes two major purposes:
- Understand and use the necessary tools to integrate into collaborate tools: wikis and social networks, bringing their skills to their growth and adopting attitudes of respect, participation and collaboration possibility to create collective productions.
- Improve the imagination and creative skills, communication, assessing the possibilities offered by ICT in staff, teachers and students, and in the field of society.
To achieve the objectives have been implemented two different systems:
- A wiki Desampanautas we called and we left hosted at: http://desampanautas.wetpaint.com/
- A social network which we have called Vault Resources and materials and lodged in the direction http://enredamos.ning.com
These two tools are to serve for use by both teachers and students:
- Teachers: we consider appropriate the use of Ning network to:
1. Hosting educational materials, such as multimedia, both created by themselves or found on the net, consensus on the issue, notes of various materials, homework ... everything related to entertainment and readings.
2. Exchanging all kinds of files, allowing to make the relevant changes for your group of students, allowing both collaboration and the customization of teaching.
3. Establish a discussion forum to encourage reading, since we understand that this is a teaching-learning process alive, dynamic and in constant update.
4. Ask a diary and calendar of events common to the different activities to carry a supply of homework, exams, performances, special events, outcomes.,.
5. We customize the profiles on the social network beyond the relationship do teacher.
We can choose our friends, present interests, affinities ...
- Students: wiki is used for:
1. Serving as a virtual store files and applications go hosting the tasks carried out throughout the course.
2. Being an instant communication tool between the different members of the community.
3. Provide elements of both individual and collective identification by setting up personal profiles, and with them we mean background, typography, photos, music, videos ...
Method
Expected Outcomes
References
BARABASI, A. (2003). Linked: How Everything Is Connected to Everything Else and What It Means. London: Plume. BARNES, J. A.(1954). Class and committes in a Norwegian Island Parish, en Human Rela-tions, vol. 7, 1954, pp. 39-58. BOYD, D. M. (2007). Social Network Sites: Public, Private, or What?. The Knowledge Tree. http://kt.flexiblelearning.net.au/tkt2007/edition-13/social-network-sites-public-private-or-what/. BOYD, D. M. (2008). The Economist Debate on Social "Networking". apophenia :: making connections where none previously existed. Weblog. http://www.zephoria.org/thoughts/archives/2008/01/15/the_economist_d.html. BOYD, D. M., & ELLISON, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1). http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html. CABELLO, J. L. (2008). Comunidades virtuales de práctica. http://camarotic.es/?p=9. - Díaz. M. Redes sociales en Internet: aplicación FOAF (Friend-of-a-Friend) http://scielo.sld.cu/pdf/aci/v15n6/aci09607.pdf [Fecha de consulta 02/11/2011] GANNON-LEARY, P. M., & FONTAINHA, E. (2007). Communities of Practice and virtu-al learning communities: benefits, barriers and success factors. eLearning papers, 5. http://www.elearningeuropa.info/out/?doc_id=12522&rsr_id=13563. LAVE, J., & WENGER, E. (1991). Situated learning : legitimate peripheral participation. Cambridge [England];New York: Cambridge University Press. PRENDES, M. P. & SOLANO, I. M. (2008). EDUTEC en la red. Comunidades virtuales para la colaboración de profesionales. EDUTEC, Revista Electrónica de Tecnología Educati-va. Núm. 25/Marzo 2008. [Fecha de consulta: 8/06/2011]. http://edutec.rediris.es/.../Edutec25_Edutec_en_la_red_cominades_virtuales_colaboracion.html RODRÍGUEZ DÍAZ J. A. (2005): Análisis estructural y de redes. Centro de Investigaciones Sociológicas (Cuadernos Metodológicos) Madrid Wikipedia, Seis grados de separación. http://es.wikipedia.org/wiki/Seis_grados_de_separaci%C3%B3n [Fecha de consulta 02/09/201] ISFTIC. Presentaciones on-line y Redes Sociales Educativas. http://observatorio.cnice.mec.es/modules.php?op=modload&name=News&file=article&sid=554 [Fecha de consulta 02/12/2011]
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