Wikis for Educators

I gave a presentation at the annual GISA conference that I duplicated (with some tweaking) for the faculty at my school on using blogs and wikis in the classroom. I’m not an expert when compared to the likes of Will Richardson or David Warlick, et. al., but I have tried a few things, and for what my opinion is worth, I’ll offer it.

One thing my colleagues have asked me is which wiki software or service to use. This question is difficult to answer because 1) I don’t have enough expertise regarding the different options available, and 2) it depends on the personal preferences and expertise of the teacher.

The first question a teacher should ask when trying to decide which wiki service or software to use is whether the teacher wants the wiki to be hosted on his/her own website or a school’s website or does not care if the wiki is hosted offsite. If you want to host the wiki yourself, you will probably want to find wiki software and upload it to your own site. Note: this will not work if you don’t have your own domain. If you have a teacher site hosted by Blogger, Typepad, or WordPress.com, you will not want to choose this option (unless, that is, you also have your own domain or want to use the school’s website).

Wikipedia runs off software called MediaWiki, which was originally written expressly for Wikipedia. I downloaded and installed MediaWiki for personal use, and I have to say that I found it cumbersome to work with and difficult to learn how to use. I didn’t find their help files or FAQ’s were much help, either. While I am not an expert, I’m not a newbie, either, and I imagine the average person would be frustrated by the learning curve and give up. On the other hand, it does have some nice features, and if you are considering putting a wiki on your own or a school website and want to talk to someone who has been successful with MediaWiki, you might try Bud Hunt (view his wiki).

Another good software application for wikis is DokuWiki. I’ve played with it a little, and it seems easier to use than MediaWiki. Educators at Woodward Academy have had success with it. You might want to check out their students’ work and see what you think. I e-mailed them to tell them how much I enjoyed their wiki, and they were very approachable and nice, so they might be willing to answer a few questions about their experience with DokuWiki.

Plenty more wiki software programs exist, but I have to ask commenters who are more familiar with those programs to share their expertise, as mine is somewhat limited. I am more familiar with wiki services, and if you are new to creating and using wikis, I would strongly recommend you start with a wiki service rather than download the software and put it on your own site unless you have a compelling reason for not doing so.

First of all, I think it is imperative that the service you select is free. Teachers have to pay for enough materials out of pocket, and I don’t think it’s right. Thankfully, plenty of free wiki services, also know as “wiki farms,” exist.

My friend the Reflective Teacher selected a Wikispaces wiki for our Never Forget Project. I like Wikispaces. If you register for an Edublog, a free Wikispaces wiki comes bundled with your account. Wikispaces has an easy WYSIWYG editor, but I have to admit that a few of the features are not intuitive. Case in point, when I wanted to add a piece of HTML code to our wiki so we could have a ClustrMap and see where our visitors were coming from, I had to poke around for a bit before figuring out how to do it. In my opinion, it should be as simple as pressing the edit button and pasting the HTML. A point in favor of Wikispaces is that it is really customizable. You can choose from a variety of themes or even create your own theme with colors of your choice. The video tutorials are excellent. Wikispaces has Google ads along the side of the wiki, which I suppose helps Wikispaces keep our wikis free, but I have to say that at times, I didn’t think the ads were appropriate. For instance, when I looked at the site just now, the first ad was aimed at teachers who have “disruptive students” and want to “eliminate misbehavior in [their] classroom[s].” How encouraging is that for a student user? Please understand, I’m not picking on TRT’s choice of wiki. I think it’s a good one. And I should add that another teacher pointed out that if I simply e-mail Adam at help@wikispaces.com, he will remove the ads, given that our site is for educational purposes. I assume this is true, as Wikispaces is currently offering 100,000 free wikis to K-12 teachers. These wikis have no ads and no usage limits. I think you should grab one of these while you can. You get 2 GB of storage with Wikispaces wikis. I had to grab one, just because the deal was way too good. I’m not sure what I’ll do with it, as I’m pretty happy with my own current wiki host, PBwiki.

Many other educators, including myself, use PBwiki. PBwiki is also free. Users can choose from one of four themes. All of them are nice (well, I’m not crazy about “Bamboo,” but I like all the others), but this is a limitation if you want to go with a certain color scheme for any reason. One of the reasons I really like PBwiki is that my experience with their customer service has been great. Once when I was having trouble with my wiki, Ramit Sethi, the Vice President for Marketing actually fielded my e-mail personally and asked if he could call me to help me figure out a solution. He did, and we discovered that the problem was likely due to spyware on my computer. I don’t have a premium wiki, either. He did that for a non-paying customer, and that kind of service spoke volumes to me about their commitment to their customers. I have also found their tutorials and forum helpful. When I had a problem getting my students’ ClustrMap (I love those things) to show up properly on my site, it was another customer in the forum who showed me how to fix it. By the way, this is slightly off-topic, but when I told the folks at ClustrMap the solution I found, they upgraded me to ClustrMaps+ and listed me as a User of the Month for last January 2007. Educational wikis on PBwiki do not have ads! At one time, educational wikis did have ads, but they were fairly unobtrusive, and I never found them to be inappropriate. A small ad encouraging the user to upgrade to a premium wiki can still be found in the bottom right corner of of the wiki. PBwiki gives you 12.5 MB of storage, which is not as much as an educator wiki with Wikispaces. This could be an issue if you want to host a lot of files.

If you are a happy customer using another wiki software product or service, please share in the comments.

Coming soon: What about blogging software or services? Stay tuned…

[tags]education, wikis, Wikispaces, PBwiki, MediaWiki, DokuWiki[/tags]

Turnitin.com Accused of Copyright Infringement

Turnitin.com, the subscription service designed to help teachers root out plagiarism, has been sued by two high school students who believe the service’s archives of submitted work constitutes copyright infringement.

After the McLean school adopted the system, a group of offended students banded together and hired a lawyer to send Turnitin a letter in September 2006. The letter generated a strong response: Turnitin filed for a “declaratory judgment” from a federal judge in California, looking for a ruling that its service was legal. In that case, filed in early December, the company claimed once again that it was protected by the fair use exemption, and that it was actually protectng [sic] student copyrights. “Rather than infringing intellectual property rights, iParadigms is trying to protect copyright interests by students and other authors by preventing plagiarism of the very student papers that Turnitin receives,” the company wrote.

At the beginning of this school year, my department head charged me with checking into adopting Turnitin.com for our school’s use, but we never felt the principal was behind it, so we dropped it.  I have to say that their salesperson was really vigorous about signing us on once we contacted her.  She didn’t give up for several months!

My students write papers in class on computers, but nothing really prevents them from saving the documents to flash drives or e-mailing them to themselves to work on at home.  I think the only way to prevent plagiarism and be 100% sure you have the students’ own work is to require all essays to be handwritten in class.  In this day and age, that seems unreasonable and impractical.

[tags]Turnitin.com, plagiarism, copyright, writing instruction, education[/tags]

Vote: The Books America Can’t Live Without

This isn’t as scientific as I’d like, but given the amount of comments I received and the pool of books selected in those comments, coupled with informal polls offline, I have cobbled together a list of twenty books America can’t live without, in no particular order. Here’s where you come in. Let’s put them order. Vote for your top five in the comments. I will tally the votes and rank the books from 1-20.

  • To Kill a Mockingbird by Harper Lee
  • Harry Potter series by J.K. Rowling
  • The Adventures of Huckleberry Finn by Mark Twain
  • Pride and Prejudice by Jane Austen
  • Gone with the Wind by Margaret Mitchell
  • The Sound and the Fury by William Faulkner
  • The Great Gatsby by F. Scott Fitzgerald
  • The Collected Works of William Shakespeare by William Shakespeare
  • The Bible
  • The Catcher in the Rye by J.D. Salinger
  • The Once and Future King by T.H. White
  • Slaughterhouse Five by Kurt Vonnegut
  • Stranger in a Strange Land by Robert Heinlein
  • Dracula by Bram Stoker
  • The Short Stories of Flannery O’Connor by Flannery O’Connor
  • The Short Stories of Edgar Allan Poe by Edgar Allan Poe
  • For Whom the Bell Tolls by Ernest Hemingway
  • The Lord of the Rings by J.R.R. Tolkien
  • Of Mice and Men by John Steinbeck
  • Brave New World by Aldous Huxley

Remember to select only five books, and it would be helpful if you ranked them from 1-5 as well. More votes for a certain book for number one as opposed to number five might help me break ties.

[tags]literature, reading, education, favorite books[/tags]

British Literature

I have been given a tentative teaching schedule for next year. While this schedule has not been confirmed, I wanted to start thinking about what major works I want to teach in case the schedule becomes a reality.

  • 9th Grammar, Composition, and Literature
  • 10th American Literature and Composition
  • 10th Writing Seminar
  • 11th British Literature and Composition
  • 12th Drama and Composition/Short Story and Composition

I have taught all of these classes before with the exception of British Literature, and that is a class I have been itching to teach for years. A love for British Literature influenced me to become an English teacher in the first place. You may not know it, but I wrote a teachers’ guide for Beowulf for Penguin-Putnam. I am an Arthurian legend freak. I am a fiend for the Romantic poets.

These are some of the works I’m considering:

  • Beowulf: This is a given. What I haven’t decided is whether to go with the textbook’s excerpt or a copy of the Seamus Heaney translation.
  • The Canterbury Tales: My sophomore-level Brit. Lit. course professor required to read this in Middle English, but I have no plans to do this with my own students. I think a study of the original language of Beowulf and The Canterbury Tales might be interesting from the perspective of language development, and I may do some lessons on that subject. I think it would be fun to ask that students read selected blog posts from Geoffrey Chaucer’s blog.
  • Hamlet and Macbeth: I should pick one or the other, but I’m not sure I can, as I think both are important. Something to think about.
  • Pride and Prejudice: The ninth grade Honors students read this for summer reading, but the class I’m teaching is College Prep, so there might not be a conflict; however, I am of the opinion that the novel is more appropriately placed in the 11th grade British literature curriculum.
  • Frankenstein: Students have heard so much about this book in our culture; they might enjoy actually reading it and comparing it to the popular vision of the Frankenstein monster.
  • Wuthering Heights: I read this one in British Lit. in high school, and I liked it.
  • Jane Eyre: This would be an either/or prospect. If students read Wuthering Heights, we wouldn’t do Jane Eyre.
  • The Importance of Being Earnest: I think I would opt for this over The Picture of Dorian Gray simply because it’s a play and I’d like a balance of drama and novel.
  • The Lord of the Flies: The other Brit. Lit. teacher has made this one a staple of the curriculum. I wouldn’t have to teach it, but I have to admit I would like to. It’s a great book. I think a lot of schools do it in 9th or 10th grade rather than in Brit. Lit.

Despite the fact that I am a huge Arthur nut, I have decided not to do Sir Gawain and the Green Knight mainly because I don’t want to overkill with the Middle English literature in a high school course. I also don’t want to do Le Morte D’Arthur, mainly because while I enjoyed the hell out of it, I’m not sure the students would appreciate it. And since I don’t think any other Arthurian material approaches Malory with the exception of Marion Zimmer Bradley’s The Mists of Avalon, which was written by an American, I will probably content myself with a unit on the Matter of Britain starring some of the shorter works by both medieval writers and nineteenth century writers like Tennyson.

If you have taught British literature, which of the above books have you had success with? What would you teach? Obviously, I’m not choosing all of it; I just mocked up a list to start from.

[tags]British literature, education, literature selection[/tags]

Paper Company Writing Instruction?

Can anyone remember those little one-page dittos or handouts created by a paper company for high school teachers to share with students?  They were pieces written by professional writers (I remember James Dickey and Kurt Vonnegut).  The writers shared interesting information about their writing processes and advice for writers.  Do you know what paper company it was?  Are the handouts still available?

[tags]education, writing instruction, paper company[/tags]

Shakespeare with the Lost Boys

The Lost Boys (MySpace) are a popular attraction at the Georgia Renaissance Festival. Billing themselves as Renaissance rockers, they often record traditional music and filks about Renaissance subject matter.

The Lost Boys

I never miss the Georgia Renaissance Festival, and when I go, I have to see the Lost Boys at least once.

The Lost Boys have recorded two songs written by the Bard (a third attributed to Shakespeare in their liner notes has also been attributed to Richard Barnfield, and because the authorship is uncertain, I decided not to include it here).

Download link

“Who is Sylvia” appears in Two Gentlemen of Verona, Act IV, Scene 2. If you decide to teach this play, your students might enjoy hearing what the musician might actually have sounded like.

Download link

“The Horn” appears in As You Like It Act IV, Scene 2. Again, students might appreciate hearing the song.

If you like these traditional versions of Shakespearean songs, you might also like Songs and Dances from Shakespeare.

What I find more fun, however, are the Lost Boys’ filks based on Shakespeare’s plays. If your students are reading Hamlet, they might enjoy “Hamlet Blues.”

Download link

Students will probably recognize a few bars of Jimi Hendrix’s “Hey Joe” and Guns ‘n’ Roses’ “I Used to Love Her, But I Had to Kill Her.”

My personal favorite, however, is “Desdemona,” set to the music of “My Sharona” by the Knack.

Download link

O you dirty ho, Iago, he done told me
you doin’ Cassio, but not no mo’
O why did you have to lie,
Desdemona!

I think the songs are fun, and perhaps your students will enjoy them. I will enclose one last song that has nothing whatsoever to do with Shakespeare, but is a great favorite of mine:

Download link

If you would like to purchase CD’s, the Lost Boys are selling their wares at their website.

[tags]Lost Boys, Georgia Renaissance Festival, filk, Shakespeare, education[/tags]

“Helping” Student Visitors

I have had to make a revision to my policies. I want to make it clear to any student who happens by here that the purpose of this website is not to help students who are unwilling to read their assigned reading, do their homework themselves, or apply themselves to their study. I am happy to answer questions for students who have tried these things and are genuinely stuck, but I am starting to receive requests from students who have not done their work and are panicking the night before it is due. I cannot give you a list of all the [insert literary device here] in [insert work of literature here]. I cannot write your essay for you. Students who happen by here looking for ways to weasel out of assignments should know that the purposes behind this blog are to reflect upon teaching practices, discuss issues in education, and share ideas with teachers. I hope you understand, and I also hope in the future that you will try to do the work yourself first. I don’t mean to be unhelpful or rude, but you must understand that I have a conscience, and it won’t allow me to help you cheat.

[tags]education, student assistance[/tags]

Transparency in Education

When my husband was interviewed by Wired regarding some cyber-sleuthing he had done in connection to a crime and MySpace, he was given a subscription to Wired by the reporter, Noah Shachtman. I think I have been reading it more religiously than Steve has. Despite the fact that some true techies in their blogs complain that real techies don’t read Wired anymore, I have to say it rarely fails to make me feel inadequate about my technological knowledge. No matter — I enjoy the content.

The article that caught my eye in this month’s edition, entitled “The See-Through CEO” (written by Clive Thompson), begins with a discussion of Glenn Kelman, CEO of an online brokerage firm called Redfin. Kelman began blogging about his company in what some might term a revolutionary way:

He denounced traditional brokers, accusing them of screwing customers with clubby closed-door practices. (“If we don’t reform ourselves, and take out all the sales baloney, too, people will come to hate real estate agents the way they hate tobacco companies or Big Oil,” he wrote.) He publicized Redfin’s internal debates, even arguments about the design of its Web site. He mocked himelf: One post described how he had sat at a college job fair for hours, waiting in vain for a single student to approach him. (136)

In other words, he openly discussed his personal opinions about the way his business should be run, he talked about the kinds of internal struggles most companies try to keep quiet, and he even dared to share stories that might not cast his company in the best light. A remarkable thing happened: his business grew. It turns out that customers liked this new open model.

The article goes on to describe how other companies are adopting similar tactics, mainly based upon the notion that nothing stays private anymore, so we all may as well discuss everything — whether it’s a problem or brewing scandal or a product in development — before others beat us to the punch. Much of this new model seems counterintuitive. What kind of sense does it make to allow or even encourage employees to blog about products in development? Won’t rival companies steal ideas? As it turns out, this method has helped companies generate excitement about products before they come out. And why would anyone want to openly blog about problems in one’s company? As it turns out, the thinking behind this sort of openness is that the truth will out anyway, at least in this modern age of bloggers who “rely on scoops to drive their traffic” and make “muckraking… a sort of mass global hobby” (137). My husband has benefited from this sort of blogging, so far be it from me to knock it. I think blogs have been great for forcing out the truth in many arenas, from politics to pop culture.

What I wondered as I read the article is how would this model would work in education? Are we honestly living in times in which teachers can feel free to blog openly about problems in education? What about talking about exciting developments in the works? Unfortunately, while we are encouraged to share the good news, I still don’t think it is safe for a teacher to blog about negative issues in education without using a pseudonym, and I can think of only a few teacher bloggers who blog openly. Some school districts actively discourage blogging, even going so far as to ban access to sites such as Blogger/Blogspot, arguably the most popular blog host. In fact, in many instances, teachers who did blog about problems under a pseudonym and subsequently “outed,” have lost their jobs and been roundly criticized for their lack of team spirit and general meanness.

I think it would be interesting to see education embrace this sort of openness, but I contend that educators are not ready for the consequences. Are principals and superintendents ready to open up and possibly receive criticism from parents and students who comment on their blogs? No way. What would happen if a faculty had a model similar to that of Zappos, whose CEO Tony Hsieh encourages employees to post to a “company-wide wiki [that] lets staff members complain about problems and suggest solutions” (138)? Hsieh figures that “it makes his employees, suppliers, and customers more forgiving of everyday snafus” (138). I would venture to guess that most school administrations across America don’t even encourage that kind of “complaining” about how the school runs in faculty meetings, let alone on a wiki that anyone can view.

Thompson argues that Google is quickly becoming a “reputation management system” and that secrets will be uncovered no matter what cover-ups are attempted (138). In illustration of this thesis, Thompson discusses Jason Goldberg’s troubles after hiding the fact that his company was planning lay-offs. In retrospect, Goldberg said “It’s the nature of Web 2.0 and new media that if you don’t embrace openness, it will come back and bite you.” On the other hand, when Richard Edelman’s firm created fake blogs praising his client Wal-Mart and the cat was let out of the bag, Edelman owned up to the mistake and apologized for his lack of judgment all over the place (139). As bloggers linked to the stories on the Goldberg and Edelman, eventually the opinion of the ‘net at large began to even out into a formal consensus:

[I]f you’ve got hundreds or thousands of sites linking to you and commenting on you, the law of averages takes over, and odds are the opinion will be accurate: The cranks will be outweighed by cooler heads. Again, the Net rewards the transparent. (139)

This is true in Amazon customer reviews or eBay seller ranking. When Southwest Airlines received criticism for their treatment of an overweight passenger, the company addressed the issue in its blog and issued an apology. The result? People accepted the apology and a potential public relations nightmare was turned into a positive (139). Somehow, I don’t see schools being bold enough to try such tactics. I realize not everyone is comfortable with this level of openness, but as Thompson posits, the negativity gets out somehow anyway. What is our opinion of a company that denies problems and shoves them under the rug versus openly discussing them and seeking input? I don’t know yet, but I know I like honesty.

Let’s cook up a scenario. What if test scores were low at a certain school? What if NCLB regulations dictated that the next step in sanctions for said school were to allow students to transfer to other schools in the district? What if the principal addressed the issue head-on in a blog posted to the school’s website, explaining why the school had failed to make AYP an eliciting parent and student help in improvement? In our fictional scenario, let’s say that the issue facing the school was something like low math scores. Perhaps knowing what was happening and where the system was breaking down would encourage parents to ensure their children studied math at home. What might happen to test scores, then? I have the feeling, however, that almost all principals would feel discomfort at the prospect of openly discussing such issues with their school community.

An interesting side note: Clive Thompson shared the development of his product — the article — on his own blog, Collision Detection. I think his own openness made his article better — he obtained feedback regarding the issue of transparency from comments from readers, and he incorporated their ideas into his article.

Thompson closes his article with words to ponder:

The future could be a brushed-chrome machine made of truth and honesty — or some gothic nightmare in which the whole economy is driven by gossipy high school dynamics. Either way, there’s no use trying to resist. You’re already naked. (139)

Interesting word choice — “gossipy high school dynamics.” While I think Thompson was referring to the way students pass news, he might just as well be talking about the faculties of many schools where I’ve worked, too.

Of course, transparency is fraught with some problems, too, but my post is already so long you probably haven’t read it all anyway, and I think we can save that discussion for the comments. Let’s go!

Source: Thompson, Clive. “The See-Through CEO.” Wired. April 2007. 134-139.

[tags]Wired, radical transparency, See-Through CEO, Clive Thompson[/tags]

Great Gatsby Scavenger Hunt

This morning when I arrived at school, our receptionist, who is currently getting her degree in English Education, told me that her class had to do presentations on teaching one of two novels. I can’t remember the title of one, but the other was The Great Gatsby. She dug in her bag and pulled out a handout that her classmates who presented Gatsby had distributed. It had the URL to my Gatsby Scavenger Hunt, noting the activity was a really good introduction to the novel. I have to say that it is, and I can say that without being too boastful because I didn’t create it. Valerie Arbizu did. I have encountered problems with her site, namely that some of the links she created were dead. She thanked me for pointing out the dead links, but I think that she has decided not to update the page any longer. I recreated it, giving her credit of course, with all the links fixed.

Our receptionist’s reminder (I haven’t got to Gatsby yet this year) prompted me to check the page for dead links, and lo and behold, all the links to Valerie’s pages no longer work, so I had to recreate all of those, and the 1920’s slang page and one other site were all dead. One page was a little too complicated to recreate, so I simply linked to the Internet Archive Wayback Machine cache of the site, which my husband assured me would probably work unless the site’s author wrote to Internet Archive and asked that the site be removed. If you are unfamiliar with that site, you should really check it out. It is extremely useful when websites go down or are taken offline. So now my Gatsby Scavenger Hunt is in working order. Please check it out if you teach that novel. I’ve had great success with the activity. And thanks to Valerie for sharing it with us in the first place!

Update: Well, I got all excited and created all those pages for nothing; Valerie’s page seems to be working fine. Tell her how great her Scavenger Hunt is if you get a chance.

[tags]Great Gatsby, F. Scott Fitzgerald, teaching, education, webquest, scavenger hunt[/tags]

A Question of Honor

A Question of HonorAfter over six years of sitting on a finished book without time to shop it to agents and publishers (aside from the odd submission here and there), I finally decided to publish my book with Lulu.com.

A Question of Honor is a young adult novel set in medieval Wales and Scotland. Gwenllian has been accused of a horrible crime; she’s not even sure she is innocent herself. How can she resolve this question of honor?


Support independent publishing: buy this book on Lulu.

Issues, ideas, and discussion in English Education and Technology