PLN Day 63: The maturing Reading Wikis of LLED 420

16 03 2010

Today I checked on the five groups that are working on Reading Wikis on Wikispaces.

All five groups have functional wikis, but because of recent efforts, two have matured into some very impressive projects:

Chelsea Sandone, Diane Mowery,Kim Cuppett ad Cailin Mulroy’s Wiki is extremely well-organized and represents a very strong effort. With the addition of tabs to aid in navigation and many hours of collective effort have made this into a very user-friendly and worthwhile place to visit.  Also, it is very easy to follow what is going  on, and there is evidence of some rather dogged sleuthing.  I love how thy posted to the Ning and received replies, which tends to reinforce the PLN’s purpose — to put the learner in contact with other learners and resources and to continuously expand and refine one’s knowledge.

Laura Young, Amber Henry, Brianna Rafferty, Brittany McHale, and Rae Thiesen’s Wiki introduces lots of additional questions.  I’m impressed with the quality of the information that they located, and their wiki has tabs to aid in navigation and is very easy to access the information and helps orient the reader.  This Blog clearly shows a group that has found time to develop the Wiki into a valuable resource, and they clearly take pride in their work.

My hope is that when this information from all five groups is synthesized, the class will begin to sift through an abundance of resources.  Then they can evaluate these resources and begin the process of constructing their evolving understandings of reading. This could easily be put into one Wiki, which could serve as an online textbook that could be helpful for this class and future classes.  Another thought that I’m having is that students will leave breadcrumbs of sorts and leave my next LLED 420 class with a series of additional questions.  Perhaps I could have future classes expand into other areas of inquiry, depending on the thrust of a particular course.   Then, once this new class explores the previous class’ resources and adds their efforts, than this textbook will evolve over time into a giant English Education resource that is custom-made and highly specific to the precise learning needs of my students.  Ideally, I’d like to see a generation of Penn State students (and whoever wants to get aboard with our PLNS) in communication with one another deep into their careers.  Recently, I’ve been very pleased with the communication between students in the regular blocks with those in the PDS (Professional Development School).    I went full hog for technology and its implications are profound and far-reaching, and there is no doubt in my mind that this group of teachers is at an advantage to the teachers who entered the field before Internet 2.0.

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