Collection and Formation of Relevant Information for Learning

Collection and Formation of Relevant Information for Learning
14 February 2011 (1302)

Wikis
The utilization of a wikis for class activities is very compelling because of the interesting collaboration which results in their creation, use, and maintenance. As described in our reading, Wikipedia has grown tremendously. The example was given of the tsunami which devastated areas of parts of Asia in 2004. On Wikipedia, an entry was created within hours of the event and it grew exponentially over the next few hours, days, weeks, and months. The ability for individuals to be exposed to this type of information and to edit it is important because of the interactions which result not only with the material but with one another as well.

Individuals are able to edit the information by adding or deleting information or performing general editing. Furthermore, while editing, individuals are able to communicate with one another and discuss what information is correct and relevant to the topic. This level of interaction fosters an environment in which accuracy and detail become and remain important. It was interesting to note that false and inaccurate information posted to a wiki can be corrected with significant ease. The edit history of each entry was something I did not know about previously. This allows an entry to revert back to a previous form in the case of a fraudulent edit.

In the education setting, wikis hold a great deal of potential to foster learning, especially between peers. I believe a wiki utilized for education should take advantage of the ability to monitor participation through username and password settings. This will protect the integrity of the information and students experiences as well as foster peer review, discussion, interaction, and learning. Within this setting for wikis, selective inclusion of other classes, from around the world are possible. This expanded interaction is highly desirable as students will develop a better sense of the world around them and the people who share it, as well increase the types of discussion through broadened perspectives.

As a teacher, I believe wikis provide a unique online setting through which students can interact, share, and develop understanding (learning). It would be very interesting to utilize a wiki for the dissemination of information directly related to the everyday functions of my future classroom, and most importantly, to provide another opportunity for students to interact, express ideas, and engage material.

Really Simple Syndication (Reading Skill: Synthesizing)
The ability of RSS to condense information from many sources into one is very interesting because it simplifies research, learning, collection of information, news, etc. To me, the ability to view multiple sources simultaneously related to specific topics is highly attractive. Before reading this chapter, I had a very limited understanding of what RSS was and did.

The applications of this tool in the education setting are intriguing because it is an effective way to directly expose students to a quantity of immediate information. Through this exposure and with direction and guidance from teachers (which can be edited through RSS), this content can be responsibly utilized and appreciated as reliably informative.

In the classroom, a RSS setup and created by a teacher with student input would effectively assist students in gathering information about specific topics related to class content. It is an easy way to encourage students to engage a variety of materials and sources while developing an understanding of a topic.

RSS utilized in conjunction with a wiki and/or blogs would foster learning through independent reading and interpretation, as well as collective interaction and discussion. RSS exposes information, wiki forms and collects the relevant information, and blogs promote reflection. Throughout this process, discussion could occur both digitally, in the classroom, and even outside of class (engaged, informed, learners, citizens, participants).