Beyond School

Fellow Army vet and English teacher Jan Seiter and I had a dialogue on a comment thread that I want to share on this post. It will mostly be of interest to English and history teachers, I think.

I hope some of you weigh in. In the meantime, it gave me an opportunity to list my favorite ways of using blogs for both Learning to Write and - a very different thing – Writing to Learn.

Here goes:

Jan’s Opening Question and Comment:

My First Reply:

Re: factual accuracy: maybe a sidebar disclaimer saying “I’m young and possibly wrong sometime.” (If only FOX would do that. Or me.)

Or maybe just trust to the two-way nature of this medium to allow people to push back/correct errors  in comments.

The whole accuracy thing can be skirted by doing more creative stuff – personal narrative and so on, too.

And maybe a wiki instead of a blog so students can correct their stuff.

Re: conventions and mechanics: I’m a six traits guy myself, and am more concerned with the first five – ideas, organization, voice, word choice, sentence fluency – than I am with grammar/spelling/punctuation. So I grade far more heavily for notable attention to those first 5 traits.

I want students to write freely and ideally discover they enjoy it. Perfectionism and fear of errors won’t create the conditions for that to happen. We’ll talk about errors after I’ve read enough volume from you to do an error analysis of your most frequent _serious_ grammar/spelling problems, which I’ll prioritize and teach to you one on one down the road.

Then you can select your five or ten favorite posts – which maybe I’ll score as a single test grade – and _correct those errors on only those posts_ to apply what you’ve learned/I’ve taught you to look for and correct.

I know this is sloppy, but it’s 1.40 a.m. and I’m replying to your contact communication.

Afterthought: I think students should have the option of not publishing if their work is too sub-par.

But realistically, practically nobody will find and/or read their blogs beyond other students, will they?

–

(To Add More:)

Since you told me in a private email that you were looking at the French Revolution Ant Farm Diary (right?), I’ve got more to say:

That was a formative project using “Writing to Learn” pedagogy. The point of the writing, above all, was for students to learn the material in this active way, rather than listening to lectures, reading the textbook, or other passive ways of learning. So the writing in this approach is secondary to the learning.

The summative assessment was an essay that did hold accuracy and writing at a premium.

And every time I use WTL, I’m amazed at how much deeper and broader the retention, comprehension, and insight are, compared to when I lecture, they discuss, or just read or watch stuff.

Have you ever used WTL? I’d be interested to hear your (and everyone’s) experiences with it.

Second Exchange:

Jan replied:

Clay,
Your approach is terrific and I am not questioning intent.

I teach high school & college English, media literacy, speech & debate, and have taught in all grade levels. I have used 6 traits and don’t think of myself as a grammar nazi.

Lately, I have been concerned with the declining (even by current standards) level of writing and content information that seems to be fostered by the web. Blogging, IMing and texting encourage stream of consciousness-type of writing; with no regard for logic, facts or conventions. I think this is fine for drafts and, well, this conversation.

I often tell my students, “Remember, you are writing for a college graduate, NOT your girlfriend,” in an attempt to make them slow their thoughts and process their communication. Still, I get final drafts that need additional editing, presentations with missing capital letters and assorted other errors that, when I point them out, they say, “Yeah, well, you know what I mean…”

I find this attitude in college writing, too. I have students of 20-30 even 40 years old who write without thinking of editing, who think that whatever they write should be accepted as their ‘best’ and who have little sense of thinking about WHO will read their work.

For me, it’s even become about respect. If I respect you, I will do all I can to make sure that my communication is clear and accurate. but if I don’t care who reads this, I can spel anway i want sdo touy will no whut i mean…

Don’t misunderstand that I am critiquing your projects, nor the work of your students. It’s that your projects got me thinking about this issue, and I used it as an example.

When we publish something, especially to the web, as a teacher, do we have the obligation of editing, or do we just post ‘as is’? Your comment (But realistically, practically nobody will find and/or read their blogs beyond other students, will they? ) begs the question of who is the audience?

My reply:

I sympathize with your concerns, Jan, and hope I didn’t sound defensive when I, oops, defended Writing to Learn.

I’ve seen the chatroom-ese on student work on blogs, forums, and wikis when I introduced them, but didn’t have much problem rooting them out with discussions of the respect you mention (and self-respect, since using “cuz”, e.g., in a public writing is like going to a job interview in dirty clothes). Most students got it and met the standard after that, and those that didn’t woke up after a few shocking bad grades.

But that could be specific to my private school students, whose moms rip them new orifices at the first A-, much less C-.

Online writing is definitely no silver bullet for writing, as I’ve argued a million times. Over time, though, and – crucially – in conjunction with 6-traits rubrics that set the standards for their writing from the quality of Ideas on down the line to Organization, Voice, Word Choice, Sentence Fluency, Conventions and Mechanics, AND Presentation, I really have seen marked improvement in quality in all those traits, overall, AND in engagement. Wake-up grades, again, given early, were also key.

But we’re talking students here, so I’m not claiming miracles (and not suggesting you’re implying I am).

It’s the “over time” thing that’s key, to me.

I do think students who write because they’re forced, and probably see no lasting value in most cases to what is still, in the end, mere homework to most of them, will have a different attitude about what they publish compared to people who, like us, write voluntarily about things we care about.

And since it’s 9.24 a.m. this brisk Saturday morning, and I’m enjoying my first cup of coffee as I start the day thinking with you (which I enjoy too), I’m going to ramble a bit more.

There are so many different approaches to assignments, we both know, to inculcate whatever habits of mind or skills we’re working on in a given week. So I just want to toss off a few that come to mind:

1. The “comment on the teacher’s post” assignment:

Rather than students writing on their own blog, they do a specific task in the comment thread to the teacher’s. That way they see their work standing alongside that of their peers, and may be more motivated to look better and work harder, in order to avoid looking weak. I’ve done that with:

a. Syntactical variation exercises (sentence openings, e.g.): “Take this sentence and re-write it, using only the words in the sentence, in as many ways as you can.” If you moderate comments, they don’t see other students’ work until all have done the assignment. Then they can see and learn from other students’ responses. That’s a wickedly powerful affordance of online writing that is hard to duplicate offline. I posted about it here.

b. Introductory paragraphs (hooks): Copy and paste your “hook” from your first draft, and the revised version from your latest draft, into the comment thread, and briefly explain your writer’s decision that guided your revision. (There’s an entire class discussion of authentic writing right there, which my students enjoyed, because they were seeing what others had tried. The few successes were great cases of student modeling, and the weaker ones were great cases of cliche or otherwise dead introductions.) (You can see my Seoul and a flat world teacher’s Hawaii students doing this here.)

c. Titles. (Titles are a pet peeve of mine. “My Essay” from high schoolers makes my blood boil.)

2. Critical Thinking:

My latest Diigo Daily Reads auto-posts feature highlights (basically copy-pastes, though Diigo does that work for me by publishing only what I highlight from a web page) that I then respond to with sticky notes that do NOT summarize the reading, but instead either “challenge, extend, or qualify” the point. That’s an “ideas” sort of assignment that simply forces students to THINK about what they passively read. (See this post for a screencast on this approach.

3. Trait-based assessment of x number of student blog posts per unit for a test grade:

The biggest bear, for me, about student blogging and wiki work is the sheer volume. When I assign regular posts, I normally can’t assess them all with any depth. But I still want regular writing in the same way a PE teacher wants regular running to keep his/her students fit. So to allow students to self-select 3, say, while you randomly select 2 (whatever you work out, obviously), to grade by the rubric – either for all traits, or just one or two un-disclosed ones (since they won’t know, they’ll ideally give more care to all the traits), is the best solution I’ve come up with for this dilemma. The “teacher choices” keep them from shamming on the posts they won’t self-select.

Closer, for now: I haven’t taught long enough to be able to compare this generation of student writers from previous ones, so I don’t know whether their skills are any better or worse than in the past.

I do know that the elitist side of me wants to use student blogs in a highly selective writing elective class – see For the Roses: My Latest Position on Classroom Blogging for more – to simply rid myself of the headaches of dealing with the bums, so I’ve got my Delta Force of real writers who want to train.

I guess that’s my way of saying, “I hear you.”

I share this simply because I think Jan asks good questions, and I’m sure others have valuable input to add. Here’s hoping they do.

Last week, Wikispaces invited me to give a Wikispaces in Education Webinar about four wiki projects I’ve done in high school English and history classes: The Broken World Wiki Textbook, a student-made textbook of modern world history from WW1 to WW2, featuring text, images, and embedded videos and student video lectures (and linked to a companion reflective class blog); the French Revolution Ant Farm Diaries, an historical fiction Writing-to-Learn unit in which student-created fictional characters interracted with their classmates’ characters in interlinked diary entries; King Lear Street Talk, a modern adaptation of Shakespeare’s King Lear, forcing the close line-by-line reading of 16th-century English necessary to adapt it to “Sopranos”-style modern English; and the 1001 Flat World Tales, a global creative writing workshop using the Six Traits of Effective Writing and a peer-reviewed Writing Workshop joining students from Hawaii, Colorado, and my classroom in Seoul.

The first three projects listed above were “local” collaborations, the fourth one global. I discuss in the webinar my thoughts on the relative merits of both approaches in the webinar. (I posted about those reflections most fully here.)

Thanks to Wikispaces for the opportunity to look back over two years of experiments in wiki pedagogy and introduce them all in one fell swoop.

If you want to read the “think-aloud” posts I wrote when designing these projects, check January to June or so of the Archives.

Here’s the event (it should start when I do, at almost 26:50, and finish a half hour later. The first 30 minutes are a tour of Wikispaces for beginners. The black blob on the screencast will disappear within a few seconds.):

One for the MiniLegends

[Update: I was out of the loop preparing for my wedding when Australian Al Upton's MiniLegends and Qatar's Jabiz Raisdana got hit by two shockingly reactionary hammers. Since this podcast features Noel Thomas, an Australian high school principal representing all that is most forward-thinking and impressive about Australia's educational system, I'd like to dedicate this podcast to Al, the MiniLegends, and Jabiz. Noel, I can't help but fantasize that you and Al discover each other and join forces. As you say in the podcast, most teachers will never get it. Al is a teacher who has impressed us all for years with how much he does get it. (h/t to John Connell for the miniLegends badge - John, I hope you don't mind me nicking it?)]

Love This Podcast, or I’ll Eat a Bug

As I say in the intro to this podcast, if you don’t find it the most interesting hour of podcasting I’ve ever done, I’ll eat a bug. (And yes, Los Angelenos, that is a quote from the old Cal Worthington used car commercials of the ’80s.) That intro was hard, by the way: I tried about 8 times to summarize why I’m so excited about the things happening in that podcast, but couldn’t, and did the “eat a bug” intro instead. In retrospect, it sounds silly. But I had to get the thing published.

Creative Destruction Abundant

What walls don’t come down in this hour-long talk? Bye-bye edu-caste system, bye-bye geographic and temporal barriers. My guests are from three continents and four levels of school hierarchy:

• High School Principal Noel Thomas, Toorak College, Melbourne, Australia
• High School Principal (and next year’s Director) Rich Boerner, Korea International School, Seoul, South Korea (my employer)
• Librarian Jenny Luca, Toorak College, Melbourne
• Lara H., high school student, Toorak College
• Lindsea Kemp-Wilber, Punahou High School student (and Students 2.o staff writer), Honolulu, Hawaii, USA
• and me, high school teacher and tool-guy, Korea International School

(Quicktime free download required)
[quicktime]http://ia311303.us.archive.org/3/items/ClayBurellPodcast_ThreeSchoolsDiscoverthe21stCentury/PGCAustralia.m4a[/quicktime]

(right-click and “save target as” here to download enhanced podcast for iTunes)

Table of Contents

If you download to iTunes, you can navigate by these chapter headings:

• Intro: I’ll Eat a Bug
• Audio Snapshots
• Welcome
• Noel Thomas, Toorak College, Melbourne Australia
• Toorak’s Dilemma re: Web Access for Students
• Rich Boerner, Korea Internat’l School, Seoul
• KIS’ Open Web Access for Students
• Factors Favoring Relaxed Filtering at KIS
• Toorak Librarain Jenny Luca: Toorak Change Agent
• Jenny’s Views on the Value of Blogging to Learn
• Toorak and KIS Connect thru Project Global Cooling
• Lindsea Kemp-Wilbur, Intro (Hawaii Student)
• Student Lindsea Teaching the World
• Lara H., Intro (Australia Student)
• Sustainability at Our Specific Schools
• Broader Issues of Connecting Schools for Learning
• Lindsea on Youthnet: Student-Initiated Global Collaboration via Twitter and Wiki
• How Clay in Korea has Known Lindsea in Hawaii for Almost 2 Years
• Getting Teachers to Accept Student-Led Collaborative Projects
• Getting Students to Rise to the Challenge of Laptop Learning
• KIS Student Patrick Nam as Model of Networked Learning
• Noel’s Approach to Keeping Students Responsible Online
• Jenny’s Approach to Pulling Students In
• Clay on the Importance of Same Time-Zone Partner Schools
• Rich on Importance of Collab AT SCHOOL, not home
• Acceptable Use Policy
• Toward an Eastern Hemisphere Schools Network
• Spreading the Word to Students about Youthnet
• Lindsea as Model for Student Imitation
• Lara: PGC Should Be Easy in Australia
• Difficulties with Projects in Korea
• Media Interest in Project Global Cooling
• Clay’s Parting Shot: This Tech is EASY
• Parting Shots
• Closing Comments: Project Global Cooling Growing: Seoul, Hawaii, Australia in, and Beijing, Los Angeles, and Bangkok Nibbling – Add Your School This Year or Next
• (Name Your Bug)

Links Referenced in Podcast:

• Jenny Luca’s Lucacept (Australia)
• Will Richardson’s Weblogg-ed
• Project Global Cooling
• Bill Farren’s Education for Well-Being blog
• Lindsea Kemp-Wilbur’s Love and Logic blog
• Chris Watson’s WatsonCommon blog
• Lindsea’s Youthnet post on Students 2.0
• Jabiz Raisdana’s Intrepid Teacher (stay intrepid, Jabiz)
• Jabiz’ Global Issues class blog
• Youthnet Twitter page
• “Natural” Global Collaboration (my networked learning elective class)
• Youthnet Wikispace
• The 1001 Flat World Tales global collaborative writing project
• KIS Sophomore Patrick Nam’s blog and podcast

Recorded on 3 March 2008

[Note: "Talking Story" is an expression we use in Hawaii to set the tone for a conversation. Instead of focusing on solving a problem, coming to a conclusion, or debating an issue, talking story means to share experiences and anecdotes that relate to the issue at hand. I think it's an appropriate expression for web 2.0 too, since this is a place for stories to be shared and new thinking to emerge.]

I work as, what we call here, a Technology Resource Teacher. Essentially, I’m an English teacher who’s been willing to experiment with integrating technology into curriculum, and I’ve been asked to only teach one class so during the rest of the day I can collaborate with other teachers on all things tech. The high school side of my school has a brand new 1:1 program this year, and there are four others who do what I do to help 150 or so faculty (we have 3700 students K-12). What I quickly learned this year is that no matter how many and what kind of workshops we run, how many emails with links and descriptions we send, or who we bring to speak at our curriculum days (these are all amazing resources!), what works best and what people seem to appreciate most is one on one time to work together and talk story about classes, students, curriculum, and where the laptops fit. So I thought I’d do a little of that here in my first guest post.

Two years ago, I hardly knew what a blog was, and, frankly, I didn’t feel the need to spend any more time in front of my computer than absolutely necessary. Then, at the beginning of last school year (06-07), I was assigned to teach an upper level Composition course. Pretty generic title, which really should have read: creative non-fiction essay writing. In an English department of nearly 30 teachers, there was only one other person teaching the course that semester. Our weekly meetings were talking story about writing, student writing, the purpose of writing, authenticity of audience, amongst other Englishy (not schooly) topics. At some point Lisa, my colleague, started to tell me about having her students blog their compositions and journals. She explained the idea of a blogosphere, a network of writers interested more or less in the same topics, reading and commenting on each others’ posts. Then, it was the concept of the blogroll, something called del.icio.us. Organically, the next move seemed to be to try this thing out for myself and my students. Where blogs seemed like they’d fit best was as digital commonplace books; we ask all sophomore to keep an analog version for a quarter to follow and reflect on essential questions and critical thinking exercises. That sounded good, and Watsoncommon began.

I realized a lot of things during the first few months of blogging. Namely, it could easily take over my life. But I welcomed the intellectual insurgency. I didn’t write great stuff, but I had a reason (and an audience of one, maybe two) to pay patient attention to what happened during my day, in my class. I needed material. This went on, and in early 2007, my wife stumbled on a wiki where edubloggers and blogging classes were listing themselves. (Do you remember this one Clay?) Near the top: “B”eyond School, where there was a call for blogging classes to collaborate. I replied.

Creating our own 2-class blogosphere was a noble first effort, and some really interesting conversations emerged here and there. What became apparent after this collaboration was that the web 2.0 tools were more powerful than we knew, yet the challenge was the same as ever: getting students to be active participants in their own education. Clay’s 1001 Flat World Tales writing project on a wiki came next. Being far more teacher-driven, the students had an easier time moving through the project. But Clay, Michelle, and I spent many weekends skyping at respective odd hours and driving the wiki for the kids. Not to mention we had committed ourselves to a grueling 6 week time frame. In the end, we had an annotated and podcasted trail of breadcrumbs, an ebook, some good stories, some engaged students, and a lot of new ideas for the next collaboration. Now, I’m a week deep in 1001 Flat World Tales #2 with Deb Baker’s class in St. Louis, Missouri, USA, and I’m getting far more sleep this time around.

Since that semester of enlightenment, it’s been Moodle, Twitter, Diigo, Ning, the list goes on. Not to mention planning and implementing the vision for our 1:1 program. At some point a couple months ago, I found myself coming full-circle, away from the tools, widgets, and gadgets to stories. The story of collaboration, the story of communication, the story of empowerment, the story of sustainability and stewardship, the story of apprenticeship, the stories of learners. And the stories have me asking these questions:

What is an education?

How can we engage the emotions, passions, and original ideas of students more?

How does a large, successful independent school become a culture of technology?

How can we empower students with an understanding of the way they learn and then nurture it daily?

Tis the season to be jolly. We only live once, so let’s end this most amazing year with some well-crafted, twitterary prose.

Don’t know what a Twittory is? Yet another amazing OZucator, Mike Seyfang, turned me on to this with his most excellent post today (from his most explosively creative edublog), in which he writes:

The story was underway and it appeared that I might need to write something on Wednesday. I could hardly get to sleep – my mind raced on long complex sentences comprising no more than 140 characters. About 2am I hit on the idea of using the minimum number of words to cause maximum disruption to the plot line. (I have always hated writing, was self branded as slow learner at school because of my hate of serialised text). I thought I could kill off the main character and maybe shift time in a very short sentence.

–and for which you must see his post for the rest of this gripping story.

As things stand at this moment, the roster for Twittory #2 is at about 34 people – a good 106 short of the required 140 for a properly-written twittory.

My new twitterfriends from Australia (@heyjudeonline) and the U.K. (@digitalmaverick), as well as the most excellent Minnesota scrivener Scott “Rip van Edison” Schwister (@sschwister) have all decided to join this Twittory #2.

Please jump in with us! What a fun, creative way to end the year. All you have to do is add your 140-character-maximum tweet to the story when your number comes up, and watch the story grow as others add their own tweets.

One tweet per person for 140 tweets will add up to a very interesting literary experience – maybe something we can find a use for in the classroom (or staff development room) after trying it ourselves.

Seriously: I’m so full of the love for my twitterverse and other networks, it would be a thing to remember. I’d love to see old friends and new jump into that Twittory roster, to usher out one wonderful year.

Photo: “‘Tis the Season” by (nz)dave

Here’s an 8-minute promo movie I made for my school over the last few hours. I share it in case anyone wants a resource that talks through a couple of class projects we did last year in my grade 9 history and English classes - and shamelessly boasts about how special my school is for being the first 1:1 Laptop School in Korea.

The first project is “A Broken World,” a student-created wiki textbook and companion whole-class reflective blog about world history from World War I to World War II and the outbreak of the Cold War. (There’s lots of frustration in the sphere right now about blocked sites in schools, so this might be a useful demonstration of how valuable YouTube, wikis, and blogs are for enhancing creativity and learning.)

(By the way, I’ve been scratching my head lately about what to do with that Broken World wiki textbook. It’s really good stuff, and I’m proud of my students for making such an impressive resource. It seems a shame to just abandon it like one of Graham Wegner’s “learning jalopies” or some piece of digital flotsam. Anybody have any ideas of how to put it to use? I’m open to others fact-checking, extending, editing, using, donating, whatever. I just feel like there’s some experimentation possible here on how to put the “legacy products” we so easily talk about in the theoretical to the much-harder-to-pull-off practical use. In other words: help?)

The second project shown in the video is the first annual 1001 Flat World Tales flat classroom writing workshop on Wikispaces: 130 students at my school, Chris Watson’s school in Honolulu, and Michele Davis & Karl Fisch’s school in Denver. The promo walks through not only the wiki, but the (damnably) still-under-construction but worth-a-peek anyway 1001 Flat World Tales blog and website, featuring the prize-winning stories selected by our international student editorial board, plus author profiles, author podcast readings, editor profiles, student testimonials, and more.

Those student testimonials are highlighted in subtitle bars on the movie, which might be effective for persuading your admin to unblock these sites, again.

I really went over the top promoting my 1:1 Apple Laptop School as being “on the 21st century map,” since the point of the thing is to entice parents to send their kids to my school. It might produce a motivating jealousy in your own admin or school board to go 1:1 so they have such bragging rights themselves.

Or maybe the thing’s just a piece of junk. You tell me. (If nothing else, I got some iMovie practice out of it. Still trying to hone those skills.)

(And if you click on the video, by the way, it’ll take you to my AP Literature class Ning, which is open to the public. Sylvia Martinez of the Generation YES blog, and Diane Cordell of Journeys have both joined my students for literary discussions in the forums. You’re welcome to come inside yourself. Interesting talks about “schooliness” and literacy in there.)Find more videos like this on KIS AP Lit 07-08

Twitter has definitely shifted my networking and online writing habits. A case in point: Since I’m 14 hours ahead of the American east coast, I mentioned how lonely it was to be awake on Twitter when most of my compatriots are asleep. Graham Wegner in Australia, whom I’m recently enjoyed getting to know, answered my lonely tweet with a private email of New Zealand and Australian twitternames to check out. I did. My Twitbin is awake now when I am.

Two days later, “NZchrissy” tweeted a need for some student blogs to direct her students to visit and comment on. I added a few of mine from last year, but within ten minutes on Twitter we ended up somehow saying, in effect, “Hey, let’s just talk and desktop-share with Skype-Yugma and set up an ‘active student blogs’ wiki.” We did, and here’s the result: Young Writers ‘07 on Wikispaces.

Feel free to add your own student bloggers, and visit those already there. The links are listed by age group. Lots of Australians, New Zealanders, Americans, and Koreans there. (Jeff Wasserman, I hope this fulfills my promise to “flog” your HS English class blog in Connecticut.)

By the way, it occurs to me too late that this might be either redundant or needlessly competitive with the Support Blogging wiki. That wasn’t the intention. Instead, we just wanted to bang out a wiki of student blogs we know are active this year, and keep it free of burial under all the adult edubloggers out there.

So give it a visit, bookmark it, link to it, add your own. One-stop shopping for a student blogosphere only wiki, conveniently labeled with “‘07″ to communicate to all that that means still alive this year.

Last week, I mentioned reading Jeff Wasserman’s post about how schools teach bad writing (the 5-Paragraph Essay and other abominations). I mentioned how it made me “want to make my AP Lit class Ning public. We’re having forum discussions about Organic Form v. Mechanical.”

The more I thought about atomizing those Ning walls and welcoming the world of people who like to talk about reading, writing, and how schooliness creates lifelong non-readers and non-writers, the more attractive the idea became.

So whoever you are, if conversations such as the one below entice you to share your thoughts with my students about literacy in schools versus the literacy so many of us adults managed to grow into despite them (okay, maybe you were lucky and had good teachers, which would be interesting to hear about), then come on in. My students gave me permission to invite you.

Here’s just a taste from one forum on how practicing the organic essay form for five weeks improved (or didn’t) these students’ writing – I hope you don’t take it as self-congratulatory, because that’s not the point:

Reply by Shim Sep 17:

Well, when I first came into the classroom, I really didn’t know if I belonged in this class or not. After my first mock exam I realized that it was really different from what I expected, it was HARD. But after a couple of classes and more mock exams I guess I found my own way of writing and letting out my thoughts, unlike the schooly ways that education has locked us up in. So far I believe that I’ve started to write faster and think faster, as we practice more and more, and realize more and more. I’ve also found out that, rather thinking to the “educational” way that I’ve been living up with for the past 17 years, just letting out my ideas felt more better and more reasonable (which I guess is organic writing).

Reply by Clay Burell Sep 30:

Jeez, that was nice to read. Schools try, but for some reason, usually fail, to make students love reading great stuff and trying to write great stuff about their own responses. You give me hope that maybe I’m not failing.

Reply by Shim Oct 1:

Yeah, I mean I never knew that I was able to “ENJOY” literature, because of the ideas that schools all over the world put into students like me. Literature is HARD, “Do it this way that way”, “great interpretation, but WRONG”.

I really hope some of you will browse and add your thoughts to those of my students. They’re really interesting people.

(click for larger image)

I have to wake up in five hours to run this conference tomorrow, so I’ll probably be worthless. But the opening session – an hour-and-a-half warmer – will consist largely of this competition, in four-person faculty teams led by one captain each, to race through this wiki page and be first to equip their MacBooks with the “Eleven Essential Accounts for the Read-Write Web.” Each member of the winning team gets a $10 gift certificate for Starbucks. (Politically, I’m not sure how I feel about that. But it was my idea.)

Note: they’ll have already joined our Twitter group and taken the Multiple Intelligences questionnaire, plus had a brief opening “Why Web 2.0?” presentation, before starting this activity. (That Twitter slice explains the inclusion of TinyURL as an “essential tool.”)

I talked with my principal, and we arrived at this post-workshop reflective “assignment”: create a digital expression, using whatever multimedia mode you’re pulled to play with, of your most valuable take-away from this conference – this could be simple creative play, since “unlocking teacher creativity” is a primary goal here. Post it on the Ning, and we’ll rank entries as a staff. The winning entry receives the grand prize: an iPod Nano. They have a week. I look forward to seeing, reading, hearing, watching all the various forms of creative digital expression from our staff.

But we’ll see how the reality shakes out.

Anyway, the wiki was text-only, and murderously intimidating for that. So I spent a couple or three hours adding graphics.

You’re welcome to take a look. Feedback in the comments section are welcome. Please don’t edit it, though! (And the Diigo activity will not work until I add the magic touches right before the workshop starts.)

I’d love it if anybody would visit our twitter account and make an appearance on our Twitter Badge. You can find it by searching for “create21” or “KIS Staff.” (Twitter was acting up tonight, though.) We’re at GMT +9, and will go live from 8a. to 3p.

I’ll have Skype up, too, so if you’re available for a casual “call-in” appearance, I would both enjoy and appreciate that. Send me a chat message at cburell on Skype if you’re open to an appearance in Seoul!

‘Night, Tweets.