I’m not sure I ever mentioned this on my blog (probably as a way to prevent any intellectual espionage from taking place thereby dooming our chances at acceptance), but Vanessa Scanfeld, the co-founder of MixedInk, and I submitted a proposal for the 2010 ISTE Conference about using MixedInk in the classroom. After a few months of waiting for the various proposals to be reviewed, I learned earlier this month that our session, which is in the “Bring Your Own Laptop” division, was accepted and that our session is tentatively scheduled for June 30. This came as exciting news that was also opportunely timed to coincide with the start of college acceptance season, so I too was able to enjoy the thrills of being able to put on my new ISTE sweatshirt and brag about how only 29% of applicants in the BYOL division were accepted. How élite!
In any event, I’m quite looking forward to participating in the conference, though this will undoubtedly be the largest event of this type that I’ve attended and certainly my larger than my previous foray into conference presentation at the UTA Active Learning Conference.
Here’s our presentation proposal/description:
This hands-on workshop will provide attendees with the opportunity to experience what it is like to be a student engaged in a collaborative writing assignment. Participants will work together to (1) write short submissions, (2) remix language and ideas to create new, improved versions, and (3) rate to help determine the group’s best piece.
MixedInk’s collaborative writing platform has been used by the White House, Congressional offices, news agencies, and others to enable public participation. This session will demonstrate how the same process applied in the classroom yields a relevant, interactive learning experience that advances 21st century literacies.The session will include a brief introduction to MixedInk’s software and a hands-on collaborative writing segment. The session will conclude with a conversation distinguishing MixedInk from other collaboration tools, exploring various classroom applications, and discussing implementation.We explore how the structured process of writing, remixing, and rating encourages students to take creative risks, provides unique exposure to a range of peers’ perspectives and writing styles, requires critical analysis and evaluation, provides an opportunity for teamwork, offers a venue for constructive criticism, and teaches the complex task of recognizing and synthesizing compelling concepts.
As a result of the session, participants will understand:
* how MixedInk’s software can be used to engage students in writing and improve student learning across subject areas
* how MixedInk’s process differs from other collaborative writing opportunities in the classroom.
* effective techniques for structuring a collaborative writing project
* how to launch a collaborative writing project and guide students through the process
* ways to evaluate student performance in a collaborative setting * potential outcomes of implementing this process in the classroom
In my next post I’ll have a follow-up about what I’ve done with MixedInk in the classroom recently and some additional things I’ve learned about how its implementation is made more effective and compelling. Until then!