I have created this Voki. I found directions for it in the sandbox wiki. I need to go back to that wiki to post there, but I needed to send this Voki somewhere, and it wouldn't post on the wiki. I didn't want to waste it! Children in China are......... never mind, that's not true anymore. Children in China are soon to be academically outperforming the children I teach. OK, the link doesn't work. I have tried to get this thing going for about 40 mins. Now I am stopping. I also can't get rid of th link, so don't click on it. It takes you to a page that says that there isn't a page. It was a nice Voki, a husky dog that talks.
On to the assigned posting - I think that as with mash-ups, people often don't even know that they are looking at a wiki. Many of the ones that I sampled looked like simple web pages. I guess that's one of the hallmarks of a wiki - their simplicity. As Chad F. Boeninger says in his chapter for the class text Library 2.0 and Beyond, Wikis find uses as communication tools, as collaborative process tools, and as research guides for library patrons. Although I found the initial idea of working with a wiki to be intimidating, it is a very easy way to clearly communicate with people that I don't talk to but need to work with.
Beoninger, C. F. (2007). The wonderful world of wikis: applications for libraries. In N. Courtney's Library 2.0 and Beyond. Westport, CT: Libraries Unlimited.
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3 comments:
Hi, Martha.
The husky seems to be working. I am going to go check this out, but I always wanted to be a horse (probably a thoroughbred), not a husky. It's cool...Thanks for sharing!
Check out my Voki. I found a Thoroughbred for my blog. ;)
wish you had mentioned the content of some of the wikis that you saw and thought you could apply in libraries (sounds like Voki was a positive part of a frustrating time).
I like the idea of a podcast as an extension of the animal report. It would be more interesting since you focused on PA (good idea) geography as it impacts the animal. The class could create a PA map with the animals located on them. Then you might make some conclusions about their distribution (though it might be above their heads). Cool would be an online map with hyperlinks to each animal. Again, probably for older students. But the one animal/one student project is a bit traditional. I think part of the project would be comparing the sources (grid of factors and sources -- fill in the cells and see agreement/change). Again might be for older kids, but you get the idea -- push the learning...
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