{"id":1937,"date":"2009-02-05T21:07:03","date_gmt":"2009-02-06T05:07:03","guid":{"rendered":"http:\/\/chriscorrigan.com\/parkinglot\/?p=1937"},"modified":"2009-02-05T21:07:03","modified_gmt":"2009-02-06T05:07:03","slug":"teaching-web-20-skills-without-technology","status":"publish","type":"post","link":"https:\/\/www.chriscorrigan.com\/parkinglot\/teaching-web-20-skills-without-technology\/","title":{"rendered":"Teaching Web 2.0 skills without technology"},"content":{"rendered":"

I was thinking the other day about how to teach kids in school Web 2.0 skills, prompted by my friend Brad Ovenell-Carter’s blog post on figuring out how young is too young<\/a>,<\/p>\n

Now my kids, don’t go to school, but they work actively in non-technological settings with collaboration. \u00a0 They spend a lot of time together co-creating games, scenarios, worlds and activities. \u00a0 My daughter, at 11, is helping out in a friend’s store and she helped train other workers on the inventory system the other day before taking inventory with her new trainees. \u00a0 She has also been working with another friend to start up an Amnesty International group on our home island.<\/p>\n

The discussion on Brad’s blog has been about critical skills in reading, learning how to read content that is user produced on the web. \u00a0 To me Web 2.0 is about co-creating, so responsible writing is a key piece of the work, so in thinking more about how to teach this I thought about what a Web 2.0 based exam room would look like.<\/p>\n

What if we tested kids on collaboration instead of individual achievement? \u00a0 What if a class of 30 kids was given an exam one day but instead of every student getting a test paper there would only be six papers in the whole room. \u00a0 The class would need to divide into groups of five and complete the exam together. \u00a0 The Pass mark would be 95% and they would be allowed to talk to each other, steal ideas, look in books, phone a friend, whatever. \u00a0 Each team of five would be responsible for the overall quality of their own answers, so they would also have to make quality decisions. \u00a0 If there were several long form questions, essays and the like, they could divide the work up, or have a couple of kids draw up an outline and bring it to the group for polishing.<\/p>\n

In most school settings, this would be called “cheating.” \u00a0 In the real world this is how it works.<\/p>\n

It’s not just about critical reading or accurate writing…it’s about providing real opportunities to practice collaborating and noticing that when you work together, you get a better result than if you work on your own.<\/p>\n

Anyone know any teachers out there that have tried something like this?<\/p>\n","protected":false},"excerpt":{"rendered":"

I was thinking the other day about how to teach kids in school Web 2.0 skills, prompted by my friend Brad Ovenell-Carter’s blog post on figuring out how young is too young, Now my kids, don’t go to school, but they work actively in non-technological settings with collaboration. \u00a0 They spend a lot of time together co-creating games, scenarios, worlds and activities. \u00a0 My daughter, at 11, is helping out in a friend’s store and she helped train other workers on the inventory system the other day before taking inventory with her new trainees. \u00a0 She has also been working …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"_wpas_customize_per_network":false},"categories":[22,9],"tags":[],"class_list":["post-1937","post","type-post","status-publish","format-standard","hentry","category-collaboration","category-learning"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/piBp1-vf","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/posts\/1937","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/comments?post=1937"}],"version-history":[{"count":2,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/posts\/1937\/revisions"}],"predecessor-version":[{"id":1939,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/posts\/1937\/revisions\/1939"}],"wp:attachment":[{"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/media?parent=1937"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/categories?post=1937"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.chriscorrigan.com\/parkinglot\/wp-json\/wp\/v2\/tags?post=1937"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}