WWWBTB Collaboration These five classes are meetings and conferences, collaborative writing, collaborative (NTT, 1996a) interactive Genetic Art supports the collaborative http://ei.cs.vt.edu/~wwwbtb/book/chap4/4.3.html
Untitled Document WebBased interactive Literacy Lessons; collaborative Projects. Web Resources.Phonics and More Wacky Web tales (interactive for parts of speech) http://www.schoollink.org/techacademy/literacy.htm
Extractions: skip to content Advanced Search Course Home Syllabus Calendar ... Interactive and Non-Linear Narrative: Theory and Practice, Spring 2004 Course Description Students will develop digital and non-digital collaborative projects that explore the complex relationships of narrative and interactivity in a hands-on, workshop format. Goal of this course is to expand our understanding of narrative and refine our skills in the critical analysis of interactive formats through a combination of project development, readings on the theory and practice of non-linear/interactive narrative, and close analysis of digital and non-digital narratives. Requirements Attendance and Participation It is important that you take actively part in the discussions in class. Your participation will shape your understanding of interactive and non-linear narratives and your contributions will be vital to the whole group. Should you be unable to come to class contact me ahead of time so that we can make appropriate arrangements. Summaries/Presentations You are responsible for short summaries on your readings (as defined by the assignments) and one presentation in class.
Extractions: skip to content Advanced Search Course Home Syllabus Calendar ... Theory and Practice of Non-linear and Interactive Narrative, Spring 2003 Let's tell some stories. Rich, wonderful stories, with many voices and interpretations, many possibilities and outcomes. Stories to be told, seen, programmed. Stories to be shared and to be shaped. Sitting around a campfire, clicking on a link, capturing on film, beating the boss, improvising on stage, being part of life. Don't we all have stories to tell? This course has been offered since 1992. Formerly entitled "Structure and Interpretation of Non-linear and Interactive Narrative", it examines the potential for dynamic narrative in traditional media like novels and films and as well as in computer-based stories and games. The course focuses on the creation of electronic stories and games using simple authoring systems and multimedia software tools. Students present and constructively critique one another's work in progress in a workshop setting aimed at expanding the representational powers of a new creative medium.
Content Index They will respond to fractured fairy tales by writing in many styles, Fictionwriting lessons from the Teachers and Writers collaborative. http://teacher.scholastic.com/ilp/index.asp?SubjectID=1&SubheadID=4&TopicID=44
Partnership For A Collaborative Writing Project Organize a Web Fair and present your collaborative writing project to each side . That will be helpful as brainstorming and interactive free writing. http://humanum.arts.cuhk.edu.hk/~cmc/2002a/partners2000.html
Extractions: You are to organize a collaborative hypertext project that involves exchange between Chinese (Hong Kong and other parts of China), American, and Indonesian students in a joint school project. To make it work, you are required to form small groups to decide on a topic with students from US, Hong Kong, or other parts of China. Your audience is teachers and students in high schools. The theme is " Education for Quality Life ". (For details, see the Sections on Morrie's values in life the topic of money and Ideas for your collaborative writing project , and participating schools
Renaissance Women Online, Forewords radically destabilized by newly collaborative and interactive models of Women writing, particularly though not necessarily for print publication, http://www.wwp.brown.edu/texts/rwoForewords.html
Extractions: Women Writers Project Advisory Board Renaissance Women Online (RWO) invites students and scholars around the world to join in the process of assessing new knowledgethe texts of early women writers, long in the shadow of a masculine cultural hegemonyand to help us find the new questions we must learn to ask in order to understand and integrate the rapid intellectual changes provoked by the electronic revolution. Print changed world culture forever. Electronic encoding and communication are changing it again. Works by early modern women have a special place in this cascading world, not only because the Brown University Women Writers Project is putting hundreds of complete and fully encoded texts onto the computer. The study of these women is also a very useful tool for observing a major shift in how European-based culture understands its traditions and applies them to constructing ideas of self and community. The traditional suppression or ignoring of the many texts representing the voices of women who lived between 1500 and 1700 provides us with an interesting oddity: new knowledge about a period and culture already long and deeply studied. Musophilus , 1601, ll. 957-62), he may have envisioned something like the nineteenth-century empire and Dickens, but he could not possibly have envisioned an international Text Encoding Initiative or Robert Coover's interactive novels. What was in his time the dawn of a fully global mercantilism is now the apotheosis of international capitalism, frought with paradoxes of control and access as information and resources travelliterallyat the speed of light.
Extractions: Virginia Commonwealth University, Fall 2000 To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will task the reader more than any exercise which the customs of the day esteem. It requires a training such as the athletes underwent, the steady intention almost of the whole life to this object. Books must be read as deliberately and reservedly as they were written. [. . .]Yet this only is reading, in a high sense, not that which lulls us as a luxury and suffers the nobler faculties to sleep the while, but what we have to stand on tip-toe to read and devote our most alert and wakeful hours to. HENRY DAVID THOREAU
SBC Knowledge Network Explorer: Blue Web'n Content Areas collaborative writing projects for ESL/EFL and mainstream classes using WebQuests . This site uses interactive stories and original thinking games to get http://www.kn.pacbell.com/wired/bluewebn/contentarea.cfm?cid=5&scid=19
ReadWriteThink: Lesson Plan to show them how to use the Story Map interactive to generate story ideas . Give directions for writing the collaborative story, writing the http://www.readwritethink.org/lessons/lesson_view.asp?id=221
IMEJ Article - Writing Interactive Stories In The Classroom Did students have more fun writing interactive stories than traditional stories? In Proceedings of the Computer Supported collaborative Learning http://imej.wfu.edu/articles/2005/1/02/index.asp
Extractions: Although game play can be used as an educational experience, we are more interested in game design than game play (McFarlane et al The structure of this paper mirrors the student experience. Student writers begin by completing a tutorial that teaches them how to play (read) a story using NWN. Students then complete a second tutorial that teaches them how to use the Aurora Toolset. They use it to create the setting, props, non-player characters (NPCs) and dialogs for their story. The paper then describes one of the main stumbling blocks that can prevent a writer from creating an interactive story - the necessity of writing computer program scripts to control the interactions in the story. We describe our novel solution to the problem, which we call generative patterns, and our tool, ScriptEase (2005), that allows writers to generate scripts from patterns without programming. Finally, we describe feedback we received from the teacher after piloting our storywriting software in a class of grade 10 English students.
IMEJ Article - Writing Interactive Stories In The Classroom Did students have more fun writing interactive stories than traditional stories? Supporting children s collaborative authoring Practicing written http://imej.wfu.edu/articles/2005/1/02/printver.asp
Extractions: An external link to Neverwinter Nights. http://nwn.bioware.com/players/ An external link to BioWare Corp. http://nwn.bioware.com/ Although game play can be used as an educational experience, we are more interested in game design than game play (McFarlane et al The structure of this paper mirrors the student experience. Student writers begin by completing a tutorial that teaches them how to play (read) a story using NWN. Students then complete a second tutorial that teaches them how to use the Aurora Toolset. They use it to create the setting, props, non-player characters (NPCs) and dialogs for their story. The paper then describes one of the main stumbling blocks that can prevent a writer from creating an interactive story - the necessity of writing computer program scripts to control the interactions in the story. We describe our novel solution to the problem, which we call generative patterns, and our tool, ScriptEase (2005), that allows writers to generate scripts from patterns without programming. Finally, we describe feedback we received from the teacher after piloting our storywriting software in a class of grade 10 English students.
TKI - Template This interactive website invites students to read a story and submit their Students are encouraged to submit work to online collaborative projects and http://www.tki.org.nz/r/hot_topics/readandwrite_e.php
Extractions: One of the major benefits of integrating ICT into classroom programmes is the interactive nature of the Internet. Interactive technology engages learners, allows classrooms to make connections across geographical and cultural boundaries, and often adds an extra visual or audio stimulus to enhance the learning process. This Hot Topic explores how interactive sites on the Internet can be used to encourage students to engage in reading and writing. We focus on three types of interactive activities: online pick-a-path and continuous stories online publishing book backchats Pick-a-path You are on a newspaper run in a strange neighbourhood when a storm comes from nowhere. Do you take your chances in the rain and try to get home, or do you decide to sit out the storm in the abandoned house you just passed? Pick-a-path stories have long been used as teaching and learning materials to involve students in literature and encourage them to read. When read aloud, not only do pick-a-path stories exercise reasoning, comprehension, and memory, but they also involve the whole class in an enjoyable collaborative activity.
TKI - Websites For Teachers: Reading/Writing: Secondary [ESOL Online] English writing a Story Recommended Resource. interactive lesson for students London Online E-learning collaborative Project. interactive multimedia http://www.tki.org.nz/r/esol/esolonline/websites/teachers/readwrite_sec_e.php
Extractions: ESOL Online Home Classroom Practice Websites for Teachers ABC's of the Writing Process: Specific Graphic Organizer Links A great resource to help students analyse texts and structure their ideas before they begin writing. asTTle What Next: Writing The writing resources which can be used in conjunction with the asTTle CD-ROM or as a stand alone resource. Beyond the Fire : Teen Experiences of War Real-life stories of 15 teenagers, now living in the U.S., who have survived war in seven war zones. These stories tell of loss, hope, fear, strength and despair and resilience. Interactive site with very useful teaching resources that are aimed at mainstream students. English - Writing a Story Interactive lesson for students to use when planning to write a narrative -in two parts. In Write a Story 1, students look at how to identify the audience, how to choose the right kind of topic and appropriate language for that audience and how to create believable characters. In Write a Story 2, students explore how to choose what type of story to write, how to give their story a basic structure and how to choose the way they want to tell their story. Frequency Level Checker An on-line tool to check the number and percentages of words in a particular text that come from different word frequency levels of English. This tool can be used to analyse the vocabulary level of a text to see whether it is appropriate for a certain group of learners.
Extractions: INVOLVING THE AUDIENCE - STRATEGIES AND MODES OF INTERACTIVE DRAMATURGY In the rapidly changing Internet environment, which has evolved in the past decade from small text-based experimental community to commercially driven graphic interfaced media, writers of electronic literature must adapt not only to the intertwined processes of writing and interface (how the writer shapes the user's communication with the work) but also to radical changes in the audience and environment. Written (usually) in seclusion, a print work is then published and distributed to readers whose contact with either the author or the author's process is traditionally minimal. In contrast, Internet-based electronic narrative is potentially a public literature which may integrally involve the reader/user/participant in its creation and use. ("Participants", "users" the changed nature of the relationship between writer and reader is reflected in the vocabulary.) How the participant is involved, the extent of audience involvement in the process, varies. The writer may be using the Internet as a public storytelling forum; and/or the writer may be offering the reader a multiplicity of choices; and/or the writer may be offering the audience the opportunity to be co-creators of the work. Sometimes (as they are in the sections of this paper) these strategies are intertwined.
Online Collaborative Projects There are many types of online collaborative projects across all grade levels and Reading and writing projects involve students in sharing book reviews, http://eduscapes.com/tap/topic1c.htm
Extractions: Select an Internet-based collaborative project. Ask yourself the following questions: As you select a project, ask yourself. Why is this project important? What does this project do that can't be done in a traditional classroom? How does this project provide a unique experience for my students? Global connections are one of the best examples of providing a unique experience. Read Rural Washington Students Connect With The World from Edutopia. Learn about how these children learned about living in a global community.
Word Games & Online Poetry Collaborations Links to collaborative poems, online writing exercises, puzzles word games, Ann Cantelow designed this interactive poetrywriting page for Pyrowords http://poetry.about.com/od/collabswordgames/
Extractions: See Online Courses Search Poetry Alphabetical Recent Up a category ... Alien Flower Where poets and performers have fun. Now hear this text. Write now! A self-guided wordshop. Hie thee, Birdcage! Brain Gym Exercise your language at Cole Schweikhardts Brain Gym Interactive . You can post a poem for inclusion in the ever-changing rotation of 20, add 20 lines to the currently running collaborative short story, choose a title from Extemporaneous, or contribute to the Haiku Room. Darwinian Poetry An experiment at David Reas CodeAsArt site in which readers choose from among pairs of poems made of randomly combined phrases to see if non-negotiated collaboration can evolve interesting poetry using (un)natural selection. The Dissolving Word The ephemeral anthology of Sam Abrams, the Mad Poet of Rochester, New York, editor of the essential The Neglected Walt Whitman (4 Walls 8 Windows).
Extractions: Muti-Links Teachers Professional Resources American English Pronunciation - (Fantastic site) Lessons are available on quite a few topics. Each lesson provides the pattern, gives examples, provided practice (a lot of practice), and ends with a quiz. Each word in the quiz can be pronounced for the student by clicking on the speaker icon. This site would be good for Language Arts or ESL classes. AOL@school presents language arts resources for Primary school. Topics included are; General Foreign Languages Reading Textbook Activities , and Teacher Resources Characters - Select a Character to write about, and then click on that character to start writing your story! You can print the story when you finish. (may be blocked by some state filters) CompassLearning Sample Activities - grades K-8 sample activities. Scroll to your grade level. Also has Math, Sci and SocSt games. Cursive: Lowercase - Alphabet Animation - To see the animation, move your mouse over a letter on this page. (from the site, Handwriting for Kids)
BrambleStory - Interactive Writing Creative writing site. Write, rate, edit and critique poetry and prose. interactive writing. Cute Web aps Tag writing . Cute Web aps http://bramblestory.com/7.html
Extractions: Cute Web aps Writing Short Stories: The Instant Muse Story Starter. This clever little web ap produces random story prompts, eg. "My main character/protagonist is a female. My main character is a judge. An archetype present in my story is Oedipus/Electra. A key object or symbol in my story is a wig. My story will be set in Belgium. My story is about longing." There is also a Poetry Generator , which spits out poetry prompts, mostly terrible ("In the garret of exclusion the people soak"). Darwinian Poetry . Perform aesthetic natural selection on random junk and, the theory is, someday it will become art. Profiled in the "Circuits" section of the NYT. Site by David Rae. The Exquisite Corpse is a French randomized poetry game. The site has more French content than English, including a good set of French poetry links DesktopPoetry.com
Vance's ESL_Home: Collaboration On The Web Collaboration is an integral part of the writing process; hence the page on team to make this online interactive collaborative learning community to be http://www.geocities.com/Athens/Olympus/4631/collabor.htm
Extractions: (C)opyright 2004 Vance Stevens ESL Skill Areas: Collaboration on the web to foster genuine communication Collaboration is an integral part of the writing process; hence the page on Writing and Composition elsewhere in this project is in some respects an extension of this one. On this page Time zones Client software Publishing: Student writing on the web Tips ... Etc To collaborate on a world scale, you'll need to know time zones. Try one of these You'll also probably want to use CMC (computer mediated communications) tools. These can be synchronous (in real time, like instant messagers) or asynchronous (not in real time, such as forums and email). I am maintaining information on such tools elsewhere on my site, all retrieved February 19, 2004 from: Webheads CMC tools: http://sites.hsprofessional.com/vstevens/files/efi/software.htm
