S08_Candace_Iman_Lori

=Team 1 =

«Lori Rozelle •Iman Othman •Candace Lavin» 

Lori Rozelle


 A formal elementary educator since 2000, Ms. Rozelle has been a reading intervention specialist for grades 1-5, and more recently has taught 4th grade in San Gabriel Valley public schools. She has served on Leadership, School Site Council, and the Student Body Advisory Council for her school and has been known as an early adopter of a new, yet not mandatory, reading intervention program at her school. Currently, Ms. Rozelle is working on her masters in instructional technology at Cal State LA and stretches herself to takes risks and produce quality work. Prior to teaching, Ms. Rozelle was a graphic designer at Children’s Hospital in San Diego for 8 years, designing and producing brochures, newsletters, and pamphlets. Ms. Rozelle has a love for learning, teaching, art, nature, animal advocacy, design and new technologies which help engage and motivate her students.

** Project Title ** “Into, through, and beyond the world of wikis for educators” **This project centers on the idea that professional learning communities in education can learn and accomplish more regarding best practices through peer collaboration and shared knowledge building. Today educators are urged to work smarter by collaborating with their peers in order to build stronger, more effective, communities of practice that will lead to greater returns on investments in terms of student achievement. How can educators get to this promise land? Through a simple vehicle known as a wiki.  As the 21st century World Wide Web continues to grow in prominence and evolve in purpose in today’s K-12 classrooms, teachers are continually encouraged to incorporate technology into, through, and beyond their lessons, challenging students to become digitally literate with newfound motivation and purpose. The web 2.0, also called “read write web,” has exploded with applications that now make internet users active participants, not just passive consumers of the web 1.0 era. Killerstartups.com claims to showcase at least 30 new read/write applications a day! One of the more familiar of these web 2.0 applications is the wiki. A wiki is an online multiple page word processing file, or web site, which can be easily accessed, edited, and managed by several users, thus eliminating the large web of emails previously needed to communicate the same thing. For educators, we will see that the advantages are many and choosing the right wiki vehicle will be key to accomplishing their goals. Some wiki engines from which to choose are Wetpaint, Wikispaces, PBWiki, and MediaWiki. 
 *  Abstract

The creation of a wiki breeds visionaries, champions, writers, collaborators, knowledge hunters and gatherers -- all people with active, viable roles in the evolution of thought and learning. Everyone gets a voice, or for Wetpaint users, a brush, even the once quiet or shy contributor on a team. Educator wikis are growing in number, and the uses of wikis include peer review and collaboration, project and meeting management, knowledge building, as well as a classroom collaborative and writing tool for students to. Before passing this task onto students, it is imperative for teachers to become active users themselves in order to become familiar with the strengths and limitation of any one wiki. In becoming more of an expert, educators are then able to make wiser decisions for how wikis will be used for their students.

Professional learning communities will find that wikis lend themselves to collaboration, problem solving, and higher student achievement if used collaboratively and consistently. Ultimately, educators will be able to successfully take their students into, through and beyond the world of wikis as they become proficient and enthusiastic users themselves.

EDIT 490, Web 2.0 tools for the classroom – July/August 2008**
 * Lori Rozelle – Annotated Bibliography for Seminar Project on Wetpaint Wiki


 * BOOKS:**

John Hendron has a varied and interesting background in music, gourmet cooking, photography, video editing, and teaching, but his first love is teaching and instructional technology and web design. Hendron has been a teacher and instructional technologist for Goochland Public Schools in Virginia since 1999 and received the Virginia State Technology Leadership Award in 2006. In this book, Hendron has attempted to make sense of this new web 2.0. Although comprehensive in scope, this book is better suited for those who already have an understanding of today’s students and 21st century education. His writing is technical and complicated at times, so having a background helps with understanding the materials. Hendron goes into full detail about how blogs, wikis, podcasting, RSS feeds are used in the classroom. He gives many resources in which to explore as well as outlines the standards expected for all students to learn. This book caters more toward the upper grades, middle grades and higher, with units of study and lesson plans that can be used immediately using all of the new tools of web 2.0.
 * Hendron, J. G. (2008). //RSS for educators: Blogs, newsfeeds, podcasts, and wikis in the classroom//. Washington, DC: Society for Technology in Education (ISTE).**

Wikipatterns is the companion book to Stewart Mader’s website, www.wikipatterns.com. Stewart Mader has a number of credits to his name which have furthered the advancement of 21st Century tools in the classroom using web 2.0 tools. He has taught science, published Blog on Wiki Patterns (ikiw.org), and utilized social software and wiki technology extensively in his teaching of students. This book is both for the novice and technician, educator, businessperson, and entrepreneur who want to use wikis as a collaborative tool. The novice will find it an easy read and excellent resource that will enable them to learn about and grow their own wikis. Wikipatterns is also a good resource to help new users learn the types of social patterns that encourage participation and collaboration with this new tool. Social patterns that encourage adoption of wikis include having a Wiki Champion, Wiki Gardener, and Page Maintainer to give people responsibilities and a sense of ownership. Other positive wiki patterns that may encourage adoption may include training and support, invitation, starting point, welcoming and personal spaces. Negative patterns that might hinder participation may be Do-it-all, Over Organizer, Wiki Troll, and Bean Counter. Stewart also includes 11 steps to a successful pilot wiki and emphasizes beginning your wiki with a clear and concise purpose.
 * Mader, Stewart. (2008). //Wikipatterns//. Indianapolis, IN: Wiley Publishing, Inc.**

This is an excellent source for both novice learners and web technology experts for learning what collaboration and connecting are all about with the new web technologies on the read/write web. Richardson has a way of making the information understandable and encouraging the reader to imagine the possibilities in the classroom. An excellent source for any teacher of today, both eager and reluctant, this book includes excellent resources for blogging, wikiing, podcasting, and understanding RSS feeds. Richardson has taught for more than 20 year is known internationally as an “evangelist” for anything related to web technologies for the classroom. His work has been published in the New York Times, Educational Leadership, English Journal, and Washington Times, to name a few publications. This book is a practical work for teachers K-12 and beyond in that Richardson shares practical resources and advice for the first time user. Any reader will want to keep this book handy as they explore the many new tools that will help them connect with today’s students and fellow educators. Richardson is one to look for and watch as this explosion of technology persists in our world.
 * Richardson, W. (2006). //Blogs, wikis, podcasts, and other powerful web tools for classroom//. Thousand Oaks, CA: Corwin Press.**

Solomon and Schrum worked collaboratively on this book to piece together the puzzle of how Web 2.0 tools are being used in the classroom today with a focus on how schools are growing and changing with the times we live in. Solomon is direction of the award winning website, www.techLearning.com. She also worked as a senior analyst for the U.S. Department of Education as well as being involved in New York City’s School of the Future. Schrum is currently a professor and coordinator of elementary education in the College of Education at George Mason University. She has been a researcher, teacher, and author. Both women have become a strong voice in the instructional technology community and are considered experts in the field of the new web 2.0. This book caters more toward the academic side of the web 2.0 tools and would mostly be understood by fellow instructional technologist. The authors have made a case for new schools toward a smarter future using tools such as blogs, wikis, tagging, podcasting, and syndication tools. It is a comprehensive look at what the web 2.0 platform has to offer educators. The authors also take a look at how the tools contribute to professional development and leadership. One of the best part of the book are the tutorials on Zoho Writer, Num Sum, Tux Paint and Audacity.
 * Schrum, L., Solomon, G. (2007). //Web 2.0 new tools, new schools.// Washington, DC: Society for Technology in Education (ISTE).**


 * JOURNAL ARTICLES:**

Kevin Parker and Joseph Chao both hold Ph.D.s in computer specialties and come together with combined expertise in the field to write this article about how wiki can be used as teaching tools today. They both have experience in teaching, industry, and research, as well as software development. They reference 37 resources that include authors Stewart Mader’s www.WikisinEducation.com, and B. Doyle’s article, When to Wiki and When to Blog. Their paper explores how wikis, one of the leading components of Web 2.0 tools, contribute to students learning. The authors also investigate how learning theory plays into the roles of web tools for teaching and learning and how wikis feed into different styles of learning. The authors spells out the various learning paradigms including the cooperative/collaborative learning paradigm and the constructivist learning paradigm. Parker and Chao continue by exploring how social software tools contribute to collaboration, connection and communication. Also central in this paper is the authors’ reference to B. Lamb’s use of wikis to teach writing and M. Barton’s creative used for teaching of composition. The authors continue with examples of online/distance learning, project based learning, as well as highlighting case studies showing how wikis are used in education. Sprinkled throughout the paper are references that give high credibility to the content, and we can see that they did not write this without sufficient research. In the end, the authors make suggestions for future tools that will benefit both educators and students alike. Educators will be able to sufficiently glean valuable information as they make their own decisions and discoveries with use of wikis in education.
 * Parker, K. R., Chao, J. T. (2007). Wiki as a teaching tool. //Interdisciplinary Journal of Knowledge and Learning Objects//, 3, 57-72.**

Reference Services Review is a journal for library and media services employees but publishes articles that can benefit educators as well. This 2006 viewpoint article by Ramos and Piper summarizes the advantages and disadvantage of wikis and blogs. The authors outline the uses and limitations of blogs and wikis for both librarians and educators emphasizing “digital journalism, disaster response, and education. The authors also intend to clear up the differences between blogs and wikis and what they are best used for. This paper provides insights for educators and librarians about the ways that blogs and wikis can be used in classrooms as primary sources of information. Readers of all educational levels will glean simple insights into the dynamic ways that blogs and wikis serve as social communication and collaborative tools.
 * Ramos, M., Piper, P. S. (2006). //Letting the grass grow: grassroots information on blogs and wikis.// Reference Services Review, 34(5), 270-274. Emerald Group Publishing Limited.**

Richardson, known guru of Web 2.0 technologies and education, begins his viewpoint article with a quote from Jimmy Wales, Wikipedia founder, asking the reader to imagine a place where all people had free access to human knowledge. Richardson highly endorsed the Wikipedia site as the “poster child” of the ways in which human knowledge would be published and shared. At the time this article was written, Richardson was instructional technologist at a high school in New Jersey and becoming a well known speaker on the many uses of the web in education. His book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classroom, had not yet been published. This article answers the question that most users have – Can you trust a site that has been edited and changed by so many people and explains that readers need to read with a discerning and critical eye just as always. Read about an interesting example about the Indian Ocean earthquake of Christmas 2004 to get an idea of the magnitude of participation in disseminating shared information. It is the job of all to put in much more extensive time to decipher what information you can trust. Richardson is a huge supporter of wikis in education and having students share in the knowledge creation process. He names pbwiki.com and seedwiki.com as two excellent resources for this purpose and more and then tells the reader what to expect in his upcoming book, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classroom. This article is a teaser, or sorts, to get the reader primed for more about Web 2.0 technologies.
 * Richardson, W. (2006, November/December). What’s a wiki? A powerful collaborative tool for teaching and learning. That’s what. //MultiMedia & Internet @ Schools//, 12(6), 17. Research Library.**

When Trinkle wrote this article, she was the library media specialist for Hickory Elementary in Avon, IN. Coming from the perspective of a librarian and media specialist, Trinkle makes wikis sound easy and encourages all educators and those associates with education to use them without hesitation. Any person who reads this short, clear, and concise article will want to take a look at the new wiki technologies. Continuing, Trinkle lists purposes and ways to use wikis in her specific field as well as explores examples of how other in educators can use them. Trinkle also outlines two types of wikis, specifically PBWiki and Wikispaces for teachers and how one can begin using them. To help give credibility to her opinions and thoughts on wikis, Trinkle quotes O’Reilly Media of 2004 from the Wikipedia website referring web 2.0 as being the 2nd generation of web technologies. Summing up her thoughts, Trinkle highly recommends reading Will Richardson’s book called Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classroom (Corwin, 2006).
 * Trinkle, C. (2007, February). Wikis are for you! //School Library Media Activities Monthly//, 23(6), 31. Research Library.**


 * WEBSITES:**

The Science of Spectroscopy has been named one of 33 wikis showcasing the best in wiki-based collaboration. UC Santa Barbara, Brown University are just two institutions that use their wiki sites for educational purposes. This website gives an overview of how wikis can be used for students and teachers which can be understood by layman and specialist alike. This site features Stewart Mader’s “Grow Your Wiki” blog which refers to the latest article on the Wikinomics blog making it a site for specialists in the read/write web. Readers are bound to find useful links to help them connect and collaborate with fellow Web 2.0 and wiki users. Here’s what one member of a technology blog group called Eastwikkers has to say about the Science of Spectroscopy group: “What we really like about this wiki is how it has attracted a global community of collaborators -- scientists, teachers and students -- to work on group projects. In effect, the wiki has created a global classroom … And while spectroscopy may constitute a small neighborhood in the larger world of education, the contribution that the wiki has made to the teaching of this subject might inspire folks from other fields to do the same” (http://eastwikkers.typepad.com/eastwikkers_/2006/04/33_
 * Pearce, J. (wiki last updated July 27, 2008). Using wikis in education? Retrieved July 2008 from Lambda Chi Alpha. Website:** [|**http://www.scienceofspectroscopy.info/edit/index.php?title=****] **Using wikis in education**

Website:** [|**http://www.techlearning.com/showArticle.php?articleID=175802925**] Tim Stahmer, an instructional technology specialist for Fairfax County Public Schools in Virginia, contributes his views of wikis and their uses in education in a January 15, 2006 Tech Learning website article called Think Outside the Blog. He outlines the advantages of the collaborative features of wikis as compared to the uses of a blog. Stahmer’s enthusiasm is apparent with his descriptions of how both students and teachers connect via the use of wikis in writing programs, curriculum collaboration, and school planning and interactions with parents. Both experts and newcomers will want to keep an eye on Stahmer’s reflections and contributions to not only the latest in wikis, but also the read/write web in general. The author gives quick advice on wikis that are available including PBwiki, Wikicities, Wikispaces, and MediaWiki.
 * Stahmer, T. (2006, January). Think outside the blog. Retrieved July 2008 from Tech Learning.


 * End of Annotated Bibliography**

Nursing informatics applications have increased significantly within the past few years. Nurses must now face the vast challenge of learning and working within the age of technology. Information technology influences the manner in which nurses practice, how they are educated, and the methods of providing and documenting patient care. In addition, advances in information technology have also become an integral link to staff development and continuing education. A study of 10,000 nurses in Australia (44% response rate) on their use of information technology has clearly identified that nurses recognize benefits to adopting more information technology in the workplace. Therefore I determined as a registered nurse to build up myself and start a master in new media design and production. I find an enormous satisfaction in learning and applying technology at class and at work.  I decided to design a course for nurses who work in maternal health services about how to take care of the teenage pregnant patients and their families, therefore this course could be in three or four parts that will cover different matters beneath this topic like: Describe the health risks facing pregnant teens and their developing fetuses begin, with explaining the nursing care for pregnancy-induced hypertension (PIH). Getiastional diabetes, possibility of premature babies and anemia. Nurses should read each part and do couple of online activity along with the need to create a care plan for a specific case related to the topic from each part as well as post it in a specific date. Nurses who finish all parts will have a certificate state passing this course; which will help in increasing the excellence of the care at work place, and the nurses’ superiority in maternal health domain. <span style="FONT-SIZE: 13pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> **__<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Annotated Bibliography for Final project (Using New Authoring tool "UDUTU") __**<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> <span style="FONT-SIZE: 14pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">1 <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">- **Tubin, D., & Klein, s. (2007). Designing a School Website: Contents, Structure, and Responsiveness. //Planning and Changing//, 191-27** **<span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> 0. ** <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">In this study, the authors explore the contents and structure of school websites and their responsiveness to their school's environment. They briefly review the literature regarding school websites, describe the institutional theory that provides the conceptual framework for the study, present the study methods and findings, and finally discuss the results and suggest practical implications for accountability-oriented school website development. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> 2**- Rotem, A., & Oster-Levinz, A. (2007-07-01). The School Website as a Virtual Learning Environment. ** <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This paper will present an online learning environment from the school's organizational and pedagogical perspectives, and will expand on the rationale behind the school website, while describing its characteristics. The proposed website will be characterized by both virtual areas accessible to the general public and by areas restricted to the learning community of teachers and students. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">3- **Haugsjaa, e. (1996-10-01). Collaborative Learning and Knowledge-Construction through a Knowledge-Based WWW Authoring Tool, p19-29** <span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial">. <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This paper outlines hurdles to using the World Wide Web for learning, specifically in a collaborative knowledge-construction environment. Theoretical solutions based directly on existing Web environments, as well as on research and system prototypes in the areas of Intelligent Tutoring Systems (ITS) and ITS authoring systems, are suggested. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'">4- <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Norris, M., & Vasques, L. (1998-03-00). : Creating Structured Collaboration in Implementing Assistive Technologies in a Community College Setting: Library Access, A Case Study. //Computer Uses in Education//, P180-189 **<span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial">. <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This paper discusses the role of libraries as the hub of information literacy in college and the need for professional collaboration to ensure library access for students with disabilities at California community college campuses. A working plan for developing assistive technology (AT) capabilities is provided. <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">5- **BRUNSWICK, J. (2008, March 05). //Unlocking the Value of Enterprise 2.0 Collaboration and Authoring Tools.// Retrieved July 16, 2008, from Arch2Arch** <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> : <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">[ [|http://dev2dev.bea.com] ] <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This article examines how end user-centric authoring environments, influenced by the Web 2.0 movement, fit into an enterprise, and how to govern their usage, educate users, and use these tools to generate business value. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> 6**- Jutta Treviranus, C. M. (2004, February 24). //Authoring Tool Accessibility Guidelines 2.0.// Retrieved July 16, 2008** <span style="COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This specification provides guidelines for Web authoring tool developers. Its purpose is two-fold: to assist developers in designing authoring tools that produce accessible Web content and to assist developers in creating an accessible authoring interface. <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Paper goal was to explore collaboration as a tool for learning and exploit innovative features of Imagine Logo for developing micro worlds in which children would cooperate, explore and create things – either working face to face or working at a distance, even across cultural and language borders. **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">8- E. James Whitehead, J. &. (2006). A network protocol for remote collaborative authoring. //WebDAV//, 1-21. ** <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">This paper explores a protocol-centric approach to collaborative authoring by examining there requirements and functionality of the Web DAV protocol. Key features of the protocol are non connection-oriented concurrency control, providing an upward migration path for existing on-collaborative applications, support for remote manipulation of the namespace of documents, and simultaneous satisfaction of a wide range of functional requirements. **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">9- Wiemann, L. G. (March 2007). Social Ecological Predictors of Repeat Adolescent Pregnancy. //Perspectives on Sexual and Reproductive Health//, Volume 39, Number 1. ** <span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> <span style="FONT-SIZE: 12pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> <span style="COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Women with multiple pregnancies in adolescence may experience medical, psychological and social complications. Improved understanding of the individual-, dyad-, family-, peer/community- and social system-level risk factors for repeat pregnancy may lead to the development of more effective prevention strategies for adolescent mothers in a variety of settings <span style="FONT-SIZE: 9.5pt; COLOR: black; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">. <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">10- Chen, X.-K., Wen, S. W., Fleming, N., Demissie, K., Rhoads, G. G., & Walker, M. (07/18/2007). Teenage Pregnancy and Adverse Birth Outcomes. //MedScape//, 22-40. **<span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial"> <span style="COLOR: black; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">The objective of this study was to determine whether teenage pregnancy is associated with increased adverse birth outcomes independent of known confounding factors. **<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">11- Jacqueline B. Wilson, M. S. (March, 2006). Pregnancy in Adolescents. //ADOLESCENT HEALTH//, 369-379. ** <span style="FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Teenage mothers are more likely than older women to receive inadequate prenatal care and to experience inadequate weight gain during pregnancy, maternal anemia, and pregnancy-associated hypertension. Labor and delivery complications such as fetal distress are also reported more frequently for teenage mothers. Moreover, babies born to young mothers are at an increased risk of low birth weight, preterm birth, newborn anemia, respiratory distress syndrome, meconium aspiration, and assisted ventilation <span style="FONT-FAMILY: 'Arial','sans-serif'">
 * __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'"> Iman Othman __**<span style="FONT-SIZE: 13pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">
 * __<span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">Abstract __**
 * <span style="FONT-SIZE: 12pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'">7- Turcsányi-Szabó, M. (2005). Collaboration – a tool for learning. //Eurologo//, 34-46. **<span style="FONT-SIZE: 12pt; COLOR: red; LINE-HEIGHT: 115%; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial">

<span style="BACKGROUND-COLOR: rgb(234,226,6)"> <span style="FONT-FAMILY: Arial,Helvetica,sans-serif; BACKGROUND-COLOR: rgb(255,246,0)">Candace Lavin
After 20 years of working as a graphic and toy design professional, I now find myself in front of a classroom teaching, at Otis College of Art and Design, in Los Angeles, California. My home department, at Otis, is in Toy Design. Additionally I teach courses in Liberal Arts and Integrated Learning. I am also Toy Design Student Advisor. Please see the two blogs and a wiki I administer through Otis College. Toy Design Blog Comic Book Heroes Blog History of Toys Wiki Due to inspiration from colleagues at Otis College, I became fascinated with the evolution taking place within education, through the use of new media and instructional technology. Because I love to learn and want to be a better teacher, I went back to school myself. I am now a graduate student earning a MA in Education, Option in New Media Design and Production. I find myself learning amazing new technology and it’s potential uses in education. The only limitations are ones I might place on myself. This is a wonderful point in time to be involved in education.
 * Biograpghy for Candace Lavin**

Seminar Project: Improvement Upon History of Toys Wiki by Candace Lavin**
 * Abstract

With the advent of free and accessible Web 2.0 tools, we found ourselves having to rethink much of how we educate and how learners, learn. Experienced educators suddenly were in the position of being a student too. Of course, once we became comfortable with these new tools, we wanted to learn how we could utilize them in teaching. The History of Toys wiki was began initially following my own exposure to Web 2.0 tools and then creating a wiki that would be used in conjunction with a course I teach at Otis College of Art and Design. My intent is to now implement changes in the overall navigation, design and content of this wiki so it’s focus is a collaborative effort done by students. The students will be given assignments, specific to the wiki, by me during the course. The students will be writing and collaborating in the following sections of the wiki – “Toys A to Z”, “Toy Milestones”, “Children and Play” and “Culture and Trends”. I have also added a survey to the wiki. This survey will provide valuable, on-going feedback to me from the students enrolled in the course, regarding assignments, instruction on use of the wiki and how the wiki did or did not add to their learning experience. The content will evolve, year after year, as students contribute to the wiki.

Seminar Project: Improvement Upon History of Toys Wiki by Candace Lavin**
 * Annotated Bibliography

A study done on the use of information and communication technologies (ICT’s), known to most of us as social software. Primary focus is how the use of this software, by the student, can enable education and learning. This social software prepares and encourages students to gather information individually and then collaboratively add to the shared knowledge base. Mejlas writes “In my own work (c.f. Mejias 2005), I argue that the true potential of social software lies in helping us figure out how to integrate our online and onsite social experiences. Thus, social software must live up to its name…” (3 of 6) The study also provides the criteria and summary of the results from a course taught by Mejlas, which utilized social software, with 13 graduate students in the class. The students researched and analyzed the types of actions the software makes possible and the types of actions it prevents. All the work was done collaboratively, online and on-site. Mejlas concludes with an assessment of the course based student feedback and the instructor’s own observations. Mejlas then gives specifics of how the course will be adjusted in the future based on the assessment.
 * 1. Mejlas, U. (2006). //Teaching Social Software with Social Software//. Journal of Online Education, Vol 2, Issue 5, June/July 2006.**

//**2. Ramos, M. and Piper, P. S. (2006). Letting the Grass Grow: grassroots information on blogs and wikis,**// **Wilson Library, Western Washington University.** Journal article discusses the major uses and the limiting factors of blogs and wikis and how both resources can be used by educators. Authors provide a point by point comparison review of using a blog or a wiki. Both offer the key element of collaboration via direct editing or comments. Comments are not limited to just blogs but in fact a “Comments” page can be added to a wiki. However the wiki can ultimately provide an authoritative, group-edited document.

Sunstein begins by telling us that the idea of real-time, worldwide collaboration within one location on the internet can be both a dream and a nightmare. Following this, the author poses a variety of positives and negatives regarding a collective of like-minded individuals imposing their “groupthink” on the rest of us. Sunstein then details how wikis, open source software and blogs, are 3 mechanisms that allow for broad deliberation of a topic.
 * 3. Sunstein, C. R. (2006). //Infotopia: How Many Minds Produce Knowledge//, Oxford University Press, Inc.**

Wikipatterns is about what its title implies – a basic pattern of behavior when the individual is empowered to share information openly within a group of other like-minded individuals. Collectively the group shares and inputs their information to all the others, collaboration and editing occurs within the group, to finally produce one authoritative source of information. Mader gives numerous examples of how a group of “experts” shared their knowledge with each other to create one source of information for the rest of us to follow. This one authoritative document is shared through an open source platform by which everyone can edit and add to the source. The basic premise is that information evolves as people do. The wiki is a place to share the new knowledge as it occurs. This text is excellent for those who want utilize a wiki as an open source platform, for a group to collect and share information, to create one source for all to reference. Case studies are given from enterprise and education. Mader also provides the reader with the how-to’s of creating a wiki page and the best ways to maintain the page as contributors edit and add information. The final pages of the text are filled with numerous questions about wikis and their use, in all types of settings. Mader carefully answers all the questions.
 * 4. Mader, S. (2008). //Wikipatterns//, Wiley Publishing, Inc.**

This book provides the reader with a step-by-step guide for building and managing content using wiki collaborative software. The reader is given instructions on how to install the free wiki software, customize it for your specific needs and how to administer the content as it is added and edited. Initially some content in this text may seem challenging to a novice in using a wiki, the reader must bear in mind that this book is first and foremost a how to setup and use a wiki for collaboration.
 * 5. Leuf, B. and Cunnigham, W., (2001). //The Wiki Way: Quick Collaboration on the Web//, Addison-Wesley Professionals.**

The author utilizes a writing style that leans toward being very user friendly. This particular edition holds to that tradition. What works so well, in the Missing Manuals, are the diagrams that are used, along with the written words. As you read about a specific function, you are shown, on the same page, a diagram of what that function looks like on the computer screen. What is of particular interest to educators who want to use a wiki for collaboration on a project, are chapters 9, 10, 11 and 12. These chapters discuss wiki projects and other types of group activity. The reader is then provided an interesting perspective on how an “administrator (instructor)” might insert themselves into the group to help move things along or if you even should do this.
 * 6. Broughton, J., (2008). //Wikipedia: The Missing Manual//, Pogue Press.**

One quick glance at the table of contents tells the reader that this book is one that every user of web 2.0 tools ought to have handy. The cover page tells us that material is advanced, however, it is only a cautionary note. The book will be very user friendly for the majority who are interested in collaboration on the web. Chapters cover definitions, installation, setup, additional free web resources, what the available tools are when in editing mode, wiki clones (pbWiki, TWiki, etc.), administration and numerous other topics. Included in the text are example projects and organizational templates that can be used for you projects. The authors use the remaining chapters at the end of the book to discuss ideology viewpoints and the wiki’s impact on social change.
 * 7. Ebersbach, A., Glaser, M., Heigel, A. W., Dueck, G., Adelung, G. (2008, 2005). //Wiki: Web Collaboration//, Springer-Verlag Berlin Heidelberg.**

Jaffe provides to us an excellent overview of the parallels between the development of human civilization and toys and play. She takes us from pre-historic time to modern day, while giving names, uses, materials and locations of the first evidence of specific. Although the images throughout are primarily in black and white, they are all of excellent quality. This is an invaluable book to anyone who has an interest in toys, human culture and development.
 * 8. Jaffe, Deborah, (2006). //The History of Toys, From Spinning Tops to Robots//, The History Press.**

Tim Walsh has been collecting toys since he was young boy and now has been a recognized toy historian. While the text does begin with a brief overview of the origins of toys, the remaining text focuses primarily on the history of European and North American toys. Even then Walsh's book would be enormous. Walsh tells us that he elected to discuss toys that have not been discussed at length already by others or were his personal favorites. There is still an extensive list of toys. The book is divided up by decades, each toy is pictured in color, the inventor is named and what makes the history of the toy more interesting is Walsh's accounts of each toy's origins. Walsh is widely recognized as an expert in this field and this book comes highly recommended by everyone.
 * 9. Walsh, Tim, (2004). //The Playmakers: Amazing Origins of Timeless Toys//, Keys Publishing.**

Having recently learned that Neil Howe is the guest speaker at this year's Convocation at Otis College, I took a second look at his book, The New Millennials. I teach at Otis, a private art college and the students there fit almost perfectly with the way students are described in this book. I added the New Millennials to my bibliography because I must remind myself to stay familiar and in touch with today's college students. While this text does not focus on wikis or describe any how to's in creating a wiki, it does teach the best ways to reach and engage today's students in the classroom and doing that through the use of web 2.0. This is an excellent text for any who want to know more about how students learn today.
 * 10. Howe, Neil & Strauss, William (2007). //The New Millennials Go to College,// Paramount Market Publishing.**

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