It is, however, hard to assess learning through these media. I’m curious how you actually do it. One idea I’ve had is to build in some degree of peer-assessment into these sorts of collaborative tools (isn’t that how wikipedia sort of works?). Not sure how best to implement it – but maybe the software has some options for rating authors?
@Brian – Blackboard has indeed not worked for me when I’ve tried it. How would a Facebook class group work? Just as a forum / discussion space?
BTW, I teach biology classes, so my perspective is from the science side of things.]]>
@Paraphernalian–I think you’re right about nonmajors, and will say more about this soon.]]>
A rant of my own along similar lines is available here.]]>
Did I miss the post about the class notes wiki? I was really hoping to borrow that idea.]]>
So far that has been a fair amount of enthusiam for all of our ‘web 2.0’ assignments, but also some anxiety about them–from students, who, probably much like myself if I were in their shoes, would rather ‘just write the paper.’ I have, like you, been surprised by their ignorance of what I consider to be pretty basic computer skills these days–yesterday I had to explain what an RSS feed was, and how they could sign up for one to monitor our class blog.
At the same time that I know these untraditional assignments have already scared off a few students from the course, I also know that they have kept a few of my students in it who would have already departed to escape an avalanche of 6-10 page paper assignments. I’ve got neuroscience, business, math, economics, and art history majors in a class where once there were none–and they’ve already brought a different energy and perspective into the room.]]>