Online Content Construction in a Social Studies Classroom

             

In my first post for my EDU 7710 class I discussed the idea of Online Content Construction. I was excited to learn that one of our readings this week would delve deeper into the topic. After reviewing ONLINE CONTENT CONSTRUCTION:Students as Informed Readers and Writers of Multimodal Information by Ian O’Byrne I began to brainstorm what online content construction (OCC) would look like in my 6th grade social studies classroom. O’byrne defines this model in 3 phases:

Phase 1: This phase combines pieces of the other two parts of ORMS, Online reading comprehension and online collaborative inquiry. In this phase students would begin the research process on a topic or question for which they will construct online media. Not only will they research the content, but also the online tool that they wish to use, whether that be a blog or a wiki or something else. Then, once they have researched and reflected on their materials and have decided on the tool, they will create a mock-up on paper with all of their details.

In my class: In my 6th grade social studies classroom I might have the students researching the governments of Athens and/or Sparta. They could edit a class wiki that would allow them to post details regarding the two city states and the similarities and differences that they share. They could add text, images, and videos created by them. I would give them a wiki template on which to record their research as they worked. Eventually, I might let each group or individual select their own online tool and share out to the class.

Phase 2: In this phase, student actually use the computers to begin constructing their online tools. They take the information that they learned in their research (which they have already recorded on their graphic organizer/template) and begin to insert it onto the online tool.

In my class: Students would be moving their research from their graphic organizers into their wiki. I might even have them blog or create a video about their personal experience. This would allow them to have an individual contribution to the goal.

Phase 3: In this final phase, the teacher will provide students with real-world examples of online information. This could be something the teacher found or an exemplar that was previously created. In this phase students will also present their work to the class.

In my class: In my class I would have either found or created and example to which the students work could be compared. The first few times we completed this activity I would plan to present them a rubric at the beginning of the project that would specify grading of content knowledge only (based on their graphic organizers). As we moved forward I would want the students to know they were being assessed on their final online tool as well.  

Overall, I am very impressed with the ORMS model. I plan to spend time with my grade level social studies teacher to begin planning ways to incorporate it into our everyday classroom. Being at a STEM school and having the ability for 1 to 1 computer access, I believe this type of teaching is where I will being to put my focus. I think that after the students understand the purpose of this style of learning they will really get excited about their school work and take ownership of their learning!