Applying Participatory Competencies for the 21st Century Learner

Tariq Butt Daniel Chow Noan Fesnoux Charlotte Paterson Susan Roth

University of British Columbia MET Program

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Table of Contents

BACKGROUND.................................................................................................................................................... 3

1. What is a Collaborative Branching Story?............................................................................................ 3

2. What is in the curriculum guide?............................................................................................................ 4

3. Who is the curriculum guide for?........................................................................................................... 4

4. What is the website for?.......................................................................................................................... 5

5.How should I use the curriculum guide?................................................................................................ 5

6. About the designers.................................................................................................................................. 7

STAGE PLANNERS:.............................................................................................................................................. 8

Stage 1 - FORM - Prepare, Create Groups, and Determine Platform.................................................8

Stage 2 - STORM - Setting and Characters............................................................................................ 10

Stage 3 - NORM - Building a Framework............................................................................................... 11

Stage 4 - PERFORM - Developing a Story............................................................................................. 12

Stage 5 - REFORM - Corroborating Parts and Fixing Glitches...........................................................13

Appendix.............................................................................................................................................................. 14

1.0 - Instructions for students................................................................................................................... 14

2.0 - Timeline................................................................................................................................................ 15

3.0 - Assessment Rubric on Overall Performance................................................................................ 16

3.1 – Assessment Rubric With a Focus on Digital Literacy.................................................................17

4.0 - Digital Resource List.......................................................................................................................... 18

References:.................................................................................................................................................... 20

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BACKGROUND

1. What is a Collaborative Branching Story?A Collaborative Branching Story (CBS) is a narrativeconstruction process which produces multiple story threadsby multiple writers. Writers share creative control of thestory and their choices determine how the story unfolds.The CBSF requires students to develop a single story branchfrom an initial story thread. The collaborative aspect of theproject incorporates ideas from Tuckman’s Theory of GroupDynamics, Ulmer’s concept of electracy, The New LondonGroup’s Pedagogy of Multiliteracies and the engaginginteractivity of Choose Your Own Adventure books.

The Collaborative Branching Story Framework (CBSF) can betailored to fit a variety of prescribed learning outcomes(PLOs). Students can explore a topic based on a scenario and parameters chosen by the instructor or of interest to the student. Setting details and story language are altered to meet the needs of a given unit of study. The example chosen for the purposes of this guide is the history of the Canadian Fur Trade, part of the Social Studies curriculum for grades four, five and nine.

The core of the framework explores and integrates many participatory practices. The Web 2.0 landscape allows learners to transform traditional monomodal (textual, visual, or auditory) content into multimodal content. It affords learners the opportunity to represent themselves and their ideas to a wider community of learners in interactive, supportive, and collaborative learning environments (Asselin& Moayeri, 2011). Traditional assumptions underlying knowledge and the learning process position the learner as knowledge presenter. Web 2.0 engages the learner in participatory, collaborative, distributive, and multimodal competencies of learning; the learner is shifted to a producer of knowledge.

Choose Your Own AdventureA popular series of books that was launched in 1976. The books are written in the second person and allow the reader options of choosing the path that the protagonist will take in order to progress in the story. The unique user-defined sequence of forking paths allows the reader to experience a new adventure every time they read the story.

Collaboration - Electracy and Group Dynamics

Electracy is a portmanteau of electrical and literacy and is to digital media what literacy is to print. Ulmer (2003) defines electracy as the set of skills used to exploit the new digital media (multimedia, hypermedia, social media and virtual worlds).

Tuckman’s model of group development identifies that groups progress through four stages from formation to execution - Forming, Storming, Norming and Performing. the Collaborative Branching Story Framework recognizes the facilitation required at each of these stages and due to the iterative nature of the story development introduces a fifth stage - Reforming, which links the fourth stage back to first.

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Pedagogy of Multiliteracies

The following observations from the New London Group (1996) are relevant to the design of the Collaborative Branching Story Framework (CBSF):Metalanguage: Contemporary literacy incorporates cultural capital from diverse cultures. This includes languages, norms, artifacts, culture and history from a multi-cultural landscape.Multimodality: Contemporary literacy consists of ‘reading’, creating and critically engaging with multi-media ‘texts’- such as blogs, video, audio, software etc.

Civic Participation: Students are expected to collaborate, negotiate and socially construct artifacts. To this end, they are expected to be active agents in the creation of artifacts.Design: Available Designs (resources for CBSF, such as found footage, creative commons images or text) are used in Designing (the CBSF process) and producing the Redesigned (the students’ CBSF artifact).

2. What is in the curriculum guide?The purpose of the curriculum guide is to help you use the CBSF in your classroom. The curriculum

guide will help you to:

● plan how to best incorporate the CBSF into your classroom

● identify resources and materials needed to enact the CBSF

● act as a template for future Collaborative Branching Stories

This guide accompanies a sample story (exemplar) on the Canadian Fur Trade and demonstrates how the story can branch throughout the writing process. In addition, suggested digital technologies and other strategies to assist students in the creation of their collaborative stories are included. With the rapid changes in digital technology, some technologies may become obsolete and be replaced by new ones. Please keep this in mind when using the guide. Remember, there is no one right way to implement the CBSF. Allow students to be creative, innovative, and to run with their ideas.

3. Who is the curriculum guide for?This guide is for use by those who want to implement the CBS. In all likelihood this guide will be used by educators, however, parents, learners, or those in positions other than that of educator may find the guide equally useful. The guide is designed for a wide range of educators, students, and subject matter. Information is presented so that the technologically savvy and the not so technologically savvy are able to create a CBS. We feel that by providing a list of CBS resources and strategies, all educators will feel confident in trying this collaborative learning strategy.

This curriculum guide also lays the foundation for educators wishing to implement more interdisciplinary activities across subjects and potentially even grades. Since students are planning and writing a story, English or Language Arts is being used. Depending on the topic, students may be researching and writing from a Social Studies or Science background. The layout of the story fits well with design principles and if

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students choose to create a platform for their CBS using HTML, they are implementing their informational technology skills. When students are allowed to be creative, their learning is that much more meaningful. Even with working in a group and collaborating on ideas, direction, and organization of their story, students are developing real world problem solving skills. They are learning to navigate potentially difficult situations through problem-solving, creativity, and critical thinking. The CBSF supports students develop the skills needed to be successful in the 21st century.

4. What is the website for?The exemplar provided here allows students and teachers to see an example of what a collaborative

branching story may look like. In creating a collaborative branching story ourselves, we were able to learn the challenges that a group may face. Our example demonstrates how the CBSF may be used in a Social Studies unit as a basis for exploring the era of the fur trade. The website also allows educators and students to see an example of how the branches of each story can be linked together.

5.How should I use the curriculum guide?How teachers should approach stages of group development

Please use this guide asyou see fit. It is by no meansprescriptive and we encourageyou to use, re-purpose, or createactivities to meet your learninggoals. Below is a table whichexplores the degrees of autonomythat can be applied through thedifferent stages of the project.Details on how to create activitiesfor the CBSF are includedfollowing this table.

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Teacher Led Facilitated Student Led

FORM

Form Groups and Determine Platform

Teacher assigns students to groups.Teacher provides a platform on which the students will create their CBS.

Students form groups, but teacher must approve.Teacher provides options for CBS platform, students decide from these.

Students form groups and do not require approval from the teacher.Students must research and determine platform that best suits the CBS.

STORMSetting & Characters

Teacher provides students outlines of character profiles and settings. Students are expected to flesh out the profiles.

Teacher provides archetypes (motivations and some attributes) for characters and settings. Students are expected toconduct research and develop profiles.

Teacher provides high levelkeywords of the settings, situations and characters. Students conduct research to determine characters and settings, flesh them out into developed profilesand scenarios.

NORMDevelop Framework

Teacher provides a blueprint for how the students will interact with each other in the development of the story. Entry and exit points to each piece of the story have been identified

Teacher will provide students an exemplar and guidance for developing a framework. Students will develop their own frameworks for interacting in story development. The teacher will review the plans and offer feedback. Students will revise theplan based on the feedback. Teacher will provide approval.

Teacher will provide a framework and high level guidance. Students will develop their own frameworks for interacting in story development. Teacher will offer minimal guidance. Students do not need teacher’s review, feedback and approval, however they can seek it oftheir own volition.

PERFORMDevelop Story

Teacher supervises student work throughout the process. Hand offs, revisions etc. are managed by the teacher.

Teacher facilitates the story development process. However, direct involvement by the teacheris minimal and students follow the plan they collectively developed. Teacher may offer solicited and unsolicited advice and feedback.

Teacher facilitates the story development process. However, students follow the plan they collectively developed. Teacher only offers solicited advice and feedback.

REFORMReview, Debug & Fix

Teacher reviews and assesses student work, offers suggestions for improvement. Teacher determines number of iterations for debugging.

Students review their work with the teacher’s supervision. Students and teacher collectively determine required debugging and fixes. Teacher may suggest number of iterations, but students make the final decision.

Students review their workcollaboratively. Teacher is only available to offer solicited feedback. Students determine number of iterations.

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6. About the designersThe designers of the CBSF are Tariq Butt, Daniel Chow, Noan Fesnoux, Charlotte Paterson, and Susan Roth.We came together through a mutual passion for designing engaging, collaborative and participatory learning environments. One component of course work in the University of British Columbia’s Masters of Educational Technology program was to create a design project that incorporated the theoretical and conceptual scholarship of technology-supported learning environments. The CBS seemed a perfect exampleof one such learning environment that affords students the opportunity to develop 21st century participatory competencies or ‘electracy’. According to Ulmer (Ulmer, 2003), electracy is to digital media what literacy is to writing and includes the skills and facilities to fully utilize the potential of electronic media.It affects cultural, institutional, pedagogical and ideological aspects as we transition from a predominantly print literate culture to an electronic literate culture.

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STAGE PLANNERS:

Stage 1 - FORM - Prepare, Create Groups, and Determine Platform

Before You Start TeachingAs you start on your journey of creating a CBS, you may want to consider these following planners. Each of these serves a purpose, from helping to determine nomenclature and assigning roles, to thinking about exactly what outcomes you as an instructor would like to see.

CBSF Scaffold – fillable PDFCBSF Unit Planner – fillable PDFCharacter and Setting Guide

Determining a Platform for the CBSThe platform that the collaborative branching story is written on is critical. It must be dynamic enough to include all forms of media, linkable, and accessible. It is important to note that this platform serves as the delivery method, and does not need to be exclusively used for creation.

From our experience, we chose Weebly as our delivery platform. It met all the criteria: we could import all forms of web media, we could link pages of the story together, and the process to sign up for Weebly is straight forward.

Other platforms could work equally well, or even better. Google Sites and Wix, two WYSIWYG page builders, were considered. The challenge we would have had with them is that access to editing would be limited to one person. Wikimedia or Wikispaces may have also served as good platforms for delivery. If the class is capable, they may even want to build their own website using HTML.

Using Roles in the CBSFOne strategy a teacher may wish to employ in creating a CBS with their class is the use of roles. In a CBS, the roles are primarily of a leadership and organizational nature, and can ensure that there are people who will help to maintain unity in the story. Below are some suggested roles that a teacher can use:

Architect/Archivist:This role is largely organizational, and ensures that all participants are using similar nomenclature in the creation of the story. They may be assigned in creating and maintaining a flow chart which the group can refer to when seeing how the story is connected.

Web Designer:This person is largely in charge of ensuring story elements follow similar standards and look uniform when presented on a single platform (Weebly, Google Sites, etc.). They would need to have an understanding of formatting and embedding html.

Branch Manager:This role is a leadership role which enables a student to take the responsibility of a story branch. As branch manager, they would look at the cohesiveness of their group and ensure that things are running smoothly. They must support their group in the process and advocate for them when issues arise.

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Editor:Having somebody assigned to take on the role of editing actively throughout the process will reduce the workload near the end, and allow students to learn together about sentence structure, syntax, and punctuation in situ.

Legal Counsel/Lawyer:Students these days face the challenge of having access to much media, but often neglect to reference it correctly. The Legal Counselor’s job is to ensure 3rd party content is properly attributed, and to assist the students in finding content that is labeled for reuse.

Using Reflection to Assist in Self EvaluationIn each stage below there are reflection prompts which can be addressed at the end of each class, or even may be allotted as homework. The reflective element in this assignment allows students to ground their thoughts, and express what they are feeling as an individual. This can ultimately lead up to effective self-evaluation at the end of the unit.

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Stage 2 - STORM - Setting and Characters

Objectives:● To collectively develop a setting and lead characters for the story that reflect the unit of study

● To incorporate ideas from many people into a single product

Activity Description:A collaborative branching story needs certain elements that are consistent, like any story. To do this, the class will need to form, as a group, some standards which they will abide by in the story. These will include the setting of the story, the characters which are involved in the story, and the voice used when describing the story. Each of these elements will be deliberated by the teacher, but ultimately it should fall to the students to create these. They will use guides as provided by their teacher so that the learning outcomes forthe unit can be attained.

For the setting of the story, groups of students can choose where and when the story is set. As a group, students may create a descriptive paragraph which can then be shared with the class. One of these is selected and will be instrumental in the further writing of the story.

Characters in the story can change, but it may be a fun activity for students to role play one or more protagonists and introduce themselves to the class in character. This would give the students the opportunity to create a character which all can agree on, and will later lend much more depth to the story the students create.

Finally, the form of narrative should be agreed upon as a class so that the final product is consistent and readable for the end user. The narrative would best fit either a second or third person narrative. The secondperson narrative would follow the format of the choose your own adventure series, while a third person would allow for a more interesting character development (name, personality, etc.).

Reflection Prompts:● How might you feel if you were one of the protagonists? What emotions could help in making him a

more real and vivid character?

● What aspects of character and setting will you need to ensure are consistent so that the group project feels cohesive?

Resources:● Teacher CBSF Unit Planner

● Setting and Character Development Guide

Alternatives/ Options: A Collaborative Story takes a lot of organization and clarity to get started. To facilitate faster creation, more structure can be added. The teacher may wish to provide a skeleton of a story (see example), where entry and exit prompts are provided in each piece of the story. In this case, students would already have a clear idea of what they may be writing about. If this is too instructional, then providing students with a setting andsome main character branches could suffice.

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Stage 3 - NORM - Building a Framework

Objectives:● To ensure that chains of communication and collaboration for the story are clear

● Allow students to collectively brainstorm creative ideas for their branching story

Activity Description:Among the most challenging parts in creating a branching story is developing an understanding of how the events are woven together. Regular plot lines are linear, and thus easier to work out collaboratively. By the end of this exercise, all students and the teacher will have clear understanding of who is working on which part, and how the parts may be connected together.

A common vernacular needs to be employed in order for things to work smoothly. In a collaborative branching story, this means creating a nomenclature that allows people to see where their story segments are connected with respect to the branch they are on as well as the sequence they are in. An example (CBSF Scaffold) of this has been created, and provides one way to organize this.

After concept checking that students are aware of how the story may be structured, organize them into groups to go through their main story lines and ensure that they can synthesize a story wherein one piece leads to another (or multiple others depending of the model). In the most open form of this, prompts are notprovided, and the students have to collectively ensure that prescribed learning outcomes are incorporated into the story. Other formats where more of the story is scaffolded is described below.

Reflection Prompts:● How has working as a group provided you with a different understanding of the subject?

● What were the biggest challenges your group faced in laying out your components of the story?

Resources:● Collaborative Branching Story Framework Scaffold and Nomenclature Guide

Alternatives/ Options: If time is a limitation, consider providing more support in organizing a story at this stage. This can come in the form of a preformatted story structure (as seen in CBS Scaffold), or even prompts which lead into and out of each piece of the story. Both of these aides will ensure that students spend more time focusing on research and content rather than the organization of the project. However, organizing and collaborating on such a project provides a great opportunity to learn and apply 21st century skills.

Another option is to build off of the same story year to year. In this process, students would be able to remix and modify existing work each time and learn from the products of past classes. In doing this, some choices regarding the delivery platform and core of the story would already be set in place, and so some of the student led decisions may not be possible. However, this could allow students a greater chance to read and be inspired by past work.

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Stage 4 - PERFORM - Developing a Story

Objectives:● To create unique media products which flow into a complex story

● To explore the different applications which can be used to create an effective branching story element

Activity Description:Each of the story segments in a collaborative branching story will reflect both the individual author, as well as the spirit of the whole class. Since this project is delivered digitally, it is fitting that story segments encompass a wide range of media types. Text, video, images, audio, infographics, and animation can all work well as elements in a collaborative branching story.

Students will at this point have a clear idea of the character they are writing about, the setting, and how their story must integrate with those of their neighbours. They will also have been provided with PLO’s which may need to be targeted in their media piece. From this point forward, the students should have freedom to choose between a myriad of applications and formats. They can go with the familiar to hone their skills, or venture into new territory and choose a new application. A list of applications has been provided to start you off.

It is important to note that continued collaboration and sharing should happen throughout the construction process, particularly for those who are making labour intensive products. If a student is doing a movie, it would be wise to share the script with those who have story segments before and after in order to ensure a seamless product. The integrated nature of the collaborative branching story offers a challenge, but also a great opportunity to work as a team. The connectedness of the product will ultimately testify to the quality of collaboration.

Reflection Prompts:● How has the use of multimedia added to or removed value from your component in the story?

● In what manner do you feel most connected to the character you have been focusing on, and how can your media artifact best reflect this?

Resources:● Applications that can help to develop story segments in a collaborative branching story.

Alternatives/ Options: Standards can be created to ensure that all students are accountable for similar products. Story segments can be exclusively created in written form, and then remixed as media elements. This would ensure that there was continuity in the story before substantial work has gone into the media elements.

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Stage 5 - REFORM - Corroborating Parts and Fixing Glitches

Objectives:● To ensure that there is flow and consistency across the story branches

● To centralize and link the materials produced into a single product

Activity Description:Once the students reach this stage, much of the work in putting the story onto a central platform should already have been completed. Students will already have their story pieces written, or should be finishing them up. In the Perform stage, students will likely have shared with their group, who are working on a similarstory branch.

More important in this stage is to connect with the other story branches and share what has occurred. If thestory has largely been added to a central platform, then students can go through the story and look for inconsistencies or grammatical errors.

By the end of this stage, the project should be complete and ready for mass consumption.

Reflection Prompts:● Did I learn more about the content through writing my own product, or through reading other

people’s?

● What was the most challenging aspect of the Reform phase?

Resources:● N/A

Alternatives/ Options: It may be wise to employ strategies to keep this interactive and engaging. One element is to provide students with tokens for glitches and have various groups compete to acquire as many tokens as possible byfixing these. The group who is able to acquire the most tokens in a certain amount of time gets a reward. Tokens can also go up exponentially in value as edits are rectified and errors become more rare.

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Appendix

1.0 - Instructions for studentsYour teacher will divide you into groups of four or five. Proceed as follows:

1. USE the marking rubric and apply it to the exemplar.

2. CHOOSE a technology platform such as weebly, wix, sitey, Google Sites, wikispaces, wordpress

3. USING sticky notes and a poster board supplied by your teacher, CREATE a story outline that includes:

a. An introduction to your story

b. A cast of characters in your story

c. An outline of your story branches

i. Each group member should have their own branch of the story

ii. Each branch has one unique ending

iii. One branch may split into two branches, but do not try to combine two different branches back into one branch

GET YOUR TEACHER'S FEEDBACK ABOUT THE OUTLINE BEFORE YOU PROCEED [5 marks]

4. BUILD the pages and navigation of your site using the story outline that was approved by your teacher

SHOW YOUR TEACHER YOUR WEBSITE WITH THE PAGES AND NAVIGATION WORKING [5 marks]

5. FILL IN the details of your story to the pages

a. You may add more pages or branches

b. Your story should be written in complete sentences

c. Use the expository writing style

d. Your primary resource should be your notes, handouts and textbook

6. ADD visuals and media to the branch and pages [pictures, video clips, audio segments]

a. Feel free to make them yourself

b. Make sure you cite any information you use (internet, textbook)

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2.0 - Timeline

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3.0 - Assessment Rubric on Overall Performance

:( :| :) :D

Students have included all of the prescribed learning objectives in the collaborative story.

Students did not attempt to meet objectives

Two learning objectives were not adequately included in the story

One learning objective was not adequately included in the story

All learning objectives were adequately included in the story

Body of the story hassome character and plot development thatlines up with learning outcomes.

No attempt has been made develop characters and plot

Weak or confusing character and plot development, does not line up with objectives

Good character and plot development but does not line up with outcomes

Good character / plot development that is interesting, fun and demonstrates learning outcomes

The pages of the story has a logical introduction and conclusion

Introduction and conclusion are missing

Introduction and conclusion is weak orpoorly written

Introduction and conclusion are a bit unclear. Student is missing some neededinformation

Introduction is clear and intros the settings and characters. Conclusion adequately wraps up the story

Story pages have a logical flow and a natural progression

No attempt has been made to ensure logical flow of story, linking system is confusing

There are large gaps in the story logic frompage to page. Linkingsystem does not bring you to the correct page

Story logic is somewhat confusing from one page to the next and / or linking system somewhat confusing

Story flows logically from one page to the next. Linking system works well in forward and backward direction

Each branch includesat least one media artefact (audio clip, video clip, image, diagram, graph)

No attempt has been made to include media

Not all pages includes a media artefact or the chosenartefact doesn't relateto content

Students mostly used one type of media artefact and / or the artefact did not relate to content

Students have includeda variety of media artefacts across all pages. The media relates to the story.

Appearance and design of the story pages

No attempt has been made to agree on the page design and layout

Page design and layout is inconsistent in design and / or confusing in its layout

Page design and layout is good, but could be improved by working / planning collaboratively

Pages are consistent indesign and layout, use a consistent font and font size, titles, paragraph / line spacing and media placement

Individual mark.Student name ___________

I was a nuisance to the group and did not participate in this project

I constantly needed to be reminded or told to do something, my participation is minimal

I worked independently and contributed well and in a meaningful manner to this project

I participated at a very high level, no one had to tell me what to do, I carried this project

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3.1 – Assessment Rubric With a Focus on Digital Literacy

Digital Fluency :( :I :) :D

Solution Fluency Considers many possibilities before choosing an appropriate, achievable one

Revisits, reflects critically on, and revises the process at each stage

Demonstrates adaptability and commitment by modifying product and process when weaknesses identified

Information Fluency Determines most appropriate source for collecting information

Separates fact from opinion, recognizes bias, and identifies incomplete information

Cites and records all references accurately when gathering information

Creativity Fluency Identifies the audience and considers their needs, preferences and motivations

Consistently connects various source materials to create original products and ideas

Reflects critically on ideas for alignment with original objectives, revising, reconstructing when necessary

Media Fluency Understands how a wide range of media and designs shape opinions and inspire

emotions Has an understanding of the principles of graphic design and employs them

creatively Consistently shares and presents ideas effectively using a wide range of media

platforms

Collaboration Fluency Effectively participates as a team member and knows their own capacities for filling

different team roles Shows sensitivity to issues and processes associated with collaborating across

cultures Uses various means to manage conflict

Global Digital Citizen Understands the importance of acting responsibly in digital and non-digital

environments and consistently acts in such a manner Gives credit to and acknowledges sources where it is due and observes proper

copyright laws and procedures Considers the short and long term effects of actions on personal, environmental and

global levels

Adapted from : 21st Century fluencies: Fluency snapshot. Global digital Citizen Foundation

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4.0 - Digital Resource ListComic strip makers

http://www.toondoo.com/ (Toondoo)

http://www.makebeliefscomix.com/ (Make Believe Comics)

http://www.pixton.com/ca/ (Pixton)

http://www.comiclife.com/ (Comic Life)

Digital story writers

https://storybird.com/ (Storybird)

https://www.apple.com/ca/ibooks-author/ (iBooks Author)

http://zimmertwins.com/ (Zimmer Twins)

http://www.utellstory.com/ (U Tell Story)

Images

http://www.publicdomainpictures.net/ (Public Domain Pictures)

http://creativecommons.org/ (Works and Images licensed for re-use)

Mind mapping/ Brainstorming

http://www.bbc.co.uk/scotland/pinball/ (Pinball)

http://www.wisemapping.com/ (Wise mapping)

http://www.exploratree.org.uk/ (Exploratree)

https://bubbl.us/ (Bubbl.us)

http://mind42.com/ (Mind42)

http://www.edrawsoft.com/freemind.php (edrawsoft)

Multi-purpose tools

http://www.creazaeducation.com/ (Creaza)

http://www.google.ca/docs/about/ (Google docs)

http://www.classcraft.com/ (Class Craft)

Music and Sounds

https://archive.org/details/audio (Audio Archive)

http://www.brainybetty.com/soundsforpowerpoint.htm (Brainy Betty)

http://www.freeplaymusic.com/ (Freeplay Music)

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Photobooks

http://www.capzles.com/# (Capzles)

http://www.costcophotocenter.com/Shop/Photobooks#/ (Costco)

http://www.photobookcanada.com/ (Photo Book Canada - Groupon)

http://www.redjumper.net/bookcreator/ (Create books on tablets)

Slide shows

http://www.slidestory.com/ (Slidestory)

http://www.kizoa.com/ (Kizoa)

http://www.slideroll.com/ (Slideroll)

Sound

http://soundcloud.com/ (Sound Cloud)

https://standout.adobe.com/voice/ (Adobe Voice)

Timelines

http://www.dipity.com/ (Dipity)

Video

https://www.youtube.com/ (YouTube)

https://animoto.com (Animoto)

http://www.powtoon.com/ (Powtoon)

Writing Tools

http://www.creativewritingprompts.com/ (Creative Prompts)

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References:

Asselin, M. & Moayeri, M. (2011). The Participatory Classroom: Web 2.0 in the Classroom; Literacy Learning: the Middle Years, 19(2), i - vii. Moayeri, M. (2010).

New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review. 66(1), 60-92.

Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin 63 (6): 384–99. doi:10.1037/h0022100. PMID 14314073. Retrieved 2008-11-10. Reprinted with permission in Group Facilitation, Spring 2001

Ulmer, G. L. (2003). Internet invention: From Literacy to Electracy. New York: Longman.