Digital Adventure Story-5 Slides-5 Artists-2 Stories #etmooc

We’re on our way to 5 adventure stories.

Enjoy our presentation (here’s how we started- Adventure Collaboration ).

Who are we? @gallit_z   @MsLHall   @lindapemik   @mrsdkrebs  @grammasheri

Imagine your own story as you flip through the slides 1-6. On slide seven (7), click one of the links to hear a story from these same slides, but rearranged for each author. More coming soon.

Adapted from #etmooc
7: Plan a “Choose Your Own Adventure Story” (Collaborate) Adaptation:
Draw an object Then ask a peer to draw a related object. Pass your peer’s drawing on to another peer and have them draw a related object. Keep doing this until you have 5 drawings (including your original object).
Create a story that links the original object with the last object drawn. What is the connection between the first object and the last object?
Write a brief story, then try to create multiple pathways that a user could go through the story. Use a mind-mapping tool

What story do hear? Want to create your own? Make a copy of the slideshow and rearrange the middle three slides of the story (slides 2-5) to create your own. Let us know the link to your adventure in the comments below…

Learn everywhere #etmooc #ceetopen popcorn

We learn everywhere…

In #etmooc and #ceetopen, we encourage collaborative learning by challenging each other to try building artifacts that demonstrate understanding.

Our #ceetopen participants (and my PLN buddies Scott Boylen and Denise Krebs ) recorded very short videos of where we learn and uploaded them to a dropbox from which a single movie was created. Read more here.





The next challenge was to POP that video with another learning story. Here’s mine:


So, I wonder…

How will you use this in your classroom?

What investigative project would work here — pollution — or acts of kindness?

What do you think?

What story could you tell with our video, or one of your own collaboration?


An Adventure — Digital Story Collaboration #etmooc #ceetopen

An Adventure in 5 by GrammaSheri
How do you create an adventure story?

You invite your Professional / Personal Learning Neighborhood to join in on the fun!

Inspired by Digital StoryTelling #etmooc number seven (Choose Your Own Adventure), I adapted the idea and invited my friends, none of whom I’ve ever met!

Thanks to my PLN: @mrsdkrebs @gallit_z @MsLHall @lindapemik via one tweet to Denise Krebs, who passed it on to Gallit, who passed the story on to Ms Hall, who passed in on to Linda, we now have a story, and hopefully five stories in five steps.

Here’s the invitations and brief directions:

an adventure invite from Sheri Edwards on Vimeo.


On our Adventure in 5 Google Presentation, the directions are:

On the first slide is a drawing, the beginning.

Please add to the tale in the next slide with your drawing You may copy my drawing and edit it, or create another new drawing.

When your tale has extended the story, invite another person to add to the next slide. Add your name to the title slide.

When we have 5 drawings, each of us will outline a different “adventure” in Mind42 from story slide 1 to story slide 5 (that’s three choices in the middle).I will invite you to collaborate — send me your email at grammasheri at gmail dot com


If possible, when we all have an adventure, each of us can “narrate” the story by rearranging the slides and screencasting our own story. I can do it for those without access to screencasting. Link to your story on the first slide.

For screencasting, the directions were:

Adapted from #etmooc
7: Plan a “Choose Your Own Adventure Story” (Collaborate)  Adaptation:
Draw an object Then ask a peer to draw a related object. Pass your peer’s drawing on to another peer and have them draw a related object. Keep doing this until you have 5 drawings (including your original object).
Create a story that links the original object with the last object drawn. What is the connection between the first object and the last object?
Write a brief story, then try to create multiple pathways that a user could go through the story. Use a mind-mapping tool

Screencasting tools:

Built in to QuickTime on a Mac — How to

I used SnagIt to screencast, then imported to iMovie to add the music loop included in iMovie.

The Slideshow

I wonder what you would do with this idea?



Location, Location, Location

Would you like to build your readership AND your professional learning network (PLN)?

Have you thought of joining a network related to your field?

Since I teach, I have several networks through which I connect to others. You can share your blog posts with them there also.

  1. Twitter: Many have already written about Twitter’s 140 microblogging strategy to share great ideas with followers.  For a how-to, see Mashable’s Guidebook . If you have personal, school, or other accounts, use a platform such as HootSuite to monitor and tweet from any of them. To understand how you can be in the conversation, see this analysis at the Digital Substitute by Shawn Urban.
  2. Facebook: I dislike Facebook, but it’s ubiquitous. I keep my page private and disable most applications, games, gifts, etc. I make sure the settings don’t allow use of my “friends” information either.I update my status on Facebook from Twitter with a #fb at the end of my tweet. Finally, I do not link from other places (like commenting, or joining a new site) through my Facebook account; I sign-up with an account for that site instead.  Yes, it’s another name/password, but it won’t be invaded by or gobbled up by Facebook, either. For a How To on Facebook, see ReadWriteWeb’s tips. Read the Facebook privacy page frequently. Click on “Preview my Profile” to check.  Sophos provides good tips also.
  3. LinkedIn: A network for with job profiles and career connections.
  4. LearnCentral: A professional network started by Steve Hargadon to create connections, work in groups, hold “meeting rooms” via Elluminate, etc.
  5. Classroom 20: A ning started by Steve Hargadon to create connections, work in groups, discuss in forums all things Web 2.0.
  6. Classroom Live 2.0: This extension of Classroom 2.0 provides links to free professional development to pedagogical, practical, and professional application of Web 2.0 tools.
  7. English Companion: This ning network for all connected to English teaching is started by Jim Burke and offers groups, discussions, book clubs, forums on all things English in the 21st Century.
  8. Edutopia: George Lucas’s educational foundation includes research-based strategies for today; join a community group for inspiring lessons, tips, and strategies.
  9. EdTechTalk , Teachers Teaching Teachers, and Seedlings: Podcasts and live webinars for professional development (not to join, but I’ve learned much here). Driving Forces: Paul Allison, Susan Ettenheim, Alice MercerBob Sprankle.
  10. Teachers First: Last, but definitely not least! A terrific resource that reviews Web 2.0 tools for use within the classroom and provides free OK2ASk webinars to show how.

Of course, as bloggers in education, we also look for opportunities to connect students with others in projects that enhance the objectives our curricula in global interactions, sharing cultures and online social responsibility as global citizens. These programs provide these opportunities:

  1. Projects by Jen: Jen Wagner‘s marvelous projects to connect classes Preschool-Grade 6.
  2. Teachers Connecting: A place to connect to others by Ben Hazzard— simple, but effective.
  3. VoiceThread Wiki: Connect for VoiceThread projects created by Colette Cassinelli
  4. Around The World With 80 Schools: Join this site by Silvia Tolisano to connect to others around the world in a Skype project.
  5. Global Education: A site by Lucy Gray to connect classrooms globally.

And, of course, add your blog to the Edublogs Directory !

Find this blog in the education blogs directory

Many more networks exist; these just seemed appropriate for our learning.

Please add your recommendations for building readership by building your network! Add in the comments below or in this Google Spreadsheet: Build Your Network.

Photo Credit:

Puzzle Connections: CC30 by lumaxart at Flickr

Help Busy Teachers

One thing I know is that teachers in the classroom are swamped, inundated with mandates to teach focused on the test students must pass. So why should they take time to blog?

What would you tell them? What prompts would help them keep going?

Your ideas could be the glue that makes the idea stick.

Please complete this form. Results will be displayed.

Thank you!

Click here to respond: Blog? Why?

Note: the embedded link below may not be working. Please respond in the link above. Thank you.


Photo Credit:

GNU License for Clock by pngbot

Collaboration and Peer Review: How To

Collaborate to Revise

Collaborate to Revise

Collaboration doesn’t just happen. We work at it. One way we do this is by partner work on the computer. After posting writing on the wiki, students partner up.  The partner reads the story, essay, or report and provides feedback while reading: celebrate excellent writing, clarify confusing areas, and suggest additions or deletions. The author listens and then revises the work. Finally, the partners edit the writing. Then students switch places so this author reads and comments on the partner’s writing.

We follow this process on computers or with writing on paper.

Peer Comments

Peer Comments

Since feedback is so important to writers, we often play Stars and Wishes. We place our work either on our desks or on the computer. If the writing is on our desks, we also place a blank paper beside it for our peer comments. Next everyone stands up and rotates to the next desk or computer to the right.  Each person reads the writing of this person one time through just to enjoy it. Next students read this piece again to add a compliment or two about the writing either on the comment paper on the desk or in the comment area of the wiki or Google Doc.  This compliment (star) would be about the writing traits and strategies we are learning or have learned. (Note: these areas are also what partners comment on during their collaboration / peer reviewing ) Next the student reads it through for confusing areas and suggest solutions (wish). After a few minutes of careful reading and commenting, students rotate to the next desk or computer. This repeats three or four times. Students return to their own writing to read the Stars and Wishes to decide how to revise their work according to the readers’ suggestions.

During this time, the room is silent. Not because I ask for it, but because the students are enthralled and so engaged in their peer review.

Directions for Stars and Wishes

Sample Writing Strategies:

Sample Star:
“funny i laughed at this line: ‘it sounded it reminded me of my aunties arguing or just plain old nagging.’
its such a classic you line.”

Sample Wish:

“i like the detail in the first sentence

but i think you should add more detail and description and of course more part of the story”

What strategies do you have for student collaboration and peer review?


Stars and Wishes Idea from Dollie Evans

Also posted at: What Else 1DR

Go boldly and scatter seeds of kindness…  Reflect curiosity and wonder…

Power: Compelling Collaboration

BeadworkHow powerful is global collaboration?  Sue Waters asks this. Even small projects can prove beneficial in more than academic ways.
I’ve just blogged a reflection on an ongoing project between my fifth graders in Nespelem, Wa and Kim Trefz’s fifth grade in Memphis, Tennessee to share the goals and results of a serendipitous Web 2.0 meeting of minds.  I read an intro to a new edublog on twitter, which linked to her classroom blog, which included a voice thread. I commented and we emailed. Twenty hours later, Kim and I had Skyped and decided to collaborate. We’ve centered our work around a wiki idea: Living History.  To meet each of our schools’ requirements, we’ve adapted as the needs demanded. We skyped an exhibition of our Native American dancers (please read blog) and bookmarked historical text and videos about our bands.  They researched and wrote about Memphis in wiki and Mapskip entries.  We then highlighted main ideas and commented with Diigo, and revised the comment in Mapskip. Her students are commenting back. Her reflection is here.

We’ll be starting up wiki collaboration after our respective Spring Breaks. It’s been an opportunity for both our classes to build commonalities despite our differences, all through the power of writing and learning with Web 2.0.

My eighth grade students respond to a mentor, preservice teacher from the University of Regina in Regina, SK, Canada who is creating photography lessons for my students.  We annotating pictures to add to a project in Youth Voices, a youth blogging site.

My fifth grade students watched the inauguration of Barak Obama and heard his call for service.  Therefore, we started a VoiceThread for which two other schools have now added their voice for “Mr. Obama, we can serve by…”

The sixth graders just started a mentorship with another University of Regina preservice teacher on newsblogging.

I became involved because students love the computer, and writing class is a natural place for being IN web 2.0 responsibly with its fullest capacity: text, images, video, design.

My students are more engaged in learning through the empowerment of a digital footprint with others so far away who have similar goals (writing to publish, service) but come from different backgrounds and experiences.  Because we live in a very rural area, now my students begin to understand similarities in a world of multiple perspectives; they think, care, and produce as responsible, digital citizens. These projects help meet our school mission: “to enable a child to become a thinking, caring, productive person using high academic standards in a positive learning environment.”

Flexibility is key to such projects, especially in the beginning, so that participants can engage while learning the schools’ required objectives. Dive in is the next key. Kim had not skyped before, but signed up that night, emailed me her name, and I skyped her to test it out the next morning, not knowing it was her staff meeting time. She introduced the Mapskip aspect to us.  It was an exciting adventure that just blossomed for all of us. Focus on the global: our overarching goal became sharing living cultures even though our vehicle is writing.

I recently sent this tweet to Kim, which represents the heartfelt side of these projects:

“ktrefz picture this: two of my boys -arms around each others’ shoulders – reading your kids Mapskip comments [back to them]; smiles; joy in their lives; thank you”

This is the joy of leading the change we wish to see in the world.  Powerful, isn’t it?

“Be the change you wish to see in the world.”  Gandhi


Much bolder projects others in which others have succeeded can be found at the Flat Classroom Project:

Find other projects at:

Teachers Connecting:

Online Projects 4 Teachers:

Commenting to our new friends