The Internet as MASSIVE Symposium

First off, here's the link to Javier's blog post about facts vs. opinions, where I left a comment that will hopefully go live here in the next few days: https://www.writeabout.com/2017/04/fact-vs-opinion-which-has-more-power-35/

As a writer, I have benefited enormously from the internet-as-symposium. The opportunity to easily access the blogs, stories, lectures (such as Brandon Sanderson's excellent and free Youtube lecture series), and musings of other writers on everything from WordPress, to YouTube, Facebook, and Twitter has been an invaluable asset in my artistic development. Online communities have provided me with peer-to-peer feedback and mentorship that I can't imagine having access to in the pre-internet age. Further, the internet has let me get my work out there, both via personal blog and through collaboration with other writers (who happen to still be in Taipei). Why in the world wouldn't I try to help my students tap into the amazing learning and collaboration space that exists on social media?

I am thrilled to learn about platforms like write about, which create a safe, teacher-moderated space for students to get a taste for blogging, and the #comments4kids hashtag seems like a fantastic way for students to have the experience of receiving positive, constructive feedback from internet strangers. Not only will this build self-esteem, but the experience of receiving and giving good comments will also help them better identify when comments are pointlessly nasty or mean, which they will need to be able to do when they head out onto the internet on their own.

The idea to let kids use social media platforms as the medium of their homework is similarly brilliant. Kids already like posting on Instagram, Facebook, and so on. By using those platforms, teachers can align homework assignments with their interests. Instead of just making a PowerPoint presentation for class, make an awesome YouTube video for the entire world!

Of course, students still need to know how to write formal research papers and give formal presentations, but why not have students post their reading response on Instagram rather than typing it up and turning it in to the teacher? As much as possible, I want to make space for my students to use whatever media they are most interested in mastering to deliver the evidence that they have met their content learning goals. If that learning goal is "learn how to write a formal paper and use MLA citation style," then obviously they'll be writing a paper, not an Instagram post. (Though, maybe they could post their papers on a class blog?) But if the learning goal is "understand the system of checks and balances in the US government," why not let them make a video, or a Snapchat story, or whatever, as long as it demonstrates their learning?