VirtualLearningSpace

=**My Virtual Learning Space**=

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 * __What were your goals in creating this space?__**

(1) provide tools for understanding the basic components of a novel. (2) provide a means for planning, organizing, creating, and revising a novel in collaboration. (3) provide a means for storing completed portions of the novel so multiple people can comment on and add to content from a multitude of locations
 * To create an online space that would . . .**
 * Instructional Goals include the following:**

- character / characterization - setting - plot - conflict - pacing - narrative structure - point of view - suspension of disbelief - dialogue - symbolism - motif - sensory description
 * Students will gain a deeper understanding of the following literary topics:**

Students will gain a deeper sense of how literature is created, written, and structured.

Students will gain an understanding of how teams and committees make difficult yet creative decisions and complete complex tasks.

Students will gain a deeper appreciation for the ways writers use language to produce a specific effect on the reader


 * //Students will be able to know about . . .//**

small group dynamics and effective interaction / communication creating continuity among disparate parts creating effective dialogue through text helping the reader to maintain a suspension of disbelief maintaining continuity throughout a complex narrative


 * Essential Questions this space will hopefully address:**

What is the process of writing a novel like? What is it like to plan, write, revise, and publish a novel? What are the necessary components of a novel? How does structure affect a novel's outcome? How do authors / writer's characterize the beings that populate their stories? How do authors create settings? What is the difference between a plot driven story and a character driven story? How does setting influence the structure of a story line? How does setting influence the character? How does an author / editor effectively revise and proofread an entire novel?


 * __Why do you think this space would meet those goals?__**

It provides easy to access resources for the various tasks required in writing a collaborative novel. My hope is that as groups engage in the various tasks they have been charged with – they will feel compelled to utilize the various resources provided. In viewing, reading, experiencing these resources – and then applying what they’ve learned in completing the tasks – they will be demonstrating some level of proficiency and understandings related to the goals listed.


 * __If you were to actually use this space in a class, how would you integrate it?__**

Instructional Plan

1.) (2 class periods) Initial Planning - Class brainstorm of basic idea for the novel.

2.) (2 class periods) Plot diagram - As a class, create a basic outline of our story.

3.) (1 week) Create committees and allow plot, character, and setting committee to complete tasks:

-This committee is responsible for a summary / outline of the novel chapter by chapter. For the sake of organization, the story must be divided into 10 chapters.
 * Plot Committee:**

-This committee will work with the plot outline provided by the plot committee and will complete character sketches for each of the characters that will appear in the novel. These sketches must be detailed enough that the chapter groups can create true to life characters, and be consistent from chapter to chapter.
 * Character Committee:**

-This group will take the plot outline provided by the plot committee and will create descriptions, diagrams, scenes, and maps of the various locations and settings of the novel. These descriptions and visual representations must be detailed enough that the chapter groups can follow the action of the novel through them. This group will perform research as realistic settings and plausible details must accompany the novel to develop suspension of disbelief.
 * Setting Committee:**

-This group will work hard to make the rest of the group’s work easier. They will sit in with various groups and act as messengers for the information groups have and need.
 * Running Committee:**

-This group has several different tasks to complete. First, once the plot has been established, this group is going to be the ‘fact getters’ and ‘fact checkers,’ anywhere actual facts are used; this group must ensure that they are as realistic as possible by finding actual information through various research methods. Also, this group will have the task of ensuring that there is continuity in the novel and making sure it is consistent once it is drafted. Finally, this group will be in charge of editing the rough drafts of chapters - pointing out sentence level problems, areas of confusion, moments that are underdeveloped, etc. (This committee will do the most of its work after chapters have been written. While the setting, character, and plot groups are working, the editing group will be working on a short story analysis / synthesis assignment. While the editing group is working, the setting, character, plot, and running committee will be working on the same assignment.)
 * Research, Continuity & Editing Committee:**

(The setting, plot, and character committees will use "storybook" software -an open source novel planning tool available on the Internet see this link for more information: [])

Several times throughout this week the Instructor completes a class observation rubric for the plot, setting, character, and runner committees using this rubric: [].

4.) (2 class periods) Setting, character, and plot committees present to the class and receive feedback. Groups make changes based on class feedback. Distribute information for the class through wiki and handouts.

5.) (1 class period) Form chapter writing groups (2 - 3 per group - each will write one of the ten chapters.) Groups can request and "challenge" one another to write their preferred chapter. Challenges take the form of paper, rock, scissors.

6.) (2 weeks) Groups write chapters - mostly in class with one person typing and the other members feeding ideas, etc.

7.) (1 week) Editing group and instructor reads through entire manuscript. They take note of inconsistencies, repetitions, factual errors, continuity problems, style and tone consistency, and matters of correctness.

While the editing groups meet, instructor makes observations of this group's interaction and productivity using this rubric: [].

At this time - the instructor uses the following rubric to evaluate chapter groups: []

8.) (1 class period) Editing group presents / submits suggested changes to each group. Editing group has final authority over changes, but discussion / debate is encouraged.

9.) (2- 3 class periods) Chapter groups make changes / improvements. Chapters are compiled via storybook software. Instructor performs final evaluation on each chapter using this rubric:

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10.) (2 - 3 days outside of class) Volunteer committee designs a cover for the novel.

11.) Manuscript and cover design are submitted to [|http://lulu.com] for publication. This service does not require "up front" costs for publication. Although we lose rights to the manuscript, it allows interested buyers to pay on demand.

I’m not entirely thrilled with the overly general quality of the many of the rubrics. With more time and reflection, hopefully I can create rubrics which provide more direction / instruction for what excellence / effectiveness will look like. I also fear that the use of forms is too restrictive – particularly when one considers the creativity required and the open-ended nature of the tasks many of the groups must accomplish. My hope in creating the forms was to streamline many of the processes and hold students accountable for completing the work given to them, but I fear that they will detract from the collaboration and creativity this project should allow my students. I also wish there was a way to ensure that students utilize the instructional resources (the videos, pp presentations, the instructional websites). or even add to the res One of the reasons I chose to use a wikispace (rather than a google site or ning, etc.) is the discussion board feature, which would be a fundamental tool for encouraging a high level of collaboration. My hope is that students would utilize this feature as they work through completing the task their group has been assigned. Unfortunately, as I review many of the pages and forms, it does not encourage the use of this discussion feature. My fear is that many of the tasks could be completed by one or two highly motivated members of the group (i.e. one person fills out the form, etc.) – while the remaining members passively observe and do very little. In short, I need to use the wiki in ways that encourages more collaboration among group members.
 * What is missing?**