Technology in the Classroom: Using Tiki-Toki to Make Interactive Timelines

Many of us are starting to consider ways of integrating technology into our assignments, like
asking students to digitally annotate a text or make interactive maps of a characters journey. In
this roundtable, we will consider how technology might further our pedagogical aims, and we will
look at a few specific examples of assignments for Great Works classes that use technology
effectively and simply. Well be joined by Dana Milstein (English) and Andrew Lucchesi
(Schwartz Institute). Initial Roundtable: Nov 18, 10:30 - 12 (VC14-270). Follow-up
Workshop: Nov 21, 12:45 - 2 (VC7-205). Contact: drdanamilstein@gmail.com.
Tentative Program
I. Rationale
- digital literacy skills (learning goals), Common Core Alignment
- professional aims for students (career building skills)
- sister applications: Timeline JS < http://timeline.knightlab.com/>, TimeGlider
< http://timeglider.com/widget/index.php> , TimelineSetter <
http://propublica.github.io/timeline-setter/>, PeoplePlotr <http://www.peopleplotr.com/>
- rubrics
II. Idea Generating Model
History
Law, Material Culture
Business, Science, Psychology
Political Science, Philosophy
Literature, Film

chart a persons life and works, movements

trace the lifespan of a movement, idea, object,
event
mark the development stages of a product or
business, or experiment
show root cause analysis through cause-effect
relationships
trace a heros journey, chart time progression
in a non-linear text (i.e., A Rose for Emily,
Mrs. Dalloway) or series (i.e., Proust)

III. Breakout Session

1. Identify something from your course that could be presented in a timeline
2. Use notecards to come up with possible stories/categories for the timeline
3. Label as many as possible with media: images, links, videos, sound files
Readings
Hicks, Troy. Crafting Presentations. Crafting Digital Writing. Heinemann: Portsmouth, 2013.
McGrail, Anne. Tiki Toki Timelines and Women Writers Class. August 2013.
<https://blogs.lanecc.edu/dhatthecc/2013/08/23/assignment-tiki-toki-timelines-and-womenwriters-class/>.
National Writing Project. Digital Texts & Common Core Standards. November 2011.
<http://digitalis.nwp.org/sites/default/files/files/391/Why%20Digital%20Writing%20Matters%2
0%E2%80%93%20According%20to%20the%20Common%20Core%20ELA%20Standards.pdf>.
Reymond, Rhonda. Timeline Assignment: Do You Tiki Toki? August 2013.
<http://arthistoryteachingresources.org/2013/08/09/timeline-assignment-do-you-tiki-toki/>.

Milstein 1

Sample Timelines
1. Student Literary Autobiography http://www.tiki-toki.com/timeline/entry/142352/RonSalomons-Journey-In-Literacy/#vars!date=1974-08-17_22:30:00!
2. Holocaust History Project
https://docs.google.com/presentation/d/1OuYBu-q0NaxPKT3TiRhVHwlu6I1IAQiKdQLh0Ax8-qg/
embed?hl=en&size=l#slide=id.g247ba14a_0_77
3. Semester-long, class-wide timeline of 20th Century Poetry and Culture
http://blogs.cofc.edu/modernism/173-2/ and http://www.tiki-toki.com/timeline/entry/7471/TheWorlds-of-Modern-Poetry-A-Story-and-Timeline/#vars!date=1896-03-14_17:27:30!
Sample Rubrics
Holocaust Biography Timeline

CATEGORY

Preparation

The student had notes

about all the events
and dates s/he wished
to include on the
timeline before
beginning to design the
timeline.

The student had notes

about almost all the
events and dates s/he
wished to include on
the timeline before
beginning to design the
timeline.

The student had notes

about most (~75%) of
the events and dates
s/he wished to include
on the timeline before
beginning to design the
timeline.

The student had not

prepared adequate
notes before beginning
to design the timeline.

Content/Facts

Facts were accurate

for all events reported
on the timeline.

Facts were accurate

for almost all events
reported on the
timeline.

Facts were accurate

for most (~75%) of the
events reported on the
timeline.

Facts were often

inaccurate for events
reported on the
timeline.

Dates

An accurate, complete
date has been included
for each event.

An accurate, complete
date has been included
for almost every event.

An accurate date has

been included for
almost every event.

Dates are inaccurate

and/or missing for
several events.

Events

The timeline contained

at least 8-10 events
related to the
Holocaust figure.

The timeline contained

at least 6-7 events
related to the
Holocaust figure.

The timeline contained

at least 5 events
related to the
Holocaust figure.

The timeline contained

fewer than 5 events
related to the
Holocaust figure.

Spelling and
Capitalization

Spelling and
capitalization were
checked by another
student and are correct
throughout.

Spelling and
capitalization were
checked by another
student and were
mostly correct .

Spelling and
capitalization were
mostly correct, but
were not checked by
another student.

There were many

spelling and
capitalization errors.

Readability

The overall
appearance of the
timeline is pleasing
and easy to read.

The overall
appearance of the
timeline is somewhat
pleasing and easy to
read.

The timeline is
relatively readable.

The timeline is difficult

to read.

Milstein 2

Digital Literacy General Rubric

Exceeding Standards

Meeting Standards

Approaching Standards

Preparation (5 pts)

(3.5-5 pts)
Clear Purpose
Target Audience Identified
Information gathering varied
and substantial
Collaboration demonstrates
cohesive and shared effort

(2-3.4 pts)
Implied Purpose and
Audience
Information gathering
adequate
Collaboration, if any,
generally performed as
individuals completing tasks,
roles, and contributions with a
single leader assuming
responsibility

(0.5-2 pts)
Purpose weak or missing
Target Audience not identified
Information gathering weak or
missing
Collaboration ,if any, weak or
not evidence. Group
difficulties with
communicating and sharing
responsibility

Content Knowledge (15 pts)

(10-15 pts)
message clear, persuasive,
and compelling
Highly effective use of more
or more media formats (i.e.,
audio, visual, URLs,
documents)
Information and work are
authentic and/or properly
cited

(5-9 pts)
Message clear and
convincing
One or more visual formats
used but not consistently
Some issues with Fair Use,
authenticity and/or citation

(0-4 pts)
Message confusing and not
persuasive
Mixed or limited usage of
visual formats
Excessive copyright
infringement, failure to cite
borrowed works and wording

Format Structure (25 pts)

(17-25 pts)
Coherent and Organized
ideas
Categories power

(9-16 pts)
Ideas mostly coherent and
organized
Categories present

(0-8 pts)
Ideas lack coherence and
flow
Categories weak or missing

Text Communication (15 pts)

(10-15 pts)
Text supports purpose
powerful word choice and
fluency
few to no mechanical errors

(5-9 pts)
Text matches purpose
adequately
Word choice acceptable but
may be routine
moderate mechanical errors
that do not overly interfere
with the message

(0-4 pts)
Text not appropriate to
purpose
Word choice dull or
inappropriate
fluency issues
mechanical errors detract
from the message

Image Communication (15

pts)

(10-15 pts)
images enrich meaning
images are appropriate and
accurate with clear labeling

(5-9 pts)
images support meaning
appropriateness and
engagement attempted but
not consistent, labeling may
not be accurate or clear

(0-4 pts)
images not relevant, used
mostly for decoration
detract from or are
inappropriate to content
are overused, confusing, or
not labeled at all

Overall Design (25 pts)

(17-25 pts)
creative, consistent theme
layout intentional
balance and unity in graphics,
colors, media
legible
overall design consistent for
purpose and audience

(9-16)
some pre-made templates
design theme appropriate
layout balance attempted
generally legible
transitions but some flow
issues
adequate appeal but some
inconsistency for purpose and
audience

(0-8 pts)
design inconsistent or
inappropriate
layout balance not achieved
multiple design elements not
working
readability difficult
distracting
overall design unappealing or
inappropriate for purpose and
audience

Milstein 3