Use Of Wikis For Teaching And Learning
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The document discusses wikis and their use for online collaborative learning. Wikis allow multiple authors to add, edit, and remove content from a website. They are well-suited for collaboration as they can be edited using only a web browser. Wikis are effective for group assignments as students can collaboratively work on and edit a document over time. The document provides examples of student groups using wikis for coursework and assessments and discusses benefits like monitoring participation and progress.
Use Of Wikis For Teaching And Learning
- 1. Wikis: What I Know Is Federica Oradini Senior Learning Technologist Westminster Exchange CertEd/PGCE 19 March 2010
- 2. This is key ‘ For online learning to be successful and happy, participants need to be supported through a structured developmental process. ’ (Salmon, 2002)
- 3. Wikis A wiki is a website designed to allow multiple authors to add, remove, and edit content. The multiple author capability of wikis makes them effective tools for mass collaborative authoring . Wikipedia , an online encyclopedia, is one of the best known wikis. Wikipedia
- 4. Wikis Wikis are developed and managed via nothing more than a web browser. This ease of interaction and operation makes a wiki an effective tool for collaborative writing. Wikis are ideally suited to assessment, as they allow groups of students to collaborate on a given topic within a dynamic, evolving environment over a set period of time. The end result is an electronic document which is non-linear and truly collaborative
- 5. Video: wikis plain English A short introduction to wikis that illustrates how they can be used to organize a group's information http://www.commoncraft.com/video-wikis-plain-english
- 6. Student centred, active learning The understanding that the learning is a social (Vygotsky, 1978) rather then individual process is the backbone of the educational use of wikis The purpose is content creation and consensus building through negotiation of meaning This communal constructivism will results in students being ‘ actively engaged in the process of construing knowledge for their learning community ’ (Holmes at al, 2001) Students centred, active learning is central to use wiki use
- 7. Effective collaborative community Pre allocate the collaborative teams, this will save time and is in keeping with real life work Take care with group size, ensuring there is the critical mass needed to make rich collaboration possible (5-6 is good) Groups will need to elect or have a facilitator assigned to help with menus, loose links, summaries, re-edits Have formative assessment built into the stages of wiki development, whether it be peer or tutor assessment Build in summative feedback, with a focus on process as well and final product. This can done by incorporating individual student reflection on the exercise or by tracking students contributions
- 8. What for? Distance and remote collaboration Creation of a truly collaborative piece of work Can form the coursework itself Can be offered as a tool to prepare cwk Many of the net-gen are familiar with the technology Can be used to put together any form of website (e.g. e-portfolio) Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 9. Example 1 First year BSc Cognitive Science group coursework Design a questionnaire Perform simple item analysis Use a group wiki to present your work Keep a personal blog to reflect on Group work The project Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 10. Blackboard entry into module wikis
- 11. Example of student wiki home page
- 12. Example of student wiki home page
- 13. Example of student questionnaire
- 14. Example of student participation tracking facility in Blackboard
- 15. Example 2 MSc Biotechnology group coursework Small module (24 students) Split into groups of 4-5 students Each group given a different topic to research Wiki’s developed to present work Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 16. University of Westminster Wiki pages created using simple text editor
- 17. University of Westminster Example of student wiki 2
- 18. University of Westminster Example of student wiki 1
- 19. University of Westminster Example use of comment tool
- 20. University of Westminster Example of collaborative authoring
- 21. Food for thought… Students loved it! Develops new skills Provides alternative for group work Students still met up Easy to assess Can monitor student progress Can monitor student participation Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 22. Food for thought… Students initially uncomfortable editing work of others Plagiarism Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 23. Conclusion A new tool for student coursework Allows online remote collaborations Ideal for placement students High student buy in Presented by Laura Boubert and Mark Clements at the University Teaching and Learning Symposium
- 24. References Salmon, G . (2002) E-tivities: The Key to Active Online Learning, London, RoutledgeFalmer http://www.atimod.com/e-tivities/5stage.shtml (Accessed 22 March 2010) Holmes , B. at al (2001) Communal Constructivism: Students constructing learning for as well as with others, http://www.scss.tcd.ie/publications/tech-reports/reports.01/TCD-CS-2001-04.pdf (Accessed 22 March 2010) Further readings Doolan, M.A. (2006) ' Effective strategies for building a learning community online using a Wiki.' Procs 1st Annual Blended Learning Conference pp.51-63
Editor's Notes
- #3: In a blended learning environment e-learning activities must still provide significant support to our learners, the concept of scaffolding based on Vygotsky’s zone of proximal development (1978) was kept at the forefront throughout the design stages, where possible social constructivist technological solutions were sought.