![Contact: [email_address] 01707 285 546 Demo available on request Publications: Good practice in using wikis to enhance learning, student support and retention for business students , BMAF Magazine, Higher Education Academy, Issue 1, April 2007. Available at: http://www.business.heacademy.ac.uk/publications/bmag/bmag1.pdf Using wikis for summative and formative assessment , REAP International Online Conference: Assessment design for learner responsibility, May 2007. Available at: http://t-l-t.wikispaces.com/Wikis Wiki-based framework for blended learning , The 2007 International Symposium on Wikis, Montreal, October 2007. To be published on the ACM Conference Proceedings. Available at: http://ws2007.wikisym.org/space/CubricPaper Marija Cubric, 2007](https://image.slidesharecdn.com/wikisym-wiki-framework-for-bl-ppt2003-v3-1210860592390618-8/85/WikiSym-presentation-Wiki-Framework-For-Bl-Ppt2003-V3-18-320.jpg)
WikiSym presentation: Wiki Framework For Bl Ppt2003 V3
- 1. Wiki framework for blended learning Marija Cubric October 2007 Marija Cubric, 2007
- 2. Content Motivation Context Blended Learning Process Evaluation Further work MediaWiki extensions Marija Cubric, 2007
- 3. Research question Since mid 90s wikis used in businesses and educational institutions as a tool that promotes sharing and collaborations Popularity of wikis: Wikipedia and Web2 tools Wikis embedded in MLE Little or no research on how to “plan, shape & enforce” wiki learning activities? ( Lund and Smørdal, 2006 ) and how to engage students Marija Cubric, 2007
- 4. Initial motivation To provide students with an open “structured bulletin board” (Leuf & Cunningham, 2001) for reflection, meta products, analysis and feedback that is easy and fun to use; Tim Berners-Lee original idea of the “read/write web” where “students can work together … interact with simulations, with teachers, but particularly with each other” (T.Berners-Lee quoted in Carvin, 2005) Will Richardson’s description of the “classroom of the read/write web”(Richardson, 2006) Marija Cubric, 2007
- 5. Pedagogical needs Gain regular feedback on students’ comprehension and progress Discover areas of “troublesome knowledge” (Perkins, 1999) Provide regular feedback in order to respond to students’ needs Extend the official “contact time” to 24/7 Increase students’ employability, prepare them for teamwork, global audience, peer reviews new business models where “collaboration is the expectation rather than exception” (Richardson,2006) Marija Cubric, 2007
- 6. Theory Wiki is a “truly constructivists tool for learning (Richardson, 2006). Vigotsky’s theory of social development (Vygotsky, 1978) Conversational learning (Laurillard, 2002) “ Structured dialogue” via learning tasks (Gravett & Petersen, 2002) Just-in-time teaching (Novak&Patterson, 1998) Marija Cubric, 2007
- 7. Context of use Two trials at University of Hertfordshire Business School: 2005/6: E-business System Interactions 2006/7: Developing Information Systems , Modelling E-business Systems, E-business System Interaction Level: PG Research and organizational skills Combination of practical (problem solving) and theoretical (analysis & essay writing) content Student groups: Small class sizes (< 20 students) Average IT background Large proportion of international students Tool: MediaWiki (not part of the University MLE) Marija Cubric, 2007
- 8. Implementation Preparation Create wiki space, student accounts, page templates Prepare introductory wiki session and give students “try-out” task Teaching week Publish weekly task and provide feedback Assessment Wiki contributions weight : 20-40% Assess effort (measured in % of completed tasks) and quality of contributions (generic PG grading criteria) Additional assessment criteria: “ Connected” writing (Richardson, 2006), collaborative writing, use of images Marija Cubric, 2007
- 9. (Wiki) Learning activities Marija Cubric, 2007
- 10. Bloom’s taxonomy (Bloom, 1956) Marija Cubric, 2007
- 11. Blended Learning Process Marija Cubric, 2007 tutor students all START Task published Contrib’s added Contrib’s reviewed Lecture delivered feedback
- 12. Questionnaire - comparison Marija Cubric, 2007 1s t 2nd Wiki was easy to use 77% 73% Wiki supported me in preparing the coursework 54% 80% Wiki has helped in my learning of the subject 69% 93% Participation in topic analysis has helped my learning 69% 87% Reading & reviewing other students work has helped my learning 69% 87% Tutor feedback has helped me in improving the overall quality of my work 62% 100% Other students reviews of my work have helped me in improving the overall quality of my work 38% 80% I was comfortable in making my work visible to other students 62% 80% I would have used the wiki even if not directly linked to assessment 46% 67% I would recommend the use of wiki for this module in the next academic year 69% 93% Using wiki was fun 46% 67%
- 13. Reflections (students)* “ The Wiki page is a good part of learning because it encourages class members to integrate , which was quite helpful…” “ I learnt a lot from other people's input , whenever I got stuck alone, I would hop onto Wiki page and get the answers I needed…” “ Looking at my input on Wiki made me feel quite good, because I could see my input to the whole course .” “ (Use of wiki) made us concentrate more in class and read more about the topic in order to know how to answer the questions, therefore, understand things better” “ The things which I have learned beside this module is that how should I conduct my work in organized form .” * unedited Marija Cubric, 2007
- 14. Results (tutor’s perception) Increased motivation: Everyone contributing every week on 90% of requested tasks! Quality of contributions gradually increasing Peaking at c/w submission time Second time around – even better Increased in-class interactions Review the work of individuals in-class! Marija Cubric, 2007
- 15. Guidelines Provide necessary “scaffolding” e.g. guidelines, examples Provide regular (weekly) feedback Insist on quality of presentation Incorporate wiki in the assessment Use wiki not only from outside, but also inside the classroom Reserve enough time for introduction to wiki Explain the rules regarding the plagiarism Marija Cubric, 2007
- 16. Further work Assessment standards To assess or not assess? Asses group work or individual work? Scalability 2007/8 UH Business School cross-departmental trial (groups of 20-180 students) Personalization (CRM “metaphor”) Discovery of learning patterns (“history” and “user contributions” Provide personalized tasks Marija Cubric, 2007
- 17. MediaWiki extensions Must Import (multiple) user profiles (e.g. CSV, XML) Group/namespace management (Special Pages) Should Filtering page content per user Better support for discovery and repair of broken links Better support for internal image re-sizing User contributions attributed to real names Could Export to PDF/txt (Special Pages) Multiple skins per site (e.g. per namespace) Marija Cubric, 2007
- 18. Contact: [email_address] 01707 285 546 Demo available on request Publications: Good practice in using wikis to enhance learning, student support and retention for business students , BMAF Magazine, Higher Education Academy, Issue 1, April 2007. Available at: http://www.business.heacademy.ac.uk/publications/bmag/bmag1.pdf Using wikis for summative and formative assessment , REAP International Online Conference: Assessment design for learner responsibility, May 2007. Available at: http://t-l-t.wikispaces.com/Wikis Wiki-based framework for blended learning , The 2007 International Symposium on Wikis, Montreal, October 2007. To be published on the ACM Conference Proceedings. Available at: http://ws2007.wikisym.org/space/CubricPaper Marija Cubric, 2007
- 19. References Bloom B. S. Taxonomie of educational objectives , Handbook I: Cognitive domain. New York: David McKay Co Inc.1956 Ebersbach A. et al (2005) Wiki : Web Collaboration (Springer) Carvin A. (2005) Tim Berners-Lee: Weaving a Semantic Web Available at: http://www.andycarvin.com/archives/2004/09/tim_bernerslee.html Gravett S. and Petersen N. (2002) Structuring dialogue with students via learning tasks, Innovative Higher Education, Vol. 26, No. 4 Heinze A., Procter C., (2004) Reflections On The Use Of Blended Learning , Education in a Changing Environments, Conference Proceeding, Laurillard D. (2002) Rethinking University Teaching: a framework for the effective use of educational technology - 2nd edition (London; RoutledgeFalmer) Leuf, B., Cunningham, W. (2001) The Wiki Way Quick Collaboration on the Web (Addison Wesley). Available on-line at: http://www.leuf.net/wiki/files/WikiWay_04.pdf (accessed 25 July 2006) Lund A. and Smørdal O. (2006) Is There a Space for the Teacher in a WIKI? WikiSym’06, August 21–23, Novak J. and Patterson E. (1998) Just-In-Time Teaching: Active Learner Pedagogy With WWW, IASTED International Conference on Computers and Advanced Technology in Education , May 27 -30, 1998 Perkins, T.D. (1999) The many faces of constructivism, Educational Leadership, 57 (3). Richardson W. (2006) Blogs, Wikis, Podcasts and other powerful web tools for the classroom (Corwin Press) Russell (2006) Preliminary Exploration into just-in-time teaching . (Journal for the Enhancement of Learning and Teaching, Volume 3 Issues 2, University of Hertfordshire Press) Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes . (Cambridge, MA: Harvard University Press) Wikipedia () www.wikipedia.com Marija Cubric, 2007
- 20. Blended learning Combination of off-line and on-line learning activities that is “ founded on transparent communication amongst all parties involved with a course” (Heinze & Procter, 2004) Everyone can see everything Marija Cubric, 2007
Editor's Notes
- #2: Hi, my name is Marija Cubric and this presentations is about using wikis as a support tool for blended learning in higher education Marija Cubric, 2007