Cathy Snelling And Sophie Karanicolas 2008

Why Wikis Work Assessing Group Work in an Online Environment Life Impact The University of Adelaide Cathy Snelling and Sophie Karanicolas School of Dentistry Faculty of Health Sciences

[object Object],[object Object],[object Object],[object Object],[object Object],Background Life Impact The University of Adelaide Bachelor of Oral Health : Why Wikis Work

[object Object],[object Object],[object Object],[object Object], Rationale for change Life Impact The University of Adelaide Bachelor of Oral Health : Why Wikis Work

Key Issues ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Bachelor of Oral Health : Why Wikis Work Life Impact The University of Adelaide

[object Object],[object Object],[object Object],Developing teacher readiness Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

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Our Blog @ http:// bohonecommunity.blogspot.com Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

[object Object],[object Object],[object Object],[object Object],Setting up and developing the Wiki Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

[object Object],[object Object],[object Object],[object Object],[object Object],Setting up and developing the Wiki Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide Human Biology I OH Rubric for Wiki and Poster Project Facet of Inquiry RSD Level 1 RSD Level 2 RSD Level 3 A. Students embark on inquiry and so determine a need for knowledge/ understanding ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],B. Students find/generate needed information/data using appropriate methodology ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],C. Students critically evaluate information/data and the process to find/generate this information/data ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide D. Students organise information collected/ generated ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],E. Students synthesise and analyse and apply new knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],F. Students communicate knowledge and the process used to generate it, with an awareness of ethical, social and cultural issues ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Changing role of the Teacher and How the Wikis Worked : http://boh08.wikispaces.com/ Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

/ Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object], Why we think Wikis work Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide

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Why students think Wikis work Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Why students think Wikis work Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What Students didn’t like about Wikis Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide Guiding Principle Chickering & Ehrmann (1996) Application in Wiki Project Encourage increased communication between faculty and student Initially in Blog; consolidated and developed via discussion board on each Wiki site Develop reciprocity and co-operation between students Collaborative group research, Wiki and poster development Use of active learning technologies Social technologies promoted student on-line engagement Provide prompt feedback On-line facilitation which created a tangible social and cognitive teaching presence Make effective use of time ‘ On demand’ on/off campus Respect diverse talents and approaches to learning Learning tasks allocated according to individual talents; constructivist approach Communicate high expectations Explicit levels demonstrated in assessment rubrics; formative peer and facilitator feedback

[object Object],[object Object],[object Object],[object Object],In Summary Bachelor of Oral Health: Why Wikis Work Life Impact The University of Adelaide

We wish to acknowledge the support, guidance and encouragement of Dr John Willison Project Leader Research Skills Development Framework CLPD, The University of Adelaide and and Associate Professor Tracey Winning , Associate Dean Learning & Teaching School of Dentistry. Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide

References Bachelor of Oral Health: How Wikis Work Life Impact The University of Adelaide Chickering A and Ehrmann SC (1996) Implementing the Seven Principles: Technology as a Lever. American Association for Higher Education (AAHE) Bulletin, October, 9 3-6. Fahraeus E, Chamberlain, B, Bridgman N, Rugeli J and Fuller U (1999). Teaching with Electronic Collaborative Learning Groups: Report of the ITiCSE’99 working Group of Electronic Collaborative Groups. ACM SIGCSE Bulletin. 31(4), 121-128. Felder RT (2005) We never said it would be easy. Chemical Engineering Education , 29 (1), 32-33. Oliver R (2001) Assuring the Quality of Online Learning in Australian Higher Education. In Wallace M, Ellis A and Newton D (eds) Proceedings of Moving Online II Conference (9 21) Lismore: Southern Cross University. http://boh08.wikispaces.com/ http:// bohonecommunity.blogspot.com

Cathy Snelling And Sophie Karanicolas 2008

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Cathy Snelling And Sophie Karanicolas 2008