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Wikis: More than Text and Context
 

Wikis: More than Text and Context

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Dr. Karen Swenson, a 2010 Teaching With Sakai Innovation Award finalist, uses the Sakai wiki with her students to "think about important issues presented through works of speculative fiction," but has ...

Dr. Karen Swenson, a 2010 Teaching With Sakai Innovation Award finalist, uses the Sakai wiki with her students to "think about important issues presented through works of speculative fiction," but has found there is even more to her students than the wiki reveals. Although the course goals include collaborative work to "reconsider traditional concepts of 'author' and 'self,' working together to build a better world, encourage a sense of community, and become aware of others contributions" her recent collected data provides insight as to "who" are these students in her Sakai Wiki community. Come to this session to see the paradigms that underlie the structure of the course, what the students do with the Wiki in class and after the semester ends, and who these students are (including demographics, previous wiki contributions, and perceptions of self, information technology, and active involvement in their learning process).

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  • Dr. Karen Swenson, Associate Professor, Virginia Tech (Not in Attendance)Amber D. Evans-Marcu, Ph.D. Candidate, Virginia Tech (Sakai 2011 Los Angeles Presenter)M. Aaron Bond, Coordinator for eLearning Faculty Development and Support Services, Virginia Tech (Not in Attendance)
  • TIMELINE (60 mins)Designing the Course = 5 minsWhat are Wikis? = 5 minsVT SciFi Wiki = 10 minsStudent Survey Data = 15 minsUsing Wikis = 10 minsQuestions & Answers = 15 mins
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson & Amber D. Evans-MarcuContext: Face-to-Face / Hybrid / Online (Amber)Paradigms and PedagogyBehavorism, Cognitivism, Constructivism?Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987)Audience, Content, and ContextWho are you instructing? What is their existing knowledge? Do you need remedial materials?What are you teaching? Are you chunking materials?Where and How are students learning? Not just F2F/Hybrid/Online, but also through the context of learning. Are they doing activities? Memorizing facts? Constructing knowledge? Etc.
  • Dr. Karen Swenson & Amber D. Evans-MarcuContext: Face-to-Face / Hybrid / Online (Amber)Paradigms and PedagogyBehavorism, Cognitivism, Constructivism?Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987)Audience, Content, and ContextWho are you instructing? What is their existing knowledge? Do you need remedial materials?What are you teaching? Are you chunking materials?Where and How are students learning? Not just F2F/Hybrid/Online, but also through the context of learning. Are they doing activities? Memorizing facts? Constructing knowledge? Etc.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Platonic only shown. She also uses Aristotelian principles in her class.Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Amber D. Evans-Marcu
  • Amber D. Evans-MarcuMaterial directly cited from the EDUCAUSE “7 Things You Should Know About Wikis”.
  • Amber D. Evans-MarcuMaterial directly cited from the EDUCAUSE “7 Things You Should Know About Wikis”.
  • Amber D. Evans-MarcuMaterial directly cited from the EDUCAUSE “7 Things You Should Know About Wikis”.
  • Amber D. Evans-MarcuWikis / Collaborative WritingWhich wiki is right for you? http://www.schoollibraryjournal.com/article/CA6438167.html?q=which%20wikiPopular ones include Wikispaces for Educators (free), PBwiki, and WetPaintThe future of some wiki sites: Google Knol & Citizendium.
  • Amber D. Evans-Marcu
  • Amber D. Evans-MarcuMaterial directly cited from the EDUCAUSE “7 Things You Should Know About Wikis”.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.What is your gender?Male 52 (52%) Female 48 (48%) No answer 0 ( 0%) A 12% A- 9% B+ 18% B 28% B- 14% C+ 9% C 4% C- or lower 3% Don't know 3%
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.What are you majoring in? Social Sciences 7% Humanities 2% Fine Arts 3% Life Biological Sciences (including agriculture and health sciences) 16% Physical sciences, including math 2% Engineering 28% Education 5% Business 14% Undecided 5% Other 18%
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Never 64 Once per year 7 Once per quarter or semester 6 Monthly 2 Weekly 14 Several times per week 5 Daily 0 no answer 2
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Strongly disagree. 4 ( 4%) Disagree. 10 (10%) Neutral. 42 (42%) Agree. 40 (40%) Strongly Agree. 3 ( 3%) no answer 1 ( 1%)
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Strongly disagree. 1 ( 1%) Disagree. 6 ( 6%) Neutral. 51 (51%) Agree. 40 (40%) Strongly Agree. 2 ( 2%) no answer 0 ( 0%)
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Strongly disagree. 0 ( 0%) Disagree. 2 ( 2%) Neutral. 14 (14%) Agree. 56 (56%) Strongly Agree. 28 (28%) no answer 0 ( 0%)
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.I love new technologies and am among the first to experiment with and use them. (15%) I like new technologies and use them before most people I know. (30%) I usually use new technologies when most people I know do. (45%) I am usually one of the last people I know to use new technologies. ( 8%) I am skeptical of new technologies and use them only when I have to. ( 2%) No answer. ( 0%)
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Interaction with the instructor (68%) Peer collaboration (54%) Engaging course content (86%) Use of instructional technology (53%)
  • Amber D. Evans-MarcuThis study was conducted by Dr. Karen Swenson and the Institute for Distributed and Distance Learning at Virginia Tech. The MISI in part contributed to some of the questions asked.Yes (55%) No (44%) No answer ( 1%)
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)Information in the slide notes cited from Sakai2010 Denver “TWSIA: Science Fiction and Fantasy: Interaction and Collaboration” which can be found online at http://www.slideshare.net/amsdiane/.
  • Dr. Karen Swenson (presented by Amber D. Evans-Marcu on behalf of her)
  • Karen Swensonkarens@vt.eduAssociate Professor of EnglishVirginia TechBlacksburg, VA 24061Amber D. Evansadevans@vt.eduIDT Ph. D. CandidateVirginia TechBlacksburg, VA 24061M. Aaron Bondmabond@vt.eduVirginia TechBlacksburg, VA 24061

Wikis: More than Text and Context Wikis: More than Text and Context Presentation Transcript

  • Wikis: More Than Text and Context
    Dr. Karen Swenson, Associate Professor, Virginia Tech
    Amber D. Evans-Marcu, Ph.D. Candidate, Virginia Tech
    M. Aaron Bond, Coordinator for eLearning Faculty Development and
    Support Services, Virginia Tech
  • Topics
    Designing the Course
    What are Wikis?
    VT SciFi Wiki
    Student Survey Data
    Using Wikis – Your turn!
    Questions & Answers
    2
  • Designing the Course
  • Designing the Course
    Context: Face-to-Face / Hybrid / Online
    Audience, Content, and Context
    Who are you instructing?
    What are you teaching?
    Where & How are students learning?
    4
  • Designing the Course
    Paradigms and Pedagogy
    Behavorism, Cognitivism, Constructivism!
    Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamson, 1987)
    Cultivating Communities of Practice: A Guide to Managing Knowledge - Seven Principles for Cultivating Communities of Practice (Wenger, McDermott, & Snyder, 2002)
    5
  • English 1654: Introduction to Science Fiction and Fantasy
    Online
    80 Students
    15 weeks
    6
  • English 1654: Introduction to Science Fiction and Fantasy
    Students think about important issues presented through works of speculative fiction –
    definitions of good/evil,
    self and alien,
    science and nature,
    human and machine,
    human and monster,
    exploitation and collaboration.
    Students:
    Consider definitions of human experience and potential,
    Demonstrate knowledge through weekly quizzes.
    Students share ideas in a discussion forum & a speculative fiction wiki.
    7
  • Learning Objectives and Course Goals (Platonic)
    Through collaborative work, we will
    reconsider traditional concepts of "author" and of "self,"
    suggest collaborative means of living with others,
    learn to work together to create a better world,
    encourage a sense of community,
    encourage an awareness of others’ contributions,
    become more accustomed to considering ourselves within a context.
    8
  • What are Wikis?
    Amber D. Evans
  • What are Wikis?
    It is a powerful yet flexible collaborative communication tool for developing content-specific Web sites.
    A wiki is a Web page that can be viewed and modified by anybody with a Web browser and access to the Internet.
    Popular Wikis include
    Wikipedia, Wikibooks, Wikihow, LMS Wikis
    Many “flavors” of wikis available:
    Which Wiki is Right for You? (A matrix)
    10
  • How does it Work?
    View & Edit changes while retaining the previous copy.
    Wikis use
    computer scripting (programming)
    text files
    Web browser
    Internet connection
    Edit a page
    Sends a request to the server for the wiki page text.
    Save a page
    Sends the revised text to the server and saves “an old copy” as a previous revision.
    11
  • Why are Wikis Significant?
    A content-focused approach makes it easy to collaborate and then export it to different formats.
    Access the current document anytime online.
    Add new pages or change existing pages.
    No HTML or coding is required.
    Compare previous versions.
    Identify who contributed content.
    Export the wiki page to Microsoft Word or PDF.
    12
  • When to use Wikis
    Features:
    Easy online editing by users.
    Revision history.
    Notification of changes.
    Export options (MS Word, HTML, PDF, etc.)
    Uses:
    To capture and record process and procedures.
    Meeting minutes that anyone can add to.
    Brainstorming
    13
  • How can Wikis be Used in Teaching and Learning?
    Wikis are reflexive & adaptive, growing with use.
    Easiest and most effective collaboration tool.
    Versioning shows
    Evolution of thought & contents
    Authorship & ownership
    Can be used to
    Create ePortfolios,
    Collaborate on (research) projects,
    Edit articles or textbooks,
    Recording process and procedures,
    Do anything you can imagine!
  • Some Challenges of Wikis
    Wikis open windows to collaboration, but sometimes flies get in.
    Wikis may require monitoring.
    May need to gain authorization to edit a wiki.
    Learning curve (new toolbars, new tools)
    Lack of some features (i.e., Word Count)
    Content-focused not cosmetic.
    Hierarchy doesn’t exist (like a concept map)
    Collective group bias.
    Remembering to use it!
    15
  • “Student writing has meaning, power, and significance in this course.
    Students are shaping both their own words and the words of others in order to create a web of interconnected writings.”
    The SciFi Wiki
    Dr. Karen Swenson
  • “Wiki Aliveness”
    Design for evolution.
    Open a dialogue between inside and outside perspectives.
    Invite different levels of participation.
    Develop both public and private community spaces.
    Focus on value.
    Combine familiarity and excitement.
    Create a rhythm for the community.
    Etienne Wenger, Richard McDermott, and William M. Snyder http://hbswk.hbs.edu/archive/2855.html
  • A Wiki will allow us to:
    • interact with each other in a useful and interesting way,
    • share our knowledge and expertise with others,
    • experience a new form of writing and a new definition of “authorship” made possible by technology,
    • participate in a collaborative enterprise.
    • learn from each other, and
    • have fun together!
  • Wiki Pages – Creating Infrastructure
  • Wiki Pages – Hypertext Essays, Images, Words
  • Wiki Pages – History of Collaboration
  • Wiki Development
    The success of this course wiki led to the creation of a community wiki – the Virginia Tech Speculative Fiction wiki, around which is growing a community of practice beyond the boundaries of the semester.
    “Play Well and Prosper”
  • Student Survey Data
    Amber D. Evans
  • Demographics
    24
  • Demographics
    25
  • Prior to this course how often did you contribute content to Wikis (Wikipedia, course wiki, etc.) for school, work, or recreation?
    26
  • Computer Ownership
    12th Sakai Conference – Los Angeles, California – June 14-16
    27
  • What is your opinion about the following statement: I get more actively involved in courses that use information technology?
    28
  • What is your opinion about the following statement: The use of IT in my courses improves my learning.
    29
  • What is your opinion about the following statement: IT makes doing my course activities more convenient?
    30
  • Which of the following best describes you?
    31
  • I learn best through: (choose all that apply)
    32
    Use of Instructional technology
    Peer Collaboration
    Interaction with the Instructor
    EngagingCourse Content
  • I like to learn through contributing towebsites, blogs, wikis, etc.
    33
  • Closing Comments from Students
    “Class was really great. Professor Swenson made Science Fiction fun and relevant for me and turned me into a reader.”
    “Great class, enjoyable and fun thanks for a great year!”
    “Professor Swenson is the best!”
    “Class structure was awesome.  Great mix of tests, forums, wikis, and final project. Class was one of the most fun I've taken … Swenson is a great teacher though, and her assistant Yakima was VERY helpful. This course covered more material than any class I've ever taken, but ran more smoothly than most. Overall a positive experience.”
    34
  • Join VTSF Worlds – a Speculative Fiction Community!
    After this session
    http://learn.vt.edu/
    Username: Your email address
    Check your email for the password
    Look in junk/spam folder
    Contact VT 4Help for assistance.
    35
  • Thank You
    Collaborative work allows us to:
    reconsider traditional concepts of "author" and of "self,”
    suggest collaborative means of living with others,
    learn to work together to create a better world,
    encourage a sense of community,
    encourage an awareness of the contributions of others,
    become more accustomed to considering ourselves within a context.
    Karen Swenson
    karens@vt.edu
    Associate Professor of English
    Virginia Tech
    Blacksburg, VA 24061
    Amber D. Evans
    adevans@vt.edu
    IDT Ph. D. Candidate
    Virginia Tech
    Blacksburg, VA 24061
    M. Aaron Bond
    mabond@vt.edu
    Virginia Tech
    Blacksburg, VA 24061
  • Program & Concentra Information
    Centra Link: https://www.concentra-cms.com/program/Sakai/2011-sakai-conference/463.html
    Session Wiki Page: https://confluence.sakaiproject.org/x/BY2CB
    Title: Wikis: More than Text and Context
    Session: Conference Track Session (60 minutes)
    Date: 06/15/2011
    Time: 3:45 PM - 4:45 PM
    Room: San Gabriel B
    Presenter(s):
    Karen Swenson (Virginia Tech)karens@vt.edu
    Amber D. Evans-Marcu (Virginia Tech)adevans@vt.edu, 530-426-2372
    M. Aaron Bond (Virginia Tech)mabond@vt.edu
    Overview:
    Dr. Karen Swenson, a 2010 Teaching With Sakai Innovation Award finalist, uses the Sakai wiki with her students to “think about important issues presented through works of speculative fiction," but has found there is even more to her students than the wiki reveals. Although the course goals include collaborative work to "reconsider traditional concepts of 'author' and 'self,' working together to build a better world, encourage a sense of community, and become aware of others contributions" her recent collected data provides insight as to "who" are these students in her Sakai Wiki community. Come to this session to see the paradigms that underlie the structure of the course, what the students do with the Wiki in class and after the semester ends, and who these students are (including demographics, previous wiki contributions, and perceptions of self, information technology, and active involvement in their learning process).
    Sakai Conference 2011 - Los Angeles, CA, U.S.A.
    37