• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Peter Dangerfield: Wikis – a tool to assist learning?
 

Peter Dangerfield: Wikis – a tool to assist learning?

on

  • 1,319 views

Peter Dangerfield: Wikis – a tool to assist learning? Slides from the University of Liverpool Learning and Teaching Conference 2009. ...

Peter Dangerfield: Wikis – a tool to assist learning? Slides from the University of Liverpool Learning and Teaching Conference 2009.

This presentation describes how wikis, collaborative websites, were introduced to students in a problem-based learning context as part of a CETL-funded pilot. What we wanted to find out was whether the use of wikis could enhance students’ learning and their development of professionalism. The presentation will summarise this experience with some insights into students’ patterns of working and some of the questions that this pilot study has raised in terms of the use of this tool.

Statistics

Views

Total Views
1,319
Views on SlideShare
1,303
Embed Views
16

Actions

Likes
0
Downloads
3
Comments
0

2 Embeds 16

http://www.liv.ac.uk 10
http://www.slideshare.net 6

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Blue: 11,34,101In Liverpool, medical students study in a case-derived problem-based learning (PBL) context, covering four themes which are followed throughout the five year course. This study explored the use of web2.0 technologies, in particular wikis, to investigate if they enhance students’ learning in anatomy and the other themes of the course. The wiki was piloted in four PBL groups in the first year of the medical undergraduate course, employing the wiki tool installed within the institutional virtual learning environment (VLE), which is based on Blackboard software..Using a small-scale survey, focus groups and facilitator interviews, triangulated data was collected. This data indicated that students demonstrated a range of working patterns in-between PBL sessions in the way they collaborated with one another, particularly in their use of both formal (e.g. VLEs) and informal (face-to-face and online social networking) learning opportunities. Two main purposes of wikis as utilised by students has demonstrated: firstly, as a formative learning tool and secondly, as building up a knowledge-base as a resource for meeting their self-assigned learning objectives. The study has shown how students view the purpose of the wiki and their own role within in it (‘professional’/public vs learner/private) and it thus is seen to influence their interactions within the wiki and their PBL group.
  • The free medical knowledge base that anyone can read and any registered medical practitioner may edit. Ganfyd is a collaborative medical reference by medical professionals and invited non-medical experts.
  • The free medical knowledge base that anyone can read and any registered medical practitioner may edit. Ganfyd is a collaborative medical reference by medical professionals and invited non-medical experts.
  • This may not be a private small-group wiki only – as it would restrict large volume of posts, but a wiki structure that works at two levels.

Peter Dangerfield: Wikis – a tool to assist learning? Peter Dangerfield: Wikis – a tool to assist learning? Presentation Transcript

  • Wikis – a tool to assist learning?
    Peter Dangerfield
    Medical Education
    TündeVarga-Atkins (CLL)
    Nick Bunyan (CLL)
    Steve McKinnell
    David Brigden
    David Williams
    Martin Ralph
    Funded by the CETL for Developing Professionalism
  • Learning CONTEXT
    • Liverpool uses problem-based learning -
    course themes includes Personal and Professional Development
    “You come to University to learn how to learn”
    • Can this be enhanced?
    • Can Web2 technologies do this?
    2
  • Liverpool Medical Undergraduate course
    5 years ( 4 years for graduates)
    • Problem Based, spiral and case led
    Four themes
    Structure and Function in Health and Disease
    Population Perspective
    Individuals, Groups and Society
    Personal and Professional Development
    Professionalism is a component
    Learning CONTEXT
    3
  • General Medical Council
    4
  • GMC Good Medical Practice 2006
    Duties of a Doctor
    Eg:
    Make the care of your patient your first concernProtect and promote the health of patients and the publicProvide a good standard of practice and careKeep your professional knowledge and skills up to dateRecognise and work within the limits of your competenceWork with colleagues in the ways that best serve patients' interestsTreat patients as individuals and respect their dignityTreat patients politely and consideratelyRespect patients' right to confidentiality
    etc
    Duties of a doctor
    5
  • RESEARCH QUESTIONS
    • What is web2?
    • What is a wiki?
    • Are wikis used in education?
    • Can wikis enhance learning?
    6
  • THE PROJECT
    • Wiki pilot at the Medical School
    • aims,
    • methods,
    • findings,
    • conclusions,
    • recommendations.
    7
  • Problem Based Learning (PBL)
    Learning context in the Medical UG curriculum
    Idea: Extend collaboration beyond face-to-face sessions using web tools?
    formal
    online
    face to face
    informal
    8
  • Examples of PBL learning outcomes
    Depth of discussion
    Learning objectives
    9
  • PBL resources and sharing
    What is the difference between privacy and confidentiality?
    PBL GROUP
    What is patient confidentiality?
    What is the role of the nurse specialist?
    Resources
    How to break bad news?
    10
  • WHAT IS WEB2.0?
    Rich user experience
    Free and evolving
    The Long Tail
    Participation
    Play
    User-generated tags
    Collaborative
    Trust your users
    User-generated content
    Remixability
    Sharing
    Usability
    Social networking
    11
  • What is a wiki?
    Collaborative
    Many purposes
    Web2.0 tool
    World-wide (public) vs task-oriented (closed)
    Easy-to-edit website
    Embedded images, text, hyperlinks, audio, video etc.
    History / rollback functions
    Read/write access
    12
  • Wiki types: ganfyd (Get a note from your doctor)
    13
  • Wiki types: AskDrWike
    http://askdrwiki.com/mediawiki/index.php?title=Physician_Medical_Wiki
    14
  • Wiki types: Closed: e.g. course wiki
    15
  • methods
    Four PBL groups (n=32)
    Using Teams LX wiki tool in Blackboard
    Facilitator interviews
    Observation of online wiki use
    Small-scalesurvey
    Focus groups
    16
  • What did the students do?
    How did the students did it?
    Engagement with the wiki
    17
  • 18
    Engagement
  • LEARNING PATTERNS
    Range of working patterns in-between PBL sessions (MSN/Facebook etc.)
    Mobile phone contact
    Email
    Informal chat over coffee etc
    Use of group Facebook
    Use of MSN/Live
    Limited use of Blackboard
    19
  • ENGAGEMENT WITH WIKI
    What did students do in wiki:
    Varied uptake: posting / viewing / not everyone engaged
    What did they post?
    Mostly useful weblinks but some useful content found.
    Different groups engaged differently with wikis (good to limited!)
    20
  • Developing your identity
    Learning about yourself
    Learning about Professionalism
    Sharing information
    21
    Perceived benefits
  • Benefits
    22
  • 23
    1. Wikis as a shared resource
  • Students were able to share resources on professionalism in their PBL groups
    Wiki contributions helped clarify PBL discussions.
    By being able to check one another’s contributions online, some students felt more confident in their learning
    24
    Sharing resources online
  • 2. Identity as professionals – i.
    Wikis made some students reflect on the way they contributed to group wikis (as opposed to how they interacted in their private social networking space egFacebook)
    25
  • 2. Identity as professionals – II.
    • Wikis made some students reflect on the way they contributed to group wikis (as opposed to how they interacted in their private social networking space egFacebook)
    26
  • 2. Identity as professionals – III.
    Please note: bubbles are not quotes just illustrations of findings!
    • Students’ descriptions suggested that they reflected on and evaluated the resources they posted in thewiki
    27
  • 2. Identity as professionals – IV.
    Students were aware / wanted to be seen as ‘professionals’ when posting to the wiki
    They were, in contrast, happy to post links and resources into private areas such as ‘Facebook’. This was taken as an indication that students were developing a professional approach to learning
    28
  • learning and teaching issues 1
    Not wanting to be the first one to post
    • Confidence:
    • lacking confidence in posting to online space
    • Natural reticence to share when not sure about quality of online resource
    • Professionalism:
    • issue afraid of ‘being seen to be wrong’;
    • Separation of informal/social space vsformal ‘work’ space.
    29
  • learning and teaching issues 2
    Learning preferences and engagement
    • Preferences for individual vs group work;
    • Students level of ICT competence
    • Motivation to use ICT as an enhancement to learning
    • Cultural issues related to sharing.
    30
  • learning and teaching issues 3
    Purpose of the Wiki
    • Uncertain views by students
    • Group negotiations outside PBL?
    31
  • Findings: issues
    Managerial
    Technological
    Usability vsFacebook(interface,
    no alerts)
    Wiki linked to bi-weekly module (does not lend to cumulative gathering)
    Who has access to Wiki?
    32
  • CONCLUSIONS 1
    1. Familiarity
    • Students less familiar with wikis than expected.
    • The purpose and structure of wiki need to be explained.
    33
  • CONCLUSION 2
    2. Confidence
    • Students may not be confident to post in a large group wiki.
    • A wiki environment which encourages students’ to post needs to be created with appropriate levels of sharing & privacy.
    • Other student attitudes such as (positive) competitiveness may also be harnessed. “Did other group get more than us?”
    34
  • CONCLUSION 3
    3. Role of Institution
    The functions of the institutionally available wiki tool may be restrictive (e.g. lack of alerts).
    If these functions are deemed important, other external tools may need to be considered.
    35
  • Explain purpose of process
    On-line tool must use Web 2 type of alerts etc
    Preloading and seeding some resource
    Environment must bring with it the concept of Trust
    36
    Recommendations
  • What is the purpose of a WIKI?
    Does it really enhance learning?
    Questions for debate?
    37
  • Available at:
    http://www.liv.ac.uk/eddev/Research_and_Evaluation/Pedagogic_research/Projects_Completed.htm
    38
    Full and summary report
  • ?
    ?
    ?
    Questions?
    ?
    ?
    Peter Dangerfieldspine92@liverpool.ac.uk
    TündeVarga-Atkins tva@liv.ac.uk
    Contact: