Wikis – a tool to assist learning?Peter DangerfieldMedical EducationTündeVarga-Atkins (CLL)Nick Bunyan (CLL)Steve McKinnellDavid BrigdenDavid WilliamsMartin RalphFunded by the CETL for Developing Professionalism

Learning CONTEXTLiverpool 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 uses problem-based learning -

Can this be enhanced?

Can Web2 technologies do this?

Liverpool Medical Undergraduate course5 years ( 4 years for graduates)Problem Based, spiral and case ledFour themes Structure and Function in Health and DiseasePopulation PerspectiveIndividuals, Groups and SocietyPersonal and Professional DevelopmentProfessionalism is a componentLearning CONTEXT3

Problem Based, spiral and case led

General Medical Council4

GMC Good Medical Practice 2006Duties of a DoctorEg: 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 confidentialityetcDuties of a doctor5

RESEARCH QUESTIONSWhat is web2?What is a wiki?Are wikis used in education?Can wikis enhance learning?6

What is web2?

What is a wiki?

Are wikis used in education?

Can wikis enhance learning?

THE PROJECTWiki pilot at the Medical Schoolaims, methods, findings, conclusions,recommendations.7

Wiki pilot at the Medical School

aims,

methods,

findings,

conclusions,

recommendations.

Problem Based Learning (PBL)Learning context in the Medical UG curriculumIdea: Extend collaboration beyond face-to-face sessions using web tools?formalonlineface to faceinformal8

Examples of PBL learning outcomesDepth of discussionLearning objectives9

PBL resources and sharingWhat is the difference between privacy and confidentiality?PBL GROUPWhat is patient confidentiality?What is the role of the nurse specialist?ResourcesHow to break bad news?10

WHAT IS WEB2.0?Rich user experienceFree and evolvingThe Long TailParticipationPlayUser-generated tagsCollaborativeTrust your usersUser-generated contentRemixabilitySharingUsabilitySocial networking11

What is a wiki?CollaborativeMany purposesWeb2.0 toolWorld-wide (public) vs task-oriented (closed)Easy-to-edit websiteEmbedded images, text, hyperlinks, audio, video etc. History / rollback functionsRead/write access12

Wiki types: ganfyd (Get a note from your doctor) 13

Wiki types: AskDrWikehttp://askdrwiki.com/mediawiki/index.php?title=Physician_Medical_Wiki14

Wiki types: Closed: e.g. course wiki15

methodsFour PBL groups (n=32)Using Teams LX wiki tool in BlackboardFacilitator interviewsObservation of online wiki use Small-scalesurveyFocus groups16

What did the students do?How did the students did it?Engagement with the wiki17

18Engagement

LEARNING PATTERNSRange of working patterns in-between PBL sessions (MSN/Facebook etc.)Mobile phone contactEmailInformal chat over coffee etcUse of group FacebookUse of MSN/LiveLimited use of Blackboard19

ENGAGEMENT WITH WIKIWhat did students do in wiki: Varied uptake: posting / viewing / not everyone engagedWhat did they post? Mostly useful weblinks but some useful content found.Different groups engaged differently with wikis (good to limited!)20

Developing your identityLearning about yourselfLearning about ProfessionalismSharing information21Perceived benefits

Benefits22

231. Wikis as a shared resource

Students were able to share resources on professionalism in their PBL groupsWiki contributions helped clarify PBL discussions.By being able to check one another’s contributions online, some students felt more confident in their learning24Sharing 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

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)

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 thewiki27

Students’ descriptions suggested that they reflected on and evaluated the resources they posted in thewiki

2. Identity as professionals – IV.Students were aware / wanted to be seen as ‘professionals’ when posting to the wikiThey 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 learning28

learning and teaching issues 1Not wanting to be the first one to postConfidence: lacking confidence in posting to online space Natural reticence to share when not sure about quality of online resourceProfessionalism:issue afraid of ‘being seen to be wrong’;Separation of informal/social space vsformal ‘work’ space.29

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.

learning and teaching issues 2Learning preferences and engagementPreferences for individual vs group work;Students level of ICT competenceMotivation to use ICT as an enhancement to learningCultural issues related to sharing.30

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.

learning and teaching issues 3Purpose of the WikiUncertain views by studentsGroup negotiations outside PBL?31

Uncertain views by students

Group negotiations outside PBL?

Findings: issuesManagerialTechnologicalUsability vsFacebook(interface, no alerts)Wiki linked to bi-weekly module (does not lend to cumulative gathering)Who has access to Wiki?32

CONCLUSIONS 11. Familiarity Students less familiar with wikis than expected. The purpose and structure of wiki need to be explained.33

Students less familiar with wikis than expected.

The purpose and structure of wiki need to be explained.

CONCLUSION 22. 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

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?”

CONCLUSION 33. Role of InstitutionThe 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 processOn-line tool must use Web 2 type of alerts etcPreloading and seeding some resourceEnvironment must bring with it the concept of Trust 36Recommendations

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.htm38Full and summary report

???Questions???Peter Dangerfieldspine92@liverpool.ac.ukTündeVarga-Atkins tva@liv.ac.ukContact: