Collaborative writing using wikis

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Lecture-workshop at APAC ELT Convention 2011, Feb. 24th, 25th & 26th, by EOI del Prat, Higueras, Isabel; López, Anna; Milian, Sílvia.

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Collaborative writing using wikis

  1. 1. Collaborative writing using wikis EOI del Prat
  2. 2. ÍNDEX: <ul><li>Introduction </li></ul><ul><li>Goals </li></ul><ul><li>Preparation of the task </li></ul><ul><li>Implementation in the virtual classroom </li></ul><ul><li>Results, conclusion and future prospect </li></ul><ul><li>Other Wiki applications </li></ul><ul><li>Bibliography </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  3. 3. <ul><li>1. INTRODUCTION </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  4. 4. <ul><li>The teaching practice we are going to present focuses on collaborative writing using wikis. It has been carried out at the EOI del Prat with second level students of English. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  5. 5. <ul><li>What’s a wiki? It’s a type of website that allows anyone to modify its contents. You just need to access the navigator, click on ‘edit’ and change what you want, preview the result and, if you like it, save the changes. These will remain available for everybody who visits the web. Fast, isn’t it? </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  6. 6. <ul><li>2. GOALS </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  7. 7. <ul><li>To understand the text as a unit of communication. </li></ul><ul><li>To foster group work. </li></ul><ul><li>To develop the ability to reflect upon one’s learning process by correcting both your own mistakes and other students’ mistakes. </li></ul><ul><li>To promote the use of ITC, and therefore, of self-learning. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  8. 8. <ul><li>3. PREPARATION OF THE TASK </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  9. 9. ACTIVITY DESIGN: <ul><li>These are the main aspects: </li></ul><ul><ul><ul><li>3.1. Task definition </li></ul></ul></ul><ul><ul><ul><li>3.2. Procedure </li></ul></ul></ul><ul><ul><ul><li>3.3. Calendar </li></ul></ul></ul><ul><ul><ul><li>3.4. Rubric </li></ul></ul></ul><ul><ul><ul><li>3.5. Evaluation grids </li></ul></ul></ul><ul><ul><ul><li>3.6. Students’ instructions manual </li></ul></ul></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  10. 10. <ul><li>3.1 Task definition: </li></ul><ul><li>Students have to take part in a Wiki of collaborative writing which will last four sessions. The task consists of writing a short story of about 1,500 words (50 words per student), which is coherent and well structured, with and end reached by consensus by the whole class. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  11. 11. <ul><li>This activity has three differentiated stages: </li></ul><ul><li>Initial stage: creation/edition of the story </li></ul><ul><li>Revision stage: correcting and reediting the text </li></ul><ul><li>Final stage: (a) writing different endings to the story and (b) voting which one is the best. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  12. 12. <ul><li>3.2 Procedure: </li></ul><ul><li>Before starting the task in Moodle, we should inform students about the methodology to be followed, that is, the number of sessions, calendar, individual responsibilities, evaluation, etc. </li></ul><ul><li>It is necessary to devote a session in the computer room in order to present students the activity: what a Wiki is like, how to edit it and how changes are saved. </li></ul><ul><li>Moreover, we would give them a printed document including all the instructions they need to follow. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  13. 13. <ul><li>3.3 Calendar: </li></ul><ul><li>5-9 March (5 days): All the students are responsible for writing a short paragraph . </li></ul><ul><li>10 March (1 day): The teacher highlights the parts of the text that need to be corrected (grammar, vocabulary, word order, spelling mistakes…). </li></ul><ul><li>11-13 March (3 days): All the students are responsible for correcting, at least, their own paragraph. They can also correct other students’ paragraphs . </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  14. 14. <ul><li>14-15 March (2 days): Then, once we have the complete story written and its errors corrected, only four students are responsible for writing the ending. These 4 students will be selected in advance. They don’t need to write a story-paragraph, only the ending. </li></ul><ul><li>16-17 March (2 days): Finally, all the students send their vote for the best ending to the story. </li></ul><ul><li>18 March (1 day): We’ll read the full story in class time (one paragraph each) and we’ll evaluate our participation in the activity. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  15. 15. <ul><li>3.4 Rubric: </li></ul><ul><li>“ The evaluation is one of the most delicate activities in the job of a teacher, and one of the most important factors for successful teaching and learning.” </li></ul><ul><li>( 2006: Àngel Solans) </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  16. 16. Example: Rubric document ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  17. 17. <ul><li>3.5 Evaluation grids: </li></ul><ul><li>In the same way as the rubric document is important to evaluate a complex activity, it is also necessary to design, before starting the activity, an evaluation grid in accordance with the rubric. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  18. 18. <ul><li>Moreover, the fact of using grids has a double function: </li></ul><ul><li>It allows to write down student’s grades while the activity is being carried out. </li></ul><ul><li>It allows these grades to be published in Moodle once the activity is over, just with a slight change in order to respect data privacy: students’ names would be ID card or academic record numbers. </li></ul><ul><li>Example ! </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  19. 19. Example: Evaluation grid ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  20. 20. 3.6 Students’ instructions manual: <ul><li>All students participating in the Wiki will be given a manual including detailed information about: </li></ul><ul><li>What’s a wiki? </li></ul><ul><li>Class wiki: calendar and instructions </li></ul><ul><li>Evaluation </li></ul><ul><li>How to enter the class wiki </li></ul><ul><li>How to edit the wiki and save your changes </li></ul><ul><li>How to send your vote </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  21. 21. <ul><li>Example ‘How to enter the class wiki’: </li></ul><ul><li>Enter the site: < http://agora-eoi.xtec.cat/eoielprat/moodle > </li></ul><ul><li>Click on course “English 2” </li></ul><ul><li>Write your user name + password </li></ul><ul><li>Scroll down the page and go to Unit-5 </li></ul><ul><li>Go to “Assignments Unit-5” </li></ul><ul><li>Click on “WIKI: A famous person routine” to open the class Wiki. </li></ul><ul><li>Now you are viewing the wiki page. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  22. 22. <ul><li>Example ‘How to edit the wiki and save your changes’ </li></ul><ul><li>Click on “EDIT”. An editing window opens for you to write. When you finish, click on “PREVIEW” to see the result. </li></ul><ul><li>If you like it, then click on “SAVE” to include your work in the Wiki, or click on “CANCEL” to modify your text. When you finish, click on “SAVE” to save your changes. </li></ul><ul><li>Now your paragraph has been added to the wiki. You’ll get this feedback from Moodle: “Thank you for your contribution”. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  23. 23. <ul><li>Example ‘How to send your vote’ </li></ul><ul><li>Go to “Assignments Unit-5”. </li></ul><ul><li>Click on “Choice”. </li></ul><ul><li>A new screen shows these options: “Ending-1”, “Ending-2”, “Ending-3” and “Ending-4”. Select/tick your choice. </li></ul><ul><li>Click on “SAVE MY CHOICE” to send your vote . </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  24. 24. <ul><li>4. IMPLEMENTATION IN THE VIRTUAL CLASSROOM </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  25. 25. <ul><li>Let’s have a look at what students did! </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  26. 26. Session No.1: INITIAL STAGE: Creation/edition of the story <ul><li>Firstly, the teacher gives a title to the story and writes the first paragraph of the narration. After that, each student is responsible for writing a short paragraph of about 50 words continuing the story. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  27. 27. Example: Teacher writes the first paragraph ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  28. 28. Example: Students add further paragraphs ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  29. 29. Session No.2: REVISION STAGE: Correcting and reediting the text <ul><li>The teacher gives positive feedback to the students and encourages them to participate in the revision and correction of the text. </li></ul><ul><li>The teacher marks in bold the parts of the text that need revision. </li></ul><ul><li>Each student is responsible for correcting the mistakes in his/her own paragraph, even though they can also make corrections in other students’ paragraphs. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  30. 30. Example: Text correction (1) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  31. 31. Example: Text correction (2) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  32. 32. Example: Text correction (3) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  33. 33. Example: Text correction (4) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  34. 34. <ul><li>Students make several corrections (grammar, vocabulary, word order, spelling mistakes...). Next, you’ll see the final version of the story, but still without endings. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  35. 35. Example: Corrected text without endings (1) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  36. 36. Example: Corrected text without endings (2) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  37. 37. Example: Corrected text without endings (3) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  38. 38. Session No.3: FINAL STAGE: (a) Adding different endings to the story <ul><li>Once the story has been written and the mistakes have been corrected, only four students are responsible for providing the story with a different, original and coherent ending. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  39. 39. Example: Endings 1 & 2 pending to correct ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  40. 40. Example: Ending 3 pending to correct ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  41. 41. Example: Ending 4 pending to correct ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  42. 42. <ul><li>Endings 1, 2, 3 and 4 are corrected. Next, you’ll see the final version of the story with four possible endings. The total extension of the text is now 1,837 words. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  43. 43. Example: Corrected endings 1, 2, 3 and 4 ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  44. 44. Example: Corrected endings 1, 2, 3 and 4 ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  45. 45. Text total words: 1,837 ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  46. 46. Session No.4: FINAL STAGE: (b) Voting the best ending <ul><li>The teacher creates a ‘choice activity’ for students to vote. There are four potential winners: ‘ending 1’, ‘ending 2’, ‘ending 3’ and ‘ending 4’. </li></ul><ul><li>Each student votes one of the four numbers and the winner is the one with most votes. </li></ul><ul><li>Optionally, the teacher could edit the class Wiki putting together the global story and the winner ending. </li></ul><ul><li>Example </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  47. 47. Example: CHOICE : What’s the best ending for the story? ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  48. 48. Example: Voting results (student view) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  49. 49. Example: Voting results (teacher view) ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  50. 50. <ul><li>WIKI results: </li></ul><ul><li>At the end of the activity, the teacher publishes in Moodle an assessment grid with students’ results. This document is the same grid the teacher has been using throughout the activity to evaluate students’ contributions. The only change now is the replacement of students’ names with ID numbers. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  51. 51. Example: Students’ grades published in Moodle ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  52. 52. <ul><li>5. RESULTS, CONCLUSIONS AND FUTURE PROSPECT </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  53. 53. 5.1 RESULTS: <ul><li>The main objective was achieved: to write a good short story. </li></ul><ul><li>Participation was high. </li></ul><ul><li>Students felt responsible and involved in the activity. They were fully aware that this was a collaborative task, and that the result affected everyone. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  54. 54. 5.2 CONCLUSION: <ul><li>Once the virtual activity is over, we would like to put forward some thoughts regarding the positive and negative aspects of collaborative writing using Wikis. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  55. 55. <ul><li>ADVANTAGES: </li></ul><ul><li>They facilitate a group working atmosphere, and they strengthen the idea of group/class a global unit. </li></ul><ul><li>They provide students with autonomy because, even though they have to follow a scheduled calendar, they log on the Wiki to make their contribution when they want/can. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  56. 56. <ul><li>Feedback can be given easily, that is, it is possible to help and guide students the moment they do the task. Therefore, Wiki activities enable to evaluate and accompany students throughout the process, and not only at the end, in a very easy manner. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  57. 57. <ul><li>Students get more personalized attention, since Wikis allow teachers to devise activities which are more adapted to students different paces and needs. </li></ul><ul><li>For a large number of students, the fact of working in virtual environments is a motivating tool. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  58. 58. <ul><li>DISADVANTAGES: </li></ul><ul><li>Teachers must devote extra time to prepare the activity. Teacher tasks multiply: the evaluation done throughout the activity, the design of the activity and its preparation entail time and effort. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  59. 59. <ul><li>The importance given to instructions when we are carrying out virtual activities is paramount. The Wiki activity we have presented has demanded more preparation and definition than face to face activities. All things considered, teachers have to plan more carefully what they want to present and what they want to achieve. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  60. 60. <ul><li>How can we engage all students? How can we evaluate an activity that some people might not be able to do because they lack computers or the knowledge to use them? </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  61. 61. <ul><li>Leaving aside the negative aspects that we have just mentioned, we are fully satisfied with the results obtained. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  62. 62. <ul><li>For us, as teachers, it was very pleasing to present students with a working scenario which is different from a face to face scenario. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  63. 63. <ul><li>Even though we have devoted time to designing the activity, deep inside we know that we will be able to use it again. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  64. 64. <ul><li>In other words, virtual environments allow teachers to reuse and share activities in a very easy manner: we do a backup of the Moodle course and we can restore it by changing the former students for the new ones. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  65. 65. <ul><li>This is a strong point which can easily help overcome the extra work that virtual or semivirtual environments entail. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  66. 66. 5.3 FUTURE PROSPECT: <ul><li>2008-2009 (pilot project): It’s the Wiki we have just presented, ‘A famous person’s routine’ (narrative, present tenses, A2 level). </li></ul><ul><li>2009-10: New Wiki ‘Horror story’ (narrative, past tenses, A2 level). </li></ul><ul><li>2010-11: New Wiki ‘It was a cold, dark night’ (narrative, past tenses, B1 level). </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  67. 67. 2008-09 – Wiki English 2 Title: A famous person’s routine Present tenses ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  68. 68. 2009-10 – Wiki English 2 Title: Horror story Past tenses ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  69. 69. 2010-11 – Wiki English 3 Title: It was a cold, dark, night Past tenses ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  70. 70. <ul><li>As you see, a Wiki of collaborative writing can be easily adapted to any level, type of text, topic, aspect of the language you would like to deal with... </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  71. 71. <ul><li>6. OTHER WIKI APPLICATIONS </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  72. 72. <ul><li>Apart from collaborative writing, we can use wikis in many different ways, for example, to deal with a particular grammar point (modal verbs, conditionals, etc.) </li></ul><ul><li>Examples </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  73. 73. 2008-09 – Wiki Anglès 2n Pla Impuls Títol: School rules Modal verbs ‘have to/must’ ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  74. 74. 2008-09 – Wiki Anglès 2n Pla Impuls Títol: Murphy’s laws First conditional ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  75. 75. 2010-11 – Wiki Anglès 3 Títol: My conditional sentences First, second and third conditionals ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  76. 76. 2010-11 – Wiki Anglès 3 Títol: My conditional sentences First, second and third conditionals ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  77. 77. 2010-11 – Wiki Anglès 3 Títol: My conditional sentences First, second and third conditionals ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  78. 78. 2010-11 – Wiki Anglès 3 Títol: My conditional sentences First, second and third conditionals ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  79. 79. <ul><li>We can also use Wikis to publish academic tests results. The teacher as well as the students can edit the page. </li></ul><ul><li>Examples </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  80. 80. 2010-11 – Wiki Anglès 3 Títol: Class exams results: instructions ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  81. 81. 2010-11 – Wiki Anglès 3 Títol: Class exams results: main page ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  82. 82. 2010-11 – Wiki Anglès 3 Títol: Class exams results: Unit-1 tests results ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  83. 83. 2010-11 – Wiki Anglès 3 Títol: Class exams results: Grammar tests results ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  84. 84. 2010-11 – Wiki Anglès 3 Títol: Class exams results: Composition results ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  85. 85. 2010-11 – Wiki Anglès 3 Títol: Class exams results: Certificate test 1 ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  86. 86. <ul><li>Also, we can use Wikis as a practical tool, for example, as online timetables (oral exams, oral presentations, tutorial sessions, etc.). </li></ul><ul><li>Examples </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  87. 87. 2009-10 – Wiki Anglès 2 Títol: End-of-course oral exam timetable ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  88. 88. 2010-11 – Wiki Anglès 3 Títol: Oral presentations after Christmas ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  89. 89. 2010-11 – Wiki Anglès 3 Títol: Tutorial sessions timetable ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  90. 90. <ul><li>As language teachers, we believe that a great change has taken place from the traditional ‘magistral’ class to class activities nowadays. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  91. 91. <ul><li>Today, students are the centre of the teaching and learning process, and the teachers’ role is more that of moderator, tutor, but surely more changes will be needed in order to achieve educational excellence. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  92. 92. <ul><li>We think that the activity we have just presented, ‘Collaborative Writing Using Wikis’ could be put into practice at : </li></ul><ul><li>EOIs </li></ul><ul><li>INSs </li></ul><ul><li>CFAs... </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  93. 93. <ul><li>For this reason, we wanted to share this experience with you today, not only to strengthen our teaching practice, but also to give an impulse to writing in virtual environments. </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  94. 94. <ul><li>7. BIBLIOGRAPHY </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  95. 95. 7. BIBLIOGRAPHY <ul><li>Websites: </li></ul><ul><ul><li>< http :// www.xtec.cat / formaciotic / dvdformacio /materials/td204/practica_3-6.html > Generalitat de Catalunya, Formació del Professorat, D204-Ús i Dinamització de Moodle , Mòdul 6-Pràctica 3: ‘El Wiki’ </li></ul></ul><ul><ul><li>< http :// asolans.wordpress.com /2006/12/16/ rbriques > Quadern Àngel Solans, Opinions i Reflexions sobre Ensenyar, Aprendre i Noves Tecnologies, ‘Enriquint l’avaluació amb Rúbriques’. </li></ul></ul><ul><li>Books : </li></ul><ul><ul><li>Moore Howard, Rebecca (2000). ‘Assigning Collaborative Writing: Tips for teachers’. From ‘Collaborative pedagogy’ in Composition Pedagogies: A bibliographic Guide . Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford University Press, 54-71 </li></ul></ul><ul><ul><li>Sze, Paul (2008.) Online Collaborative Writing Using Wikis . The Internet TESL Journal, Vol. XIV, No. 1. </li></ul></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  96. 96. <ul><li>TITLE: </li></ul><ul><ul><ul><li>Collaborative writing using Wikis </li></ul></ul></ul><ul><li>AUTHORS: </li></ul><ul><ul><ul><li>Sílvia Milian (English teacher) < [email_address] > </li></ul></ul></ul><ul><ul><ul><li>Isabel Higueras (English teacher) < [email_address] > </li></ul></ul></ul><ul><ul><ul><li>Anna López (French teacher) < [email_address] > </li></ul></ul></ul><ul><li>SCHOOL: </li></ul><ul><ul><ul><li>Escola Oficial d’Idiomes del Prat </li></ul></ul></ul><ul><li>DATE : </li></ul><ul><ul><ul><li>APAC, 24, 25 and 26 of February 2011 </li></ul></ul></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat
  97. 97. <ul><li>THE END </li></ul>ESCOLA OFICIAL D'IDIOMES El Prat del Llobregat

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