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Presentation for HEA Social Science Conference, Liverpool, May 2012

Presentation for HEA Social Science Conference, Liverpool, May 2012

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  • 1. Jane ChallinorSchool of Social Sciencesjane.challinor@ntu.ac.uk Lost in (wiki)space! adventures with students on the world wide web
  • 2. aims• briefly describe the project• why online?• discuss pros and cons of different online platforms• categorise activities on the module wiki according to Salmon’s 5 stage model of e- moderation• present examples of students’ final projects
  • 3. the project• form groups• select films or TV characters• analyse using leadership theories• create a digital presentation via an online platform• reflect on the group process
  • 4. why online? why not!
  • 5. the module wikiWhy a wiki…..? Consideration of other platforms>>
  • 6. Format Uses Advantages DisadvantagesVLE Content host; Familiar; robust; supported by No interaction other than discussion boards institution; safe & private discussion board posts; limited accessGoogle sites Web page; group Can set up template for students No discussion board but work; learner to use; attractive; easy to use has “blog” module. Could portfolio add own comments page?Wiki spaces Web page; group Very versatile; separate team Not totally intuitive. Some work pages for small group work; issues with “joining”, discussion board for each page. uploading files, navigation great aesthetics; free upgrade for HE usersFacebook Discussions; Well known; most students are Some students hostile. group work members; pre-set template for Privacy? Limited flexibility. layout; can be made more attractive with photos etc.Blog Web page; group Flexible, easy to comment (even Linear entries – work; portfolio; without sign in), search by tag; chronological (although discussion forum lots of widgets this can be changed to magazine format)
  • 7. Salmon’s 5 stage Originally developed to describe moderator model functions in on line communities Used here (additionally) to differentiate student activities on the wiki Not necessarily linear or chronological process http://www.atimod.com/e- moderating/5stage.shtml
  • 8. stage 1: accessGive instructionsand tipsSupport learnersEncouragepracticeProvide structure
  • 9. accessFacilitator Function Student Activity• Set up wiki & project • Using wiki to select teams pages • Enrol members in project http://leadersincare.wikispaces.co m/How+to+use+the+wiki pages• Provide audio visual • Division of labour tutorials http://screencast.com/t/HbInO9qXuOg• ICT suite session• Pre-loaded pages• Discussion board topics
  • 10. introductionsreinforce systematic ways ofworking encourage practice! stage 2: socialisation
  • 11. socialisationFacilitator Function Student Activity• Initial ice breaker • Chat and comments discussion • Humour• Sandbox page?? • Meeting times• Reminder about copyright • Comments &• Restoring deleted work!! compliments• Notification about • Apologies & thanks meetings • Encouragement• Make sure links are functioning and material • Help with uploads available
  • 12. stage 3 information sharingacknowledge different learning stylesencourage enjoymentwork constantly to summariseinformation being exchanged and clarifyits relevance to the overall learningprogramme (weaving)
  • 13. information sharingFacilitator Function Student Activity• Responding to questions • Deciding on the project• Clarifying the task • Sharing ideas• Posting links to resources • Finding pages and links• Providing lecture material • Feedback http://leadersincare.wikispaces.com/ Teams%2C+Belbin+%26+Motivation • Notes of meetings • Clarifying tasks and roles
  • 14. encourage interaction make links with overall learning stage 4: knowledge allow students to generate knowledge withoutconstruction interference from the tutor
  • 15. knowledge constructionFacilitator Function Student Activity• Modelling use of • Posting research & links video/application of • Posting video clips theory • Posting own original work• Facilitating group • Responses to tasks, discussions questions, discussion board posts • “Off-wiki” activity!
  • 16. stage 5 development“The original development of the 5stage model demonstrated that, aslearners gradually increased inconfidence, there was generallyless intervention by moderators andyet, apparently, more learningoccurring from the students groups”Gilly Salmon
  • 17. developmentFacilitator Function Student Activity• Be available for questions • Final design and content and tutorials discussions• Set up peer assessment • Finish and post process (using online link/document poll) • Evaluate – (peer• Evaluate – module assessment, module feedback evaluation and individual reflective assignment)
  • 18. A evaluation B
  • 19. Blogging for reflection … as tutor thevirtualleader.blogspot.com
  • 20. Students’ reflections…..1)from their reflective assignments………and2)from the Survey Monkey evaluation“we do not learn from experience…we learn from reflecting onexperience’ (John Dewey 1933)
  • 21. Members worked independently on their task; they were able to[assert] their individuality and competencies of each member becameapparent. The use of technology such as email, telephone, skype andsocial networking sites were used to communicate ideas and tasks toother members of the group. *…+ One member was situated in Australiafor the majority of the group work; I took the role of communicatingwith her, keeping her informed of the task and enabling her toparticipate .
  • 22. Brooks (2006) argues that technology influences the pattern of a group’soperations and behaviour. The use of technology was very significant incompleting the presentation. As the aim was to show how a team couldwork together virtually, as well as physically, it sometimes proved to be ahindrance. Some individuals were unable to access the presentationwebsite, so time was lost explaining how to utilise it. Nevertheless, I viewedtechnology as an advantage as I was able to work independently whilst stillallowing the others the option of accessing the work at all times .
  • 23. Using the Facebook forum allowed for us to undertake virtual group work. Thiswas the first time I had undertaken any group work in this way and this by farproved the best part of the task for me.Gibson and Cohen (2003) identify three enabling conditions for virtual teamsto work well:• Shared Understanding• Integration• Mutual trust
  • 24. I feel that once people had settled into their natural roles within the teamand we were working in a cohesive manner we were able to work as avirtual team effectively.Working in a virtual team can lead to motivational issues as you do nothave the face to face contact with others that you may need to motivateyourself.
  • 25. The decision of a remote blog media platform for the task was essential asit allowed individuals to work flexibly. Knowledge in individual IT skills didimpact on some members achieving agreed outcomes/tasks by set dates. Ienjoyed learning to administrate a Blog, and can see the potential forrapid information sharing and feedback.Charting the progress on my own blog was cathartic due to challengesand frustration of group interaction.
  • 26. The use of email and wiki were the main means I used to communicatewith group members in order to give my input to the presentation.Riggio and Orr (2004) inform [us]that virtual teams will becomeincreasingly important in all types of non-profit organisations as theseorganisations strive for ways to reduce service delivery cost whilesimultaneously enhancing flexibility and response time. On reflection, Iunderstand the need for me to develop my understanding of virtual teamsas McGregor (2011) reports that video conferencing will be used to greatereffect in the coming years for Social workers for example to attend childprotection conferences .
  • 27. When working in social care it is important to concentrate on the biggerpicture and work collaboratively with others.[Loughran (2002) believes reflection should] “offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practicethrough others’ eyes.”*….+this task has demonstrated having an understanding of people and therole they play is vital for a successful group effort.
  • 28. I have learnt from this task that even when you believe it may notwork, being positive, and an active listener allows for opportunitiesand success; particularly when working as a group
  • 29. The most challenging thing about the module One thing I would change
  • 30. The best thing about the module