Your SlideShare is downloading. ×
0
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
O WIKI na promocao de aprendizagem colaborativa
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

O WIKI na promocao de aprendizagem colaborativa

525

Published on

O WIKI na promocao de aprendizagem colaborativa …

O WIKI na promocao de aprendizagem colaborativa

Joao Jose Saraiva da Fonseca

http://joaojosefonseca1.blogspot.com/

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
525
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Wiki’d Thoughts… …Using Wikis to promote collaborative learning Steve Wheeler Faculty of Education University of Plymouth Beyond Distance Research Alliance 1
  • 2. Personal footprints… Beyond Distance Research Alliance 2
  • 3. Personal footprints… • 1975 PC • 1985 CMC - Prestel • 1995 Web 1.0 • 2005 Web 2.0 • Information R/Evolution? When you have watched the video Select to continue Watch Video Beyond Distance Research Alliance 3
  • 4. Wisdom of the crowd? ‘We no longer find information. Together we make it find us…’ Beyond Distance Research Alliance 4
  • 5. Beyond Distance Research Alliance 5
  • 6. What they said… “The likes of Google, Amazon, and EBay take the intelligence of all their users… and put it in the interface” – Tim O’Reilly “Web 2.0 is the architecture of participation” – Eugene Barsky 6
  • 7. Trends in education Stable Agile Subject-based Project-based Delivered wisdom User generated content One size fits all Personalisation Individualised Collaborative National Global One to many Peer to peer Interactive Participative Curriculum centred Learner centred Teaching Learning (Adapted from Heppell, 2006) Beyond Distance Research Alliance 7
  • 8. Categorising • The human race has an innate need to collect, classify and store. • We have a deep seated need to understand. Beyond Distance Research Alliance 8
  • 9. Participants take part in activity
  • 10. Categorising • The human race has an innate need to collect, classify and store. • We have a deep seated need to understand. Beyond Distance Research Alliance 8
  • 11. Categorising =Tagging • People • Knowledge • Video • Photos • Objects • Tags (Metatagging) Beyond Distance Research Alliance 9
  • 12. Wiki • Wiki wiki = ‘Hurry Up’ (Hawaiian) • Distributed Knowledge Building • Social Software • Group owned web pages • Edited by all users • Seen by a ‘hidden audience’ Beyond Distance Research Alliance 10
  • 13. The Wiki Manifesto ‘Imagine a world in which every single person is given free access to the sum of all human knowledge….. That’s what we are doing.’ Jimmy Wales Wikipedia Beyond Distance Research Alliance 11
  • 14. What are Wikis Good for? • Knowledge construction over a period of time • Progressive problem solving (particularly ill-structured and open-ended problems) • Developing ‘communities of practice’ • Explanation of increasingly complex or diverse ideas Beyond Distance Research Alliance 12
  • 15. What are Wikis Good for? • Critically reading and responding in a constructive (and public) way to the work of peers • Learning how to add nuance and added value to concepts, ideas and knowledge Beyond Distance Research Alliance 13
  • 16. What are Wikis Good for? • Evaluation of other people’s ideas and knowledge • Learning to observe in a deeper and more critical manner • Learning to stereotype less and avoid premature judgements Beyond Distance Research Alliance 14
  • 17. What are Wikis Poor at? • ‘Instant’ knowledge generation • Reaching consensus • Replacing other resources • Assessment of individual work Beyond Distance Research Alliance 15
  • 18. Recent Studies at Plymouth • B.Ed (Hons) Primary Teachers • Post 16 Education Teachers • Minimum core Post 16 Education – Literacy – Numeracy – Language – ICT • 35 (1st study) +150 (2nd study) participants Beyond Distance Research Alliance 16
  • 19. Study 1 Research Design • Opportunistic sample (n=35) • 1st, 2nd, 3rd year and post-grad • Data from discussion boards • Data from Wiki content • Post-experience e-mail questionnaires • Inter-rated reliability (3 researchers) • Ethical protocol Beyond Distance Research Alliance 17
  • 20. What do we know so far? • Students reluctant to edit contributions of those they know. • Most prefer that their own work is not altered, but some accepted it: – “Is it that bad to have other people changing my work if it improves it?” (2nd Year male)
  • 21. What do we know so far? • Gender differences observed in responses: – “If anyone changes my page, I’ll kill them!” (1st Year male) – “I think I will cry if anyone changes my page!!!” (1st Year female)
  • 22. What do we know so far? • Students rarely used the wiki beyond the formalised setting: – Over 90 per cent of contributions were posted during class time – Remainder were posted within 48 hours of a class
  • 23. Tagging of key words creates a search facility
  • 24. What do we know so far? • Hidden ‘audience’ encourages greater care in writing: – “i have developed more consideration for others when writing, as you know that everyone will be reading what you write.” (2nd Year female)
  • 25. What do we know so far? • Hidden ‘audience’ encourages greater care in writing: – “I have to consentrate more on my spelling, and grammar so that is makes sense for the person who is reading it.. and I have to read [it] mulitple times before posting it!” (1st Year female)
  • 26. What do we know so far? • Use of the wiki encouraged more accurate referencing: – “...my referencing has improved through using the wiki, as it had made me realise how important it is to state where you got your information from initially.” (2nd Year female)
  • 27. What do we know so far? • Use of the wiki encouraged greater critical awareness: – “… I am now developing a healthy critical and analytical writing style thanks to the wiki. Looking at other people’s opinions and findings has helped me to question what’s in front of me …” (2nd Year male)
  • 28. What do we know so far? • The wiki encouraged better focus for study: – “…Using the wiki has made writing much more focused on a part of a topic rather than gettin confused trying to tackle the topic as a whole -” (2nd Year female)
  • 29. What do we know so far? • To what extent did using the wiki improve your academic writing? – “don't think it did sorry :( appart from the grammer” (2nd Year female) – “not any really i wrote like i usually wrote. i was a bit more consious of spelling so i wrote in word befor posting”
  • 30. What do we know so far? • To what extent did using the wiki improve your academic writing? skills? – “Not at all - it was the subject matter that I learnt” (2nd Year male) – “erm i dont think it did :-S perhaps i might have subconciously been writing to the audience?” (2nd Year female)
  • 31. What do we know so far? • To what extent did you use the wiki after you completed the module  to help you to write your assignment? “ – “i didnt think i would use it at all but i actually found it very useful for the assignment. the information inputted by other people i found quite useful and it helped me make sense of the essay title.” (2nd Year male)
  • 32. What do we know so far? • To what extent did you use the wiki after you completed the module  to help you to write your assignment? “ – “Not at all - I didn't think if I quoted from the WIKI it would be deemed as a valid source.” (2nd Year male)
  • 33. Wiki activities • Introduce yourself (+ choose an image) • Discuss and agree on ‘wikiquette’ • Find ‘Gold Dust’ resources and post • Say why is it useful to you • Comment on someone else’s post • Produce ‘key’ messages/key words • Compare and contrast two articles DW wiki • Precis of 100 words Beyond Distance Research Alliance WLH wiki 18
  • 34. What do we know so far? • Students enjoy using wikis • Quantity vs quality can be an issue • Critiquing others’ work feels threatening for some • Some students do not engage • New for many, so learning about possibilities (rules?) is needed Beyond Distance Research Alliance 19
  • 35. What do we know so far? • Students take more care with composition, spelling & grammar on the wiki pages (hidden audience effect -tags) • Much more informal on discussion board • Most work (90%) done in classroom • Needed better scaffolding through structured activities Results Beyond Distance Research Alliance 20
  • 36. Study 2 Research Design • Opportunistic sample (n=80) • 1st, 2nd year and post-grad students • Data from discussion boards • Data from Wiki content • Post-experience e-mail questionnaires • Inter-rated reliability (3 researchers) • Ethical protocol • Focus on structured wiki activities Beyond Distance Research Alliance 21
  • 37. Questions • Which activities did you find the most useful? • Why was this? • Which activities did you find the least useful? • Why was this? • To what extent did the Wiki help you to work with others? Beyond Distance Research Alliance 22
  • 38. Questions • What barriers did you needed to overcome when using the wiki? • Do you think using the wiki enhanced your learning experience? • If so, in what ways? • Could the wiki activities have been done any other way? How? Beyond Distance Research Alliance 23
  • 39. Future Research at UoP • Blog Wikis (Blikis) • Voice Wikis (V-Wikis) – Development – Testing – Evaluation • Convergence with Podcasting • Use in schools (literacies) • Wiki ++ Beyond Distance Research Alliance 24
  • 40. Thank You. Any questions? E: swheeler@plymouth.ac.uk W: www2.plymouth.ac.uk/distancelearning B: http://steve-wheeler.blogspot.com 25

×