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Enabling engagement:
collaborative and supportive
learning using a wiki
Paul Jinks
Jan Owens
School of Clinical Dentistry
...
The course and learners
• Health promotion
• First wholly online run of an existing face to face
module
• All assessment m...
Studying online
Problems:
• Isolation
• Lack of sense of community
• Boredom
• Time management
• Understanding the course ...
What is a wiki?

17/01/14

© The University of Sheffield
Wikis for education
• Provide a tool for Inquiry Based Learning
• Learning based around collaboration and
communication
• ...
Why wikis for Health Promotion?
Appropriate to the domain and topic area:
• Health Promotion practitioners likely to work ...
Assessing the wiki
• Wiki was a substantial piece of work, spanning most of
the semester, should be assessed.
• Group asse...
Assessment rubric

17/01/14

© The University of Sheffield
Empty slide

17/01/14

© The University of Sheffield
Instructions for students
• The activity was signposted in the online timetable
and the handbook
• Students randomly alloc...
17/01/14

© The University of Sheffield
Instructions

17/01/14

© The University of Sheffield
Guidance on group work

17/01/14

© The University of Sheffield
Guidance on using the Wiki

17/01/14

© The University of Sheffield
What happened initially
• Some groups spent a long time choosing a
country and health problem
• Others discussed how to go...
Talking about the task

17/01/14

© The University of Sheffield
Milestones

17/01/14

© The University of Sheffield
The Wikis
• Formative feedback given in wiki comments on
the page
• Completed on time
• To a higher standard generally tha...
Technical Problems
Students had technical problems with the
wikis:
• Reordering pages
• Deleting pages
• Formatting pages
...
The Journals: Starting comments
•

“Until the scope of the joint Wiki work is outlined I'll be feeling a bit of
trepidatio...
The Journals: Mid-way comments
•

“ Today we are all to post in our drop box account what we each plan to do. The
followin...
The Journals: End comments
•

“Overall this has been a difficult exercise: it’s a challenge in itself, and is made
more co...
Student evaluation
Evaluation on the module was positive.
Comments relating to the wiki on standard feedback
form:
• “Coll...
Next time
• Put students into groups earlier
• allow students more time to get to know each
other; give them some ‘warm up...
Reading
Conole, G., & Alevizou, P. (2010). A literature review of the use of Web
2.0 tools in Higher Education. Open Unive...
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Enabling Engagement: Collaborative and Supportive Learning using a Wiki

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Case study of assessed wiki activity for DL Masters students in Health. Highlighted are the use of a journal for reflective learning and students' perceptions of the activity.

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Transcript of "Enabling Engagement: Collaborative and Supportive Learning using a Wiki"

  1. 1. Enabling engagement: collaborative and supportive learning using a wiki Paul Jinks Jan Owens School of Clinical Dentistry Dentistr
  2. 2. The course and learners • Health promotion • First wholly online run of an existing face to face module • All assessment methods had been used in face to face course • 27 students • Learners in different locations, with different professional and cultural backgrounds 17/01/14 © The University of Sheffield
  3. 3. Studying online Problems: • Isolation • Lack of sense of community • Boredom • Time management • Understanding the course design and activities • Technical ability 17/01/14 © The University of Sheffield
  4. 4. What is a wiki? 17/01/14 © The University of Sheffield
  5. 5. Wikis for education • Provide a tool for Inquiry Based Learning • Learning based around collaboration and communication • Overcome isolation through group work • Produce artifacts of real use and relevance • Make good use of the online environment • Develop digital skills 17/01/14 © The University of Sheffield
  6. 6. Why wikis for Health Promotion? Appropriate to the domain and topic area: • Health Promotion practitioners likely to work in geographically distributed groups • Produce reports on particular health issues for particular contexts • Develops skills that can be transferred into real life situations; collaborative/team working, critical thinking, awareness of and respect for diversity 17/01/14 © The University of Sheffield
  7. 7. Assessing the wiki • Wiki was a substantial piece of work, spanning most of the semester, should be assessed. • Group assessment problematic: unequal contributions • Monitored contributions using MOLE wiki tool. Students were informed • Reflective Journal enabled students to develop metacognitive reflection and evidence contributions • Clear rubric was provided 17/01/14 © The University of Sheffield
  8. 8. Assessment rubric 17/01/14 © The University of Sheffield
  9. 9. Empty slide 17/01/14 © The University of Sheffield
  10. 10. Instructions for students • The activity was signposted in the online timetable and the handbook • Students randomly allocated to groups of 5-6 • Each group given a wiki and discussion board • Students encouraged to discuss and organise the task, and exchange emails 17/01/14 © The University of Sheffield
  11. 11. 17/01/14 © The University of Sheffield
  12. 12. Instructions 17/01/14 © The University of Sheffield
  13. 13. Guidance on group work 17/01/14 © The University of Sheffield
  14. 14. Guidance on using the Wiki 17/01/14 © The University of Sheffield
  15. 15. What happened initially • Some groups spent a long time choosing a country and health problem • Others discussed how to go about the task, dividing it up, timetabling, filesharing... • Most groups did very little work on the actual wiki in the first few weeks 17/01/14 © The University of Sheffield
  16. 16. Talking about the task 17/01/14 © The University of Sheffield
  17. 17. Milestones 17/01/14 © The University of Sheffield
  18. 18. The Wikis • Formative feedback given in wiki comments on the page • Completed on time • To a higher standard generally than on the face to face course • Appropriate word count • Discussions continued within the wiki for some groups (one averaged 4.5 comments per page) 17/01/14 © The University of Sheffield
  19. 19. Technical Problems Students had technical problems with the wikis: • Reordering pages • Deleting pages • Formatting pages 17/01/14 © The University of Sheffield
  20. 20. The Journals: Starting comments • “Until the scope of the joint Wiki work is outlined I'll be feeling a bit of trepidation about this: like most people I work better when I know what I'm up against. Likewise there are a number of uncertainties around the prospect of joint online working. I have used net-based Wiki-type working before a little, I am more familiar with collaboration via email and face-toface. I suspect once we're under way I'll be too busy to concern myself with my initial trepidation.” • “This is my first time using WiKi and it is a bit challenging to navigate, it is only now that I figured out where to do the journal entry. I have introduced myself on group discussion board and everyone seem very eager and pumped to complete this challenge. We have chosen a team captain and a deadline of May 31 for us to complete our assignment and take some time before submitting it. I have suggested we have weekly Skype calls first to assign sections to each member and then keep each other updated and moving on our parts.” 17/01/14 © The University of Sheffield
  21. 21. The Journals: Mid-way comments • “ Today we are all to post in our drop box account what we each plan to do. The following is my suggested contribution. I have asked for their feedback as to whether or not I need to expand on this. The plan is to be skyping this weekend or Monday at the latest. ” • “This week we uploaded our wiki pages for group review and editing. I created the page on WHO standards and health promotion in X. I also uploaded a bunch of facts about X which I wanted to use for something, or a facts page. Since we are creating an intro page I think I will use these facts on the intro page. The group is communicating well, our next goal is to have everything up and edited by Friday. I think we are all working hard on this project…” • “It is so overwhelming to learn of new emerging thoughts with regard to the concept of sexual health in XY. After a tremendous survey of the journal articles it is interesting to learn of new issues regarding sexual health. I am really liking the wiki so far, I  am just worried with my inconsistence, I don’t seem to find potential time to read much of the journal articles , nevertheless I am improving day by day. I used to think of group work as boring but my mind set is gradually changing and it is becoming more interesting.” 17/01/14 © The University of Sheffield
  22. 22. The Journals: End comments • “Overall this has been a difficult exercise: it’s a challenge in itself, and is made more complex by the at-a-distance communication. I feel that we could have gone further in adopting a more critical approach.” • “The whole experience has made a difference in how I read documents. It is no longer just about reading but also questioning what has been written and trying to find other points before making a judgement. The group experience has been good as it has been challenging.” • “The wiki itself is something I have never done before. I was nervous at first, but it really worked out nicely. Each member had their own page and we could see all the work each other was completing. This was much easier then trying to write one paper together as I have done in the past. The wiki allows us room to be creative, and present information on different pages. I enjoy the online aspect of the group work quite a bit.”  • “Its been a long journey, and we have finally finished our task. It is overwhelming to note the beauty of working in a group. I never realised groups could be that helpful.” • “I have enjoyed the experience and learnt a lot. Most importantly I have learnt that you can work as a team with three strangers from three continents that you will not meet and pull off a good piece of work.” 17/01/14 © The University of Sheffield
  23. 23. Student evaluation Evaluation on the module was positive. Comments relating to the wiki on standard feedback form: • “Collaboration on the wiki was not perfect, at least not for my own group” • “There should be a brief video introduction to wikis and how students can collaborate well to produce very good wiki works” • “I disliked the group-work as it wasn't very cohesive” • “The more we interact the more we learn and understand many issues” • “The module was incredibly thought provoking and really goes beyond your typical health promotion courses” 17/01/14 © The University of Sheffield
  24. 24. Next time • Put students into groups earlier • allow students more time to get to know each other; give them some ‘warm up’ exercises • become familiar with the tools and environments • Use Google Docs or Google Sites. • Suggest milestones for the activity from the outset to give students an idea of where they should be • Have a video tutorial on approaching the task 17/01/14 © The University of Sheffield
  25. 25. Reading Conole, G., & Alevizou, P. (2010). A literature review of the use of Web 2.0 tools in Higher Education. Open University. Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press. Capdeferro, N., & Romero, M. (2012). Are Online Learners Frustrated with Collaborative Learning Experiences? International Review of Research in Open and Distance Learning, 13(2), 1–19. Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52(1), 141–146. doi:10.1016/j.compedu.2008.07.003 Elgort, I., Smith, A., & Toland, J. (2008). Is wiki an effective platform for group course work. Australasian Journal of Educational …, 24(2), 1–19. Retrieved from http://ascilite.org.au/ajet/ajet24/elgort.html Laru, J., Näykki, P., & Järvelä, S. (2012). Supporting small-group learning using multiple Web 2.0 tools: A case study in the higher education context. The Internet and Higher Education, 15(1), 29–38. doi:10.1016/j.iheduc.2011.08.004 17/01/14 © The University of Sheffield
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