Norhisham Mohamad Nordin, PhD Student at University Western AustraliaGreat presentation on wikis in education. Perhaps more idea on this will come around and be share in Slideshare. I believe many people are interested in wikis in education or school particularly but dont really know the pedagogy behind it.6 years ago
Wikis and collaboration: approaches to deploying wikis in educational settingsPresentation Transcript
wikis and collaboration: approaches to deploying wikis in educational settings
Steven Warburton
King’s College London
[email_address]
http://del.icio.us/stevenw/wiki-workshop-2006-11
i) do wikis require a paradigm shift?
new or old technology?
wiki
Hawaiian word meaning ‘quick’ used by Ward Cunningham in 1994 to name the asynchronous collaborative tool he developed for use on the Internet
wiki evolution can be interpreted as part of the long history of computer supported collaborative work ( CSCW )
examples:
http://en.wikipedia.org
http://en.wikibooks.org
http://en. wikiversity .org (open course materials, started August 2006)
perhaps the question is not: “why wiki?” but “why now?”
the tipping point
social nature of learning
social-constructivism
situated learning
dialogue and negotiated meaning
collaboration, community and creativity
socio-technical and cultural changes
ambient technology, ubiquitous computing
shift from community to networks
web-natives, digital natives, net generation
web 2.0
read/write web -> consumer becomes producer
complexity, emergent behaviour and emergent classifications
the rise of social software
social tools social bookmarks IRC blogs discussion fora social networks instant messaging wikis collaboration social recommendation & discovery
e-learning: dominant model?
reusable learning objects
standards (SCORM, LOM)
digital repositories (silos)
scripted learning activities
content and assessment driven (the VLE)
a classical hierarchical industrial model that can respond to increasing student numbers?
how do wikis fit into the world described above?
closed and open systems, hierarchies vs. networks, nupedia to wikipedia
Brooks Law (1975)
As the number of programmers N rises, the work performed also scales as N , but the complexity and vulnerability to mistakes rises as N squared
“ Conceptual integrity in turn dictates that design must proceed from one mind, or a very small number of agreeing resonant minds”
Linus’ Law
“ Given enough eyeballs, all bugs are shallow” (Linus Torvalds)
or
Given a large enough beta-tester and co-developer base, almost every problem will be characterised quickly and the fix obvious to someone.
ii) can wikis be put to effective educational use?
what are the main reported problems in introducing wikis?
there seem to be two recurring themes:
fear of loosing control by levelling the authority structures
a lack of approved ways to administer [group] assessment and to rate individual performance
source: various case studies and literature on wikis in use
wiki features
Wikis maximize interplay .
Wikis are democratic
Wikis work in real time .
Wiki technology is text-based
Wikis permit public document construction ( distributed authorship )
Wikis complicate the evaluation of writing
Wikis promote negotiation
Wikis permit collaborative document editing, or open editing .
Wikis make feedback intensely public and potentially durable.
Wikis work on volunteer collaboration . [cooperative]
Wikis endorse particular ways of writing .
Wikis enable complete anonymity .
From dossiers practiques by Renée Fountain
exploring pedagogical potential
learning:
students create content: knowledge production and synthesis
ownership and autonomy
linking patterns and contextualising
sharing, collaboration and group work
reflection
dialogue through discussion pages
activities:
group project work
building shared repositories
conference style presentations
critical peer review
debating course topics, including assigned readings
so what does a wiki based educational activity look like?
Set up a conference wiki space outlining the theme, topic, linking to relevant resources and detailing tasks/assessment/ethos.
Tell learners that in 3 weeks time you'll be hosting an online conference
Send out a 'Call [demand] for papers' with instructions e.g.
On the day your paper is presented please post it to the wiki and create an appropriate link from the conference agenda. Please visit the site each day, read relevant papers and post questions and comments after the paper.
You may update your paper throughout the week. In the week following the conference please submit your personal review of the conference. You will receive feedback on your review, paper and interaction with questions and comments. There will be a prize for the best paper.
Keep everything rolling (pushing students for titles/abstracts). Do the first paper yourself as a model.
Advantages of co-operative and collaborative learning:
mastery and retention of material
quality in reasoning strategies
process gains: for example the production of new ideas
transference of learning
Johnson and Johnson (1990, 2003)
Factors influencing collaborative learning:
student willingness to participate
understanding of all stakeholders of the benefits
an assessment system that supports collaboration
distribution of power between teacher and student
Hodgson and McConnell (1992)
supporting a strong collaborative culture
accountability: the prerequisite for reputation
focus and culture: a community charter
trust and identity: personal profile pages
collective memory: FAQs as efficient knowledge repositories
membership criteria
from: Managing Information Quality in Virtual Communities of Practice by Andreas Neus
networked collaborative e-learning*: assessing group work
group mark
individual contracts
divided group mark
peer-assessment of contributions
viva
project exam
“… the most important single issue is often the tricky matter of establishing the levels of contribution of respective [team] members…” (Race, Brown & Smith, 2005) http://www. ukcle .ac. uk/resources/assessment/group .html *McConnell, D. 2006 E-Learning Groups and Communities . Open University Press
iii) what issues do we need to address?
tensions
individual, group and community
motives for collaboration and cooperation?
what conditions support strong community formation?
emergent behaviours (critical mass)
content: consumers (students) becoming producers
mass amateurisation, incoherence?
open = chaos?
or
open = common purpose?
common purpose gives rise to community based law enforcement (soft security)
refactoring
deletion is a major source of contention and discomfort
refactoring or (polite) editing the preferred method
wikis conflict with traditional assumptions about authorship and intellectual property:
why share?: receiving credit for contributions
consent: contributions being revised or deleted
content knowledge can be improved, but this takes time
using new tools in place of other tools works, but it is not the best use of a wiki
quality can be maintained if versions ready for quality assessment are identified
students can be reluctant to contribute to wikis (invisible learner, competencies)
open authoring does not necessarily lead to the destruction, modification or copying of others’ work
visual and design options are limited - wikis are not presentation software
source: a variety of case studies, see http://del.icio.us/stevenw/wiki-workshop-2006-11
key ideas
appropriation: understanding the use of technologies as being locally situated and allowing for the negotiation of meaning at these sites
context: a wiki used in an educational activity or context is not the same as a wiki used to collaborate and document a workshop
some conclusions
scaffold users, lower barriers to participation and provide support
encourage autonomy and ownership which leads to accountability and group cohesion
succinct, accurate and gentle guide for new visitors - rituals and rules become codified within the community through shared practice
personal space (user pages) as identity: reputation reward
co-authorship is not a problem for the students if the guidelines for evaluation are clear
trust your students: appropriation
"The basic thing I think makes it work is turning from a model of permissions to a model of accountability" Jimmy Wales, co-founder, Wikipedia
iv) what do we see in the future?
in the words of Donald Rumsfeld Department of Defence news briefing, February 12, 2002 “ Reports that say that something hasn't happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns - the ones we don't know we don't know.”
knowns and unknowns technological? cultural? unknown unknowns impact of Web 2.0 (quality and trust) direction of e-learning (VLE vs. PLE) globalisation: communities to networks next generation learners known unknowns institutional barriers pedagogy current student competencies staff competencies known knowns
Let LinkedIn power your SlideShare experience
+
Let LinkedIn power your SlideShare experience
Customize SlideShare content based on your interests
We will import your LinkedIn profile and you will be visible on SlideShare.
Keep up to date when your LinkedIn contacts post on SlideShare
likee
5 years ago