students create content: knowledge production and synthesis
ownership and autonomy
linking patterns and contextualising
sharing, collaboration and group work
dialogue through discussion pages
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.
collective memory: FAQs as efficient knowledge repositories
from: Managing Information Quality in Virtual Communities of Practice by Andreas Neus
networked collaborative e-learning*: assessing group work
divided group mark
peer-assessment of contributions
“… 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
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