Wiki Affordances

1. Table 1: Technical features, affordances and pedagogy – analysis of Wiki Spaces Education – online space
Features of the technology Affordances (activities and practice) Affordances (examples of pedagogy and designs)
Multiple authors can contribute to content by adding
and editing. Discussions can be started too.
The product of the wiki is open ended and the content builds,
thus the learner’s knowledge is constructed through contribution
and the sharing of other’s ideas.
Literacy development in an authentic learning task will by
necessity occur through composition and editing of content
open to peers. Students will be motivated by creating for a real
audience.
Explicit instruction around the Wiki Spaces How-To could
initially be done with the Titan Pad tool so wikis could be
accessed, edited and uploaded to in class time prior to utilising
the class Wiki Classroom for problem based projects.
The open ended nature of wiki production allows for a high
level of student differentiation and the teacher can support and
scaffold in an individualised learning approach.
A wiki is an online space shared and generated by the
members. Instruction around good digital citizenship (a vital
21st
Century practice) can be built into the task design and
pedagogical approach.
Critical thinking around the content of a wikiis
required for the learner to make connections with
their current knowledge to then respond based on
new thinking.
As students utilise wikis more frequently, become more
competent and confident in working in this environment, there
will be a gradual release of responsibility by the teacher
allowing more independent learning by students.
Creator administers the Wiki and can invite members,
lock and retrieve content.
The wiki membership can be controlled to ensure the correct
groupings and audience is participating.
The colour theme of the wiki can be personalised on
the Plato theme layout.
Some creativity can come into play in the set up. As there are
multiple authors the creativity of members is more likely to
show through the input of content.
Projects can be placed in the Wiki and teams can be
assigned in the project.
Project based learning tasks can be assigned, monitored and
assessed
Events and calendars are able to be managed in the
Wiki and Google calendar items can be synchronised
in.
Timelines, due dates and student organisation can be structured
to fit assessment protocol.
Content can be organised by page list.
Students can organise content in a way they will utilise. Being
able to organise their thinking, and reorganise if necessary,
allows students to take ownership of their work.
Images, audio and video can be inserted or embedded.
A wide variety of artefacts, in various formats, can be embedded
in the blog. This allows users to demonstrate different levels of
technical knowledge.
Links can be inserted to the wiki.
Learners can include links to outside artefacts to illustrate or
expand upon their thinking. Further exploration of a blog topic
promotes wider thinking – analysis and synthesis of the ideas of
others.
The assessment page shows member engagement and
activity type. It also shows project activity. The teacher can provide the student with explicit feedback
around contribution (participation and content) to support their
individual learning needs.
Changes button allows the administrator to view
which members have edited pages or uploaded
content.
Content of the wiki can be exported as a PDF. It has a
textbook look to it.
Student product can be published to a wider audience as a
tangible product. The importance of good literacy can be
highlighted.
Creative Commons Licensing can be applied to the
Wiki content.
Ethical content use in a digital environment can be explored to
promote good digital citizenship.
Accessible anywhere/anytime by members. Flexible instruction allows for different learner time restraints.
There is 2G of storage available in the Education
Wiki Classroom.
This size should keep content manageable for the teacher.
Student awareness could be around the appropriateness of
content and the need to avoid repetition – critical literacy.