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Wikis – a tool to assist learning?<br />Peter Dangerfield<br />Medical Education<br />TündeVarga-Atkins (CLL)<br />Nick Bu...
Learning CONTEXT<br /><ul><li>Liverpool uses problem-based learning - </li></ul>course themes includes Personal and Profes...
Can Web2 technologies do this?</li></ul>2<br />
Liverpool Medical Undergraduate course<br />5 years ( 4 years for graduates)<br /><ul><li>Problem Based, spiral and case l...
General Medical Council<br />4<br />
GMC  Good Medical Practice 2006<br />Duties of a Doctor<br />Eg:	<br />Make the care of your patient your first concernPro...
RESEARCH QUESTIONS<br /><ul><li>What is web2?
What is a wiki?
Are wikis used in education?
Can wikis enhance learning?</li></ul>6<br />
THE PROJECT<br /><ul><li>Wiki pilot at the Medical School
aims,
methods,
findings,
conclusions,
recommendations.</li></ul>7<br />
Problem Based Learning (PBL)<br />Learning context in the Medical UG curriculum<br />Idea: Extend collaboration beyond fac...
Examples of PBL learning outcomes<br />Depth of discussion<br />Learning objectives<br />9<br />
PBL resources and sharing<br />What is the difference between privacy and confidentiality?<br />PBL GROUP<br />What is pat...
WHAT IS WEB2.0?<br />Rich user experience<br />Free and evolving<br />The Long Tail<br />Participation<br />Play<br />User...
What is a wiki?<br />Collaborative<br />Many purposes<br />Web2.0 tool<br />World-wide (public) vs task-oriented (closed)<...
Wiki types: ganfyd (Get a note from your doctor) <br />13<br />
Wiki types: AskDrWike<br />http://askdrwiki.com/mediawiki/index.php?title=Physician_Medical_Wiki<br />14<br />
Wiki types: Closed: e.g. course wiki<br />15<br />
methods<br />Four PBL groups (n=32)<br />Using Teams LX wiki tool in Blackboard<br />Facilitator interviews<br />Observati...
What did the students do?<br />How did the students did it?<br />Engagement with the wiki<br />17<br />
18<br />Engagement<br />
LEARNING PATTERNS<br />Range of working patterns in-between PBL sessions (MSN/Facebook etc.)<br />Mobile phone contact<br ...
ENGAGEMENT WITH WIKI<br />What did students do in wiki: <br />Varied uptake:  posting / viewing / not everyone engaged<br ...
Developing your identity<br />Learning about yourself<br />Learning about Professionalism<br />Sharing information<br />21...
Benefits<br />22<br />
23<br />1. Wikis as a shared resource<br />
Students were able to share resources on professionalism in their PBL groups<br />Wiki contributions helped clarify PBL di...
2. Identity as professionals – i.<br />Wikis made some students reflect on the way they contributed to group wikis (as opp...
2. Identity as professionals – II.<br /><ul><li>Wikis made some students reflect on the way they contributed to group wiki...
2. Identity as professionals – III.<br />Please note: bubbles are not quotes just illustrations of findings!<br /><ul><li>...
2. Identity as professionals – IV.<br />Students were aware / wanted to be seen as ‘professionals’ when posting to the wik...
learning and teaching issues 1<br />Not wanting to be the first one to post<br /><ul><li>Confidence:
lacking confidence in posting to online space
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Peter Dangerfield: Wikis – a tool to assist learning?

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Peter Dangerfield: Wikis – a tool to assist learning? Slides from the University of Liverpool Learning and Teaching Conference 2009.

This presentation describes how wikis, collaborative websites, were introduced to students in a problem-based learning context as part of a CETL-funded pilot. What we wanted to find out was whether the use of wikis could enhance students’ learning and their development of professionalism. The presentation will summarise this experience with some insights into students’ patterns of working and some of the questions that this pilot study has raised in terms of the use of this tool.

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Peter Dangerfield: Wikis – a tool to assist learning?

  1. 1. Wikis – a tool to assist learning?<br />Peter Dangerfield<br />Medical Education<br />TündeVarga-Atkins (CLL)<br />Nick Bunyan (CLL)<br />Steve McKinnell<br />David Brigden<br />David Williams<br />Martin Ralph<br />Funded by the CETL for Developing Professionalism<br />
  2. 2. Learning CONTEXT<br /><ul><li>Liverpool uses problem-based learning - </li></ul>course themes includes Personal and Professional Development<br />“You come to University to learn how to learn”<br /><ul><li>Can this be enhanced?
  3. 3. Can Web2 technologies do this?</li></ul>2<br />
  4. 4. Liverpool Medical Undergraduate course<br />5 years ( 4 years for graduates)<br /><ul><li>Problem Based, spiral and case led</li></ul>Four themes <br />Structure and Function in Health and Disease<br />Population Perspective<br />Individuals, Groups and Society<br />Personal and Professional Development<br />Professionalism is a component<br />Learning CONTEXT<br />3<br />
  5. 5. General Medical Council<br />4<br />
  6. 6. GMC Good Medical Practice 2006<br />Duties of a Doctor<br />Eg: <br />Make the care of your patient your first concernProtect and promote the health of patients and the publicProvide a good standard of practice and careKeep your professional knowledge and skills up to dateRecognise and work within the limits of your competenceWork with colleagues in the ways that best serve patients&apos; interestsTreat patients as individuals and respect their dignityTreat patients politely and consideratelyRespect patients&apos; right to confidentiality<br />etc<br />Duties of a doctor<br />5<br />
  7. 7. RESEARCH QUESTIONS<br /><ul><li>What is web2?
  8. 8. What is a wiki?
  9. 9. Are wikis used in education?
  10. 10. Can wikis enhance learning?</li></ul>6<br />
  11. 11. THE PROJECT<br /><ul><li>Wiki pilot at the Medical School
  12. 12. aims,
  13. 13. methods,
  14. 14. findings,
  15. 15. conclusions,
  16. 16. recommendations.</li></ul>7<br />
  17. 17. Problem Based Learning (PBL)<br />Learning context in the Medical UG curriculum<br />Idea: Extend collaboration beyond face-to-face sessions using web tools?<br />formal<br />online<br />face to face<br />informal<br />8<br />
  18. 18. Examples of PBL learning outcomes<br />Depth of discussion<br />Learning objectives<br />9<br />
  19. 19. PBL resources and sharing<br />What is the difference between privacy and confidentiality?<br />PBL GROUP<br />What is patient confidentiality?<br />What is the role of the nurse specialist?<br />Resources<br />How to break bad news?<br />10<br />
  20. 20. WHAT IS WEB2.0?<br />Rich user experience<br />Free and evolving<br />The Long Tail<br />Participation<br />Play<br />User-generated tags<br />Collaborative<br />Trust your users<br />User-generated content<br />Remixability<br />Sharing<br />Usability<br />Social networking<br />11<br />
  21. 21. What is a wiki?<br />Collaborative<br />Many purposes<br />Web2.0 tool<br />World-wide (public) vs task-oriented (closed)<br />Easy-to-edit website<br />Embedded images, text, hyperlinks, audio, video etc. <br />History / rollback functions<br />Read/write access<br />12<br />
  22. 22. Wiki types: ganfyd (Get a note from your doctor) <br />13<br />
  23. 23. Wiki types: AskDrWike<br />http://askdrwiki.com/mediawiki/index.php?title=Physician_Medical_Wiki<br />14<br />
  24. 24. Wiki types: Closed: e.g. course wiki<br />15<br />
  25. 25. methods<br />Four PBL groups (n=32)<br />Using Teams LX wiki tool in Blackboard<br />Facilitator interviews<br />Observation of online wiki use <br />Small-scalesurvey<br />Focus groups<br />16<br />
  26. 26. What did the students do?<br />How did the students did it?<br />Engagement with the wiki<br />17<br />
  27. 27. 18<br />Engagement<br />
  28. 28. LEARNING PATTERNS<br />Range of working patterns in-between PBL sessions (MSN/Facebook etc.)<br />Mobile phone contact<br />Email<br />Informal chat over coffee etc<br />Use of group Facebook<br />Use of MSN/Live<br />Limited use of Blackboard<br />19<br />
  29. 29. ENGAGEMENT WITH WIKI<br />What did students do in wiki: <br />Varied uptake: posting / viewing / not everyone engaged<br />What did they post? <br />Mostly useful weblinks but some useful content found.<br />Different groups engaged differently with wikis (good to limited!)<br />20<br />
  30. 30. Developing your identity<br />Learning about yourself<br />Learning about Professionalism<br />Sharing information<br />21<br />Perceived benefits<br />
  31. 31. Benefits<br />22<br />
  32. 32. 23<br />1. Wikis as a shared resource<br />
  33. 33. Students were able to share resources on professionalism in their PBL groups<br />Wiki contributions helped clarify PBL discussions.<br />By being able to check one another’s contributions online, some students felt more confident in their learning<br />24<br />Sharing resources online<br />
  34. 34. 2. Identity as professionals – i.<br />Wikis made some students reflect on the way they contributed to group wikis (as opposed to how they interacted in their private social networking space egFacebook)<br />25<br />
  35. 35. 2. Identity as professionals – II.<br /><ul><li>Wikis made some students reflect on the way they contributed to group wikis (as opposed to how they interacted in their private social networking space egFacebook)</li></ul>26<br />
  36. 36. 2. Identity as professionals – III.<br />Please note: bubbles are not quotes just illustrations of findings!<br /><ul><li>Students’ descriptions suggested that they reflected on and evaluated the resources they posted in thewiki</li></ul>27<br />
  37. 37. 2. Identity as professionals – IV.<br />Students were aware / wanted to be seen as ‘professionals’ when posting to the wiki<br />They were, in contrast, happy to post links and resources into private areas such as ‘Facebook’. This was taken as an indication that students were developing a professional approach to learning<br />28<br />
  38. 38. learning and teaching issues 1<br />Not wanting to be the first one to post<br /><ul><li>Confidence:
  39. 39. lacking confidence in posting to online space
  40. 40. Natural reticence to share when not sure about quality of online resource
  41. 41. Professionalism:
  42. 42. issue afraid of ‘being seen to be wrong’;
  43. 43. Separation of informal/social space vsformal ‘work’ space.</li></ul>29<br />
  44. 44. learning and teaching issues 2<br />Learning preferences and engagement<br /><ul><li>Preferences for individual vs group work;
  45. 45. Students level of ICT competence
  46. 46. Motivation to use ICT as an enhancement to learning
  47. 47. Cultural issues related to sharing.</li></ul>30<br />
  48. 48. learning and teaching issues 3<br />Purpose of the Wiki<br /><ul><li>Uncertain views by students
  49. 49. Group negotiations outside PBL?</li></ul>31<br />
  50. 50. Findings: issues<br />Managerial<br />Technological<br />Usability vsFacebook(interface,<br /> no alerts)<br />Wiki linked to bi-weekly module (does not lend to cumulative gathering)<br />Who has access to Wiki?<br />32<br />
  51. 51. CONCLUSIONS 1<br />1. Familiarity <br /><ul><li>Students less familiar with wikis than expected.
  52. 52. The purpose and structure of wiki need to be explained.</li></ul>33<br />
  53. 53. CONCLUSION 2<br />2. Confidence <br /><ul><li>Students may not be confident to post in a large group wiki.
  54. 54. A wiki environment which encourages students’ to post needs to be created with appropriate levels of sharing & privacy.
  55. 55. Other student attitudes such as (positive) competitiveness may also be harnessed. “Did other group get more than us?”</li></ul>34<br />
  56. 56. CONCLUSION 3<br />3. Role of Institution<br />The functions of the institutionally available wiki tool may be restrictive (e.g. lack of alerts). <br />If these functions are deemed important, other external tools may need to be considered.<br />35<br />
  57. 57. Explain purpose of process<br />On-line tool must use Web 2 type of alerts etc<br />Preloading and seeding some resource<br />Environment must bring with it the concept of Trust <br />36<br />Recommendations<br />
  58. 58. What is the purpose of a WIKI?<br />Does it really enhance learning?<br />Questions for debate?<br />37<br />
  59. 59. Available at:<br />http://www.liv.ac.uk/eddev/Research_and_Evaluation/Pedagogic_research/Projects_Completed.htm<br />38<br />Full and summary report<br />
  60. 60. ?<br />?<br />?<br />Questions?<br />?<br />?<br />Peter Dangerfieldspine92@liverpool.ac.uk<br />TündeVarga-Atkins tva@liv.ac.uk<br />Contact: <br />

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