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Wikis google docs


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Ability for collaboration is an important skill in many modern professions. Students should master these skills to be able to participate in project work during study, as well as to work in different groups in the workplace (project groups and communities). An important issue in collaborative work is assessment of individual’s contribution. We will present methodology for qualitative evaluation of individual’s contribution in collaborative learning process supported by Wikis and Google Docs. Wikis provide an environment for collaborative writing and enable easy monitoring of students’ activities, such as frequency of editing and amount of published text. Google Docs is a Web-based application in which documents and spreadsheets can be created, edited and stored online. Google Docs could also be used in collaborative work in which multiple authors work together in real time.
We will present collaborative learning activities based on editing of Wikis or Google Docs followed by collaborative and peer assessment. Peer assessment is learning activity where students consider and specify the level, value or quality of a product or performance of other people in similar situation, usually student within a given class. Peer assessment is an important activity in collaborative learning.
Students will be divided into groups. Each group will consist of 3-4 students. Groups will select project topics regarding to the interest of the members from or any other portal with scientific or educational video content.
The assessment of collaborative work will be supported by Moodle workshop.

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Wikis google docs

  1. 1. Peer Assessment of Collaborative Work Supported by Wikis and Google docs Jože Rugelj ( Irena Nančovska Šerbec ( University of Ljubljana Slovenia
  2. 2. Survey <ul><li>Introduction </li></ul><ul><li>Collaborative learning </li></ul><ul><li>Educational assessment (self and peer assessment) </li></ul><ul><li>Handout activities </li></ul><ul><li>Conclusion </li></ul><ul><li> / </li></ul>Rugelj, N. Šerbec JTEL 2010
  3. 3. Purpose <ul><li>We present a form of wiki/google docs supported collaborative learning followed by collaborative and peer assessment . </li></ul>Rugelj, N. Šerbec JTEL 2010
  4. 4. Rugelj, N. Šerbec JTEL 2010 What do we expect?
  5. 5. Introduction <ul><li>Importance of active learning </li></ul><ul><ul><li>Collaborative knowledge construction </li></ul></ul><ul><ul><ul><li>Wikis/Google docs </li></ul></ul></ul><ul><ul><li>Peer assessment </li></ul></ul><ul><li>Experience </li></ul><ul><ul><li>Faculty of Education, University of Ljubljana </li></ul></ul><ul><ul><ul><li>future computer science teachers. </li></ul></ul></ul><ul><ul><ul><li>first year students </li></ul></ul></ul><ul><ul><ul><li>course on Introduction to the Internet </li></ul></ul></ul>Rugelj, N. Šerbec JTEL 2010
  6. 6. Introduction <ul><li>The acquisition of skills and competences for collaborative work and assessment are highly desired in the education of teachers . </li></ul><ul><li>To develop the skills and competencies required for teaching, students have to reflect on their own behaviour . </li></ul>Rugelj, N. Šerbec JTEL 2010
  7. 7. Collaborative knowledge construction <ul><li>In the past: teacher assigned a learning activity that is carried out autonomously by the student </li></ul><ul><ul><li>Learning process -> low amount of social dimension. </li></ul></ul><ul><li>Efficient learning: collaborative learning as a situation in which two or more people learn or attempt to learn something together, </li></ul><ul><ul><li>Creating the conditions for individual cognitive development as a result of group interaction </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  8. 8. Collaborative knowledge construction <ul><li>In networked collaborative learning , assigning a group of students with the task of: </li></ul><ul><ul><li>collaboratively discovering the solution to a given problem ( collaborative problem- solving ) or </li></ul></ul><ul><ul><li>developing a written text ( co-writing ) based on a given argument (wikis , Google docs ), </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  9. 9. Collaborative knowledge construction <ul><li>Wiki </li></ul><ul><ul><li>unique and powerful information-sharing </li></ul></ul><ul><ul><li>redistribution of responsibility to all group members; </li></ul></ul><ul><ul><li>collaborat ion in the various stages </li></ul></ul><ul><ul><li>e valuation and monitoring of activities : comments, linkers, tags, versioning </li></ul></ul><ul><li>Google docs </li></ul><ul><ul><li>free, w eb-based word processor </li></ul></ul><ul><ul><li>data storage </li></ul></ul><ul><ul><li>used to c reate and edit documents online while collaborating in real-time with other users </li></ul></ul><ul><ul><li>versioning (revisions) </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  10. 10. Collaborative knowledge construction <ul><li>Teachers often experience difficulty in evaluation students contributions involved in co-writing activities : </li></ul><ul><ul><li>the level of learning produced by the process itself </li></ul></ul><ul><ul><li>gauging the actual degree to which the individual has actively participated in and contributed to the shared written work . </li></ul></ul><ul><li>Qualitative and quantitative factors which influence the assessment </li></ul>Rugelj, N. Šerbec JTEL 2010
  11. 11. Assessment Rugelj, N. Šerbec JTEL 2010 Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. (wikipedia)
  12. 12. Assessment Rugelj, N. Šerbec JTEL 2010 What do we expect ?
  13. 13. Assessment of the 21st Century <ul><li> </li></ul><ul><li>Allowing students input into the development of the assessment is a key step to achieving student ownership and engagement . </li></ul>Rugelj, N. Šerbec JTEL 2010
  14. 14. Educational Assessment <ul><li>Self-, peer- and co-assessment refer to activities of learners in which they evaluate their own results of work and those of their peers with similar learning backgrounds. </li></ul><ul><ul><li>C oassessment -> assessment of the project </li></ul></ul><ul><li>Peer assessment is a process where students consider and specify the level or quality of a result or performance of other student s within the group. </li></ul><ul><ul><li>P eer-assessment -> assessment of individual ’ s contribution in the group . </li></ul></ul><ul><ul><li>C riteria which reflect quality and quantity of individual’s contribution. </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  15. 15. Educational assessment <ul><li>Expected advantages (Sluijsmans, 1999) : </li></ul><ul><ul><li>Students' feelings of ownership for their own learning </li></ul></ul><ul><ul><li>Students’ motivation students and encouragement </li></ul></ul><ul><ul><li>Assessment - shared activity rather than a lone one </li></ul></ul><ul><ul><li>Promotes genuine interchange of ideas </li></ul></ul><ul><ul><li>Leads to more directed and effective learning </li></ul></ul><ul><ul><li>Autonomy in learning </li></ul></ul><ul><ul><li>Students’ judgments are respected </li></ul></ul><ul><ul><li>Transferable personal skills </li></ul></ul><ul><ul><li>Community of learning in which students feel that they have influence and involvement </li></ul></ul><ul><ul><li>Reduces teachers workload </li></ul></ul><ul><ul><li>Make students think more deeply … </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  16. 16. Educational assessment <ul><li>Questions: </li></ul><ul><ul><li>Do students feel uncomfortable when evaluating their peers? </li></ul></ul><ul><ul><li>Can students can give honest and fair assessment? </li></ul></ul><ul><ul><li>Is peer assessment reliable, valid? </li></ul></ul><ul><ul><ul><ul><li>Reliability is defined as &quot;an indication of the consistency of scores across evaluators or over time.” </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Validity is defined as &quot;an indication of how well an assessment actually measures what it is supposed to measure” </li></ul></ul></ul></ul><ul><ul><ul><ul><li>wikipedia </li></ul></ul></ul></ul><ul><ul><li>What did we measure? </li></ul></ul><ul><ul><ul><ul><li>agreement with teacher judgments? </li></ul></ul></ul></ul><ul><ul><ul><ul><li>agreement with an objective criterion? </li></ul></ul></ul></ul>Rugelj, N. Šerbec JTEL 2010
  17. 17. Handout activities <ul><li>Topic of collaborative learning: </li></ul><ul><ul><li>ICT in the schools </li></ul></ul><ul><li>Go to Moodle: JTEL10 course </li></ul><ul><ul><li>Collaborative editing of wiki /google_docs with peer assessment </li></ul></ul><ul><ul><ul><li>Wikis in Moodle </li></ul></ul></ul><ul><ul><ul><li>Google docs JTEL10 Ohrid 1..3 </li></ul></ul></ul><ul><ul><li>Peer assessment in the JTEL10 workshop </li></ul></ul>Rugelj, N. Šerbec JTEL 2010
  18. 18. Assessment of collab. learning <ul><li>Sem _grade =70% project grade + 30% peer_ass_in_the_group </li></ul><ul><li>project grade= co_wiki + t_wiki </li></ul>Rugelj, N. Šerbec JTEL 2010 <ul><li>Criteria for project (intergroup) evaluation : </li></ul><ul><ul><li>quality of result </li></ul></ul><ul><ul><li>adequacy of topic descriptions ( adequacy ) </li></ul></ul><ul><ul><li>clarity/structure </li></ul></ul><ul><li>Scale d from 0 to 10. </li></ul><ul><li>We combine teachers ( t_*) and grades of peers for collaboration ( co_*) </li></ul><ul><li>Criteria for intragroup evaluation : </li></ul><ul><ul><li>quality of individual contribution </li></ul></ul><ul><ul><li>“ fresh” ideas </li></ul></ul><ul><ul><li>motivating for collaboration </li></ul></ul><ul><li>Scale -4, -2, 0, 2, 4. </li></ul><ul><li>average level = 0 </li></ul><ul><li> (member_i)=0 </li></ul>
  19. 19. Assessment of collab. learning <ul><li>Research questions </li></ul><ul><li>How the individual wiki /google_docs grade is related to other grades achieved for particular seminar works (learning activities) and writing examination? </li></ul><ul><li>How the co-assessment grade is related to teachers grade? </li></ul><ul><li>Which criteria for individual wiki /google_docs assessment is the most important? </li></ul>Rugelj, N. Šerbec JTEL 2010
  20. 20. Experience at Faculty of Education Rugelj, N. Šerbec JTEL 2010 Peer-and co-assessment / teacher’s grade Which criteria for individual wiki assessment are the most important?
  21. 21. Experience at Faculty of Education <ul><li>The individual wiki grade is strongly correlated with teacher ratings . </li></ul><ul><li>Punctuality and criteria that estimates whether the member stimulated and contributed to the effectiveness of work within the group are the most correlated to individual wikis grade. </li></ul><ul><li>These criteria are related to qualitative properties of project work . </li></ul><ul><li>Quantitative data , such as frequency of editing, are not strongly correlated to individual’s contribution assessment in wikis. </li></ul>Rugelj, N. Šerbec JTEL 2010
  22. 22. Further work <ul><li>Finish the project work in wikis/google_docs </li></ul><ul><li>Evaluate other projects in the Moodle workshop ( ) </li></ul><ul><li>Evaluation how different ICT supported environments influence the assessment of project work. </li></ul>Rugelj, N. Šerbec JTEL 2010
  23. 23. Peer review in the scientific world Rugelj, N. Šerbec JTEL 2010