What wikis can contribute to collaborative projects

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Presented to the Teaching Criminology, Crime and Criminal Justice Workshop, 13 April 2010 at the University of Sydney.

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What wikis can contribute to collaborative projects

  1. 1. Making group assessment transparent:what wikis can contribute to collaborative projects Mike Bogle, Educational Technologist
  2. 2. Session OverviewThis session is broken into four parts:3. Examine the learning and teaching issue;4. Discuss the assessment model;5. Present the wiki framework;6. Touch on the outcomes and feedback.…or basically, the What, Why, How and What Happened.
  3. 3. ARTS1091: Media, Society, PoliticsCourse Details:•Core foundational course for undergraduates•12-week course; Semester 2, 2010•Course convener: Dr. Helen Caple•500 Students
  4. 4. There are many reasons for group work… James, McInnes, and Devlin (2002, 48) cite three positive reasons: •Motivating experience, providing students with an opportunity to refine their understanding of the discipline; •Generic skills (analytical, cognitive, collaborative) developed through teamwork are highly valued by employers; •For lecturers teaching large enrolment undergraduate courses, group assessments may be more time-efficient.Source: James, R., C. McInnes, and M. Devlin. 2002. Assessing learning in Australian Universities: Ideas, strategies and resources for quality in student assessment. Centre for the Study of Higher Education: University of Melbourne.
  5. 5. …and yet students frequently hate it. Why?Issues of Time•Group commitments can conflict with work & social factors;Issues of Fairness•Concerns with how the project is assessed;•Are freeloaders penalised, or given the same mark as others?•What about people who do far more?
  6. 6. So the learning & teaching challenge became……to identify a way of addressing the Issues of Time and Fairness while preserving the positive reasons for using group work.
  7. 7. The Assessment Task• Students were divided into small groups during their tutorials;• Research media ownership and regulation in a particular country;• Collate the research in a country page in the course wiki.
  8. 8. The Marking ModelGroup mark: Each country page was assessed in terms of its content,accuracy and presentation, and scholarly research.Individual mark: Each group member then received a second markbased on their personal contributions.Thus, both product and collaborative process were assessed.…useful idea, but how do you capture the participation?
  9. 9. Enter the wiki• Wiki’s are collaborative websites containing user-generated articles;• Edit view frequently resembles Microsoft Word;• Tracks every change to every page for the lifetime of the site;• Identifies who made the change, when, and what they did;• Inbuilt version control and content recovery…wikis document elements that are invisible in offline group work.
  10. 10. http://arts1091.unsw.wikispaces.net/
  11. 11. Each page features a change history
  12. 12. Histories recount all changes to an article
  13. 13. They also track who made the changes, where & when
  14. 14. Student Feedback• Ability to work online eased time constraints; provided flexibility;• Enjoyed seeing other group’s projects develop;• Page histories inspired greater sense of fairness
  15. 15. Technical Issues• Manual enrollment process delayed access for some students;• A few instances of overwritten content; resolved using page revert;• Pasting pre-prepared content from Word led to significant formatting issues, requiring staff intervention to fix;
  16. 16. Questions?

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