Presentation byRobert Stephens
Australian Learning& Teaching CouncilCase StudyThe case study was carried out atSwinbourne University, addressingthe facil...
How to facilitate on-    line group work    The study looked at    many different    technologies for group    work, with ...
Wikis Wikis located in assessment area after they log into the    blackboard site   Easy to insert a Varity of media and...
BenefitsMinimal time spent tolearn the technologyProduced better resultsthan individual effortsStudents loved theexperienc...
PlanningHad never done offcampus group workbefore, consulted theliterature surroundingBuilt up a team of 12tutorsWhole tea...
Teaching supportmechanismsSupport manual withscreen shots providedLinks to other wikisRecorded demo lectureDesign relevant...
ConclusionMost students startedwith the believe theycould not do group workon-lineStudents were pleasedwith the extent the...
References Keengwe, J. & Kidd, T. 2010, Towards best practices in online  learning and teaching in higher education, MERL...
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Wikis casestudie powerpoint

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Wikis casestudie powerpoint

  1. 1. Presentation byRobert Stephens
  2. 2. Australian Learning& Teaching CouncilCase StudyThe case study was carried out atSwinbourne University, addressingthe facilitation of effective groupwork.
  3. 3. How to facilitate on- line group work The study looked at many different technologies for group work, with wikis being chosenQUOTE‘Before deciding what type oftechnology to use, we must firsthave a clear idea of what we wanttechnology to do in ourclassrooms; what learningoutcomes we want students toachieve’(King, B. 2007)
  4. 4. Wikis Wikis located in assessment area after they log into the blackboard site Easy to insert a Varity of media and text In comments you see a snap shot of student discussion on the page content and praise of the work Easy to edit the content as well as the style of the page A an assessor it is easy to check edits – Who has done the work
  5. 5. BenefitsMinimal time spent tolearn the technologyProduced better resultsthan individual effortsStudents loved theexperienceTeachers receivedpositive response fromthe studentsAs assessors theteachers can easily QUOTEindentify who has Effective e-learning should provide an ‘interactionproduced the work between students, content, and technology’ (Keengwe and Kidd. 2010)
  6. 6. PlanningHad never done offcampus group workbefore, consulted theliterature surroundingBuilt up a team of 12tutorsWhole team ultilised toassess the student wikisfirst go around.QUOTERoper (2007) emphasises the need forinstructors to communicate with theirlearners to keep them engaged.
  7. 7. Teaching supportmechanismsSupport manual withscreen shots providedLinks to other wikisRecorded demo lectureDesign relevantassessment strategiesQUOTE‘Assessment procedures are essential to makesure that teaching is more effective with aparticular technological tool than without(King, B. 2007)
  8. 8. ConclusionMost students startedwith the believe theycould not do group workon-lineStudents were pleasedwith the extent theyachieved success bothwith the assessment andcreating successful on-line relationshipsAble to give off-campusstudents the sameexperience, feedbackand opportunities as on- QUOTE ‘E-learning activities can turn rather dull onlinecampus students experiences into entertaining, interactive, meaningful and valuable learning experiences for students’ (Watkins, R. 20025)
  9. 9. References Keengwe, J. & Kidd, T. 2010, Towards best practices in online learning and teaching in higher education, MERLOT: Journal of online learning and teaching, vol. 6, no. 2. King, B. 2007, ‘Think small! A beginner’s guide to using technology to promote learning’, EDUCAUSE Quarterly Magazine, vol. 30, no. 1. Roper, A. 2007, ‘How students develop online learning skills’, EDUCAUSE Quarterly Magazine, vol. 30, no. 1. Watkins, R. 2005, ‘Developing interactive e-learning activities’, Performance improvement journal, vol. 44, no5.

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