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Are Wikis and Weblogs an appropriate approach to foster collaboration, reflection and students’ motivation
- 1. Are Wikis and Weblogs an appropriate approach to foster collaboration, reflection and students’ motivation Mathias Krebs, Christian Schmidt , Michael Henninger, Matthias Ludwig & Wolfgang Müller 22 nd September 2008 WCC 2010 (KCKS), Brisbane
- 4. Research Design No weblog 44 students Class weblog 61 students Individual weblog 22 students Self-determination Index Reflection May Control variables June July Questionnaires Questionnaires Interviews 4 weeks blog project
- 5. Results: Self-determination Index n.s. n.s. n.s.
- 10. Thank you for listening
- 11. Contact Christian Schmidt University of Education Weingarten Kirchplatz 2 88250 Weingarten Germany E-mail: [email_address] Tel. +49(0)751 - 5018576 Twitter: http://twitter.com/crossyard Slideshare: http://www.slideshare.net/crossyard Mathias Krebs University of Education Weingarten Kirchplatz 2 88250 Weingarten Germany E-mail: [email_address] Tel. +49(0)751 – 5018081 http://www.ph-weingarten.de/medien-und-bildungsmanagement
Editor's Notes
- Alter 12 bis 15
- Es gibt einige Untersuchungen, die zeigen, dass Wikis sinnvoll im akademischen und schulischen Bereich eingesetzt werden können. In studies it was shown that utilizing a wiki can lerverage writing skills.. Bei unserer Studie: Also collaborative work, for example developing and editing content in the Wiki by different students iteratively, was done barely. Mostly it was limited to correct misspellings. The students worked more in a co-operative way, that means they divided their work in different areas and dealt with their topics on their own. Andere Untersuchungen hingegen zeigen, dass es vermehrt zu Kommunikation und Kollaboration kommen kann. Es zeigt, dass die Bereitstellung eines Wikis nicht automatisch kollaborative Verhaltensweisen bei den Lernenden erzeugt. Der Erfolg und die Akzeptanz von Wikis scheint davon abzuhängen, wie die individuellen Aktivitäten des Lernenden didaktisch gestaltet und in den Unterricht eingebettet sind.
- We asked, how can we implement a wiki in the way that students have a real benefit in using the wiki for communication and collaboration. In our concept we used a wiki for project work: one project group consists of two to four students of disjunctive classes from different schools. And each project group has to solve a mathematical task. That means that students have the possibility not doing the work on his own only. Rather, they can get help and feedback from group members and exchange ideas for different strategies and so on. At the end 6 schools were involved and we had 6 project groups, each with 3 students from different schools. And the project duration lasted 4 weeks. We are still analysing the content and some student interviews. But up to know it seems that it can be said: -- Projektthemen: How many dentists, policemen, math teachers are recommended in Germany? Have a 21 gear bicycle really 21 different gears?How can power saving be done? Which size of a solar module is needed to illuminate the football stadium in Munich? How much money is getting lost due to stand-by devices?
- The Wiki was mainly used for documenting the progress of the project. It was used from students to explain and discuss procedures and calculations. The students also asked mathematical questions when they did not understand calculations, explanaitions or something else. As one example, students of the project team having the question “How much math teachers are recommended in Germany?” tried to figure out the mathematical procedure together. There, one student asked which facts all were needed for the mathematical calculation (e.g. number of students of a school, number of classes, mathe teaching load, ...) and asked his team to stroke unimportant facts and append facts, which were not listed by him. Further, this group apparently actively tried to understand provided material and explanations of other group members by asking questions. We think that in this situation students had to externalise their thoughts due to concretising procedures and answering questions. Also quite interesting was that students did not delete or edited content which was written by a group member. Rather, they just wrote linear from top-to-bottom and added comments and the bottom.