education, affordances of technology, wikis

1. Wikis:wikispacesAreas of overlap with Blogs in purple
Features of the technology Affordances (activities and practice) Affordances (examples of pedagogy and designs)
The appearance and layout of a wiki can be
personalised to an extent.
Authors apply understandings of design, visual
literacy to create an appearance and layout that suits
their content and audience. Also encourages
ownership of the learning space.
COLLABORATION :
Factual Information
Research and write a report on a topic( e.g.
Endangered Animals) Groups are formed and
assigned a different aspect of the issue and work
together to research and present information on
their topic using the discussion and commenting
function of wikis.
Compile a body of knowledge to
summarise/compliment/consolidateinformation
covered in class e.g. vocabulary work or math
concepts. Students edit and revise using
discussion and comment functions to ensure
information is clear and correct.
Narrative
Students write a creative piece on an individual
page. Peersprovide feedback using the highlight
and comment functions to provide specific
feedback, suggested modifications or ideas to
improve.
Whole class creation of a “choose your own
adventure” story. Students add pages and links to
create a multiple path story that grows organically
as they add to it.
CONNECTEDNESS – ACTIVE(GLOBAL) CITIZENSHIP
Students collaborate with students from other
geographical/ cultural locations to produce factual
or narrative works. Factual works may be based
on issues that are relevant globally. Expert
collaborators can be invited to contribute.
HTML allows embedding of code. Images, video, sound and Gadgets/widgets can be
embedded and viewed from the blog. Ensures
specific artefact is viewed without interference from
extraneous content.
Supports purposeful curation/collection of web
content- collection, reflection and critique.
Blogs can be accessed and updated from any device
with an internet connection and web browser.
Mobility allows learners access, comment and modify
anytime, anywhere.
Text, video, images and audio can be added to the
blog. Audio can be added directly to a wiki.
Supports different modes of meaning making and
expression - learning styles.
Audio in particular supports students with disabilities
or learning difficulties.
Multiple versions of a page are saved. Authors can
move between versions.
Content is safe – all versions are accessible.
Allows users to continually update/upgrade work
without loss of older information.
Ability to make comparisons between any two versions
of a wiki page. Additions and deletions are highlighted
in different colours.
Transparency of the process that has occurred in
creating the page.
Supports reflection on the process of collaborative
knowledge construction.
A history tracker documents which user made changes
and when. See above to analyse changes.
Users are accountable for their contribution and the
changes they make.
The wiki owner/ teacher is able to track timing,
nature and number of contributions.
Ability to discuss content of a page is separate to the
content.
Allows all authors to discuss/justify possible changes
and supports consensus & collaboration.
Wikis are not about opinion but about group
consensus about the correct information or best
version.
Each user is able to overwrite, alter or delete pages/
others work.
Individuals are able to improve the quality and
accuracy of the wiki. Individuals are expected to act
in the best interests of the group.

2. Privacy settings on wikis allow them to be viewed
publicly or kept private or shared with a specific group.
Wiki owner (teacher) has access and monitor private
and group pages. Teacher is aware of potential
problems with participation, or the direction of a
group project and provide support and feedback
where needed.
Students use the collective information within the
wiki to propose possible solutions to a global
problem. They evaluate peers ideas and solutions
through comments and discussion functions.
Students work with local members of the
community to compile a local history or local
environment wiki. This wiki may include
photographs, interviews etc. Responsibility for
managing the wiki could be passed on from one
class to the next so that there is no set end date.
SUBSTANTIVE CONVERSATION /INQUIRY
The class wiki includes a Q & A page. Students
post questions throughout the unit. Students
answer each other’s questions as they find/
research answers. The final product would include
information that is guided by students’ individual
interests and areas of expertise.
MULTIPLE MEANS OF EXPRESSION
Groups (and individuals within groups) choose
how they wish to present their collaboratively
compiled information and upload this to their wiki
by adding images, audio, video or embedded code
(from for example e.g. Thinglink or Go Animate).
FEEDBACK and Continual Growth
Students receive timely/ specific feedback from
the teacher. Teacher is able monitor students’
responses to this feedback as part of the teaching
and learning cycle.
REFLECTION
Students view the history of their group wiki pages
and reflect on their personal contribution.
SOCIAL SUPPORT / ENGAGEMENT
Contributing responsibly to a wiki supports
students to take responsibility for their own
learning and the learning of the group.
Ability to lock content of specific pages Allows teacher (wiki owner) to protect certain pages
and content.
Ability to easily create and link to new pages. New
pages can be added as needed without needing to
restructure the wiki.
Allows the organic growth of information as
knowledge of a topic grows.
The organisation doesn’t need to be predetermined.
Supports students to recognise patterns and organise
complex information.
Ability to highlight sections of text and link comments to
highlighted section.
Allows focussed discussion (via comments) on
specific sections of text.
Ability to set up “Projects”, easy to group members and
set privacy permissions for individuals to access the
project The wiki owner is an organiser of each group.
Groups can be chosen or assigned randomly.
Provides a space for groups within the wiki
membership to work together, separately from the
main group. Only students in that group can access/
alter information in that section of the wiki.
RSS feeds or email notifications of changes made keep
organisers/participants current with activity on wiki.
Asynchronous communication, members are up to
date with group activity on the wiki as it happens –
don’t need to login or search to check. Access this
information anytime, anywhere. Keeps everyone upto
date.
Wikis can be viewed by a global audience
and/or open to modifications by this wider audience.
The wiki is open to an authentic audience.
Students and members of the wider community are
able to collaborate within the wiki.

3. REFERENCE ideas from – Teachers first Wiki Walkthrough
http://www.teachersfirst.com/content/wiki/wikiideas1.cfm