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Making wikis work

Making wikis work. How do we create the conditions for effective collaborative learning?. Richard Walker & Wayne Britcliffe. E-Learning Development Team, University of York ALT-C 2007. Collaborative work: Our tutors’ aims. Interaction matrix. Wiki interaction options.

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Making wikis work

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  1. Making wikis work How do we create the conditions for effective collaborative learning? Richard Walker & Wayne Britcliffe E-Learning Development Team, University of York ALT-C 2007

  2. Collaborative work: Our tutors’ aims

  3. Interaction matrix Wiki interaction options Note that an instructor always has view, edit and commenting privileges to all wikis No Groups Private Groups Open Groups Single wiki for thewhole module. Students can edit the wiki. Commenting can be on/off. Instructor Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Biomolecular Archaeology(general) New Media & Society(glossary) Death & Burial(individual reports) Groups Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in thatgroup can edit the wiki. All students canview the wiki. Commenting can be on/off. Students Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students canview the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006

  4. Interaction matrix Wiki (Teams) interaction options Note that an instructor always has view, edit and commenting privileges to all wikis (when on). No Groups Private Groups Open Groups Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Instructor Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Groups Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in thatgroup can edit the wiki. All students canview the wiki. Commenting can be on/off. Core Knowledge, values & Engagement Skills – KVE (research report) Students Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students canview the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006

  5. KVE Module

  6. Data collection and research methods Entry survey (Informalprogress checks) Staff interview Exit survey Activity logs Focus group interviews

  7. Outcomes

  8. Observations • Set-up does not equal engagement • Cultural challenges in adoption ofWeb 2.0 for formal learning • Students as “beneficiaries of teaching”rather than “participants in learning” • Wikis viewed as spaces for presentationof work – not drafting & negotiation • Text negotiation “uncomfortable” in public domain • Technical skills can be underestimated • Page design & structure; site navigation • Learning competencies often overlooked • Skills to synthesise & condense, rather than add info’ • Ownership of contributions & willingnessto edit the work of others • Peer review & feedback

  9. Lessons Learned Design • Module leader must be clear on: • How to use wikis • Targeted learning behaviour; how tool will be used • Participation drivers (assessment & accountability) Induction • Purpose of wiki / incentives to contribute / ownership issues must be addressed • Modelling of course tasks and targeted learning behaviour – building confidence & addressing technical & learning competencies • ‘Wikiquette’: how to contribute / frequency of contributions / group roles / self-regulation & ownership issues.

  10. Lessons Learned Supporting • Just In Time instructions; technical support • Monitoring of on-line work / on-goingevaluation & accountability • “little and often” • Wiki-in-progress class discussion Interlinking & Summing up • Class presentations on wiki work(peer accountability) • Acknowledging and summarising on-line contributions • Making explicit learning outcomes from class-based and virtual activities

  11. Discussion & Questions

  12. End of presentation

  13. Case Studies (http://vlesupport.york.ac.uk) • Case Study Overview • Background • Description of approach • Learning activities & tools • Student profile • Experience with computers • Experience with computers for learning • Expectations towards the VLE • Outcomes of the pilot • Activity statistics • Focus group feedback • Exit survey feedback • Instructor and tutors’ feedback • Student skills required & developed • Staff skills required & developed • Actions for further development

  14. Set-up and configuration Evolutionary Ecology Making History New Media & Society KVE Module

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