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 YorkALT-C 2007

Collaborative work: Our tutors’ aims

Collaborative editingof course resources

Collaborativedevelopment ofcourse glossaries

Collaborative researchand report writing(group-based)

Collaborativedevelopment ofcourse “textbooks” &knowledge bases

Workshoppresentation anddiscussion space

Usage

BiomolecularArchaeology

New Media &Society

Making History

Evolutionary Ecology

Death & Burial

KVE

New Media &Society

3rd

2nd

1st

3rd

2nd

2nd

2nd

J oint Biology &Archaeology

Sociology

History

Biology

Archaeology

Health Sciences

Sociology

17

43

200

33

14

36

43

Module Year Department Students

Interaction matrix

Note that an instructor always has view, edit and commenting privileges to all wikis

No Groups Private Groups Open Groups

Instructor

Groups

Students

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.


Other groups can’t view the wiki.


All students can view the wiki.


Single wiki for the whole module.

Students can edit the wiki.


Single wiki per group.

Only students in that group can edit and view the wiki.



Only students in thatgroup can edit the wiki.

All students canview the wiki.


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.





Adapted from Andrew Fisher, Barking College, ALT-C 2006

Wiki interaction options

Single wiki for thewhole module.



Biomolecular Archaeology(general)

New Media & Society(glossary)

Death & Burial(individual reports)

Interaction matrix

Wiki (Teams) interaction optionsNote that an instructor always has view, edit and commenting privileges to all wikis (when on).

No Groups Private Groups Open Groups

Instructor

Groups

Students

Single wiki for the whole module that only an instructor can edit.

Students can view the wiki but not make changes.




Other groups can’t view the wiki.




Single wiki for the whole module.




Only students in that group can edit and view the wiki.



Only students in thatgroup can edit the wiki.




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.





Adapted from Andrew Fisher, Barking College, ALT-C 2006


Only students in that group can edit the wiki.



Core Knowledge, values & Engagement Skills – KVE

(research report)

KVE Module

Data collection and research methods

(Informalprogress checks)

Entry survey

Staff interview

Focus group interviews

Exit survey

Activity logs

Outcomes

Collaborative editingof course resources

Collaborativedevelopment ofcourse glossaries

Collaborative researchand report writing(group-based)

Collaborativedevelopment ofcourse “textbooks” &knowledge bases

Workshoppresentation anddiscussion space

BiomolecularArchaeology

New Media &Society

Making History


Death & Burial

KVE

New Media &Society

Usage Module

Amendments emailed to instructor.Editing tools ignored.

Wide range of entries, but limitedcommenting / critiquing onsubmissions

Report writing monopolisedby I T literate minority –uneven participation

Detailed range of group reports

Detailed range of research reports

Detailed range of research reports

Presentation and discussionspaces unused completed byIT literate minority

Notes

Observations

Set-up does not equal engagement– Cultural challenges in adoption of

Web 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 & willingness

to edit the work of others– Peer review & feedback

Lessons Learned

Module leader must be clear on:– How to use wikis– Targeted learning behaviour; how tool will be used– Participation drivers (assessment & accountability)

Design

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.

Induction

Lessons Learned

Just In Time instructions; technical support Monitoring of on-line work / on-going

evaluation & accountability– “little and often”

Wiki-in-progress class discussion

Supporting

Class presentations on wiki work(peer accountability)

Acknowledging and summarising on-line contributions

Making explicit learning outcomes from class-based and virtual activities

Interlinking & Summing up

Discussion & Questions

End of presentation

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

Set-up and configuration


New Media & Society KVE Module

Making History

Documents

Making wikis work