Wiki-ing Your Way to Collaborative Learning

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Wiki-ing Your Way to Collaborative Learning. Molly Beestrum Kenneth Orenic Rebecca Crown Library Dominican University River Forest, IL. Background. English 102 includes Information Literacy Foundation Requirement (ILFR). Librarians are paired with English 102 sections - PowerPoint PPT Presentation

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<ul><li><p>Wiki-ing Your Way to Collaborative LearningMolly BeestrumKenneth OrenicRebecca Crown LibraryDominican UniversityRiver Forest, IL</p></li><li><p>BackgroundEnglish 102 includes Information Literacy Foundation Requirement (ILFR). Librarians are paired with English 102 sectionsTeach at least 2 sessions, often morePrepare students for Annotated Bibliography AssignmentAssessed by instructor and librarianSuccessful implementation butStudents have consistent difficulty with annotationsCreated opportunity for practice</p></li><li><p>Collaborative LearningMost instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class. Payne, et al (2006)Collaborative learning can make any topic interesting by actively involving students Group work is one example of collaborative learning practice. CL can provide: an opportunity to practicea safe environment (safety in numbers)increased communication and improved social skillsand it breaks up time</p></li><li><p>Collaborative LearningEncourages collective approachesEnhances information retentionability to analyze, formulate and solve problemsImproves teamwork skillscritical thinking skillsgroup processingsocial skillsIncreases insight on and interest in a particular topicindividual accountabilityPromotes better comprehensionactive processingpositive interdependenceStimulates deeper understandingBenefits of collaborative learning as discussed in the literature:</p></li><li><p>Shared Workspace or GroupwareOne aspect of Collaborative Learning is the use of group work. Technology provides in the form of Groupware.Students attitudes toward using a shared workspaceHelps support team work Facilitates and encourages sharing of resourcesEasy and continuous accessEasy to update and share updatesLimits repetition of information Reduces number of paper copies Facilitates monitoring of group or individual progressResources available even if student doesnt show up</p><p>- Nicol, Littlejohn and Grierson (2005)</p></li><li><p>Wikis as GroupwarePages can be easily updated in real time PBWiki: WYSIWYG editing availablePages can be edited collectivelyLinks to other websites, files, images and "widgets" can be easily addedTrack history of changesView recent changesRevert content to an earlier iterationAlert users to any changes to the wikiSearch content by keywordAccess to wiki can be set to public or private</p></li><li><p>Using Wikis in English 102So we gave it a shotDesigned some simple assignments to acclimate students to wiki useFocused on creating short group activities to provide students an opportunity to practiceReinforced learning with examples, mini lectures, review, and demonstrations</p></li><li><p>Using Wikis in Library InstructionAnswering Specific Questions Using a DatabaseBrainstorming for Topics and Search TermsWriting Annotations Using The CRAP Test </p></li><li><p>Searching: Locating Answers to Specific Questions</p></li><li><p>Searching: Locating Answers to Specific Questions</p></li><li><p>Annotations: Using the CRAP Test to Evaluate Information </p></li><li><p>The CRAP Test in Action</p></li><li><p>Brainstorming Exercise</p><p>Students were grouped by topic, in this case Education, and asked to brainstorm for ways to narrow the topic down In later iterations students were asked to then create search strategies for the brainstormed topics using Or, And, truncation, phrases and nesting. </p></li><li><p>BrainstormingEvaluating SourcesSample article providedCRAP criteriaGroups of 3-4 studentsDesignate a scribeAsked to read aloud later</p></li><li><p>The Resulting Annotation:This article discusses homelessness in later life. It was written in order to find out the causes of homelessness in elderly of in selected urban areas of the United States, England and Australia. It was also written in order to prevent it from happening. It was written for society so that people can be informed. </p></li><li><p>Refining collaborative assignments</p></li><li><p>More Directions, More Options Groups chose an article to evaluate based on a previous exercise. Mixed results. </p></li><li><p>Annotation Examples</p></li><li><p>Annotation Examples</p></li><li><p> More Brainstorming, with Search Strategies Added</p></li><li><p>Your Turn to PracticeEach table has been provided with an article to evaluate as well as the CRAP test criteriaIn your table groups, evaluate the article based on the criteria providedCollectively write an annotation 5 or 6 sentences providing a critical and evaluative description of the article (post top the wiki if possible!)Spend a few minutes reflecting on the process and considering it from the student perspectiveBe prepared to share with the audience both annotations and thoughts</p></li><li><p>Your Turn to Practice Part 2Each table has been provided with a sample scenarioAs a group, brainstorm for ways to include collaborative learning in the IL sessionDesign at least one small group activity that could utilize a wiki or other groupware tool Consider the following: Time for the activityGroup sizeMaterial provided: resources, instructions, guidelines, examples, etc.Implementing and setting the toneBe prepared to share with the audience</p></li><li><p>Scenario 1Psychology 290 Research Methods: Students are assigned a psychological disorder (clinical depression, post traumatic stress disorder, social phobia, generalized anxiety disorder, etc), and a treatment (drug therapy, behavior therapy, or cognitive-behavior therapy). They are asked to find three scholarly articles on the disorder and the treatment and write a critical synthesis of the three articles. The instructor would like the students to use PsycINFO and to focus on locating clinical trials. </p></li><li><p>Scenario 2History 300 - Historiography: Students are asked to research a topic, event or person in 20th century American history and compare the treatment through texts across three different decades. Eg. Teapot Dome Scandal in 1930s, 1970s and 1990s. Research includes critical reception of the texts which may require use of older review periodicals (on microfilm). The instructors often provide a list of topics selected by students for this project prior to the session.</p></li><li><p>Scenario 3Business 250 - International Business: Students are assigned a research project - the CIRCLE Project (acronym for Company, Issues, Region, Country, Leadership, and Economic environment) in which they choose any international business-related topic. Throughout the semester they explore their topic, develop a research question, and answer that question while considering recommendations and future implications. Some examples from past semesters have included: Wal-Mart and ethics, unemployment in the European Union, Foreign Direct Investment in Iraq. </p></li><li><p>Scenario 4English 274 Literary Criticism: Students are required to complete a research paper on one of the required texts (e.g. Othello) as examined through the lens of one area of critical theory (e.g. Feminist, Structuralist, Marxist) including at least 30 sources scholarly articles and books only. The instructor encourages the use of MLA International Bibliography. </p></li></ul>

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