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Integrating research, teaching and learningthrough wikis

Daniel K. Schneider

• TECFA – Faculty of Psychology and Education Sciences - Université de Genève• Computer Science Department - Webster University Genevadaniel.schneider@unige.chhttp://tecfa.unige.ch/DKS

2nd Webster research symposium, Feb 3 2012

http://tecfa.unige.ch/tecfa/talks/schneide/webster2012/

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General research goals: 1.Create good project-orientedtechnology-enhanced learning (TEL) designs2.Improve education

Additional goals: 1.Contribute to whole scholarship / close gaps(between research & teaching, and researcher & lecturer)

2.Contribute to the “Pasteur quadrant” in the learning sciences(theory and design)

Integrating research, teaching and learning through wikis

Specific “research” goal:• Explore affordances of wiki technology for a variety of educational strategies and tactics.

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Evolution of the technology-enhancedlearning (TEL) infrastructure: 3 strands

(2) control

(1) production& sharing

(3) others - notcovered here

19961964 2000 -

What can beDone with wikis ?

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Seven Mediawiki design (case) studies

Name Teachers Students Other Purpose DurationEdutechwiki/en 1 + guests edutech/CS some multi 2005 -Edutechwiki/fr 3 edutech some multi 2005 -DeWiki 1 + guests education - teaching 2006 -Apaches - education some community 1 yrIris - - researchersresearch 2010-Biorousso 2 highschool - teaching 2006Chimiorousso 2 highschool - teaching 2011

…a set of design experiments, over a longer time spanallowing to test where using a Mediawiki makes sense and how these should be configured to support various purposes

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A shared note taking, literature review and writing-to-learn environment

Knowledge community model (Bereiter and Scardamaglia)

Integrated scholarship (Boyer, Gardner)

Case study 1: EduTechWiki/en+fr: Several-in-one integrated scholarship

External resources

Student

Wiki

Read

Take notes

Publish

DiscussTeach

DiscussRead

Write

Teacher / Researcher

Announce

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Case study 1 (2)

Teaching strategies Text genres (lots…) Wiki ToolsWriting-to-learn activities

Student-created overviews/essays

Pages, discussion pages and categories

Writing about cases, e.g. edu. games

Structured, somewhat standardized “files”

Pages, discussion pages, categories

Direct instructione.g. intro. to CSS

Syllabus, weekly programs, tutorials, overview pages

Categories, navigation menus, code display

Mini-projects based instructione.g. intro. to Flash

Syllabus, exercise programs, tutorials, overview/link pages, discussion

Navigation menus, wiki books, code formatting, discussion pages

Workshop support Program page with links NoneOther purposes

Note taking, knowledge integration and linking

Overviews, links and references

Articles, category trees, graphs

News Blog WikilogEduTech resource kit All sorts All

Population: various small classes, 2006 - 2012Teaching organization: most blended (UniGe), presential (WUG)http://edutechwiki.unige.ch/en/ and http://edutechwiki.unige.ch/fr

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Case study 2: Dewiki – project-based learning

Purpose Text genre Wiki Tools

Management Current task (to do list)MenuGeneral forum

Main page + discussion page

Literature review Summaries + index article

Dictionary of terms Definitions + index Article + Category

Research plan article Article + discussion page

Articles (outcome) Long article Article + discussion page

Valorization book Print book creator

• Population: a single small semester class (UniGe), 2006-2012• Organization: blendedhttp://edutechwiki.unige.ch/dewiki/

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Implemented learning scenarios and text genres in a MediaWiki

Support for wide range of text genres and learning activitiesIt works (somewhat stabilized designs after three years)

Products Learning Scenarios

Teacher/researcheractivities

Teaching

Writing-to-learn

Mini projects

Project-based

Note taking

Product 1

Product 2

Product 3

Text tools (extensions)

Project 1

Project 2

Article

Glossary

Journal (wikilog)

News (wikilog)

Media

Textbook (wiki book)

Navigation (cat. menus)

Categories

Forum

……

Other tools……

Study books

……..

Traditional

……..

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Is this research ?Answer 1: No !1.very little generalization2.(almost) no data3.no comparison (just some kind of monographies)4.No in-depth investigation of processes5.No computer science6.…..

Answer 2: Yes a bit1.it is part of a long term line of research started in 20022.it is just part (technology) of the design part (data pending)3.design is principled and based on (other) research4.it has been published in 2 reviewed conference papersSchneider, D.K., Benetos, K. & Ruchat, M. (2011). Mediawikis for research, teaching and learning. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 2084-2093).

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Yes, it is part of so-called design-based research

This talk

Is this research (2) ?

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Questions ?More ?

Demos ?

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Extra (censored) slides next ….

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Context: Which tool is best for what purpose ?

Knowledge construction& content

Control of activities

Communication

Portalwaree.g. Drupal

(Class & Schneider,2011)

Advanced wikie.g. Mediawiki

Workflow toole.g. LAMS

Grading

LMS, e.g. Blackboard,Moodle

Priorities:

Solution:

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Whole scholarship according to Boyer (1997)

Be a good researcher:

+ Publish quality articles-------------------------------- - Ignore technology - Ignore others’ ideas

Be useful as knowledgemediator:

+ Pull ideas together + Share knowledge with all + Be able to use technology + Teach well----------------------------------- - Be a bad researcher

CHOOSE

(1) Discovery

(2) Integration(3) Application(4) Teaching

Or improve by finding synergy through common activities (and tools) ….

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The Pasteur quadrantnot science science

applied Edison (invention)

Pasteur (both)

not applied (some) student research

Bohr (pure theory)

Model 1: Teachers read research and implement it in their classrooms: failsModel 2: Summary guides: fail Model 3: General professional development: can work Model 4: The policy route: fails Model 5: The long route: can workModel 6: Design experiments: can work (locally)

Typology of research and practice in education

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First principles of education (Merrill, 2002)

1. The demonstration principleLearning is promoted when learners observe a demonstration

2. The application principleLearning is promoted when learners apply the new knowledge

3. The activation principleLearning is promoted when learners activate prior knowledge or experience

4. The integration principle:Learning is promoted when learners integrate their new knowledge into their everyday world

5. The task-centered principleLearning is promoted when learners engage in a task-centered instructional strategy

Activity-based learning – my starting point (Schneider, 2002)

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No significant difference betweeneducational designs

(Nettles et al. 2000, Johnson et al, 2000, Russel 2001).

Structured designs(Kirschner et al. 2006)

Teacher quality (many factors)

Infrastructure withgood affordances

Some difference Small long term projects

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Affordances in TEL….the bottom line(Clark, Kozma,etc.).

Slower / cumbersome / anti-community:e-learning systems,workflow systems

Faster / easier / community-oriented:Street technology

→ CMSs, Blogs, etc.

→ Wikis → Mediawikis (Wikipedia technology)

Anything goes !(media don’t make the difference.)