pedagogical uses of wikis in higher education
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Pedagogical Uses of Wikis in
Higher EducationJ. Patrick Tiedemann
GEORGIA GWINNETT COLLEGE
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What are our areas of interest?
Current experience with Wikis?
What do you want to get out ofthe hour?
Welcome &Who AreWe?
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1. What are wikis?
2. Take a look at the research, theory, and
practice3. Writer'sWorkshop approach to
constructingWikis:Whole Group Activity
4. Your interests HERE
Overview
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1. A group of interlinked pages, each with a uniquename
2. Can support both individual and team work
3. Each page editable by a number of people, oftena team or the whole community,
4. Use of a simple set of markup punctuation andother non-alphabet character patterns that canbe translated into common web page elements.
5. Easily edited through a web browser,withprevious versions of a page saved and retrievablein the event of mistakes
What areWikis?
Chen,Cannon, Gabrio, & Leifer (2005)
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Wikis generally take two formats: document mode and thread
mode.
Document wikis: Designers create collaborative multimodal
web pages. Participants share the development of thepages, adding to and editing the content.
Eventually the wiki page becomes a representation of the
shared knowledge and perspectives of the contributors.
Thread wikis: Basically, participants use the wiki as adiscussion board. Contributors participate in discussions
through signed messages. (Augar, Raitman & Zhou, 2004)
Image wikis
What areWikis?
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Vygotskys theory of development is based on
the idea that human learning is a social
process that requires activity and
collaboration with knowledgeable others.
TOOL MEDIATED (LANGUAGE, SIGNS,
CHARTS,DIAGRAMS,MULTIMEDIA)
GOAL DIRECTED
Theory and Practice
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The goal and purpose of learning activities:
Dewey &Vygotsky: learning as skills versus learning
through active, relevant social engagement;writing must be relevant to life (Vygotsky,1978, p.118)
The production of knowledge for an authentic
audience in an enduring form shifts the value and
purpose of our paper writing assignments,projects, etc. from exchange value to use
value.
Social Constructivism
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Our students work within their Zone of
Proximal Development - During the
development of wikis, the students shared
knowledge construction can exceed an
individuals current capabilities.
Social Constructivism
Current Independent
Knowledge
and Practice
Future Independent
Knowledge and
Practice
ZPDAssisted
K. & P.
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Teaching and learning online with wikisAugar,Raitman,& Zhou (2004)
Students can use wikis to create a set of
documents that reflect the shared knowledge
of the learning group. Wikis can also be used
to facilitate the dissemination of information,
to enable the exchange of ideas and tofacilitate group interaction. (p. 95).
Growing Body of Research
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Establishing Interaction
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Icebreaker: Establishing Interaction
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451 users actively participated in the icebreakerexercise.
A total of87 pictures were uploaded and displayed
Virtually all students participated actively andintroduced themselves to each other by answering the
questions.
1000 pages. 1000-2000 page views daily.
Edited approximately150 times daily; Over 2000 wikiedits in total.
Throughout the two weeks of the exercise there wasno misuse or intentional deletion
Results
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Keys to initiating and maintaining the students engagement
Expressed reflection as a core expectation: establishing the use of
the environment as a central part of the course from the first day.
Concreteness: giving regular, clear, small assignments for reflection
about specific class-related experiences, along with examples thatrepresented to the students good reflective writing, photography,
drawing, excerpting from things encountered, seen, or read, etc.
Feedback: regularly engaging with the students in conversations
about lessons to be learned from what they were experiencing,
and encouraging the students to browse, learn from, and respond
to what other students were creating;
Robustness
UsingWikis andWeblogs to Support Reflective
Learning in an Introductory Engineering Design Course
Chen,Cannon, Gabrio, & Leifer, 2005, pg. 9
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Teachers use technology to facilitate teaching, learning,community building, and resource acquisition.
Technology includes any flexible teaching and learningtools that support learner-centered instructional
strategies. Teachers use modern technologies as toolsto achieve high academic standards by integratingthem into their teaching and their own professionalgrowth. Educational communities must provideteachers with access to resources and mentors,
exposure to useful practices, and opportunities tolearn new technologies and technology evaluationskills.
Georgia Principles for Accomplished
Teaching
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Immersion
Collecting Ideas
Choosing a Topic
Gathering Topic InfoDrafting
Revising
Editing
PublishingCelebrating
Reflection
WritersWorkshop Approach
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Best Guess Gathering
Learning TheoryWiki: GGC
Immersion
Wikipedia
Wiki Search Engine
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Collecting Ideas
Choosing a Topic
Gathering Topic InfoDrafting
Revising
Lets Try It
Condensed
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Editing
Add questions, ideas, info, edits
Social Scaffolding
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The Floor is Open
Questions & Discussion
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Augar,N.,Raitman,R. & Zhou,W. (2004). Teaching and learningonline with wikis. In R. Atkinson,C. McBeath,D. Jonas-Dwyer& R. Phillips (Eds.),Beyond the comfort zone: Proceedings of the21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December.
Retrieved1/1
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0 from:http://www.ascilite.org.au/conferences/perth04/procs/augar.html
Chen,H.L.,Cannon,D.M.,Gabrio, J.,& Leifer, L. (2005). Using Wikisand Weblogs to Support Reflective Learning in an IntroductoryEngineering Design Course. Paper presented at the 2005
American Society for Engineering Education AnnualConference & Exposition, Portland Oregon.
Vygotsky, L. (1979). Mind in Society. Cambridge: HarvardUniversity Press. (Original work published 1935)
References