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Ability for collaboration is an important skill in many modern professions. Students should master these skills to be able to participate in project work during study, as well as to work in different groups in the workplace (project groups and communities). An important issue in collaborative work is assessment of individual’s contribution. We will present methodology for qualitative evaluation of individual’s contribution in collaborative learning process supported by Wikis and Google Docs. Wikis provide an environment for collaborative writing and enable easy monitoring of students’ activities, such as frequency of editing and amount of published text. Google Docs is a Web-based application in which documents and spreadsheets can be created, edited and stored online. Google Docs could also be used in collaborative work in which multiple authors work together in real time.We will present collaborative learning activities based on editing of Wikis or Google Docs followed by collaborative and peer assessment. Peer assessment is learning activity where students consider and specify the level, value or quality of a product or performance of other people in similar situation, usually student within a given class. Peer assessment is an important activity in collaborative learning. Students will be divided into groups. Each group will consist of 3-4 students. Groups will select project topics regarding to the interest of the members from or any other portal with scientific or educational video content.The assessment of collaborative work will be supported by Moodle workshop.


  • 1. Peer Assessment of Collaborative Work Supported by Wikis and Google docs Joe Rugelj ( Irena Nanovska erbec( Universityof Ljubljana Slovenia

2. Survey

  • Introduction
  • Collaborative learning
  • Educational assessment (self and peer assessment)
  • Handout activities
  • Conclusion
  • /

Rugelj, N. erbec JTEL 2010 3. Purpose

  • We present a form ofwiki/google docs supported collaborative learningfollowed bycollaborativeandpeer assessment .

Rugelj, N. erbec JTEL 2010 4. Rugelj, N. erbec JTEL 2010 What do we expect? 5. Introduction

  • Importance of active learning
    • Collaborative knowledge construction
      • Wikis/Google docs
    • Peer assessment
  • Experience
    • Faculty of Education, University of Ljubljana
      • future computer science teachers.
      • first year students
      • course on Introduction to the Internet

Rugelj, N. erbec JTEL 2010 6. Introduction

  • The acquisition of skills and competences forcollaborative work andassessmentarehighly desired in the education ofteachers .
  • To develop the skills and competencies required for teaching, students have toreflect on their own behaviour .

Rugelj, N. erbec JTEL 2010 7. Collaborative knowledge construction

  • In the past: teacher assigned a learning activity that is carried out autonomously by the student
    • Learning process ->lowamount of social dimension.
  • Efficient learning:collaborative learningas a situation in which two or more people learn or attempt to learn somethingtogether,
    • Creating the conditions forindividual cognitive developmentas a result ofgroup interaction

Rugelj, N. erbec JTEL 2010 8. Collaborative knowledge construction

  • Innetworked collaborative learning , assigning a group of students with the task of:
    • collaboratively discovering the solution to a given problem ( collaborative problem- solving ) or
    • developing a written text ( co-writing ) based on a given argument (wikis , Google docs ),

Rugelj, N. erbec JTEL 2010 9. Collaborative knowledge construction

  • Wiki
    • unique and powerfulinformation-sharing
    • redistribution of responsibilityto all group members;
    • collaborat ionin the various stages
    • e valuationand monitoring of activities : comments, linkers, tags, versioning
  • Google docs
    • free,w eb-based wordprocessor
    • data storage
    • used toc reateandedit documentsonline while collaborating in real-time with other users
    • versioning (revisions)

Rugelj, N. erbec JTEL 2010 10. Collaborative knowledge construction

  • Teachers often experiencedifficulty in evaluation students contributionsinvolved in co-writing activities :
    • thelevel of learningproduced by the process itself
    • gauging the actual degree to which the individual hasactively participatedin andcontributedto the shared written work .
  • Qualitativeandquantitativefactors which influence the assessment

Rugelj, N. erbec JTEL 2010 11. Assessment Rugelj, N. erbec JTEL 2010 Educational assessmentis the process of documenting,usually in measurable terms, knowledge, skills, attitudes and beliefs. (wikipedia) 12. Assessment Rugelj, N. erbec JTEL 2010 What do we expect ? 13. Assessment of the 21st Century

  • Allowing students input into the development of the assessment is a key step to achieving studentownershipandengagement .

Rugelj, N. erbec JTEL 2010 14. Educational Assessment

  • Self-, peer- and co-assessmentrefer to activities of learners in which they evaluate their ownresultsof work and those of their peers with similar learning backgrounds.
    • C oassessment ->assessment of theproject
  • Peer assessmentis a process where students consider and specify the level or quality of aresultor performance of other student swithinthe group.
    • P eer-assessment ->assessment of individual scontributionin the group .
    • C riteria which reflect quality and quantity of individuals contribution.

Rugelj, N. erbec JTEL 2010 15. Educational assessment

  • Expected advantages (Sluijsmans, 1999) :
    • Students' feelings ofownership for their own learning
    • Studentsmotivationstudents andencouragement
    • Assessment -shared activityrather than a lone one
    • Promotes genuineinterchange of ideas
    • Leads tomore directedandeffective learning
    • Autonomyin learning
    • Studentsjudgments are respected
    • Transferable personal skills
    • Community of learning in which students feel that they have influence andinvolvement
    • Reducesteachers workload
    • Make studentsthink more deeply

Rugelj, N. erbec JTEL 2010 16. Educational assessment

  • Questions:
    • Do students feel uncomfortable when evaluating their peers?
    • Can students can give honest and fair assessment?
    • Is peer assessment reliable, valid?
        • Reliabilityis defined as "an indication of the consistency of scores across evaluators or over time.
        • Validityis defined as "an indication of how well an assessment actually measures what it is supposed to measure
        • wikipedia
    • What did we measure?
        • agreement with teacher judgments?
        • agreement with an objective criterion?

Rugelj, N. erbec JTEL 2010 17. Handout activities

  • Topic of collaborative learning:
    • ICT in the schools
  • Go to Moodle: JTEL10 course
    • Collaborative editing of wiki /google_docswith peer assessment
      • Wikis in Moodle
      • Google docs JTEL10 Ohrid 1..3
    • Peer assessment in the JTEL10 workshop

Rugelj, N. erbec JTEL 2010 18. Assessmentof collab. learning

  • Sem _grade =70%project grade+ 30%peer_ass_in_the_group
  • project grade= co_wiki + t_wiki

Rugelj, N. erbec JTEL 2010

  • Criteriafor project (intergroup) evaluation :
    • quality of result
    • adequacy of topic descriptions ( adequacy )
    • clarity/structure
  • Scale dfrom 0 to 10.
  • Wecombine teachers ( t_*)and grades of peers for collaboration ( co_*)
  • Criteriafor intragroup evaluation :
    • quality of individual contribution
    • freshideas
    • motivatingfor collaboration
  • Scale -4, -2, 0, 2, 4.
  • average level=0
  • (member_i)=0

19. Assessmentof collab. learning

  • Research questions
  • How the individual wiki /google_docsgrade is related to other grades achieved for particular seminar works (learning activities) and writing examination?
  • How the co-assessment grade is related to teachers grade?
  • Which criteria for individual wiki /google_docsassessment is the most important?

Rugelj, N. erbec JTEL 2010 20. Experience at Faculty of Education Rugelj, N. erbec JTEL 2010 Peer-and co-assessment / teachers grade Which criteria forindividual wikiassessmentare the most important? 21. Experience at Faculty of Education

  • Theindividual wiki gradeis strongly correlated withteacher ratings .
  • Punctualityand criteria that estimates whether the member stimulated and contributed to the effectiveness ofwork within the groupare the most correlated to individual wikis grade.