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Wikis and social software: Using open content to promote quality learning

Wikis and social software: Using open content to promote quality learning. Steve Wheeler Faculty of Education University of Plymouth. In this presentation. Introduction Wikis at UoP What the students say Wiki Activities 5 Stage Model Questions?.

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Wikis and social software: Using open content to promote quality learning

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  1. Wikisand social software: Using open content to promote quality learning Steve Wheeler Faculty of Education University of Plymouth

  2. In this presentation • Introduction • Wikis at UoP • What the students say • Wiki Activities • 5 Stage Model • Questions?

  3. N=235190 PCET Students in 12 groups (generic, military, prison service, partner colleges)45 B.Ed Primary StudentsData from online discussion and wiki content posting

  4. Results Better referencing of sources: “my referencing has improved through using the wiki, as it had made me realise how important it is to state where you got your information from initially.” (2nd Year Female)

  5. Raised awareness of writing for an audience: “I have developed more consideration for others when writing, as you know that everyone will be reading what you write. you have to consider whether or not it will be relevant to them before you write it up.” (2nd Year Female) 

  6. Hidden audience effect: “… other people that I don't even know will be reading it. I will only write something that I'm sure about, and not things that I think might be wrong or questioned by other people.” (1st Year Female)

  7. Hidden audience effect: “I concentrate more now on my spelling than ever before because anyone can see what you are writing so you have to take more care.” (1st Year Female) “… if anything it probably makes me write better. on the wiki you know that everyone can read your work so you make yourself as intelligent as possible.” (2nd Year Female)

  8. More care taken in composition: “Writing on the wiki is a challenging activity which involves much thought about the length and structure of sentences as it is able to be read by anyone. The exclusion of a spell-check also provides more challenges of careful thinking.” (1st Year Male)

  9. Wiki prompted better writing focus: “Using the wiki has made writing much more focused on a part of a topic rather than gettin confused trying to tackle the topic as a whole.” (2nd Year Female)

  10. Wiki did not contain grammar and spell checkers: “I have noticed how much I do rely on Microsoft word, when I word process. Wiki has no spelling or grammar functions, so I have to pay more attention to what I write. However, the problem is when you cross over from using Microsoft word to wiki.” (1st Year Male)

  11. Some reported detrimental effects: “The wiki and using ICT as a whole has limited my writing skills and spelling, as i now depend more on the spell and grammar checker and my handwriting has got worse as i am using the computer more.” (1st Year Female)

  12. Some doubted the legitimacy of wikis: “I … think if I quoted from the WIKI it would not be deemed as a valid source.” (2nd Year Male) “At the end of the day this is only someone’s opinion and should be taken with a grain of salt unless it is backed up.” (2nd Year Female) 

  13. Conclusions • Most students enjoyed presenting their ideas/discoveries on the wiki • Reluctance to edit others’ work • They ‘managed their impression’ by presenting their best writing to the wiki • Less care taken on ‘informal pages’ • Better critical engagement • Improved source referencing • Future work – The WikiLit project

  14. Wikiactivities – 5stages (Wheeler, 2007) Exploration Exhibition Explanation Elaboration Evaluation

  15. Wikiactivities – 5stages Exploration orientation, basic principles, making initial contact

  16. Wikiactivities – 5stages Exhibition show and tell, share ideas, post links to resources

  17. Wikiactivities – 5stages Explanation simple posting & editing, informing and describing

  18. Wikiactivities – 5stages Elaboration collaboration in posting, dialogue and complex edits

  19. Wikiactivities – 5stages Evaluation assess value, accuracy & significance of content

  20. Wikiactivities – 5stages Deeper Cognitive Engagement Exploration orientation, basic principles, making initial contact Exhibition show and tell, share ideas, post links to resources Explanation simple posting & editing, informing and describing Elaboration collaboration in posting, dialogue and complex edits Evaluation assess value, accuracy & significance of content

  21. Wikiactivities – 5stages Exploration Technical/Practical Exhibition Explanation Elaboration Evaluation Academic Social

  22. Any Questions? swheeler@plymouth.ac.uk http://steve-wheeler.blogspot.com University e-Learning Website: www2.plymouth.ac.uk/distancelearning

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