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The Affordances of Wikis for Enabling Group Work by Pre-Service Teachers

The Affordances of Wikis for Enabling Group Work by Pre-Service Teachers. Kay Owens SOTE, Dubbo. Affordances. Mediating tool Extend thinking Provides alternatives Enables inquiry Extension of thinking ( Goos , Galbraith, Renshaw & Geiger, 2003)

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The Affordances of Wikis for Enabling Group Work by Pre-Service Teachers

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  1. The Affordances of Wikis for Enabling Group Work by Pre-Service Teachers Kay Owens SOTE, Dubbo

  2. Affordances • Mediating tool • Extend thinking • Provides alternatives • Enables inquiry • Extension of thinking (Goos, Galbraith, Renshaw & Geiger, 2003) • Action is possible as a result of the availability of the tool (Dalgarno & Lee, 2010)

  3. Affordances in Collaborative Community of Inquiry • Focus of discussion • Movement into Zone of Proximal Development • Promoting action • Mutual engagement of participants • Shared repertoire and experience for meaning making • Screen movements, reasoning, problem solving together – changes in tool and in their thinking go together

  4. Lecturer role • Facilitation with tool • Freedom • Early face-to-face and mutual trust • Learning design itself as an affordance: cycle of perception and action in a classroom context • Design to work together through computer tool • http://interact.csu.edu.au/portal/site/EML105_201130_D_I/page/e65ed710-ec30-467f-8024-c09c8ad9f34e

  5. Subject use of computers • Students set up own project site • Learn to use wikis. Work in wikis with grammar and other statements as a group in the tutorial for 6 weeks. Other group work. • Interactive links to reading (short) hyperlinked, relatively precise question, built up to the assessment essay • Work on paper usually in maths but reflections in wiki; non-computer activities • Student services support and lecturer in room • http://interact.csu.edu.au/access/meleteDocs/content/private/meleteDocs/EML105_201130_D_I/uploads/EML105LitWeek3.htm • http://interact.csu.edu.au/access/meleteDocs/content/private/meleteDocs/EML105_201130_D_I/uploads/EML105NumS1-1.htm

  6. Student self-determined use • Often used 2 computers, one for the module and other for joint writing • Next six weeks, had own paper to read and write up something on the wiki for sharing and comment • Self-regulating with cognitive and affective processes within a social context • http://interact.csu.edu.au/portal/site/2f026f15-28bc-4141-00cf-af22d4b02e6b • http://interact.csu.edu.au/portal/site/ef3fc9ed-ff8e-46e9-8052-f875701b5c2c/page/1eeb7b4a-2574-4092-8054-284ff2223353

  7. Third year subject • More difficult readings to summarise and required to respond to other comments • Set up face-to-face. • Linked to assessment seemed less responsive. • http://interact.csu.edu.au/portal/site/15332c71-da67-479a-802b-b25a5a5f2c0c

  8. Affordances & Constraints • Supporting each other reasonably well in class – important because of a wide range of background knowledge on grammar & maths • Relatively easy to see who is putting comments in or modifying; sometimes done as group so need to encourage they note this • Confined space for some • If assessed, did not want to put down thoughts as final submission. If not assessed, less input from everyone. • Some were unsure how the work would help assessment, or seen as double work, or selfish about sharing work (grading is competitive).

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