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PLC: Blogs and Wikis. Otterbein College OLN Meeting Marsha Huber and Shirine Mafi Jan. 26, 2009. Classes that used blogs/wikis. Accounting (Huber) – used for constructing chapter outlines, recording group meeting minutes, & checklist.

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Plc blogs and wikis

PLC: Blogs and Wikis

Otterbein College

OLN Meeting

Marsha Huber and Shirine Mafi

Jan. 26, 2009


Classes that used blogs wikis
Classes that used blogs/wikis

  • Accounting (Huber) – used for constructing chapter outlines, recording group meeting minutes, & checklist.

  • Accounting (Huber) – used to construct agency web pages for philanthropy project and to write collaborative documents.

  • Communication (Kelley) – used for public review of public relations media and peer editing.


Classes that used blogs wikis1
Classes that used blogs/wikis

  • Life Science (Gahbauer) – used to build case studies, the publication of rubrics, and peer learning.

  • Health Education (Wilson) – used for collaboration and the development of lesson plans.

  • Nursing (Vogt) – used to discuss possible diagnoses of diseases.


Student respondents
Student respondents

  • 73 of 100 students responded to the survey

  • 12% used blogs; 70% used wikis; 18% used both

  • Mostly juniors and seniors (54% juniors; 36% seniors)

  • 15% worked full-time; 66% worked part-time

  • 83% were between 20-24 years old

  • 68% were female


Examples
Examples

http://acct200.pbwiki.com/MidOhio-Food-Bank

http://acct200.pbwiki.com/WARM


Amount of interaction
Amount of interaction

Overall, the use of blogs/wikis increased the amount of interaction between the students and other students and faculty.

  • 61% felt that interaction between students with other students increased; 6% felt it decreased

  • 42% felt that interaction with the instructor increased; 9% felt it decreased


Quality of interaction
Quality of interaction

A third of the students thought the quality of interaction increased with other students and faculty.

  • 33% felt that quality between students with other students increased; 6% felt it decreased

  • 38% felt that interaction with the instructor increased; 14% felt it decreased


Observations on interaction
Observations on interaction

  • The amount of interaction increased at a greater level than perceived improvement in quality of interaction.


Impact on learning
Impact on learning

  • The majority of students (65%) agreed that blogs/wikis were easy to learn.

  • 42% felt it enhanced their learning; 32% felt it did not.

  • 41% were satisfied with their use in their courses; 34% were not.


Students comments regarding learning
Students comments regarding learning

Although most students felt wikis were easy to learn, student satisfaction was split and was dependent on how blogs/wikis were used.

  • Negative comments centered around issues of clutter, time spent, busy work, did not tie to course objectives.

  • Student ease of use depended on which wiki system was used. PBWiki was easiest to use; Moodle broke down during the quarter


Qualitative continued use
Qualitative: Continued Use

  • 53% supported the continued use of wikis

  • 22% supported the continued use, but with changes (i.e. add more structure; use sparingly; strictly for communication and discussion)

  • 18% thought the wikis were a waste of time


Qualitative benefits of blogs wikis
Qualitative: Benefits of blogs/wikis

  • 37% cited increasedinteraction.

  • 7% mentioned students teaching students.

  • Individual students mentioned that wikis helped with research, critical thinking, group work, and certain applications (i.e. outlines).


Qualitative effectiveness of blogs wikis
Qualitative: Effectiveness of blogs/wikis

  • 25% said they increased communications with other students; asking and answering questions.

  • 17% said feedback and editing helped them improve their work (i.e. improving lesson plans, diagnosis, think outside the box).

  • 14% stated provided easier access to information.


Qualitative problems with blogs wikis
Qualitative: Problems with blogs/wikis

  • 12% stated they were not effective.

  • 12% struggled with the technology

  • 10% thought they were time consuming

  • 10% cited they didn’t like specific tasks that the wikis were used for (i.e. checklist project)

  • 5% didn’t like the repetitive work

  • 5% said the technology stopped working during the term


Faculty observations on learning
Faculty Observations on Learning

  • Provided a public, shared platform for students to work on a sustained assignment that could be revisited and improved over time.

  • Enthusiasm was high once the student learned the technology.

  • Faculty (and students) could review and comment on student work on a timely basis (lesson plans, agency pages, projects).


Faculty observations on learning1
Faculty Observations on Learning

  • Benefits of peer-to-peer learning from looking at each others’ work as well as commenting/editing each others’ work.

  • Students learned how to use technology to improve communication (i.e. adding tags, hyperlinks, plug-ins, etc.).

  • Exposure to an easy-to-use communication tool with diverse uses.


Benefits of plc
Benefits of PLC

  • Courage and encouragement

  • Spurs on scholarly research

  • Bounce ideas off of each other

  • Learning from each other (and from our mistakes)


Summary comments
Summary comments

Initial use of wikis:

  • Overall positive response from students.

  • Improved communication between and among students and instructors.

    Other benefits:

  • Can use class time more efficiently.

  • Takes class to a higher level with students being able to learn from each other.

  • Giving students more of a voice in the class.


Summary comments1
Summary comments

Biggest lessons learned:

  • Important to link the use of technology to the class objectives.

    PLC

  • The community is working well together, supportive, and having fun while doing it.