Making wikis work How do we create the conditions for effective
collaborative learning?
Richard Walker & Wayne Britcliffe
E-Learning Development Team, University of YorkALT-C 2007
Collaborative work: Our tutors’ aims
Collaborative editingof course resources
Collaborativedevelopment ofcourse glossaries
Collaborative researchand report writing(group-based)
Collaborativedevelopment ofcourse “textbooks” &knowledge bases
Workshoppresentation anddiscussion space
Usage
BiomolecularArchaeology
New Media &Society
Making History
Evolutionary Ecology
Death & Burial
KVE
New Media &Society
3rd
2nd
1st
3rd
2nd
2nd
2nd
J oint Biology &Archaeology
Sociology
History
Biology
Archaeology
Health Sciences
Sociology
17
43
200
33
14
36
43
Module Year Department Students
Interaction matrix
Note that an instructor always has view, edit and commenting privileges to all wikis
No Groups Private Groups Open Groups
Instructor
Groups
Students
Single wiki for the whole module that only an instructor can edit.
Students can view the wiki but not make changes.
Commenting can be on/off.
Each group has a wiki that only an instructor can edit.
Commenting can be on/off.
Other groups can’t view the wiki.
Each group has a wiki that only an instructor can edit.
All students can view the wiki.
Commenting can be on/off.
Single wiki for the whole module.
Students can edit the wiki.
Commenting can be on/off.
Single wiki per group.
Only students in that group can edit and view the wiki.
Commenting can be on/off.
Single wiki per group.
Only students in thatgroup can edit the wiki.
All students canview the wiki.
Commenting can be on/off.
Each student has their own wiki that only they can edit.
Students can only view their own wiki.
Commenting can be on/off (for instructor and student to use).
Each student has their own wiki that only the student can edit.
Students in the same group can view each other’s wiki.
Commenting can be on/off.
Each student has their own wiki that only they can edit.
All students canview the wiki.
Commenting can be on/off.
Adapted from Andrew Fisher, Barking College, ALT-C 2006
Wiki interaction options
Single wiki for thewhole module.
Students can edit the wiki.
Commenting can be on/off.
Biomolecular Archaeology(general)
New Media & Society(glossary)
Death & Burial(individual reports)
Interaction matrix
Wiki (Teams) interaction optionsNote that an instructor always has view, edit and commenting privileges to all wikis (when on).
No Groups Private Groups Open Groups
Instructor
Groups
Students
Single wiki for the whole module that only an instructor can edit.
Students can view the wiki but not make changes.
Commenting can be on/off.
Each group has a wiki that only an instructor can edit.
Commenting can be on/off.
Other groups can’t view the wiki.
Each group has a wiki that only an instructor can edit.
All students can view the wiki.
Commenting can be on/off.
Single wiki for the whole module.
Students can edit the wiki.
Commenting can be on/off.
Single wiki per group.
Only students in that group can edit and view the wiki.
Commenting can be on/off.
Single wiki per group.
Only students in thatgroup can edit the wiki.
All students canview the wiki.
Commenting can be on/off.
Each student has their own wiki that only they can edit.
Students can only view their own wiki.
Commenting can be on/off (for instructor and student to use).
Each student has their own wiki that only the student can edit.
Students in the same group can view each other’s wiki.
Commenting can be on/off.
Each student has their own wiki that only they can edit.
All students canview the wiki.
Commenting can be on/off.
Adapted from Andrew Fisher, Barking College, ALT-C 2006
Single wiki per group.
Only students in that group can edit the wiki.
All students can view the wiki.
Commenting can be on/off.
Core Knowledge, values & Engagement Skills – KVE
(research report)
KVE Module
Data collection and research methods
(Informalprogress checks)
Entry survey
Staff interview
Focus group interviews
Exit survey
Activity logs
Outcomes
Collaborative editingof course resources
Collaborativedevelopment ofcourse glossaries
Collaborative researchand report writing(group-based)
Collaborativedevelopment ofcourse “textbooks” &knowledge bases
Workshoppresentation anddiscussion space
BiomolecularArchaeology
New Media &Society
Making History
Evolutionary Ecology
Death & Burial
KVE
New Media &Society
Usage Module
Amendments emailed to instructor.Editing tools ignored.
Wide range of entries, but limitedcommenting / critiquing onsubmissions
Report writing monopolisedby I T literate minority –uneven participation
Detailed range of group reports
Detailed range of research reports
Detailed range of research reports
Presentation and discussionspaces unused completed byIT literate minority
Notes
Observations
Set-up does not equal engagement– Cultural challenges in adoption of
Web 2.0 for formal learning– Students as “beneficiaries of teaching”
rather than “participants in learning”
Wikis viewed as spaces for presentationof work – not drafting & negotiation– Text negotiation “uncomfortable” in public domain
Technical skills can be underestimated– Page design & structure; site navigation
Learning competencies often overlooked– Skills to synthesise & condense, rather than add info’– Ownership of contributions & willingness
to edit the work of others– Peer review & feedback
Lessons Learned
Module leader must be clear on:– How to use wikis– Targeted learning behaviour; how tool will be used– Participation drivers (assessment & accountability)
Design
Purpose of wiki / incentives to contribute / ownership issues must be addressed
Modelling of course tasks and targeted learning behaviour – building confidence & addressing technical & learning competencies
‘Wikiquette’: how to contribute / frequency of contributions / group roles / self-regulation & ownership issues.
Induction
Lessons Learned
Just In Time instructions; technical support Monitoring of on-line work / on-going
evaluation & accountability– “little and often”
Wiki-in-progress class discussion
Supporting
Class presentations on wiki work(peer accountability)
Acknowledging and summarising on-line contributions
Making explicit learning outcomes from class-based and virtual activities
Interlinking & Summing up
Discussion & Questions
End of presentation
Case Studies (http://vlesupport.york.ac.uk)
Case Study Overview– Background– Description of approach– Learning activities & tools– Student profile– Experience with computers– Experience with computers for learning– Expectations towards the VLE– Outcomes of the pilot– Activity statistics– Focus group feedback– Exit survey feedback– Instructor and tutors’ feedback– Student skills required & developed– Staff skills required & developed– Actions for further development
Set-up and configuration
Evolutionary Ecology
New Media & Society KVE Module
Making History