1 / 18

Wiki’d Learning Evaluating Collaborative writing in Teacher Education

Wiki’d Learning Evaluating Collaborative writing in Teacher Education. Steve Wheeler Faculty of Education University of Plymouth. University of Surrey. The Research. wikispaces.com free software used 4 cohorts of teacher trainees (N=34) 1st, 2nd 3rd Year B.Ed (Hons) Post Graduate (PGCE)

ince
Download Presentation

Wiki’d Learning Evaluating Collaborative writing in Teacher Education

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Wiki’d Learning Evaluating Collaborative writing in Teacher Education Steve Wheeler Faculty of Education University of Plymouth University of Surrey

  2. The Research • wikispaces.com free software used • 4 cohorts of teacher trainees (N=34) • 1st, 2nd 3rd Year B.Ed (Hons) • Post Graduate (PGCE) • Data gathered through: • Wiki based discussion spaces • Post module e-mail questionnaires University of Surrey

  3. ePedagogy • The wiki space can be viewed at: • http://epedagogy.wikispaces.com University of Surrey

  4. What do we know so far? • Students reluctant to edit contributions of those they know • Most prefer that they own work is not altered, but some accepted it • “Is it that bad to have other people changing my work if it improves it?” (Second Year Male) University of Surrey

  5. What do we know so far? • Gender differences observed in responses: • “If anyone changes my page, I’ll kill them!” (First Year Male) • “I think I will cry if anyone changes my page!!!” (First Year Female) University of Surrey

  6. What do we know so far? • Students rarely use wikis outside of formalised setting • Over 90 per cent of contributions were posted during class time • Remainder were posted within 24 hours of a class University of Surrey

  7. What do we know so far? • Hidden ‘audience’ encourages greater care in writing: • “i have developed more consideration for others when writing, as you know that everyone will be reading what you write.” (Second Year female) • I have to consentrate more on my spelling, and grammar so that is makes sense for the person who is reading it.. and I have to read [it] mulitple times before posting it! (First Year female) University of Surrey

  8. What do we know so far? • Use of the wiki encouraged more accurate referencing: • “...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.” (Second Year female) University of Surrey

  9. What do we know so far? • The wiki encouraged greater critical awareness: • “… I am now developing a healthy critical and analytical writing style thanks to the wiki. Looking at other people’s opinions and findings has helped me to question what’s in front of me …” (Second Year male) University of Surrey

  10. What do we know so far? • The wiki encouraged better focus for study: • “…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 -” (Second Year female) University of Surrey

  11. Summary • Most students enjoy using wikis • Hidden ‘audience’ positively influences quality of work • Changing others’ work can be problematic • Students do not engage outside of formalised setting • New for many so learning about possibilities (rules?) needed University of Surrey

  12. Thanks for Listening E: swheeler@plymouth.ac.uk W: www2.plymouth.ac.uk/distancelearning

  13. What are Wikis Good for? • Knowledge construction over a period of time • Progressive problem solving (particularly ill-structured and open-ended problems) • Developing ‘communities of practice’ • Explanation of increasingly complex or diverse ideas University of Surrey

  14. What are Wikis Good for? • Critically reading and responding in a constructive (and public) way to the work of peers • Learning how to add nuance and added value to concepts, ideas and knowledge University of Surrey

  15. What are Wikis Good for? • Evaluation of other people’s ideas and knowledge • Learning to observe in a deeper and more critical manner • Learning to stereotype less and avoid premature judgements University of Surrey

  16. What are Wikis Poor at? • ‘Instant’ knowledge generation • Reaching consensus • Replacing other resources • Assessment of individual work University of Surrey

  17. Future Research at UoP • Blog Wikis (Blikis) • Voice Wikis (V-Wikis) • Development • Testing • Evaluation • Convergence with Podcasting • Mobile applications University of Surrey

  18. The WikiManifesto ‘Imagine a world in which every single person is given free access to the sum of all human knowledge. That’s what we are doing.’ Jimmy Wales Wikipedia University of Surrey

More Related