The good, the bad and the wiki: Evaluating student‐generated content for collaborative learning (original) (raw)
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Wikis support collaborative learning in a classroom environment. Nevertheless, the argument of wikis as an unstructured medium for learning and issues concerning security and privacy matters are overshadowed by the full potential benefit it brings to education fields. Educational wikis are very different from the wiki that we know in the biggest online encyclopedia; wikipedia.org. The implementation of wikis in education relies on its pedagogy approach, hence known as wiki pedagogy. The study conducted in Malaysia schools provides the case study for educational wikis to be deployed in school. The approach taken in the study using design experiments managed to formulate a pedagogy for effective use of wikis in education. Findings of the study may provide a new perspective in understanding the current practice of teaching and learning in school.
1 Wikis as collaborative learning tools for knowledge sharing: Shifting the education landscape
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Wikis support collaborative learning in a classroom environment. Nevertheless, the argument of wikis as an unstructured medium for learning and issues concerning security and privacy matters are overshadowed by the full potential benefit it brings to education fields. Educational wikis are very different from the wiki that we know in the biggest online encyclopedia; wikipedia.org. The implementation of wikis in education relies on its pedagogy approach, hence known as wiki pedagogy. The study conducted in Malaysia schools provides the case study for educational wikis to be deployed in school. The approach taken in the study using design experiments managed to formulate a pedagogy for effective use of wikis in education. Findings of the study may provide a new perspective in understanding the current practice of teaching and learning in school. The essence of socialization of learning facilitate by using wikis lead to collaborative knowledge building among students that they are not ...
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This paper discusses the use of wiki technology in higher education. Wikis are simple online information systems which often serve user communities. In higher education, wikis have been used in a supporting function to traditional courses; however, there is little research on wikis taking on a larger role as learning environments. This paper explores how wikis support goals of constructivist learning environments, especially communal constructivism theory. Further, it summarizes results of current research using wikis in the classroom and considers elements which can improve the use of wikis for learning. The paper concludes with a proposal of nine guidelines to improve the use of wiki technology as learning environments in higher education.
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The human brain works much like a network of computers connected by nodes. These nodes allow computers on the same network to communicate effectively. Educators have discovered that today's learning environment functions much the same way, with learners connecting to the internet, to other learners and to their teachers to increase their knowledge. This discovery has led to a paradigm shift in education which has transformed the learning environment from teacher-centered to learner-centered. The learner-centered environment allows for interactivity, communication and collaboration. When Web 2.0 technologies are used in the classroom, learners and teachers are given the opportunity to extend the frontiers of knowledge by collaborating and contributing to knowledge. This paper explores the possibility of using Wikis-a Web 2.0 technology-to extend the frontiers of knowledge. It also discusses how Wikis are presently being used in education; how to create a Wiki site using three different Wiki host platforms; and how to contribute content to Wikipedia-which is the world's largest Wiki site. Finally, recommendations are given on what management of institutions can do to encourage the use of Wikis in the classroom.
Collaborative working: Wiki and the creation of a sense of community
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This paper reports on the effectiveness of Wiki technology for creating a sense of community amongst 96 second year computing undergraduates engaged in group based assessment activities. This paper reports on the student experience, their attitudes and feedback relating to the use of a Wiki over a one year period at the University of Hertfordshire, through the use of pre-and post-test questionnaires. In addition to the questionnaires, student reflections were captured using a Blog, with entries about their understanding of the purpose of the community, rationale, and how the Wiki influenced and supported their undertaking of the group based assessment activities in a social constructivist blended learning environment. Results from the pre-and post-test questionnaires shows a significant difference t (64) = 2.527; p < 0.05 in learner confidence in using the technology to support group work, t (70) = 3.436; p < 0.05 shows that Wiki technology can support group work and t (64) =-4.451; p < 0.05, that learners equally participate to the group work whilst using the technology. Results from the reflective blogs show that learners valued the Wiki in undertaking the group based assessment and fostering a learning community. This demonstrates that both people and task aspects are important when considering the design of a blended face-to-face and online learning experience. People oriented learners cited being comforted by each other and that being online saves face. Task oriented learners value the opportunity to manage their own learning and learning environment.