Making wikis work

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Making wikis work
How do we create the conditions for effective
collaborative learning?
Richard Walker Wayne Britcliffe
E-Learning Development Team, University of
York ALT-C 2007
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Collaborative work Our tutors aims
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Interaction matrix
Wiki interaction options
Note that an instructor always has view, edit and
commenting privileges to all wikis
No Groups
Private Groups
Open Groups
Single wiki for thewhole module. Students can
edit the wiki. Commenting can be on/off.
Instructor
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
cant 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.
Biomolecular Archaeology(general) New Media
Society(glossary) Death Burial(individual
reports)
Groups
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.
Students
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 others 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
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Interaction matrix
Wiki (Teams) interaction options
Note that an instructor always has view, edit and
commenting privileges to all wikis (when on).
No Groups
Private Groups
Open Groups
Single wiki per group. Only students in that
group can edit the wiki. All students can view
the wiki. Commenting can be on/off.
Instructor
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
cant 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.
Groups
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.
Core Knowledge, values Engagement Skills
KVE (research report)
Students
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 others 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
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KVE Module
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Data collection and research methods
Entry survey
(Informalprogress checks)
Staff interview
Exit survey
Activity logs
Focus group interviews
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Outcomes
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Observations

• Set-up does not equal engagement
• Cultural challenges in adoption ofWeb 2.0 for
  formal learning
• Students as beneficiaries of teachingrather
  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 willingnessto edit
  the work of others
• Peer review feedback

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Lessons Learned
Design

• Module leader must be clear on
• How to use wikis
• Targeted learning behaviour how tool will be
  used
• Participation drivers (assessment
  accountability)

Induction

• 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.

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Lessons Learned
Supporting

• Just In Time instructions technical support
• Monitoring of on-line work / on-goingevaluation
  accountability
• little and often
• Wiki-in-progress class discussion

Interlinking Summing up

• Class presentations on wiki work(peer
  accountability)
• Acknowledging and summarising on-line
  contributions
• Making explicit learning outcomes from
  class-based and virtual activities

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Discussion Questions
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End of presentation