Showing posts with label Wikis. Show all posts
Showing posts with label Wikis. Show all posts
Blogs, Wikis and Wesites
Sylvia
Websites, Blogs and Wikis are three basic ‘read-write’ tools which can be used to enhance learning in an electronic environment. These tools enable students to participate in technology to enhance learning and generate new knowledge. Each tool was explored and analysed using the SWOT construct, with each having advantages and disadvantages depending on the learning context. As TPACK states, integrating technology is about linking the most appropriate form to each learning context to form effective learning experiences (Koehler, 2011). Blogs are an effective tool for ‘diary like’ reporting and sharing thoughts and perspectives, wikis are well placed for collaborative learning and often take the form of an online binder and websites are useful as a teaching tool to organise information.

How can blogs transform learning?
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Blogs are a form of online diary, whereby the ‘blogger’ posts regularly on a subject to share ideas, information and thoughts with others and “are a means of enhancing and supporting meaningful communication between learners” (Howland, Jonassen, & Marra, 2008). Whilst many people believe blogs to be ‘text based’, they can integrate videos, images, animations and other tools, to engage and appeal to a variety of learners, whilst conveying a clear message.
Blogs provide a platform where learners can access the opinions of others, authenticating the learning by providing real life scenarios and opinions. Collaboration and discussions are enabled by the addition of comment sections which encourage opinion sharing and constructive criticism to be given; however, conversational collaboration is often better suited to wikis.
The ability to link websites from a blog enables a collation of suitable websites, whilst not restricting information to the blog. Blogs often provide a ‘voice’ for learners, many who are reluctant to share opinions, preferring to take time to consider their arguments and construct it in written form. This enables such learners to receive the benefits from discussions including receiving constructive feedback, new ideas and clarifying thinking. Placing work in written form and making it public often motivates learners to become more critical of their work, developing self-reflective qualities and enhancing learning outcomes (Howland, Jonassen, & Marra, 2008).
Scaffolding remains a key component of integrating technology, including blogs in learning contexts, whereby the teacher must construct authentic contexts and topics for learners to write blogs. Depending on the learning context, scaffolds range from strong to weak and may include thinking tools such as the six thinking hats, a SWOT analysis, questions,  images to reflect on, genres to write in or outlines to follow (Selwyn, 2011).
Personally I can see blogs as useful as a shared writing space, where learners can publish stories and write reflections on learning and their learning journey. Students can also create knowledge ‘databases’ where they can develop knowledge on various subjects through investigation and feedback.
I found blogs to be an easily used tool, making them ideal for student use, in particular the ability to make blogs private for privacy reasons. The ability to change the background and graphics to reflect content was both fun and educational, and developed a cohesive layout. The publicity of the posts adds incentive to write well as others will read and possibly offer feedback on the writing.


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Wikis are an interactive website, which can be edited by multiple people, making them beneficial for online collaboration and discussion. Rather than just presenting information, wikis are a tool which enables knowledge to be gathered through social interaction and asynchronous discussion, resulting in the development of new knowledge through active participation in the wiki. By enabling flexible learning spaces, learners can develop creative capabilities and generate new content by adapting to various roles and contexts which appear within the wiki. Collaboration and communication capabilities are able to be developed when learners are in an environment which requires interaction with others, can hold discussions, offer constructive criticism and operate under a cognitivist theory to “communicate about the collaborative and creative processes ( a meta-level skill)” (Bruns & Humphreys, 2004). Wikis lend themselves to the development of critical capacities which are “indispensable in the giving and receiving of constructive feedback on the ongoing collaborative process and the artefacts it produces” (Bruns & Humphreys, 2004).
Scaffolding is integral to the facilitation of learning which occurs within a wiki. Essentially, a scaffold provides assistance to the learner to learn knowledge and skills which surpass their current level, thus entering their zone of proximal development, as identified by Vygotsky (Snowman, Dobozy, Scevak, Bryer, Bartlett, & Biehler, 2009). Scaffolding enables the construction of new knowledge and develops understanding by encouraging students to assimilate prior knowledge, an essential component of constructivist learning (Solvie, 2008). In wikis, scaffolds can be visuals; videos; prompts; and social interaction, feedback or questions where more complex information is presented. Through flexible learning, these resources can be gathered in one place, whilst opportunities for social interaction are widened when learning is not restricted to the classroom. Due to their accessibility and flexibility, wikis can be manipulated for a range of contexts including group assignments; gathering perspectives on a topic; recording thinking; and sharing ideas, class photos and work.
I found wikis to be easily accessed and used, with the interface enabling items to be quickly added and populate each page. Before using wikispaces, I had the belief that the page would be a ‘blank canvas’ where text could be added anywhere, similar to onenote and I hope that this comes into effect soon. Where a scaffold has been used and the wiki organised, possibly by a table, information was easily accessed; however when used to converse in a linear fashion, information was hard to find and access. Whilst wikis are easily created and paramount to online collaboration, in situations where I want to display information and have more control over the design of the page, I would be more inclined to use a webpage.
Click here to visit my Wiki.

How can Websites transform learning?

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Websites are useful for organising information but are more static than blogs, generally having one author and therefore restricting opportunities for discussions. However, they enable information to be moderated by one person and to be organised by content rather than chronologically on a blog. Within an educational context, websites can be used to provide a place in which information is gathered and organised in a professional manner; learning can be supported by making links to other websites containing resources; and student learning can be scaffolded by the creation of Webquests.
In the past, I have used several website makers but I have often encountered problems when adding items. Weebly, however, was very quick and easy to use, with a basic interface with many options. Websites which I have created for past school assignments were not uploaded to the internet; however, the ability to share information and authenticate tasks still made them a meaningful activity. Within a classroom, I would use websites as topic specific, with various pages, rather than a collaborative tool or message board site.
Click here to visit my website.
References
Bruns, A., & Humphreys, S. (2004). Building Collaborative Capacities in Learners: The M/Cyclopedia Project, Revisited. Retrieved November 18, 2011, from QUT: http://eprints.qut.edu.au/10518/1/wiki16f-bruns.pdf
Howland, J. L., Jonassen, D., & Marra, R. M. (2008). Meaningful Learning with Technology. Boston: Pearson Education Inc.
Koehler, M. (2011). What is TPACK. Retrieved November 10, 2011, from TPACK- Technological Pedagogical and Content Knowledge: http://mkoehler.educ.msu.edu/tpack/what-is-tpack/
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied to Teaching. Milton: John Wiley & Sons Australia, Ltd.
Solvie, P. A. (2008). Use of the Wiki: Encouraging Preservice Teachers’ Construction of Knowledge in Reading Method Courses. Retrieved November 18, 2011, from Literacy and Technology: http://www.literacyandtechnology.org/volume9_3/solvie.pdf

How can Wikis transform learning? 
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Wiki Reflection
Sylvia
In order to develop knowledge of a wiki and the learning theories which underpin it, several learners participated in a scaffolded wiki on the topic of Mobile Phones in Schools. Learners used de Bono’s thinking hats to brainstorm arguments revolving around this topic, whilst analysing learning from an educational standpoint. A wiki is essentially a webpage which allows users and people with internet access to read, edit and modify information. This provides a flexible learning space whereby people can collaborate and learn through asynchronous communication resulting in the accumulation of diverse perspectives.
Learning Theories

Several learning theories such as constructivism, cognitivism and connectivism underpin the learning which occurs in a wiki.  Constructivism defines learning as “an active, contextualized process of constructing knowledge rather than acquiring it” (Lein, 2007). Therefore to learn, an active role must be assumed whereby new knowledge is learnt through problem solving, social interaction, arguments and real-life situations which lead to developing understanding (Lein, 2007). Students engage in open-ended discussions where they are challenged by different perspectives in a discovery approach (Snowman, Dobozy, Scevak, Bryer, Bartlett, & Biehler, 2009). This is central to a wiki which is based on actively learning through the collaboration of several learners who come together to discuss and form new ideas.
Cognitivism revolves around the cognitive processes involved in learning and the ability to learn by modifying prior knowledge (schemes) by assimilating existing knowledge with new ideas to form new knowledge (Snowman, Dobozy, Scevak, Bryer, Bartlett, & Biehler, 2009). The cognitivist theory utilises tools to connect knowledge which include mental maps such as using a table and de Bono’s hats to organise information. In the wiki on mobile phones in schools, learners had the opportunity to reflect on their own experiences and connect with other’s ideas to form new knowledge and opinions.
Connectivism is a theory which recognises that learning is no longer an individual activity, is rapidly changing and is influenced by a variety of information sources which can occur outside of an individual. Therefore, technology is also a source of knowledge and can be used to access information. The acquisition of knowledge is determined by learners making connections between ideas and concepts and choosing what and how they want to learn.
This underpins wikis whereby learners use a non-human device to network and gain information through the collation of a variety of opinions and sources (Siemens, 2004).  

Use of Scaffolding
Scaffolding provides tasks with purpose, making them meaningful and allowing the desired learning to occur. This is essential in wikis, where there is potential for students to become off topic, confused or fail to complete tasks altogether. The scaffold in the Mobile Phones Wiki consisted of a table with each of de Bono’s Thinking Hats, and ensured participants remained within the realms of brainstorming about the topic. De Bono’s Hats enabled all perspectives to be incorporated in an organised and efficient manner by organising them clearly under each heading or hat. A scaffold ensures that thinking is visible and discussions can be recorded for future use. This enables the wiki to be used as an ongoing discussion with elaborations made as new information or knowledge is discovered or developed.

Advantages
“Siemens (2005) elaborates: Blogs, wikis, and other open, collaborative platforms are reshaping learning as a two-way process. Instead of presenting content/information/knowledge in a linear sequential manner, learners can be provided with a rich array of tools and information sources to use in creating their own learning pathways” (Darrow, 2009). Wikis have a range of uses in educational settings including class pages with problems and links, a collaboration tool for group assignments and class discussions. Some students are disinclined to participate in class discussions, whereas a wiki can be used to encourage all students to contribute and to monitor these contributions. Students can also return to discussion points and the learning manager can assess prior knowledge and student understanding.

Disadvantages
The open-nature of wikis presents the potential for information to be unreliable or incorrect drawing criticism of wikis being an inaccurate source of information, which is minimised when wikis are used as a collaboration tool rather than a definitive source of information. There is also potential for wikis to become disorganised and off-topic if proper scaffolding is not provided.

My Participation
When approaching the wiki, I felt negatively towards the topic of Mobile Phones in Schools and subsequently assumed a position under the black hat. However, by reading perspectives and arguments and thinking with the other hats, I began to make connections and consider other uses and views about the topic and argued alternative points of view. By participating in the wiki my arguments were scrutinised which encouraged me to critically reflect and evaluate my thinking. The collaborative approach lessened the amount of research each individual needed to undertake, whilst ensuring the information was maximised and gathered in one place.  I found the wiki to be a useful learning tool, as we were able to engage in learning in an online discussion without the need for face to face contact, demonstrating the effective use of technology in the 21st century.

References
Darrow, S. (2009). Connectivism Learning Theory: Instructional Tools for College Courses. Retrieved November 10, 2011, from Western Connecticut State University Library: http://library.wcsu.edu/dspace/bitstream/0/487/1/Darrow,+Suzanne_+Connectivism+Learning+Theory_Instructional+Tools+for+College+Courses.pdf
Lein, K. (2007). Constructivist Approach. Retrieved November 10, 2011, from ELearning Pedagogy: http://elearningpedagogy.com/constructivist.html
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved November 10, 2011, from elearnspace: http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler, R. (2009). Psychology Applied to Teaching. Milton: John Wiley & Sons Australia, Ltd.
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