{"id":10360,"date":"2012-06-08t10:51:30","date_gmt":"2012-06-08t16:51:30","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=10360"},"modified":"2021-02-26t17:44:37","modified_gmt":"2021-02-26t22:44:37","slug":"wikis","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/wikis\/","title":{"rendered":"wikis"},"content":{"rendered":"
print version<\/a><\/p>\n <\/a>a wiki is a collaborative tool that allows students to contribute and modify one or more pages of course related materials.<\/strong> wikis are collaborative in nature and facilitate community-building within a course. essentially, a wiki is a web page with an open-editing system.\u00a0\u00a0wikis in plain english<\/a> is a short movie describing what a wiki is and how it can be used in a collaborative process. \u00a0according to a recent\u00a0essay on teaching excellence<\/a>, wikis provide a vehicle for exercising most, if not all, of bloom\u2019s \u2018higher\u00a0order thinking\u2019 activities.<\/p>\n in many classrooms, the instructor provides most of the course content. with wikis, students have an opportunity to create – together – much of the course content. \u00a0wikis shift your students from ‘consumer of knowledge’ to ‘creators of knowledge,’ which is a great way to encourage your students to develop critical thinking skills, to learn from one another, and to improve their ability to work in groups.<\/p>\n as you’re beginning to see, wikis are\u00a0ideal for group projects that emphasize collaboration and editing. some common uses include:<\/p>\n wikis work best when individual authorship is less important than the outcome that is created. also, wikis are most appropriate for content that doesn\u2019t need to be protected from accidental editing.<\/p>\n curious about how other instructors are using wikis? take a look at these real life examples:<\/p>\n <\/p>\n one of the primary reasons to use wikis is because they help your students reach bloom’s higher order skills – things like creating and evaluating. additionally, wikis achieve many of\u00a0chickering and ehrmann good teaching practices including cooperation between students, active\u00a0learning, prompt feedback from peers, time on task, the articulation of high\u00a0expectations, and support for diverse talents.<\/p>\n practically, we also think that wikis are a good tool to use because access and editing can be controlled by the instructor thus making a wiki public or private. additionally, wikis are accessible online and include user\u00a0friendly\u00a0features that require little training. it’s likely your students will know exactly what to do!<\/p>\n <\/p>\n there are a variety of free and easy to use wikis that make it quick and easy to get started using wikis.\u00a0 for example, try starting with:<\/p>\n each of these options has example wikis that you can view to get an idea of the possibilities the tool.<\/p>\n once you\u2019ve chosen a tool, you\u2019ll also want to:<\/p>\n <\/p>\n research on wikis is still emerging, here we\u2019ll provide a brief annotate bibliography of recent articles:<\/p>\n <\/p>\n a common concern among instructors new to wikis (as with blogs!) is how to evaluate a student’s work. we suggest that before implementing a wiki project in your course, you develop a rubric and explain to students how you will be evaluating their contributions to the wiki. take a look at some of the existing wiki rubrics, like this\u00a0one\u00a0<\/a>or this\u00a0one<\/a>,\u00a0and adapt it to fit your needs.<\/p>\n consider how (or if) you will evaluate the wiki’s:<\/p>\n <\/p>\n as with other types of assignments and projects, the more clear you are with your expectations, the more likely students will be able to meet them. to this end,\u00a0dave foord<\/a> created a simple acronym to get good results with wiki projects: stolen.<\/p>\nwikis<\/h2>\n
when to use a wiki<\/h2>\n
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why use a wiki?<\/h2>\n
how to get started with wikis<\/h2>\n
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\nhttps:\/\/www.editme.com\/<\/a>
\n\u200bthe simplest wiki solution for your business or classroom. share content and files, capture knowledge and manage processes.<\/li>\n
\n<\/a>https:\/\/www.pbworks.com\/education.html<\/a>
\n<\/a>https:\/\/moodle.org\/<\/a>
\n<\/a>https:\/\/education.weebly.com\/<\/a><\/li>\n<\/ul>\n\n
what does the research say about wikis?<\/h2>\n
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\n<\/a>elementary education professors at a large southeastern college of education conducted a study for the purpose of exploring student perceptions regarding the use of wikis in online instruction and potential uses for wikis in the k-12 classroom as perceived by respondents. participants in the study were 40 students enrolled in 1 of 3 graduate level social studies methods courses. data were collected using surveys and written reflections. though students reported initial hesitation at learning a new technology, their overall experience using the wikis was positive. the students felt that wikis were a great collaboration tool. principle themes that emerged from the data were the potential uses of wikis as instructional tools, potential uses for information dissemination, benefits or advantages to using wikis, and limitations regarding the use of wikis. the authors provide a list of questions developed as a result of the study that, when used prior to implementing wikis as a learning tool, will minimize the limitations associated with their use.<\/li>\n
\n<\/a>this study reports on students\u2019 and lecturers\u2019 perceptions of using wikis as a platform for conducting assessed group projects in two postgraduate master\u2019s level university courses. the results highlight the fact that student attitudes to group work, in general, are mixed, and that the use of wikis per se is not enough to improve these attitudes. on the positive side, students found wikis useful for arranging information and sharing knowledge, while instructors thought wikis made managing and marking group work easier\u00a0 and\u00a0 more\u00a0 effective.\u00a0 other\u00a0 issues\u00a0 related\u00a0 to\u00a0 using \u00a0wikis\u00a0 as\u00a0 a\u00a0 collaborative learning tool in higher education are also considered.<\/li>\n
\n<\/a>researchers used a wiki with 15 graduate students in an online course. students worked on two different group activities, first using the threaded discussion feature and then using the wiki. the researchers then investigated students\u2019 attitudes about their experience, as well as differences in their processes, after using each technology. the findings suggest that there are clear benefits and limitations inherent to both technologies. the threaded discussion tool was preferred, yet students recognized the potential of the wiki to support collaboration. practical implications and future directions are discussed, including the need for instructors to support and encourage discussion as a complement to wiki writing, scaffold and model the use of wikis, and create sufficiently complex group tasks to help make wiki use attractive and appropriate.<\/li>\n<\/ul>\ncommon concerns<\/h2>\n
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