Nov
30
Wikis and Blogs as Learning Tools
November 30, 2007 |
Online Educa 2007 - Session 1 a
Speaker: Martina Doolan – University of Hertfordshire
This work related to personalised learning in a dynamic multi-mode learning environment to support group based assessment. Many of her influences came from her students rather than the experience of the university managed learning environment which doesn’t have personal pages.
Students come with a range of gadgets already and expect to be able to use them. Equally there are external influences from the sector including JISC and HEFCE. The work carried out here referenced the JISC Emerge community which is about building and sharing experiences in HE.
Martina wanted to use blogs, wikis and podcasts as part of the project and her students already use tech informally and wanted to see what approaches students take for their learning.
The project worked with 60 2nd year students and had the aim of applying principles and techniques in a team environ. The evaluation was through reflective blogs and post test questionnaires
The project set up a Wiki set up with a notice board (all students and academics create the notices), assessment details, resources for learning (examples of material for other students to share and use), and group details (private details for the group). Early on people were encourage to carry out some group commitment (writing up personal information) to get used to using a wiki.
The Wiki was also used to provide alternative ways to access materials – such as via video and podcasts as alternative to reading – with the tutor providing example introductions to the module to show how it might be used.
When students added material 8 out of 10 used mobiles to create their videoss for the wiki, 5 out of 10 used provided a script as well as a video, and 2 produced podcasts to link to the wiki. There was a strong preference for students to use their own technology – mobiles – rather than ask for webcams etc
Students were also asked to keep reflections on their work and many students started to adopt a style appropriate to working in industry rather than a student style. The student approaches used StudyNet, blogs, Jumpcut, MSN, wikis, and video and so included technology outside the usual institutionally supported technology.
Whether or not the university supported learning through these technologies the issues were clear about remote communications becoming second nature, exploration of ways of building communities, and students seeking mutual support beyond the established routes
Through the project there were some issues about concerns of other students stealing work or ideas from others via the wikis, an emerging tendency for students to be protective of their work, and a view that sometime working on line can be more difficult than face to face. The project did reveal insights into student approaches – how they use their own resources, approaches to team work and collaboration, the benefits of self reflection together with worries about being judged by their wiki contributions, being ‘less in control of learning’, and others ‘pinching’ their work.
