Week 3 Reflection

Greetings,

So this week I was given the opportunity to discuss wikis, blogs or websites. As wikis is the medium I have used the least in the past I thought it would be beneficial to examine its potential for engagement in the classroom.  Being part of generation Y, I was gifted the opportunity from a young age to access blogs and or websites at  whim. Though these platforms are cherished, collaboration was quite passive. Other than the access to content, the best feature was the opportunity to comment or correspond with peers. It is here where I feel the wiki is gaining popularity as it is a means not only to transmit and share content but also to actively collaborate. It is also evident that the wiki can activate learning highlighted through the SAMR Model and Bloom’s taxonomy.

The wiki  has many merits in terms of its customisation. It is possible to have security settings to keep the wiki private so that only the intended pupils can access and contribute to the wiki. The essential scaffolding for the wiki is ensuring students understand how to use the wiki and also the etiquette and environment that must be sustained. As it is a controlled environment teachers can create activities within the wiki for students to engage with. The use of the wiki can be taught through tutorials, online research and self-exploration. It is also imperative to instil in students how to use the wiki responsibly and set the tone for how students interact with each other. One of the great advantages of the wiki is equity between students as they can control their online identity and anonymity. It is important that students do not abuse this privilege. As all students can edit and organise content equally it is essential that they respect the work and intellectual property that students share.

Another advantage of the wiki is how it can be a great tool for formative assessment. On a basic level it is possible for students to be linked to quizzes and test to check their knowledge and understanding. On a deeper level it is possible to observe students in their response to content and interactions with others. It is through the collaboration and analysis of content that students are able to activate higher order thinking skills referenced in Blooms Taxonomy. Teachers are able to continuously contribute to the wiki to guide and enhance the activity.

To put the wiki technology into a class context it is useful not only for the distribution of content but also the interaction. If I was taking a history class on perspectives on the Second World War, I could give students different sources showcasing perspectives. Students could then comment and analyse why these views were held by different parties. Another element that could then be added is to ask students to contribute a piece of media or content each that showcased a viewpoint. This could range from a blog post, YouTube video, online news article, etc. Students are then able to critique other students contributions and constantly edit and add content. As a formative assessment students could then choose two of the vast resources and contrast and analyse the viewpoints. This activity conforms to the SAMR model as the beginning of the activity demonstrates the application of substitution and augmentation. When the activity is open to students to engage with and evaluate content the modification and redefinition stages are activated.  The wiki also feeds into quality ICT pedagogy of enabling higher order thinking, collaboration, controlled learning and a strong group identity.

Other than my course readings, I gained most of my knowledge of wikis by simply looking up tutorials and playing with my own Wikispaces account. A resource I found particularly helpful was a PowerPoint on how teachers can best use wikis. :
https://jenniferbarnett.wikispaces.com/file/view/Help.Wikispaces.Teacher_Presentation.ppt.

Week 2 Reflection

Greetings,

In this week’s  EDSE12024 course students were required to participate in a wiki-based ‘de Bono’s Hats’ activity. The topic surrounded the polarizing issue of mobile phones and if they should be allowed in a contemporary classroom. The wiki allowed for students to provide short responses to the topic from the viewpoint of some or all of the thinking hats. I feel that both Bloom’s Taxonomy and  the SAMR Model were influential in the creation and execution of this activity. Both paradigms enable higher order thinking skills and work towards complex outcomes.  In general there was some noticeable scaffolding to the activity as we were given clear instructions as to how to use the wiki.  The wiki itself was a wonderful resource as it enabled participation from all students. The best thing about the activity is that it was not static. Students could contribute and view the forum on a whim. Instead of merely posting an opinion it was possible to collaborate and respond to students in a large forum. Students were able to edit and add as their opinions and perceptions of the topic changed. By the activity having open ended questions it was possible for students from diverse backgrounds and beliefs to contribute. This was far more enlightening than an in class group discussion as it enabled people to give and alter their opinions in their own time. It was also an easy and effective way to get a sample of opinions from individuals that we do not interact with on campus.

I believe this activity can be linked to the SAMR Model as it embodied the framework. Students could have simply written down their ideas in groups. Instead, students were able to substitute this for a table on the wiki. The wiki further augmented what could have been a basic activity but enhancing its functionality. The wiki could be edited and saved with ease. The wiki also allowed for the modification principle to be enacted. By allowing students to continuously contribute and change the wiki it was possible for students to collaborate and synthesise ideas. This instant and constant feedback is highly valuable. Students were able to connect so easily without geographical distance affecting the collaboration. The redefinition aspect was fulfilled by this collaboration and also the task of reflecting on the activity. It is here that students can use the higher order thinking skills highlighted in Bloom’s Taxonomy to critically analyse and evaluate the relevance and value of this entire activity. It can then be linked to what was discussed in class.

In conclusion, this was a great activity to bring consciousness to the great potential ICTs hold in education and how to effectively scaffold for higher order thinking to be induced.