Developing a teaching and learning framework for students’ collaborative work in wikis Priority...
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Developing a teaching and learning framework for students’ collaborative work in wikis Priority Project Grant 2009 Reason for initiative This project aims to understand how students work collaboratively in wikis. The intention is to develop a framework of teaching and learning approaches that can be used in wikis and which can also be applied in a variety of disciplines in the university community. The current higher education literature identifies a role for cooperative and collaborative learning through group work at both undergraduate and postgraduate levels. According to Barkley, Cross and Major (2005) collaboration promotes and improves learning (see also Millis & Cottell, 1998), and is an important factor in academic achievement, personal development and student satisfaction. Overall, effective student participation in collaborative knowledge creation and sharing is an important learning outcome for higher education courses. It contributes to students feeling that they are becoming members of a professional community of enquiry (Lipman, 1991). A wiki is a tool that has the potential to assist with modelling such communities. Progress to date Activity to date includes conducting an ongoing literature review, distributing staff and student surveys, compiling survey results and developing ‘how to wiki’ information sheets for staff and students. These activities are described below in further detail. Literature review The literature review focused on the following aspects of wikis: • the application of wikis in the higher education teaching and learning environment • the use of wikis for collaborative group work and the processes of preparing students for such work in a virtual environment • teaching and learning practices that relate to the use of wikis in collaborative work. Staff and student surveys The preliminary findings of the literature review informed the development of staff and student surveys. These surveys aim to address the following research questions: • What are the rationales for using wikis in teaching and learning? (Parker & Chao 2007; Bruns & Humphreys 2005 & 2007; Forte & Bruckman 2007) • What activities can be used to prepare staff and students for wiki projects? (Choy & Ng 2007; Engstrom & Jewett 2005) • How have wikis been used in teaching and learning? (Bristow 2005, Connell 2005, Edington et al. 2005, Godwin 2003, Lamb 2004, O’Neill 2005,) • How successful are wikis as a platform for collaboration and what can be done to enhance wiki collaboration? (West & West 2008; Mindel & Verma 2006; Ben-Zvi 2007) • How useful are wikis as a teaching tool? ( Molyneaux & Brumley 2007; Elgort, Smith & Toland 2008) • Should wikis be assessed and if so how? (Palloff & Pratt 2005; Adler, de Alaro, Pye & Raman 2008) • What other factors influence the success of wiki projects? (Guth 2007; Reinhold 2006; Nicol, Littlejohn & Grierson 2005). Survey results to date A first round of feedback was sought in Study Period 2 2009 (Semester 1) and a second round of feedback will be sought in week 8 of Study Period 5 2009 (Semester 2). The survey findings are summarised below. Student responses The first round survey resulted in 63 responses from students. Key findings included the following: • Most students described themselves as a ‘beginner’ when asked to indicate their level of experience using wikis • Most students reported that their wikis were used for ‘contributing ideas’ and ‘sharing useful resources’ • Most students agreed that ‘participating in the wiki was a positive experience’ • Students identified having ‘contributed to shared knowledge’ and ‘gained a greater understanding of the subject matter’ as the top two outcomes that resulted from their use of the wiki • A majority of students indicated that their wiki was assessed and that they were assessed on their contribution to the wiki. However a large proportion of students reported that the assessment criteria were not clear • Students were divided in their opinions as to whether the ‘purpose of the wiki’ and ‘the level of contribution expected’ was clearly explained to them • Students were divided in their confidence about writing and editing the wiki, and providing and receiving feedback from other members of their wiki • Most students felt that the other members of their wiki were ‘willing to share ideas, comments and findings’ • A majority of students felt that some members of their group did not make a fair contribution to the wiki • Students reported that they liked the following aspects of wiki use in their course: – Being able to contribute at a time that suited them (being online) – Sharing comments and ideas with other students Progress to date (cont) Staff responses Six responses were received from academic staff in the first round survey. Key findings included : • Staff reported that they found out about wikis through their colleagues or through their own research • Staff levels of experience using wikis were evenly distributed between ‘beginner’, ‘intermediate’ and ‘advanced’ • Most staff reported that they decided to use a wiki in their course to help students get to know each other and to facilitate collaboration between students • With regard to preparing their students to use a wiki, most staff reported that they: – clearly explained the purpose of the wiki – clearly explained the level of student contribution expected provided an introductory lecture on using wikis • Most staff indicated that they wanted the wiki to support the following learning activities in their course: – Enable the exchange of ideas – Facilitate group interaction – Facilitate social networking • Staff indicated that the most common activities demonstrated by students in the wiki were: – Shared useful resources – Group discussion forums • Staff agreed that the wiki assisted them to ‘monitor the contributions of individual students’ and ‘identify ineffective group work early’ • A minority of staff (2) reported that they assessed students’ work in the wiki • Most staff indicated that the following outcomes resulted from the use of the wiki in their course: – The wiki gave students a sense of responsibility and ownership of their learning – Students gained a greater understanding of the subject matter – Students contributed to a shared knowledge • Staff reported that they most liked the following aspects of wiki use in their course: – Administration of the wiki is managed by students – Not needing to meet face to face to do group work • Staff reported that they most disliked the following aspects of wiki use in their course: – Reviewing a large number of entries – Receiving weekly updates from all groups. Information sheets for staff and students Survey responses and findings from the literature review are being used to develop a set of information sheets for staff and students called ‘how to wiki’. This series covers the following topics: • Why wiki • What to wiki • Choosing a wiki • Planning wiki projects • Tips for wiki projects • Assessing wiki projects. Matrix for using wikis in teaching & learning The initial aim of the project was to develop a ‘model’ to assist staff to implement wikis as a teaching and learning tool to achieve quality learning outcomes by engaging students in flexible learning environments. It was soon realised that a single model would not serve the learning outcomes of a diverse academic community. It was then proposed that a framework be developed from which academic staff could ‘pick’ the elements they perceived as necessary for their particular wiki projects. However this approach became too complex when considering issues such as student support and academic development to induct staff and students to the wiki environment, the broad range of teaching and learning activities and the related assessment tasks and feedback mechanisms. The project team has ultimately decided to develop a matrix which takes into account both the inputs and outputs involved in running a successful wiki teaching and learning project. The matrix will include a range of wiki activities and the various characteristics of these wiki activities, prioritised to indicate the likeliness of the wiki activity to produce a successful or engaging collaborative learning experience. Challenges in disseminating and embedding the initiative Publicising the project and circulating the staff and student surveys throughout the University has been a significant challenge due to the many stakeholders involved. To adhere to University protocol it was necessary for project team members to contact the Deans: Teaching and Learning of each Division and request permission to attend the Division’s Teaching and Learning Committee (TALC) meeting. At the TALC meeting, the project team members outlined the project to School Representatives and supplied them with an Key challenges The project has identified three key challenges that arise when implementing wiki projects. We would welcome input from colleagues who have used wikis in a teaching and learning environment. Preparation Preparing students to use a wiki can be complex. Not only do students need the skills to operate the wiki, they also need to understand group-work and collaboration. Students can come into a wiki project with varying backgrounds that require different levels of preparation. Participation Participation can be an issue for wiki projects. External students may embrace wikis as an effective means of group work however internal students may be less inclined to participate in the wiki when they can readily communicate face-to-face with group members. Assessment Content can vary in quantity and quality and this can make assessment difficult. Students may need guidance to strike an appropriate balance between making frequent ad hoc contributions and writing less frequent but well considered content. Assessment should reward regular contribution of quality content to a wiki. References Adler, B. T., de Alaro, L., Pye, I. & Raman, V. 2008, Measuring Author Contributions to the Wikipedia, WikiSym’08, Porto, Portugal. Barkley, E. F., Cross, K. P. & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco; Jossey-Bass Publishers. Ben‐Zvi, D. 2007, Using Wiki to Promote Collaborative Learning in Statistics Education, Technology Innovations in Statistics Education, Volume 1, Issue 1. Bristow, R (2005) Beyond email: Wikis, blogs and other strange beasts Ariadne, 42. Retrieved 12 April 2009 from http://www.ariadne.ac.uk/issue42/beyond-email-rpt/ Bruns, A. & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia project. Paper presented at the WikiSym 2005 Conference, October 16-18, San Diego, USA. Bruns, A. & Humphreys, S. 2007, Building Collaborative Capacities in Learners: The M/Cyclopedia Project Revisited, WikiSym’07, Montreal, Quebec, Canada, October 21‐23. Choy, S. O. & Ng, K.C. 2007, Implementing wiki software for supplementing learning, Australasian Journal of Educational Technology, 23(2), 209‐226. Connell, Susan L. 2005. "Comparing Blogs, Wikis, and Discussion Boards as Collaborative Learning Tools." Unpublished. Retrieved 12 April 2009 http://soozzone.com/PDFs/Plan_ConnellED690.pdf Edington , Justin, Joseph Funk, Rick Thorpe, and Jacob Warrington. 2005. “Professional Applications of Wikis and Weblogs”. Open Source Development and Documentation Project. Retrieved 21 May 2009 http://osddp.org/files/issues/WP_WikisBlogs.7.pdf Elgort, I., Smith, A.G. & Toland, J. 2008, Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24(2), 195‐210. Engstrom, M.E. & Jewett, D. 2005, Collaborative Learning the Wiki Way, TechTrends, Volume 49, Number 6, 12‐15. Forte, A. & Bruckman, A. 2007, Constructing text: Wiki as a Toolkit for (Collaborative?) Learning, WikiSym’07, Montreal, Quebec, Canada, October 21‐23. Godwin-Jones, Bob. 2003. Blogs and wikis: Environments for on-line collaboration Language, Learning and Technology. 7:12-16. Guth, S. 2007, Wikis in Education: Is Public Better?, WikiSym’07, Montreal, Quebec, Canada, October 21‐23. Lamb, Brian. 2004. Wide Open Spaces: Wikis, Ready or No. EDUCAUSE Review. 39:36-48. Retrieved May21 2009 http://www.educause.edu/pub/er/erm04/erm0452.asp Lipman, M. (1991). Thinking in education. New York: Cambridge University Press. Millis, B.J. & Cottell, P.G. Jnr (1998) Cooperative Learning for Higher Education Faculty, American Council on Education, Series on Higher Education, Oryx Press, Mindel, J.L. & Verma, S.,2006, Wikis for Teaching and Learning, Communications of AIS, Volume 18, Article 1. Molyneaux, T. & Brumley, J. (2007). The use of wikis as a management tool to facilitate group project work. AAEE. Melbourne, Australia. Neuman, W.L. (2006). Social research methods: Qualitative and quantitative approaches. (6th ed) USA. Nicol, D., Littlejohn, A., & Grierson, H. 2005, The importance of structuring information and resources within shared workspaces during collaborative design learning, Open Learning: The Journal of Open and Distance Learning, 20:1, 31‐49. O'Neill, Melissa E. 2005. Automated Use of a Wiki for Collaborative Lecture Notes. Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education. New York, NY: ACM Press. Palloff, R. & Pratt, K. 2005, Collaborating online: learning together in community, Jossey‐Bass, San Fransisco. Parker, K.R. & Chao, J.T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects. 3, 57-72. Reinhold, S 2006, WikiTrails: Augmenting Wiki Structure for Collaborative, Interdisciplinary Learning, WikiSym’06, Odense, Denmark, August 21‐23. Schneider, D.K., Synteta, P., Frété, C., Girardin, F. & Morand, S. (2003). Conception and implementation of rich pedagogical scenarios through collaborative portal sites: clear focus and fuzzy edges. Paper presented at Team members Tangi Steen Portfolio Leader Teaching & Learning David Unaipon College of Indigenous Education & Research (DUCIER) Jo Hanisch Program Director School of Computer and Information Science Dale Wache Lecturer: Academic Development Learning and Teaching Unit Kirstin Wache Research Assistant David Unaipon College of Indigenous Education and Research (DUCIER) Project contact Tangi Steen Teaching & Learning/Senior Lecturer David Unaipon College of Indigenous Education and Research Yungongi Building Y2-29, City West SA 5000 Phone 8302 0923 [email protected]
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Transcript of Developing a teaching and learning framework for students’ collaborative work in wikis Priority...
Developing a teaching and learning framework for students’ collaborative work in wikis
Priority Project Grant 2009
Reason for initiativeThis project aims to understand how students work collaboratively in wikis. The intention is to develop a framework of teaching and learning approaches that can be used in wikis and which can also be applied in a variety of disciplines in the university community.
The current higher education literature identifies a role for cooperative and collaborative learning through group work at both undergraduate and postgraduate levels. According to Barkley, Cross and Major (2005) collaboration promotes and improves learning (see also Millis & Cottell, 1998), and is an important factor in academic achievement, personal development and student satisfaction. Overall, effective student participation in collaborative knowledge creation and sharing is an important learning outcome for higher education courses. It contributes to students feeling that they are becoming members of a professional community of enquiry (Lipman, 1991). A wiki is a tool that has the potential to assist with modelling such communities.
Progress to dateActivity to date includes conducting an ongoing literature review, distributing staff and student surveys, compiling survey results and developing ‘how to wiki’ information sheets for staff and students. These activities are described below in further detail.
Literature reviewThe literature review focused on the following aspects of wikis:
• the application of wikis in the higher education teaching and learning environment
• the use of wikis for collaborative group work and the processes of preparing students for such work in a virtual environment
• teaching and learning practices that relate to the use of wikis in collaborative work.
Staff and student surveysThe preliminary findings of the literature review informed the development of staff and student surveys. These surveys aim to address the following research questions:
• What are the rationales for using wikis in teaching and learning? (Parker & Chao 2007; Bruns & Humphreys 2005 & 2007; Forte & Bruckman 2007)
• What activities can be used to prepare staff and students for wiki projects? (Choy & Ng 2007; Engstrom & Jewett 2005)
• How have wikis been used in teaching and learning? (Bristow 2005, Connell 2005, Edington et al. 2005, Godwin 2003, Lamb 2004, O’Neill 2005,)
• How successful are wikis as a platform for collaboration and what can be done to enhance wiki collaboration? (West & West 2008; Mindel & Verma 2006; Ben-Zvi 2007)
• How useful are wikis as a teaching tool? ( Molyneaux & Brumley 2007; Elgort, Smith & Toland 2008)
• Should wikis be assessed and if so how? (Palloff & Pratt 2005; Adler, de Alaro, Pye & Raman 2008)
• What other factors influence the success of wiki projects? (Guth 2007; Reinhold 2006; Nicol, Littlejohn & Grierson 2005).
Survey results to dateA first round of feedback was sought in Study Period 2 2009 (Semester 1) and a second round of feedback will be sought in week 8 of Study Period 5 2009 (Semester 2). The survey findings are summarised below.
Student responsesThe first round survey resulted in 63 responses from students. Key findings included the following:
• Most students described themselves as a ‘beginner’ when asked to indicate their level of experience using wikis
• Most students reported that their wikis were used for ‘contributing ideas’ and ‘sharing useful resources’
• Most students agreed that ‘participating in the wiki was a positive experience’
• Students identified having ‘contributed to shared knowledge’ and ‘gained a greater understanding of the subject matter’ as the top two outcomes that resulted from their use of the wiki
• A majority of students indicated that their wiki was assessed and that they were assessed on their contribution to the wiki. However a large proportion of students reported that the assessment criteria were not clear
• Students were divided in their opinions as to whether the ‘purpose of the wiki’ and ‘the level of contribution expected’ was clearly explained to them
• Students were divided in their confidence about writing and editing the wiki, and providing and receiving feedback from other members of their wiki
• Most students felt that the other members of their wiki were ‘willing to share ideas, comments and findings’
• A majority of students felt that some members of their group did not make a fair contribution to the wiki
• Students reported that they liked the following aspects of wiki use in their course:
– Being able to contribute at a time that suited them (being online)
– Sharing comments and ideas with other students– Having all resources in one easy to find place– It was something new and fun
• Students reported that they disliked the following aspects of wiki use in their course:
– They weren’t prepared and didn’t know how to use the technical features of the wiki
– There wasn’t enough feedback and guidance from lecturers/tutors
– The lack of contribution from other group members.
Progress to date (cont)Staff responsesSix responses were received from academic staff in the first round survey. Key findings included :
• Staff reported that they found out about wikis through their colleagues or through their own research
• Staff levels of experience using wikis were evenly distributed between ‘beginner’, ‘intermediate’ and ‘advanced’
• Most staff reported that they decided to use a wiki in their course to help students get to know each other and to facilitate collaboration between students
• With regard to preparing their students to use a wiki, most staff reported that they:
– clearly explained the purpose of the wiki– clearly explained the level of student contribution
expected provided an introductory lecture on using wikis
• Most staff indicated that they wanted the wiki to support the following learning activities in their course:
– Enable the exchange of ideas– Facilitate group interaction– Facilitate social networking
• Staff indicated that the most common activities demonstrated by students in the wiki were:
– Shared useful resources– Group discussion forums
• Staff agreed that the wiki assisted them to ‘monitor the contributions of individual students’ and ‘identify ineffective group work early’
• A minority of staff (2) reported that they assessed students’ work in the wiki
• Most staff indicated that the following outcomes resulted from the use of the wiki in their course:
– The wiki gave students a sense of responsibility and ownership of their learning
– Students gained a greater understanding of the subject matter
– Students contributed to a shared knowledge• Staff reported that they most liked the following aspects of
wiki use in their course:– Administration of the wiki is managed by students– Not needing to meet face to face to do group
work• Staff reported that they most disliked the following aspects
of wiki use in their course:– Reviewing a large number of entries– Receiving weekly updates from all groups.
Information sheets for staff and studentsSurvey responses and findings from the literature review are being used to develop a set of information sheets for staff and students called ‘how to wiki’. This series covers the following topics:
• Why wiki• What to wiki• Choosing a wiki • Planning wiki projects• Tips for wiki projects• Assessing wiki projects.
Matrix for using wikis in teaching & learningThe initial aim of the project was to develop a ‘model’ to assist staff to implement wikis as a teaching and learning tool to achieve quality learning outcomes by engaging students in flexible learning environments. It was soon realised that a single model would not serve the learning outcomes of a diverse academic community. It was then proposed that a framework be developed from which academic staff could ‘pick’ the elements they perceived as necessary for their particular wiki projects. However this approach became too complex when considering issues such as student support and academic development to induct staff and students to the wiki environment, the broad range of teaching and learning activities and the related assessment tasks and feedback mechanisms.
The project team has ultimately decided to develop a matrix which takes into account both the inputs and outputs involved in running a successful wiki teaching and learning project. The matrix will include a range of wiki activities and the various characteristics of these wiki activities, prioritised to indicate the likeliness of the wiki activity to produce a successful or engaging collaborative learning experience.
Challenges in disseminating and embedding the initiativePublicising the project and circulating the staff and student surveys throughout the University has been a significant challenge due to the many stakeholders involved. To adhere to University protocol it was necessary for project team members to contact the Deans: Teaching and Learning of each Division and request permission to attend the Division’s Teaching and Learning Committee (TALC) meeting. At the TALC meeting, the project team members outlined the project to School Representatives and supplied them with an information sheet detailing the aim and methodology of the project. School representatives were invited to report the project to Course Coordinators. Course Coordinators who were interested in participating in the project were supplied with the information sheet and asked to contact the project team. The project team then sent a link to the staff survey to the interested Course Coordinators along with a link to the student survey for circulation to their students.
This initial process of disseminating project information and recruiting survey participants was unsuccessful and no contact was received from Course Coordinators. Factors which may have influenced this outcome include:
• Some School Representatives were not present at the TALC meetings and therefore did not receive any information about the project
• TALC meetings often had many agenda items, resulting in only a small amount of time for project team members to introduce and explain the project.
In order to overcome this problem the project team asked the Dean of Education, Arts and Social Sciences to directly invite participation in the project by email. This resulted in an excellent response from students and a modest response from staff. This direct method (email from the Deans) will be employed to promote the second round survey across all Divisions.
Key challengesThe project has identified three key challenges that arise when implementing wiki projects. We would welcome input from colleagues who have used wikis in a teaching and learning environment.
PreparationPreparing students to use a wiki can be complex. Not only do students need the skills to operate the wiki, they also need to understand group-work and collaboration. Students can come into a wiki project with varying backgrounds that require different levels of preparation.
ParticipationParticipation can be an issue for wiki projects. External students may embrace wikis as an effective means of group work however internal students may be less inclined to participate in the wiki when they can readily communicate face-to-face with group members.
AssessmentContent can vary in quantity and quality and this can make assessment difficult. Students may need guidance to strike an appropriate balance between making frequent ad hoc contributions and writing less frequent but well considered content. Assessment should reward regular contribution of quality content to a wiki.
ReferencesAdler, B. T., de Alaro, L., Pye, I. & Raman, V. 2008, Measuring Author Contributions to the Wikipedia, WikiSym’08, Porto, Portugal.Barkley, E. F., Cross, K. P. & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco; Jossey-Bass Publishers.Ben Zvi, D. 2007, Using Wiki to Promote Collaborative Learning in Statistics ‐Education, Technology Innovations in Statistics Education, Volume 1, Issue 1.Bristow, R (2005) Beyond email: Wikis, blogs and other strange beasts Ariadne, 42. Retrieved 12 April 2009 from http://www.ariadne.ac.uk/issue42/beyond-email-rpt/Bruns, A. & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia project. Paper presented at the WikiSym 2005 Conference, October 16-18, San Diego, USA.Bruns, A. & Humphreys, S. 2007, Building Collaborative Capacities in Learners: The M/Cyclopedia Project Revisited, WikiSym’07, Montreal, Quebec, Canada, October 21 23.‐
Choy, S. O. & Ng, K.C. 2007, Implementing wiki software for supplementing learning, Australasian Journal of Educational Technology, 23(2), 209 226.‐
Connell, Susan L. 2005. "Comparing Blogs, Wikis, and Discussion Boards as Collaborative Learning Tools." Unpublished. Retrieved 12 April 2009 http://soozzone.com/PDFs/Plan_ConnellED690.pdfEdington , Justin, Joseph Funk, Rick Thorpe, and Jacob Warrington. 2005. “Professional Applications of Wikis and Weblogs”. Open Source Development and Documentation Project. Retrieved 21 May 2009 http://osddp.org/files/issues/WP_WikisBlogs.7.pdfElgort, I., Smith, A.G. & Toland, J. 2008, Is wiki an effective platform for group course work? Australasian Journal of Educational Technology, 24(2), 195 210.‐
Engstrom, M.E. & Jewett, D. 2005, Collaborative Learning the Wiki Way, TechTrends, Volume 49, Number 6, 12 15.‐
Forte, A. & Bruckman, A. 2007, Constructing text: Wiki as a Toolkit for (Collaborative?) Learning, WikiSym’07, Montreal, Quebec, Canada, October 21 23.‐
Godwin-Jones, Bob. 2003. Blogs and wikis: Environments for on-line collaboration Language, Learning and Technology. 7:12-16.Guth, S. 2007, Wikis in Education: Is Public Better?, WikiSym’07, Montreal, Quebec, Canada, October 21 23.‐
Lamb, Brian. 2004. Wide Open Spaces: Wikis, Ready or No. EDUCAUSE Review. 39:36-48. Retrieved May21 2009 http://www.educause.edu/pub/er/erm04/erm0452.aspLipman, M. (1991). Thinking in education. New York: Cambridge University Press.Millis, B.J. & Cottell, P.G. Jnr (1998) Cooperative Learning for Higher Education Faculty, American Council on Education, Series on Higher Education, Oryx Press,Mindel, J.L. & Verma, S.,2006, Wikis for Teaching and Learning, Communications of AIS, Volume 18, Article 1.Molyneaux, T. & Brumley, J. (2007). The use of wikis as a management tool to facilitate group project work. AAEE. Melbourne, Australia.Neuman, W.L. (2006). Social research methods: Qualitative and quantitative approaches. (6th ed) USA.Nicol, D., Littlejohn, A., & Grierson, H. 2005, The importance of structuring information and resources within shared workspaces during collaborative design learning, Open Learning: The Journal of Open and Distance Learning, 20:1, 31 49.‐
O'Neill, Melissa E. 2005. Automated Use of a Wiki for Collaborative Lecture Notes. Proceedings of the 36th SIGCSE Technical Symposium on Computer Science Education. New York, NY: ACM Press.Palloff, R. & Pratt, K. 2005, Collaborating online: learning together in community, Jossey Bass, San Fransisco.‐
Parker, K.R. & Chao, J.T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects. 3, 57-72.Reinhold, S 2006, WikiTrails: Augmenting Wiki Structure for Collaborative, Interdisciplinary Learning, WikiSym’06, Odense, Denmark, August 21 23.‐
Schneider, D.K., Synteta, P., Frété, C., Girardin, F. & Morand, S. (2003). Conception and implementation of rich pedagogical scenarios through collaborative portal sites: clear focus and fuzzy edges. Paper presented at International Conference on Open and Online Learning, December 7-13, 2003, Mauritius.West, J. A. & West, M. L. 2008, Scaffolding Wiki Projects For Different Levels Of Learning, 24th Annual Conference on Distance Teaching and Learning, Wisconsin, United States, 5 8 August.‐
Team membersTangi Steen
Portfolio Leader Teaching & Learning
David Unaipon College of Indigenous Education & Research (DUCIER)
Jo HanischProgram Director
School of Computer and Information ScienceDale Wache
Lecturer: Academic Development Learning and Teaching Unit
Kirstin WacheResearch Assistant
David Unaipon College of Indigenous Education and Research (DUCIER)
Project contact
Tangi Steen Teaching & Learning/Senior Lecturer David Unaipon College of Indigenous
Education and ResearchYungongi Building Y2-29, City West SA 5000
Phone 8302 [email protected]
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