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Using wiki’s as an innovative learning tool is no new feat. Wikis can foster interaction, collaboration, contribution, and problem solving by engaging (reference here). The quintessential feature of wikis is that they are user generated content. This enables creation of content, construction of knowledge, editing, and eventual sharing between students (Seo, 2012) This web 2.0 tool reflects the collective intelligence of its user base.

This wiki discusses the benefits of using one-to-one laptop devices within classrooms. These classrooms could no longer need to be a physical location. With the increase in tertiary education being available in a blended format, or exclusively online, the topic of digital e-classrooms for secondary education could become a discussion.

Wiki’s can change a passive learner into an active learner, promoting collaborative learning and a participatory culture and learning environment (McLoughlin & Lee, 2007). Current shifts in classroom pedagogies to a more socio-constructivism methodology has led to discuss that students have become accustom to, and gravitate towards, group activities for peel learning (Oblinger, 2004).

Raines (2002) showed evidence that student learning preferences now learn toward teamwork and the use of technology. Additionally, students now show strengths in the areas of goal orientation, have positive attitudes towards learning, and have a more collaborative learning style. A wiki is a unified example of working as a team and integrating technology.

So, Seow & Looi (2009) presented evidence from their study “Location matters: leveraging knowledge building with mobile devices and Web 2.0 technology,” noting that not all students use the affordances of multimedia devices and that there were few evidences of knowledge building when engaging with mobile devices alone. However, So, Seow & Looi concluded that when mobile and specific technologies (web 2.0) were coupled, young learners could be engaged in a knowledge building process that linked informal (mobile devices) and formal learning experiences.

The use of wikis in Higher Education does have issues educators should be aware of before implementing. The two major issues found were students’ resistance and issues using the technology (teacher inability, shared editing, lack of synchronisations, inappropriate contributions) (Karasavvidis, 2010). Most of these can be remedied by establishing a rules & expectations policy, and vigorously monitoring the activity feed to identify which student made inappropriate edits (they have to log in with unique identification). Unfortunately one of these is a more systemic, teacher-oriented issue, which is inadequate technological support for teachers who are new to the technology. (Click to explore this issue)

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