Wikis in education

Mitchell, Pru

doi:10.1016/b978-1-84334-178-9.50006-8

Cited by 8 publications

(6 citation statements)

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“…The students also learned to work in groups and solve problems, encouraging initiative, autonomy and interest in the activity, as well as the content, associated with it. The activity was not only intended to improve the pace of learning, but also to develop capacities related to a new way of acquiring, creating and sharing knowledge in an information society (Adell, 2007). We conclude that these objectives have been met.…”

Section: Discussionmentioning

confidence: 87%

Collaborative design of audio-visual materials in Political Science and Administration

et al. 2023

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The creation of educational audio-visual materials has recently become popular. It is an innovative and entertaining practice, which can reach millions of people through social networks and YouTube. For this reason, this specific was designed for students enrolled in the following three modules: The Spanish political system, public administration in Spain, and institutions and decision-making structures in both the of joint degrees in law and political science and in public management and economic sciences, as well as degrees in public management and degrees in political science. Educational audio-visual materials were co-designed and co-created to define a Municipal Council, its workings and its organization. This was a three phased experiment.. In the first, under the supervision of teachers, students developed five videos showing how Municipal Councils work. This allowed university students to become involved in a collaborative learning activity through which they acquired a series of important skills for future use, in addition to reinforcing their learning by participating in creation of digital teaching material, and also establishing a new teaching methodology consisting of learning-by-doing. In the second, professors and students attended CEIP Severo Ochoa Primary School in Madrid showing videos and playing two practical games, thus promoting knowledge transfer. In the third, the teachers evaluated the impact of this activity and the degree of satisfaction of university and primary school students. The result was positive, because not only was an educational innovation successfully implemented, but also a large part of objectives were achieved.

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Section: Discussionmentioning

confidence: 87%

Collaborative design of audio-visual materials in Political Science and Administration

et al. 2023

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“…The current intervention focused on the advantages and limitations of combining wiki software with mobile hardware. The primary focus was on promoting shared learning via Wikispaces, selected because it was one of the most widely used wiki services at all levels of education, with wikis in general viewed as a key collaborative educational tool of the web 2.0 era (e.g., Deng, 2018;Mitchell, 2006;Richardson, 2010). A secondary focus was on accessing this tool via mobile devices, which was anticipated to increase the potential for personalization, collaboration, and especially authenticity of learning in everyday settings, concomitant with building bridges between in-class and out-of-class learning; this was enabled by students' widespread personal device ownership.…”

Section: Methodsmentioning

confidence: 99%

“…In the first decade of the 2000s, there was considerable fanfare about the democratic potential of a number of web 2.0 tools, central among them wikis, with their emphasis on widespread participation and the crystallization of collective intelligence (Mader, 2008;Pegrum, 2009;West & West, 2009), as exemplified in Wikipedia (Lih, 2009;O'Sullivan, 2009;Reagle, 2010). Educationally, wikis were widely viewed as valuable in supporting student collaboration, generally in tandem with an explicitly or implicitly social constructivist pedagogical approach (ELI, 2005;Mitchell, 2006;Ruth & Houghton, 2009), and sometimes alongside other tools with a similar philosophical grounding such as blogs and podcasts (Green et al, 2008;Richardson, 2010). More recent studies have continued to find educational value in wikis while simultaneously identifying research gaps and design challenges (Abdekhodaee et al, 2017;Deng, 2018).…”

Section: Transitioning From a Web 20 Era To A Mobile Eramentioning

confidence: 99%

Exploring science pedagogy on the web 2.0/mobile border: Teachers’ views of a mobile wiki-based inquiry approach

Oon

Pegrum

Stevenson

et al. 2023

EURASIA J Math Sci Tech Ed

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This paper reports on teachers’ experiences of a 10-week, wiki-based, predominantly mobile science education intervention for secondary school students. It was designed to shift traditional pedagogical approaches towards more inquiry-based approaches by combining the strengths of wikis and mobile smart devices. The four participating Macau science teachers, with shared responsibility for 250 students, noted greater student engagement and reported some shifts towards more constructivist pedagogy and more active student learning. Evidence emerged of the value of personalization, collaboration, online feedback, and authentic learning, but the lack of mobile optimization of the wiki platform negatively impacted the degree of personalization, collaboration and authenticity. Lessons were learned about the need for educational technology interventions to carefully consider the intersection between software and hardware; the reasons for the recent decline of wikis as educational tools; and the ongoing educational value of web 2.0-style collaboration in our increasingly mobile era.

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“…Wikis, as shared digital artefacts, enable users to participate in the process of knowledge building (Moskaliuk, Kimmerle, & Cress, 2012). They are web applications for which the content is collaboratively added to, updated, and organized by users (Mitchell, 2006). Wikis are used in a wide variety of contexts to facilitate interaction and cooperation in projects at various scales: educational (Cole, 2009), organizational (Lykourentzou, Papadaki, Vergados, Polemi, & Loumos, 2010), architectural (Jackson, 2009) and general purpose (Aronsson, 2002), among others.…”

Section: Literature Reviewmentioning

confidence: 99%

Scalable authentic assessment of collaborative work assignments in wikis

Balderas

Palomo-Duarte

Dodero

et al. 2018

Int J Educ Technol High Educ

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Wikis are appropriate tools for deploying authentic assessment experiences for learning and work scenarios in which a group of users are asked to develop a shared task. However, when the number of wiki users increases, the number of contributions can grow at a pace whereby accurately assessing them becomes a complex and non-scalable task. While different quantitative approaches have been shown to be scalable, they are usually coarse-grained and provide limited feedback about the assessment. This work proposes a scalable assessment methodology for wiki-based tasks, based on qualitative self-and peer assessment of wiki contributions. The methodology is implemented using a software tool and is applied as part of an undergraduate course, complementing a quantitative assessment approach. Positive evidence on the scalability of the method and how it implements a more fine-grained qualitative assessment than the regular quantitative approach is found, providing indicators for assessing both individual and group generic skills.

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Wikis in education

Cited by 8 publications

References 0 publications

Collaborative design of audio-visual materials in Political Science and Administration

Collaborative design of audio-visual materials in Political Science and Administration

Exploring science pedagogy on the web 2.0/mobile border: Teachers’ views of a mobile wiki-based inquiry approach

Scalable authentic assessment of collaborative work assignments in wikis

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