استفاده از wiki برای همکاری دانشجویی

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گزارش خرابی

[mmm] Debbie Weaver and Craig McIntosh
from Swinburne University talk about how they've used Wikis to
facilitate effective group work for face-to-face and distance
online students. They also discuss how they provided
effective technical support and how they structured their assessment to cater
for the collaborative learning process. >> A Wiki is a collaborative webpage where
students all have access to edit, and design, and add content, and
add extra pages to. So it's a site that is designed for group
work, but to be presented in a web format. The class we're looking at today is an online unit taught through open
universities in Australia. >> We'll have up to about 600 students. In
OUA on campus we'll probably have 100
students. >> We do a lot of training of students to
work in teams on campus, we scuffle teamwork, but we, for fully online students, they're often
forgotten about. So we were looking at how we could
facilitate online group work. We looked at a few different technology,
technologies that could help us with this, and Wiki seemed to be the
easiest way to do it. Once students log into the Blackboard
site, all of the Wikis are located in their, assessment area. You can see these students
have used a variety of different media, text
and images in here, including their sources, at
the bottom, and then down in the comments section, we get a snapshot of the discussion that's taken place about that
particular page. So this is where students are commenting on the current version suggesting to each
other what changes can be made, and, and importantly complimenting each other on
what they're done. For students to edit the Wiki, they just
click on the edit link on the top and it opens up a very, very
simple HTML editor. So within their Wiki they can just insert
the cursor in the area and just start typing
[sss]. And they can select that text and do the
basic formatting of making it bold, changing the
color, changing the side. They can easily insert images, insert
links, anchors, etc. They have to make sure they save it, to
make sure those changes are then available for their
fellow students to see. As assessors, we get a history and it gives me a list of all the different
versions including who's made them and what time,
then I can quickly view the difference between
two different versions. Here, we've got an example of a, a deletion, an addition, and another
deletion further on. So I can very quickly get an idea of who's done the bulk of the work on this site,
and what sort of work that's been done, if it's
just been a minor word here or there or if it's a
significant contribution. For all of the students coming, we have a
groups page set up, so here they'll be able to find a list of the
people in their group, together with their tutor's name. They've got a discussion board dedicated
just to this group of students. They've also got, what we call a
collaboration area, where they've got access to chat
rooms. So they can have synchronous meetings. Email, where they can quickly send an
email to fellow group members to set up meetings or to discuss what they're
doing with their project [bbb]. Students didn't have to spend a lot of
time learning how to use the technology. The feedback we were getting afterwards
was that the Wiki that they produced as a group was so much better than any
individual could have produced. To have a project where they're working
with other students together and trying to support each other, they,
they love the experience. They really enjoy that collegiality that they
gain from it. The teaching team collectively we're all
very excited to, to be using it, because they got such positive
response from the students, we're really happy to keep going with it. As assessors, we could see who is doing
what in the Wikis. We could compare relative contributions by
the individual group members. We could look at who was contributing
significant work, and who was being a free rider or a passenger
within the team. [bbb] We didn't know what would work. We hadn't tried off campus group work before, but other people had tried it
before. We did consult the literature. >> What we've, we've tried to do is build
up a team and maintain that team. I'd have 10, 12 tutors who were involved
in it. >> We worked with them quite a bit when we
were assessing the Wikis, because especially the first
iteration, none of us had assessed a Wiki before, so we had developed our assessment rubric,
but we wanted to do this together, so we met as a team and went through all
of the wikis together. To work out how we were going to assess
the teamwork aspects of it. >> Effort and collaboration are the, the
two key factors that we reward in the individual mark
component of the wiki. >> We allocated 15 marks of the total
marks just towards the teamwork processes. >> To get a 15, we, we want to see that they've shown evidence of collaboration
with all of the group members. From 8 to 15, a student needs to show that
they've collaborated at some level. If they are getting an 8 for an individual
piece of work of some quality, but they've not engaged
with the group, so they'll get a reasonable mark for what they've
done, but they're not getting them out for the collaboration, and
that's, that's, I suppose, the key. [bbb]. >> There was a few support mechanisms in
place for students before they started. A manual with some screenshots, some links
to some other group Wikis, and we also recorded a
lecture demonstration. How to create a Wiki page, and how to edit
a Wiki page, and how to add links. Just the really key functions that
students wanted to do. >> The context of the Wiki, can be seductive from a technological point of
view. Those who have that facility can produce a
delightful piece of work that's engaging and dazzling, but it may not be
academically, sound. >> We had to then try to help our students
understand that it wasn't the glitz and glamour, that we
were really looking for. >> We make it clear that the academic content is the most important, that the
research is important, that the referencing is
important, because these are still basic skills that we're trying to
teach them. >> Multimedia as appropriate examples
was terrific, but if they couldn't work at how to embed a video, well it
didn't really matter. They could provide a, a link to it on another site, and that was perfectly
okay too. So we learned how to manage expectations
[bbb]. >> Most of them don't believe that they could possibly do a piece of collaborative
work. They could do a group work online, and,
most of them are pleasantly surprised at the
extent to which they achieve a sense of success but also
have have a of relationship with the people
they work with. >> Using, projects such as wiki projects
like this means we can now give our off campus
students the same experience, the same feedback and the same
opportunity to develop these skills as our on
campus students. [bbb]

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