1. Making wikis work How do we create the conditions for effective collaborative learning? Richard Walker & Wayne Britcliffe E-Learning Development Team, University of York ALT-C 2007

2. Collaborative work: Our tutors’ aims

3. Interaction matrix Note that an instructor always has view, edit and commenting privileges to all wikis No GroupsPrivate GroupsOpen Groups Instructor Groups Students Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students can view the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006 Wiki interaction options Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Biomolecular Archaeology (general) New Media & Society (glossary) Death & Burial (individual reports)

4. Interaction matrix Wiki (Teams) interaction options Note that an instructor always has view, edit and commenting privileges to all wikis (when on). No GroupsPrivate GroupsOpen Groups Instructor Groups Students Single wiki for the whole module that only an instructor can edit. Students can view the wiki but not make changes. Commenting can be on/off. Each group has a wiki that only an instructor can edit. Commenting can be on/off. Other groups can’t view the wiki. Each group has a wiki that only an instructor can edit. All students can view the wiki. Commenting can be on/off. Single wiki for the whole module. Students can edit the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit and view the wiki. Commenting can be on/off. Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. Students can only view their own wiki. Commenting can be on/off (for instructor and student to use). Each student has their own wiki that only the student can edit. Students in the same group can view each other’s wiki. Commenting can be on/off. Each student has their own wiki that only they can edit. All students can view the wiki. Commenting can be on/off. Adapted from Andrew Fisher, Barking College, ALT-C 2006 Single wiki per group. Only students in that group can edit the wiki. All students can view the wiki. Commenting can be on/off. Core Knowledge, values & Engagement Skills – KVE (research report)

5. KVE Module

6. Data collection and research methods (Informal progress checks) Entry survey Staff interview Focus group interviews Exit survey Activity logs

7. Outcomes

8. Observations  Set-up does not equal engagement –Cultural challenges in adoption of Web 2.0 for formal learning –Students as “beneficiaries of teaching” rather than “participants in learning”  Wikis viewed as spaces for presentation of work – not drafting & negotiation –Text negotiation “uncomfortable” in public domain  Technical skills can be underestimated –Page design & structure; site navigation  Learning competencies often overlooked –Skills to synthesise & condense, rather than add info’ –Ownership of contributions & willingness to edit the work of others –Peer review & feedback

9. Lessons Learned  Module leader must be clear on: –How to use wikis –Targeted learning behaviour; how tool will be used –Participation drivers (assessment & accountability) Design  Purpose of wiki / incentives to contribute / ownership issues must be addressed  Modelling of course tasks and targeted learning behaviour – building confidence & addressing technical & learning competencies  ‘Wikiquette’: how to contribute / frequency of contributions / group roles / self-regulation & ownership issues. Induction

10. Lessons Learned  Just In Time instructions; technical support  Monitoring of on-line work / on-going evaluation & accountability –“little and often”  Wiki-in-progress class discussion Supporting  Class presentations on wiki work (peer accountability)  Acknowledging and summarising on-line contributions  Making explicit learning outcomes from class-based and virtual activities Interlinking & Summing up

11. Discussion & Questions

12. End of presentation