1. Wikisand social software: Using open content to promote quality learning Wikis and social software: Using open content to promote quality learning Steve Wheeler Faculty of Education University of Plymouth

2. Introduction Wikis at UoP What the students say Wiki Activities 5 Stage Model Questions? In this presentation

3. N=235 190 PCET Students in 12 groups (generic, military, prison service, partner colleges) 45 B.Ed Primary Students Data from online discussion and wiki content posting

4. Results Better referencing of sources: “my referencing has improved through using the wiki, as it had made me realise how important it is to state where you got your information from initially.” (2nd Year Female)

5. Raised awareness of writing for an audience: “I have developed more consideration for others when writing, as you know that everyone will be reading what you write. you have to consider whether or not it will be relevant to them before you write it up.” (2nd Year Female)

6. Hidden audience effect: “… other people that I don't even know will be reading it. I will only write something that I'm sure about, and not things that I think might be wrong or questioned by other people.” (1st Year Female)

7. Hidden audience effect: “I concentrate more now on my spelling than ever before because anyone can see what you are writing so you have to take more care.” (1st Year Female) “… if anything it probably makes me write better. on the wiki you know that everyone can read your work so you make yourself as intelligent as possible.” (2nd Year Female)

8. More care taken in composition: “Writing on the wiki is a challenging activity which involves much thought about the length and structure of sentences as it is able to be read by anyone. The exclusion of a spell-check also provides more challenges of careful thinking.” (1st Year Male)

9. Wiki prompted better writing focus: “Using the wiki has made writing much more focused on a part of a topic rather than gettin confused trying to tackle the topic as a whole.” (2nd Year Female)

10. Wiki did not contain grammar and spell checkers: “I have noticed how much I do rely on Microsoft word, when I word process. Wiki has no spelling or grammar functions, so I have to pay more attention to what I write. However, the problem is when you cross over from using Microsoft word to wiki.” (1st Year Male)

11. Some reported detrimental effects: “The wiki and using ICT as a whole has limited my writing skills and spelling, as i now depend more on the spell and grammar checker and my handwriting has got worse as i am using the computer more.” (1st Year Female)

12. Some doubted the legitimacy of wikis: “I … think if I quoted from the WIKI it would not be deemed as a valid source.” (2nd Year Male) “At the end of the day this is only someone’s opinion and should be taken with a grain of salt unless it is backed up.” (2nd Year Female)

13. Conclusions Most students enjoyed presenting their ideas/discoveries on the wiki Reluctance to edit others’ work They ‘managed their impression’ by presenting their best writing to the wiki Less care taken on ‘informal pages’ Better critical engagement Improved source referencing Future work – The WikiLit project

14. Wiki activities – 5 stages (Wheeler, 2007) Exploration Exhibition Explanation Elaboration Evaluation

15. Wiki activities – 5 stages Exploration orientation, basic principles, making initial contact

16. Wiki activities – 5 stages Exhibition show and tell, share ideas, post links to resources

17. Wiki activities – 5 stages Explanation simple posting & editing, informing and describing

18. Wiki activities – 5 stages Elaboration collaboration in posting, dialogue and complex edits

19. Wiki activities – 5 stages Evaluation assess value, accuracy & significance of content

20. Wiki activities – 5 stages Exploration Exhibition Explanation Elaboration Evaluation orientation, basic principles, making initial contact show and tell, share ideas, post links to resources simple posting & editing, informing and describing collaboration in posting, dialogue and complex edits assess value, accuracy & significance of content Deeper Cognitive Engagement

21. Wiki activities – 5 stages Exploration Exhibition Explanation Elaboration Evaluation Social Academic Technical/Practical

22. swheeler@plymouth.ac.uk http://steve-wheeler.blogspot.com University e-Learning Website: www2.plymouth.ac.uk/distancelearning Any Questions?