Wikis for Collaborative Learning and Knowledge Construction

8 Week Lesson Plan

(1) Title: “Students are dropping out left and right!” - Addressing the first to second year retention rate at an eastern post-secondary institution via a wiki collaborative project.

(2) Task: Online students in an asynchronous graduate education degree program will conduct problem-based research via a wiki platform for a simulated educational concern: Student Retention from 1st to 2nd year.

(3) Objectives: To simulate a real world educational concern and promote group problem-based learning among adult graduate students.

By the end of this 8 week lesson plan, students will know how to do the following:

• Create, design and develop a wiki via editing and formatting the wiki canvas as well as inserting graphics.
• Identify, research, and analyze 3 student retention models.
• Compare pro/cons, cost, and implementation requirements for each retention model.
• Compose and submit a review/recommendation report for 1 select retention model to be implemented as the university's retention strategdy.

(4) Target audience: Course instructor and fellow online classmates.

(5) Time Length: 8 week project

(6) Materials needed (handouts, worksheets, etc.): 

•  Hardware: Computer, iPad, or tablet
•  Accessibility: Internet access
• Web 2.0 tools: Skype account; wikispaces account (student-student interaction)
• Alternate Communication: email (student-student interaction)
• Scenario: Instructions to students

(7) Instruction procedure:

·                    Problem Statement

• The Chancellor at a research 1, east coast, postsecondary university is very concern about the undergraduate retention rate at the university. Specifically, recently received retention data shows the freshman to sophomore year attrition rate as 62%.  In other words, more than one-half of the 1^st year students are not returning to the school after their 1^st year. 

·             Theoretical Framework: Academic and social integration (See reference section below)

• Using Vincent Tinto’s academic and social integration student retention model as a starting point, students will research, analyze, and discuss 3 other student retention models in relation to the Chancellor's concern. A comparative analysis will done on all four models.

(8) Suggested learning activities/practices:

*    Wiki: Create a wiki account via www.wikispaces.com
*    Student Retention Project: The wiki platform should be used to record the research, analysis, and discussion process associated with this problem-based project.
*    Matrix Chart: Completion of a comparison matrix for the four student retention models: Tinto, model 1 + Author(s), model 2 + Author(s), model 3  + Author(s), model 4 which lists the models tenets, pro elements, con elements, implementation needs, and costs.

Student Retention (SR) Model Matrix
Model#	Author(s)	Theory	Pro	Con	Cost	Implementation Requirements
(1).	Vincent Tinto	Academic and social integration	Student centered	Labor intensive for university faculty & staff	Minimal due to using preexisting university resources	Institutional support Stakeholders buy in
(2).
(3).
(4)

      Collaborative written report: A recommendation report must be constructed to give to the Chancellor which highlights the specific student retention model that should be adopted to improve the student retention rate and promote degree attainment.

(9) Evaluation (rubric, grading criteria, etc.):

• A scoring rubric will be used to evaluate the completed project. 
• Each student in the class and the instructor will score the group's collaborative project. 
• The scoring will center on the submitted end products:

1. Matrix table: Inclusion of all requested information - Tinto, model 1 + Author(s), model 2+  Author(s), model 3  + Author(s), model 4 which lists the models tenets, pro elements, con elements, implementation needs, and costs.
2. Collaborative written report: Contribution and participation of all team members.
3. Wiki: Clarity and visual appeal.

 

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References

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Advising Hub. (2012, April 6). Vincent Tinto: Student success – resources for student success discussions in preparation for campus visit. Retrieved from http://www.sjsu.edu/advising/for_advisors/Tinto-Student_Success/

St. John’s University. (2013). Tinto’s theory of freshman development. Retrieved from http://www.stjohns.edu/parents/resources/theory.stj

Tinto, V. (n.d.). Taking student retention seriously. [white paper]. Retrieved from

http://www.umesgolf.com/assets/0/232/3812/4104/4110/bd28b4ae-e1cc-4575-9b37-535d2d2be5f1.pdf

Tinto, V., & Pusser, B. (2006, June). Moving from theory to action: Building a model of institutional action for student success. National Post-secondary Education Cooperative, 1-51. Retrieved from http://web.ewu.edu/groups/academicaffairs/IR/NPEC_5_Tinto_Pusser_Report.pdf
 

(11) Lesson/Training plan examples you've found useful but not listed below (optional)

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Images

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(n.d.). Raw materials. [Web graphic]. Retrieved from http://www.lotrading.com/images/raw_mat_en.jpg

(2013). Student retention. [Web graphic]. Retrieved from http://www.onlinecollegecourses.com/wp-content/uploads/2012/01/What-Every-Student-Should-Know-About-Online-Student-Retention-300x242.jpg

(n.d.).  Working the wiki way. [Web graphic]. Retrieved from https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQoHu25BHrpeMnn_MJXjDKrndTtuN-VHXtNRWk1Dtr1pQ6XOw2tJSCCif9kWnqjB_gbuJLf5fUBJEehy0uYrCzPjaPlL5jxA5D8wG3_41OpW_B0YO_0arZRGyVjy7UQ4DxEXfagJYDFsZ6/s200/working-the-wiki-way.jpg

"Wikis: Pros and Cons for Adult Learners."

                        Wiki Significance

So, why should I wiki?
 

"Wikis provide learners meaningful, interactive, reflective, and collaborative opportunities in which learning takes precedence" (King & Cox, 2011, p.122). How exactly can a wiki promote active adult learning and engagement? The answer lies its flexible platform which can be used in a variety of different learning contexts for differing purposes which may include: student journaling; creation of an eportfolio; construction of a collaborative knowledge base; cooperative research; and curricular and cross-disciplinary coordination (King & Cox. 2011).

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Adult Learning Theory

Adult Learner: Andragogy

Malcom Knowles' (1973), Andragogy sets forth a series of assumptions about adult learners which the educational use of a wiki can support and amplify. In particular, adult learners tend to be highly self-motivated and can engage in self-directed learning activities. A wiki is a great web 2.0 resource tool which provides adult learners with a venue for expressing their creative freedom and autonomy via its editing and revising functionalities (Bosnic, Poscic, Ackar, Zibrat, & Zagar; 2010). Adult learners have a wealth of prior knowledge and life experiences which they often want to share with others. A wikis can serve as "collaborative work space" (West & West, 2009) where "knowledge construction and knowledge sharing" can occur (Montero-Fleta & Perez-Sabater, 2011). It is when knowledge sharing, collaborative/cooperative interactions, and passionate content engagement occurs that the formation of a "community of practice" among adult learners will rise to the forefront (King, & Cox, 2011, p. 124).

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Wiki  (King & Cox, 2011)
Pro (+)	Con (-)
(1). Readily accessible	(1). Public
(2). Has return “comments” feature	(2). “Hidden audience”: wiki visitation with no return feedback in comment box
(3). Easy to edit	(3). Data entry of inappropriate or irrelevant content material
(4). Can promote: Active learning Collaborative learning Cooperative learning Community of practice Narrative analysis Social interaction	(4). Can promote: Collective bias

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Final Thoughts

In this graduate degree program, I have worked on three wikis now. I think the learning curve for using the various functionalities and designing the interface of a wiki is higher than creating and designing a blog. In addition, unlike a blog, there is no spell check feature in the discussion section of a wiki, where one leaves comments. The ability to add and revise basic text-based content is a powerful wiki feature and what makes it such a useful tool for collaborative projects. Instructors who want to integrate technology into their curriculum will find this a very beneficial tool to introduce to students despite, some of its minor challenges and limitations.

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Questions

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(1). In the Hazari, North, & Moreland (2009) article, gender differences were found between male and female students, with female students being less engaged in the educational use of wikis. What strategies or best practices might you recommend to promote and enhance the interest of female students with wiki technology?

(2). In our readings this week, all of the authors maintained that a wiki was an effective tool for promoting two distinct elements: collaborative learning and cooperative student-student interactions.  For novice instructors, who are contemplating integrating wiki technology into their course curriculum, what advice or recommendations would you suggest for the design and development of a learning activity that would incorporate the above two elements?

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References

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Bosnic, I.,  Poscic, A.,  Ackar, I., Zibrat, Z., & Zagar, M. (2010, June 21-24). Online collaborative presentations. Proceedings of the ITI 2010 3rd International Conference on Information Technology Interfaces. Retrieved from http://www.researchgate.net/publication/224166391_Online_collaborative_presentations

Knowles, M. (1973). The adult learner: A neglected species. (3rd edition). Houston, TX: Gulf. Retrieved from http://eric.ed.gov/?id=ED084368

Lari, P.  (2011). The use of wikis for collaboration in higher education. In K. P. King & T. D. Cox (Eds.), The professor’s guide to taming technology (pp. 121-133).  Charlotte, NC:  Information Age Publishing, Inc.

Montero-Fleta, B., & Perez-Sabater, C. (2011). Knowledge construction and knowledge sharing: A Wiki-based approach. Procedia - Social and Behavioral Sciences, 28, 622-627. Retrieved from http://www.academia.edu/1776697/Knowledge_construction_and_knowledge_sharing_a_Wiki-based_approach

West, J.A., & West, M.L. (2009). Using wikis for online collaboration.  San Francisco, CA: Jossey-Bass. Retrieved from [HERE]

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Images

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(n.d.). Adult learners. [Web Graphic]. Retrieved from http://madisoncollege.edu/files/users/JKolka/adult-learners.jpg

(n.d.). Final thoughts. [Web Graphic]. Retrieved from http://www.psdgraphics.com/file/creative-thought.jpg

(2012, 12). Pros and cons. [Web Graphic]. Retrieved from http://www.publicschools.org/wp-content/uploads/2012/12/pros-and-cons.jpg

(2013, 04). Wiki. [Web Graphic]. Retrieved from  http://dotwiki.org/wp-content/uploads/2013/04/ICANNWiki-Logos_Ink-Wiki_2.png

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Videos

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(2008, November 19). Ain't no stoppin' us now (McFadden and Whitehead). Retrieved from  http://www.youtube.com/watch?v=DY0tsKCB4lc

(2012, June 30). Educational uses of wiki. Retrieved from http://www.youtube.com/watch?v=sGmWjjD0Yo8

Finlay, J. (2010, May 17). Andragogy (adult learning). Retrieved from http://www.youtube.com/watch?v=vLoPiHUZbEw

Is blogging the same as discussion board activity?

Blogging vs Discussion Activity

No, blogging is not the same as discussion board activity. Although both may be viewed as communication platforms where adult learners can dialogue, reflect, and share information with one another, researchers do note some distinct differences between the two mediums. For instance, in terms of accessibility, Wang & Hsua (2008) noted some discussion boards are part of a learning management system (e.g. BlackBoard, Angel learning, or Moodle) sometimes housed in educational settings. Once the academic term is complete, access to any discussion posts, links, or attachments often is terminated. In contrast, blogs are often available 24/7 via public access on various blogging platforms such as bloggerspot.com or wordpress.org.

Community of Learners

Second, blogging offers extended opportunities to reach and interact with a diverse and broad ranging “community of learners” (Carter, 2011). Specifically, blog functionalities such as a “comments” section, “followers” widgets, and social media links to Twitter, Facebook, and Google+ provide adults learners with online openings to ask questions, share information, and establish meaningful relationships with other adult learners, content experts, blog commentators and followers as well as other interested individuals (Santos, 2011). Collaborative learning and interaction with others often leads to “higher achievement and greater productivity” (Laal & Ghodsi, 2012).

Distinctive Voice

Lastly, blogging can promote “the development of a distinct, discriminating voice in the context of Internet materials relating to particular subjects” (Oravec, 2002, p. 621). This is a very important element to blogging: subject choice and expression of personal opinion/reflection. Adult learners often have a wealth of prior knowledge and work experience.  In addition, many of them are often intrinsically motivated; thus, having an open social platform where they can not only share their personal viewpoints about content material of their own choice, but also respond to and reflect on any received return commentary is predominantly viewed as positive. In contrast, discussion activities might not offer adult learners the needed time, opportunity, or varied interactions for development of a distinctive and discriminatory voice.

Pro (+)	Con (-)
24/7 accessibility (Wang & Hsua, 2008)	Security | Privacy concerns (Child, Pearson, Petronio, 2009)
Promotes authentic voice development (Oravec, 2002)	Ignoring blog etiquette & flaming (Schmidt, 2007)
Platform for collaborative learning (Harris & Rea, 2009)             &  Reducing feelings of alienation and isolation (Dickey, 2010)	Dead hyperlinks (Oravec, 2002)
Vehicle for reflective & critical thinking (Carter, 2011)	Learners off task (Witte, 2007)
Interactive authoring (Thompson & Pennycook, 2008)	Plagiarism (Chong, 2010)
Building relationships & sharing (Kietzmann, Hermkens, McCarty,  & Silvestre, 2011)	Cyberbullying & cyberstalking (Dardick, La Roche, & Flanigan, 2007)

                                                                  

Final Thoughts

I really enjoyed doing this week's posting because I feel that I had more leeway to be creative in the presentation of my thoughts and the content material via external links, images and videos. I would love to hear the thoughts of others about the creative dimensions of blogging and if they feel the creative domain can significantly contribute to the processing, retention, and application of some of the ideas presented in the required readings.

~Aja

 

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Questions

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(1). Some individuals celebrate blogging as a way to build collaborative relationships, while other see blogging as intrusive and as an unsecured platform which can lead to privacy, identity and security concerns. Which side of this debate do you lean towards and why?

(2). Blogs have various functionalities which can engage readers: “comments” section, “followers” widgets, and social media links to Twitter, Facebook, and Google+. From the above list which feature(s) do you think might be most helpful to you in this course and why?

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References

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Carter, T. J.  (2011). Blogging as reflective practice in the graduate classroom. In K. P. King & T. D. Cox (Eds.), The professor’s guide to taming technology (pp. 89-104).  Charlotte, NC:  Information Age Publishing, Inc.

Child, J.T., Pearson, J.C., & Petronio, S. (2009, October). Blogging, communication, and privacy management: Development of the blogging privacy management measure. Journal of the American Society for Information Science and Technology, 60(10), 2079-2094.

Chong, E.K.M. (2010, September). Using blogging to enhance the initiation of students into academic research. Computers & Education, 55(2), 798-807. doi: http://dx.doi.org/10.1016/j.compedu.2010.03.012 [PDF]

Dardick, G.S., La Roche, C.R., & Flanigan, M. A. (2007, December). Blogs: Anti-forensics and counter anti-forensics. Originally published in the Proceedings of the 5th Australian Digital Forensics Conference, Edith Cowan University, Perth Western Australia. Retrieved from http://ro.ecu.edu.au/adf/21/

Dickey, M. (2010, August). The impact of web-logs (blogs) on student perceptions of isolation and alienation in a web-based distance-learning environment. Open Learning: The Journal of Open, Distance and e-Learning, 19(3), 279-291 [PDF]

Harris, A.L., & Rea, A. (2009, summer). Web 2.0 and virtual world technologies: A growing impact on IS education. Journal of Information Systems Education, 20(2), 137-144. [PDF]

Kietzmann, J.H., Hermkens, K., McCarthy, I. P., & Silvestre, B.S. (2011, May/June). Social media? Get serious! Understanding the functional building blocks of social media. Business Horizons, 54(3), 241-251.

Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia - Social and Behavioral Science, 31, 486-490. doi: 10.1016/j.sbspro.2011.12.091

Oravec, J. A.  (2002, April). Bookmarking the world:  Weblog applications in education. Journal of Adolescent and Adult Literacy, 45(7), 616-621. Retrieved from http://www.jstor.org/stable/40012246

Santos, A. N. E.  (2011, June). Blogs as a learning space: Creating text of talks. Contemporary Issues in Education Research, 4(6), 15-19. Retrieved from http://journals.cluteonline.com/index.php/CIER/article/view/4382

Schmidt, J. (2007). Blogging practices: An analytical framework. Journal of Computer-Mediated Communication, 12, 1409-1427. doi: 101111/j.1083-6101.2007.00379x

Thompson, C., & Pennycook, A. (2008, summer). A question of dialogues: Authorship, authority, plagiarism. Education Canada, 48(3), 20-23. Retrieved from http://www.cea-ace.ca/education-canada/article/question-dialogues-authorship-authority-plagiarism

Wang, S-K., & Hsua, H-Y. (2008, May/June). Reflections on using blogs to expand in-class discussion. TechTrends, 52(3), 81-85. 

Witte, S. (2007). That's onlinewriting, not boring school writing: Writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2), 92-96.

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Images

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(2013, January 7). Blogging vs. discussion activity. [Web Graphic]. Retrieved from http://dukeo.com/media/opinion-discussion.jpg

(n.d.). Community of learners. [Web Graphic]. Retrieved from http://www.cherrycreekschools.org/Schools/Eastridge/PublishingImages/Mission.JPG

(n.d.). Distinctive voice. [Web Graphic]. Retrieved from http://www.donorelf.com/wp-content/uploads/01-authentic2-260x150.jpg

(2013, September). Heart-shaped word cloud. [Web Graphic]. Word cloud creator, http://www.tagxedo.com

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Video 

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Robinson, K. (2006, February). Ken Robinson: How schools kill creativity. [Video file]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

Welcome to Aja's Blog for EDACE 765: Adult Learners and Integrating Technology into Curriculum (Fall 2013)

As a warm up to my post, I wanted to show an icebreaker video about the blogging experience.

Please see Mena Trott's TED talk about individuals blogging for varied reasons with diverse outcomes.

Mena's TED Comments

• Blogging for information sharing
• Blogging to initiate cyber attacks
• Blogging to earn economic independence 
• Blogging as personal storytelling
• Blogging as life record-keeping
• Blogging for global outreach
• Blogging for time capture | visual cueing
• Blogging to establish meaningful relationships
• Blogging to change one's life