Wikis for Collaborative Learning and Knowledge Construction
Hopefully, in addition to enabling me to construct my own knowledge, this assignment will enhance my self-confidence and provide me with a solid foundation for using technology to design technology-based learning activities for students in my program.
Integrating technology into the curriculum of my courses is a task I frequently contemplate, but always shy away from due to my lack of experience in this area. I teach the introductory course in our occupational therapy curriculum. At this level, students are building knowledge regarding the history, philosophy, ethics, and other basic tenets of the profession. This new knowledge provides the basis for the critical thinking, analysis, and application to the real-world required by the upper level courses in the curriculum (West & West, 2009; Hofmann, 2014).
Title
Integrating technology into the curriculum of my courses is a task I frequently contemplate, but always shy away from due to my lack of experience in this area. I teach the introductory course in our occupational therapy curriculum. At this level, students are building knowledge regarding the history, philosophy, ethics, and other basic tenets of the profession. This new knowledge provides the basis for the critical thinking, analysis, and application to the real-world required by the upper level courses in the curriculum (West & West, 2009; Hofmann, 2014).
Title
WIKI PROJECT - Occupational Therapy: Founders of the Profession
Target Audience
24 learners in OCC101- Introduction to Occupational Therapy
Learning Objectives- Collaborative Learning/Knowledge Construction
Upon successful completion of the Wiki activity, learners will be able to:
1) Summarize the biographies of the founders of the profession
2) Describe the events that led to the development of the OT profession
3) Demonstrate the ability to work effectively with other learners
3) Demonstrate the ability to work effectively with other learners
This Wiki project aligns with the following accreditation standards set forth by the American Council for Occupational Therapy Education of the American Occupational Therapy Association (AOTA):
Standard B.21 Articulate an understanding of the importance of the history and philosophical base of the profession of occupational therapy.
Standard B.8.2 Effectively locate and understand information, including the quality of the source of information. (AOTA, 2011)
Rationale
Based on my experience with my millennial students, they are adept at using technology, and prefer engagement and group work to passive activity (West & West, 2009). Wikis provide a means for students to actively engage, share ideas, and enter into a collaborative decision-making process (Hazair, North & Moreland, 2009) while using technology for educational purposes. This collaborative, participatory process will enhance their learning while providing a foundation for their future careers within the collaborative environment of the OT profession.
Wiki-related Learning Activities
Working in groups of 3, students will create an interactive Wiki page focused on the biography of an individual involved in the early development of the occupational therapy profession.
Week 1:
Distribute survey/ questionnaire regarding comfort level with technology and group work (Wiki teams will be formed based on results)
Introduce Wiki assignment
- Sample Wikis
- Demonstrate Wiki use via sandbox (available to all students)
- Review Wiki Etiquette
Week 2:
Assign Teams
Teams collaborate to choose their OT founder from a prefabricated list
HOMEWORK: Teams collaboratively frame their "Timeline for project completion" and design their team "Rules and Etiquette" for the Wiki project.
*Week 3:
Wiki creation begins.
In addition to the asynchronous component of the Wiki, in-class time will be provided for team work and discussion. Instructor will be available to groups or individuals to discuss concerns and provide assistance and encouragement as needed.
*Week 4:
Wiki creation continues. In-class time provided.
Students complete Week 4 questionnaire regarding their experience with Wiki content, collaboration, and technology to date.
*Week 5:
Wiki creation continues. In-class time provided.
Week 6:
Wiki project due
Wikis open to all class members
Discussion/Questions begin
Week 7:
Wiki wrap up
- Distribute final surveys/questionnaires
- Informal class discussions regarding process and learning outcomes
Week 8:
Surveys/questionnaire due
*Class time will be provided during Weeks 3,4,5 for group collaboration, but it is strongly suggested that groups find additional ways to meet and collaborate on their project (prior to class, study hours, FaceTime, Skype, Zoom, etc.).
Required Wiki Contents:
Working in groups of 3, students will create an interactive Wiki page focused on the biography of an individual involved in the early development of the occupational therapy profession.
Week 1:
Distribute survey/ questionnaire regarding comfort level with technology and group work (Wiki teams will be formed based on results)
Introduce Wiki assignment
- Sample Wikis
- Demonstrate Wiki use via sandbox (available to all students)
- Review Wiki Etiquette
Week 2:
Assign Teams
Teams collaborate to choose their OT founder from a prefabricated list
HOMEWORK: Teams collaboratively frame their "Timeline for project completion" and design their team "Rules and Etiquette" for the Wiki project.
*Week 3:
Wiki creation begins.
In addition to the asynchronous component of the Wiki, in-class time will be provided for team work and discussion. Instructor will be available to groups or individuals to discuss concerns and provide assistance and encouragement as needed.
*Week 4:
Wiki creation continues. In-class time provided.
Students complete Week 4 questionnaire regarding their experience with Wiki content, collaboration, and technology to date.
*Week 5:
Wiki creation continues. In-class time provided.
Week 6:
Wiki project due
Wikis open to all class members
Discussion/Questions begin
Week 7:
Wiki wrap up
- Distribute final surveys/questionnaires
- Informal class discussions regarding process and learning outcomes
Week 8:
Surveys/questionnaire due
*Class time will be provided during Weeks 3,4,5 for group collaboration, but it is strongly suggested that groups find additional ways to meet and collaborate on their project (prior to class, study hours, FaceTime, Skype, Zoom, etc.).
Required Wiki Contents:
- Title of Wiki
- Table of Contents
- Biographical information regarding the founder
- History/Societal norms of the time. What was happening in the world at the time? WHY did your individual become involved in promoting health and wellness through OT?
- Significant contributions to the OT profession. Other contributions to society?
- Links to additional information
- Discussion section for peer comments/questions
- References
Grading
The Wiki is worth 25 points. Grading will be based on the following:
CONTENT: 10 points
Content from at least 5 sources, relevant to history, and the founders life and contribution to the OT profession. All sources must be properly cited using APA format. Proper spelling, grammar and punctuation is used, along with professional terminology. Wiki is organized in a manner that makes it easy to follow, and creates a learning opportunity for those who read it.
VISUAL APPEAL: 5 points
Wiki page should be well- organized and visually appealing. Hyperlinks should be used to direct readers to additional information. The use of graphics, pictures and videos should be used to enhance content and make the page more interesting.
COLLABORATION/TEAM WORK: 5 points
All students are expected to contribute equally to the Wiki project. Participation will be assessed by Wiki page tracking and peer evaluations. All students need to be involved in the creation of the Wiki page and the interactive discussion component. Each student will complete a survey/questionnaire regarding their Wiki experience, including interactions with team members. Results of the survey/questionnaire will be used as part of the grading process.
DISCUSSION: 5 points
Students are responsible for reading each Wiki page and posting a comment or question for the authors. Comments and questions are related to the Wiki content, provide constructive feedback, and/or ask questions to enhance learning. Wiki page owners are responsible for answering each comment/question within a 24 hour time frame.
DISCUSSION: 5 points
Students are responsible for reading each Wiki page and posting a comment or question for the authors. Comments and questions are related to the Wiki content, provide constructive feedback, and/or ask questions to enhance learning. Wiki page owners are responsible for answering each comment/question within a 24 hour time frame.
References
American Occupational Therapy Association (2012). Accreditation council for occupational therapy education (ACOTE) standards. The American Journal of Occupational Therapy, 66(6), S6-S74
Hazari, S. North, A. & Moreland, D. (2009). Investigating pedagogical value of Wiki technology. Journal of Information Systems Education, 20(2), 187-198
Hofman, J. (2014). Using Bloom's digital taxonomy to flip the classroom and create the best blend. In E. Biech (Ed.) ASTD handbook: The definitive reference for training & development (pp. 9-34). Alexandria, VA: ASTD Press
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass
American Occupational Therapy Association (2012). Accreditation council for occupational therapy education (ACOTE) standards. The American Journal of Occupational Therapy, 66(6), S6-S74
Hazari, S. North, A. & Moreland, D. (2009). Investigating pedagogical value of Wiki technology. Journal of Information Systems Education, 20(2), 187-198
Hofman, J. (2014). Using Bloom's digital taxonomy to flip the classroom and create the best blend. In E. Biech (Ed.) ASTD handbook: The definitive reference for training & development (pp. 9-34). Alexandria, VA: ASTD Press
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass
I love how you took an entire week to outline rules and etiquette for the wiki and nine discussions. We assume that all students in our online program would already know this, but some people who don't understand clear communication can accidentally post things in writing that maybe offensive if read incorrectly.
ReplyDeleteI also think that it is great the you did a technology survey. I use them to get a field for which of my students needs help formatting papers in MS Word, or Powerpoint. Understanding the background and experiences of your student is priceless.
Thanks for your response:) We need to review basic email etiquette and other profession behaviors with our entry level students, so clear expectations and rules for the Wiki would have to be a priority in my setting. As for the technology survey - my program is not online, and the technology skills of my learners vary greatly. I would try to become aware of their skills and comfort level so I could attempt to create fair groupings.
DeleteNicely laid out here and I love that you tied it to the standards of practice in your field. Your rubric is good as well- easy to understand and for a student to assess oneself against.
ReplyDeleteHi -- In order to maintain accreditation, my program needs to comply with about eighty academic standards (learning outcomes). It's best if we design assignments that allow students to demonstrate those learning outcomes and clearly display them on the assignment.
DeleteMakes perfect sense for your area of practice. There are learnings they need to be able to take away and apply, making the most of the classes, I am sure. Because of the accreditation aspect, it once again makes me wonder about having a private wiki as a best practice. One article that stopped me in my tracks was Patel et al., who comment that "...security risks arise from the fact that a user seems to deal more confidently with other people in virtual space" (p.4), and though your wiki is very fact- based, some good moderation of comments from users may be needed. Reiteration in the same paper about how to be safe online cautions "Users may share their interests... but must not disclose any personal information, ... deal with wiki as virtual classroom space and never use speech that is "inappropriate"... for wiki class (p. 4). I know you will set ground rules in the midst of all this. : )
DeletePatel, A., Taghavi, M., Celstino Junior, J., Latih, R., & Zin, A.M. (2012). Safety measures for social computing in wiki learning environment. International Journal of Information Security and Privacy, 6(2), 1-15.
One point that stood out to me and was meaningful was your rationale. (I'm a millennial, so it always intrigues me to read about the different groups of learners and our preferences.) You used West & West's (2009) description of millennials and their preference for online learning and helped it guide your design of your class. I am assuming you have mostly younger students in your introductory program based on this. In your experience with your students do you feel that West & West's description of that group rings true or did you find any places where you've seen contradictions to the book's description?
ReplyDeleteDeAnna,
ReplyDeleteMy program is comprised of a very diverse group of learners, and older adults are certainly part of the mix. This semester, I just happen to have a class of millennials. Based on my experience, I agree with West and West (2009) that millennial learners seem to prefer group work and active engagement. My students become much more involved and animated when I break them into groups for discussion and learning. They "come alive" when engaged in an interactive online learning environment. For the most part, I've seen a big difference in their comfort level with technology when compared to our older adults learners.
Reference
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey –Bass
Kathleen,
ReplyDeleteThis assignment was particularly challenging for me because before this week I had never even seen a lesson plan, and I have no formal teaching experience. Reading your lesson plan was helpful for me to understand the overall structure of a lesson plan and what it should look like.
In this week’s reading, the authors outline the framework necessary to build a wiki project including: (1) define the project’s purpose, (2) classify the learning domain, (3) define desired outcomes, (4) frame the wiki, (5) kick off the project, (6) develop group roles/ground rules, and (7) determine measurements (West & West, 2009). Clearly your lesson plan establishes an appropriate framework for the project. Good job!
West, J. & West, M. (2009). Using Wikis for Online Collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Visual appeal is so important when it comes to wiki pages - if it's hard to navigate, it is not going to capture the attention of the reader.
ReplyDeleteIn the same way, though, the design of the page can have a great deal to do with how the creator understands the material. "The wiki gives learners the freedom to organize and present the information on the topic in ways that are more meaningful to them" (West & West, 2009).
West, J. & West, M. (2009). Using Wikis for Online Collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
I noticed in your rationale for using wiki you indicated that a major factor was that your students were millennials who prefer engagement and group work over more passive activity. I found that very interesting. Your comment is supported by West and West (2009). But it led me to wonder why wikis have not ‘exploded’ with the coming of age of the millennial generation?
ReplyDeleteOn a separate note, I liked your detailed grading details. I was remiss in not doing something similar in my own blog.
Reference
West, J. & West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass.