Reflection on the Creation of a Wiki

Wow that was interesting! This week as ICT’s for Learning Design students, we had to create a Wiki as one of our learning engagement activities. I will be honest; I think I created mine accidently whilst trying to participate in a group Wiki activity! Anyway I guess I am just glad to have one set up. Here is a link to my Wiki space. A Wiki is defined by Winch et al. (2010) as ‘collaborative and equitable online databases that can be edited quickly and easily by anyone’.

My thoughts previous to setting up a Wiki were a little negative and I questioned the worth of a Wiki in comparison to a Blog. However, through a range of learning materials and understanding more of their features, I quickly learnt that Wiki offered more than what I realised.  Throughout the examination of a PMI chart based on Wikis I was able to draw a true and unbiased view on them as potential tools to enhance learning.

Pluses (Positives)	Minuses (Negatives)	Implications (Potential outcomes whether positive or negative)
Engaging and interactive	Cannot accommodate multiple authors at one time	They are fun  and engaging – more beneficial for learning
Collaboration with others is essential	Users can edit or remove other students content, due to every participant having direct access to the tool	Uses multiple forms of technology; multimedia, video, sophisticated virtual places and creates, images and links to web pages
Provides a database of a range of ideas and knowledge about a specific topic	Provides an opportunity for cyber bullying if the facilitator is not active in refereeing the space	Unlike a blog, one Wiki space can be created for multiple students to share.
Quick and fast to access	You are not the only author posting research findings or information	Addresses and embraces all learning styles
Global social practice		Allows the teacher to enable students to ‘open up’ to others
Teacher is able to (and must)structure the learning experience by the use of scaffolding questions		Students are provided with timely feedback, which assists and guides them through their learning journey
The teacher is able to observe what students are contributing and posting		Enables trust to be built and maintained among students as they display their knowledge

As you can see by the PMI chart a Wiki offers many positive features and implications that can only develop the learning potential of its users (students). All of these positive features enable each and every learner to develop new thinking, learning and problem solving skill with support their ongoing development (Education Queensland, 2008). Similarly to a Blog, an effective Wiki must be controlled by the teacher, as the students will be working within this online space. This includes the application of purposefully scaffolded questions and topic headings to guide the student’s learning. Personally, by contributing to a Wiki in weeks one and two, I was able to be a ‘student’ and see both sides of the learning environment. My experiences were positive (although hesitant at first) as I believe that it improved my understanding of the technical aspect of contributing to a Wiki. It also enabled me to reflect on and share my own knowledge and experiences with others, and I enjoyed reading their research findings, knowledge and opinions on the topic at hand.

However, as the developer of this interactive space for students, teachers must be aware of the legal, safe and ethical requirements in working in a wiki. According to Education Queensland, they must do this by only using ‘safe, secure ICT practices, having an awareness of copyright and digital rights (2008). Teachers must carryout and develop legal and safe practices with their students by informing them and taking no tolerance to deviation of these safe requirements.

I thought that this was useful and interesting!

Characteristics of Effective eLearning teachers:

• demonstrate an ongoing commitment to professional knowledge, professional

practice, professional relationships and professional values.

• have an understanding of the transformative role of ICT for 21st Century

curriculum design/interpretation, pedagogy and student learning

• make conscious decisions about student learning based on an understanding

of digital learners

• are lifelong learners who are willing to take risks, fail and explore areas outside

his or her expertise

• employ a variety of methodologies, current learning theories and practices

• constantly collaborate with colleagues and practicing professionals in order

to consolidate understanding and to share and reflect on their learning,

wonderings and discoveries (Queensland Education. [2008]).

References:

Queensland Education. (2008). Smart Classrooms Bytes, Advice for Schools on the latest ICT Research for Education. [Fact Sheet]. Retrieved from http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf

Winch, G., Johnston, R., March, p., Ljungdahl, L., Holliday, M. (2010). Literacy (4 ed.). Oxford, South Melbourne, VIC: Oxford University Press