Wikis

Wikis can be examined in relation to several learning theories put forth by: Dillenbourg and Schneider (1995) collaborative approach to learning; Siemens (2004) Connectivism: a learning theory for a digital age; and Kearsley and Shneiderman (1999) engagement theory of learning. The main tenant of Dillenbourg and Schneider’s collaborative theory of learning is focused around the idea of two or more individuals being engaged in some activity that requires them “to come to some agreement and reach a shared solution” (¶ 7). Siemens in his connectivism theory contends “… learning is no longer an internal, individualistic activity” (Conclusion: ¶ 2). He attempts to explain the impact technology is having on how we live, communicate, and learn. The engagement theory of learning put forward by Kearsley and Shneiderman proposes that students are more intrinsically motivated to learn when the nature of the activities and learning environment is meaningful.

Wikis provide for a more collaborative, connectivist and engaged approach to learning as opposed to the traditional individualistic approach. Achterman (2006) suggests that “the power of a wiki lies in its ability to provide a format for collaborative construction of knowledge” (p.19). In keeping with the Siemens connectivism theory wikis provide for learners to stay connected and belong to a digital community of interest that can be continually shared. As the learner continues to discourse and add to the content of the wiki they develop stronger connections to others working on the wiki thus fostering greater assimilation of shared knowledge. Watson et.al. (2008) found that a wiki could be part of a solution to the problem of students not being motivated by “throw away assignments” in that, through using a wiki, students “can become actively engaged in the ongoing and expanding development” of a project (p. 81). A wiki has many applications for learning based on the learning theories such as, “case libraries, project spaces, discussion forums, collaborative web writing” (Kaplan-Leiserman, 2004, p.1), resource creation tool, to name but a few of its applications. Connell, quoting Richardson (2006), suggested wikis could be used by teachers and students in collaboration to create web based textbooks for courses. Several examples of this in practice can be viewed here, http://wik.ed.uiuc.edu/index.php/Wiki_in_a_K-12_classroom. One benefit of this approach is that each year’s work could be built upon by successive classes. Achterman (2006) suggests that we have not tapped the full potential of wikis especially in the area of the ‘discussion’ page found in most wikis which allow for feedback and deeper discussion of the topic. It is on the discussion page that arguments for or against what is found in the wiki can be waged and the intellectual discourse engaged. Clyde (2005) suggests that wikis are supportive of collaborative activities as they “provide for an easy way to maintain and update site information, provide an easy way for members to submit contributions” (p.54). A wiki, by its nature, requires those working on its development to be engaged in the process, collaborate to come to agreement of content and in the process create something new. Dron (2007) states, “Wikis offer a rich evolutionary landscape where content is continually revised, deleted, refined and mutated to adapt to the needs and knowledge of the community whose knowledge is itself revised and mutated as a result” (p. 61)

Links

http://gmiller.wikispaces.com/ A Wiki for educators

http://pbwiki.com/academic.wiki A site for hosting educational wikis

http://edutechwiki.unige.ch/en/Educational_technology A wiki about educational technology

http://en.wikiversity.org/wiki/Educational_wikis A site to get an overview of educational wikis and related content

http://wikisineducation.wetpaint.com/thread/2352267/Educational+wiki?t=anon A site promoting itself as a free site for schools to host wikis but from commentary it appears this site should be used with caution.

References:

Achterman, D. (2006). Beyond Wikipedia. Teacher Librarian. 34(2), 19-22. Clyde, L. (2005). Wikis. Teacher Librarian. 32(4), 54-56,67.

Connell, S. (2004). Literature Review. Uses for Social Software in Education. Retrieved February 2, 2009, from http://soozzone.com/690outline.htm.

Dillenbourg, P., and Schneider, D. (1995). Collaborative learning and the Internet. Retrieved February 12, 2009, from http://tecfa.unige.ch/tecfa/research/CMC/colla/iccai95_1.html

Dillenbourg, P. (1999). Introduction: What do you mean by “collaborative learning”? Retrieved February 13, 2009, from, http://tecfa.unige.ch/tecfa/publicat/dil-papers-2/Dil.7.1.14.pdf

Dron, J. (2007). Designing the Undesignable: Social Software and Control. Educational Technology & Society. 10 (3), 60-71. Retrieved 22 January 2009 from, http://www.ifets.info/journals/10_3/5.pdf

Kaplan-Leiserson, E. (2004). We-Learning: Social Software and E-Learning, Part II. Retrieved February 2, 2009, from, http://www.astd.org/LC/2004/0104_kaplan.htm

Kearsley, G., and Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved February 12, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

Siemens, G., (2004). Connectivism: A learning theory for the digital age. Retrieved February 10, 2009, from http://www.elearnspace.org/Articles/connectivism.htm

Watson, R. et al. (2008). Opening the Classroom. Journal of Information Systems Education. 19(1) 75-85.

Joe