How to improve collaboration on the Wiki?

What is wiki? Wiki (or wikispaces) is a web site that is free to create, add, edit and read by anyone who visits them. Wiki can be a collaborative tool that allows registered users to make entries on topics. For a group of people who wants a central gathering place for a certain work or project, Wiki provides a place to aggregate and organise contents in a centrally accessible environment. Information and accessibility to wiki can be kept as private or public depending on the policy set by the group.

For the purpose of collaborating virtually for students taking PXGT6308 Instructional Strategies in Distance Education, the students created a Wiki on topic ‘How people learn in DE’ via this wiki address (go to http://pxgt6308.wikispaces.com/). Another Wiki is created by PXGT6308 facilitator to strengthen the collaboration among students and to focus the students on to a particular topic. (go to http://learninghaven.wikispaces.com/).

Now, the question is, we have the Wiki and its participants, but how to improve the collaboration in Wiki?

To answer this question, I’m going to explore options from different perspectives, that is, technology, instructional strategies and attitude factors.

How well do the students know about the Wiki features?

Technology doesn’t determine the success of collaboration but how well the students manipulate the technology to achieve the goal of the collaboration. To get the participants comfortable with the new environment, provide scaffolding of 10 minutes technology knowledge sharing session in the early stage of the project to get students familiarise with Wiki features. So, the students will know where to click, edit, categorise information, type discussion and discuss about Wiki etiquettes. The appointed leader can lead a Wiki knowledge sharing session and the students can discuss on how to go about creating, editing, managing and compiling the Wiki. They can choose to keep certain information private and accessible only to team members (and they should, when necessary).

For practice purposes, in the early stage, give freedom to each student to create their own page by putting on information related to their own interest topic (doesn’t need to be to academics). This will take sometime but it is a good practice to let the students familiarise with Wiki features before they’re really prepared to venture into serious collaboration and fully manipulate Wiki features. This strategy will overcome the challenges of breaking down barriers of ‘fear of the unknown’ and ‘varying rates of acceptance’ as mention in this article about challenges to change.

Wiki gives the students the freedom to publish pages that are long-lived, regularly updated, and built by many contributors. Wiki provides the space to both publish and discuss content, without tangling the two together. Wiki content can be continually updated at any time by anyone with knowledge to contribute.

In a wiki, everyone who has permission to edit a particular page can directly edit what others have written, and it’s important for people to understand and become comfortable with this in order to effectively use the wiki.

What kind of intervention can be done to improve the collaboration?

When the number of discussions in Wiki is dropping and the class is still ongoing, it is possible for the facilitator and the students to arrange 20 minutes discussion about the Wiki in the class. Participants can discuss about the contents in the Wiki, the unanswered issues in Wiki, activities in Wiki and how to put the collaboration on Wiki back to its track.

Even though collaborating through Wiki provides freedom for participants, but some kind of enforcement and motivation could further attract the participants. I know it works with school children but for the adult learner it would need self discipline and self motivation to work collaboratively with others.

In Wiki, when designing activities to achieve the aim of learning, accurate and clear instructions should be provided. Seems the collaboration is through editable platform, a fixed and authorised instruction should be put as a guide to learners, but the learners are given the freedom to solve the activities or modify the activities to suit the learning outcomes.

Kanuka, Rourke & Laflamme (2007) suggest that engaging learners requires instruction that is well structured, with clear responsibilities for students, and provokes students to join in deeper levels of discussion. In looking at student interactions in several types of active-learning instructional strategies, they found that student who were involved in debates were more likely to be challenged by the learning activity and more likely to evidence higher levels of collaboration or contributions to discussions.

One way of designing activity using Wiki could be used for is those that require students to brainstorm, divide, conquer, and re-unite. All group members could have the opportunity to edit and revise others' work before submitting the final unit. The culminating project would be a collaborative, usable, standards-based unit of instruction ready for use in the classroom. Check here

Another type of project that Wikis could be used for is one that requires students to divide, conquer, and merge. Given a topic for a group of students, each student work with partners to find points in the topic, and then elaborate and provide in-depth explanation, post and discuss in Wiki and then merge the notes with other students in the Wiki. Check here

As the participants get used to collaborate with others, the potential of dropping numbers of discussion will occurs when their information and explanation overlaps each other. It will be a good experience for participants if there are experts who are not teaching the class to join in the discussion and start to share their expert views and provide feedback in the discussion.

Developing the ability to collaborate effectively is difficult, because collaboration is voluntary. So, to push for collaboration, facilitators and students need to create engaging conditions that can encourage students to participate in discussion, generate new ideas and share knowledge. The platform should provide the environment of trust, self-management, behavioural protocols, shared intent and equitable sharing of returns. Check here

Palloff and Pratt (1999) present a strong argument for taking the time to create a classroom culture that promotes shared learning experiences and teamwork. They suggest that the responsibility for creating this culture in the classroom is the responsibility of all participants, not just the instructor.

When students are not in class, the wiki allows students to create a sort of "virtual classroom" where students can exchange remarks, upload products, peer edit their work, and plan presentations. The wiki should not be something extra but it should make currently collected data easier to sort and access. Due to Wiki nature of open editing, close monitoring are needed, either perform by the facilitator or representatives of the students.

The schedule of maintaining and editing should be informed to team members so that they’re given sufficient time to contribute their opinions, provide feedback to questions and doing the activities posted.

Working collaboratively needs commitment and cooperation from all members of the Wiki. Each articles and discussion posted need to be reviewed and vetted by trusted viewer either from the members itself, facilitator or invited experts.

Other motives that will inspire students to collaborate in the Wiki by highlighting the benefits of Wiki and its impact on students’ learning inquiry and process.

Collaboration in Wiki enables the student to synthesise, analyse and teaches back to peers and Wiki provides a place where documentation and consensus occurs, authenticating the product and making it as relevant as possible in an academic environment. Check here , here and here

References

*Secondary sources taken from Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2008) Teaching and Learning at a Distance: Foundations of Distance Education (4th Ed)

Kanuka, H., Rourke, L. & Laflamme, E. (2007) The influence of instructional methods on the quality of online discussion. British Journal of Educational Technology, 38, 260-271

Palloff, R., & Pratt, K., (1999), Building learning communities in cyberspace: Effective strategies for the online classroom. San Francisco, CA: Jossey-Bass.

PXGT 6308 Class #2: 15th January 2009

This is the second class and I’m not in the class. Deeply regret it because I’m unable to attend the class due to work commitment in Langkawi.

On the previous week, we’re supposed to be prepared for the class by reading Chapter 1, 2 & 3 of the textbook. I manage to read till Chapter 2 only for this Week 2.

So that I’m not missed anything, I’m peeking other people blogs such Pat’s, Hana’s, Lee Chun’s (to name few) … and I found out this WEEK 2 talked and discussed about Distance Education, its definition, difference between DE and PJJ (Pendidikan Jarak Jauh) as well as some points regarding conventional education.

So, here are few points from my reading and understanding. Most of the points taken from the textbook downloaded over the Moodle.


What is Distance Education?
Defined by Simonson (2003): … institution-based, formal education where the learning group is separated, and where interactive telecommunications systems used to connect learners, resources and instructors.

There are four main components to the definition of distance education:
1. DE is institutionally based
2. Separation of teacher and student
3. Interactive telecommunications
4. Connecting learners, resources and instructors

DE also is a way of learning in which the learner is physically separated from the teacher; this distinguishes from conventional learning or face to face.

The trend for DE now; it is mostly offered to learners via electronic (either through Internet, video satellite, e-learning, LMS) replacing the traditional DE which use post-mail or printed packages.

PXGT 6308 Class #1: 8th January 2009

First class of PXGT6308 Instructional Strategies for Distance Education

001: The Lecturer

We’ve got a new lecturer for the course instead of Hui Wan. Before joining this first session, checked his name and he’s new in UM I guess. So, the lecturer is Dr. Tee Meng Yew and I’m totally zero about him.

He introduced himself to the class. Exchanged notes with the class. Ok, what about him? My first perception: I like him, good and creative lecturer, detail and high expectation, friendly, brain over mouth, immaculate and word-wise in English (his Bahasa Malaysia needs help!) coz he used to be in journalism, knowledgeable and thorough researcher (because he remembers quotes/citations from other people works). To conclude … I think I have to work extra hard in this course.


002: The Partners of Crime (Classmates)

Starting of the class, the lecturer seems nervous (Heheheh … I guess) and he’s doing a lot of assessing and mental analysis on his students. There are about 17 of MIT candidates in the class. Some I knew from last semesters and some are new faces. So, trying hard to process the schema and make all the brain glands jumping happily processing all the information within 3 hours duration.

The friends are mostly teachers either from primary or secondary or with various majors. And to top it, I’m happy and feeling great to be part of the class.


Part I: Introduction

So, what is the common thing when starting new class in a new semester? I guess it’s kind of practise to get to know each other or we call is ‘familiarising and associating’ with each other to enable the creation of equal understanding among students. Hmmm I would metaphorically say that … in order to achieve ‘the comfort zone of learning’, we need to understand and adapt to the environment of learning first.

Everyone get to introduce themselves (half of the class only due to time constraint) but the session is smooth flowing; with few cracked jokes from friends sharing their experience as a teacher/instructor. Actually, I do like the introduction session because I love hearing great stories … because all teachers do have great stories. Their stories on how their dedication to educate can make difference on someone lives.


Part II: Breaking the Ice

Let me recap my introduction part (not in exact words during the real session) … I’m an instructional designer. I love my job. I’m designing learning tools and materials for others to use as teaching or learning tool. The best part in my job is DESIGN and EVALUATE.

Why DESIGN? Coz I can be extraordinary creative sometime or I can be dull-witted designer some other time.
Why EVALUATE? Coz through evaluation and feedback from others I got to know to what extend my designs are able to help users learn.
Why not DEVELOP? Coz during development period, my stress level is double the stress during design period. But, of course I’ve got to get through the development process with high persistence.

When others questioned about my fascinated job, I always thought it is only a job and not a special one … this is what I do for a living and nonetheless others saw me a ‘passionate designer’ … Ok, I do love the job.


Part III: The Carrot for Grabs

Seems this posting is backdated (master of procrastination at work) I guess everyone still talking about the 7 pages of PXGT 6308 Course Syllabus and how detail it spelt out the input, process and outcome of this course. Well, I can say that Dr. Tee is a very detail ID (membodek!). Guess Hui Wan also commented on that in the Facebook about herself getting soft to her 6308 past students.

About the course syllabus, I will take one step at a time to digest it particularly on Learning Activities and Evaluation part. OK, all activities are ON-GOING … guess I have a lot to catch up on my next entries.

Part IV: The Teaching and Learning

What is teaching? In my own words and understanding … teaching is the process of imparting knowledge to others

What is learning? In my own words and understanding …learning is receiving, processing, digesting and understanding knowledge either from the imparters of knowledge or through cognitively or constructively assessing others

What all these teaching and learning?
Ok, some part of us in certain time is a teacher to others … teaching either through examples, experiences or abstractly imparting knowledge.
While, some part of us in other time is always a learner … learn from others, receiving knowledge and construct understanding.
It’s like a hand-shake; giving and receiving.

Teaching and learning can take places everywhere and anytime. We can’t baseline the learning occurs only in classroom (a set of learning environment), and we can’t say that the learning can only occurs when there is a teacher in the classroom. Learning can be transfer in many ways and mediums. This highlight is to relate to the learning via distance.


Part V: The Core – Distance Education

Before we delve further into Distance Education (DE) or Distance Learning (DL), let us look first into concepts of traditional teaching and learning (classroom, face-2-face). We all have experienced it since kindergarten. We all love it because the teacher is always at the front of the class … my father (he was a teacher in 1970s) told me he likes to be at the back of the class … I wonder why?

Ok, in the traditional classroom, the learning features we get are:
- to learn ‘same place and same time’
- a synchronous learning
- immediate feedback (just put up your hand to get attention)
- the teacher is there

So, I can say that most of my formal learning happened in the traditional classroom setting.

Have ever tried Distance Education / Learning?
I personally have tried but not the 100% defined distance education … means definition here is totally distance without the presence of teacher. No, I have never enrolled in any class without teacher.

Would you like to try the 100% Distance Education?
Definitely would like to try and would like to know the outcome and the impact of learning via distance.

Actually there are more things to write about Class #1 coz there are few questions posted left unanswered ... so read the book Chapter 1, 2 & 3 for the answer.

My next entry would be answering these Qs:
1. What is Distance Education?
2. What is possible in DE?
3. What is not possible in DE?

Adios.

PXGT 6308 Instructional Strategies for Distance Education

Welcome 2009!

This semester I'm taking PXGT6308 Instructional Strategies for Distance Education course. I thought of using this 'my learning Blogspot' to write everything and anything related to this course and other issues related to learning and ID.

Rather than create a new site, might as well use the one I have ... just need to refresh the contents.

This site will documented my learning experiences and reflections about what I have learn.

Wish and hope for the best!
adios.

My Critical Reflection on the Issues

Tracking back to the initiative made by Ministry of Higher Education on the plan to introduce the ‘soft skills’ modules for all undergraduates of Malaysian public universities on June 2006; and up-to-date, university’s key-persons obviously aware of the latest higher education policy; and every members/profilers in the education field should be aware and ready for this implementation. The issue of ‘not aware’ of this exercise should not rise in mass audience.

Hopefully, to this date, lecturers (would be assessor) should be aware that they hold the padlock to the students future potential for employment. The 8th week for assessing period is just around the corner.

Are the lecturers (would be assessor) ready?
Given the short notice to UMLIC to train UM lecturers to teach and assess final year undergraduate students for soft skills competency is not an easy job. It requires careful plan and cooperation from all parties involved. Given a short time for awareness and training, what the committee able to do is organize a one-day workshop which is compulsory for all lecturers to attend. Like Dr. Raja Maznah said, it’s a band-aid situation. Try to cover as much as they can in order to achieve the target by the 12th week of Semester 2 session. Hopefully through the workshops, lecturers gain as much as information and able to assess their students justifiably (the future of UM products is at stake). The workshops and break-down facilitating is a good approach for a short term plan; such as the case above.

How about the long run?
Big issue: implementing the exercise in UM environment and the continuation of this exercise for a longer term.
To ensure the successful of this exercise, awareness and understanding from involved parties such as lecturers and students are essential. Here are few suggestions on methods and tools to implement the exercise:

Conduct training / workshops for lecturers (would be assessor) – make it compulsory for all lecturers (as part of staff development program)
- Implementing classroom based / non-classroom based project in the teaching
- customize curriculum / syllabus (stand-alone, embedded or integrated soft skills content in syllabus)
- establish understanding of lecturers on this exercise

Educate the students on developing soft skills on oneself à through classroom, projects and community involvement.

Awareness program to the undergrads from the first year (nurturing from the start) à not only because of being evaluate through out the studies, but equip one-self with the necessary soft skills (in order to excel, for self achievement and complement industry demand)

Soft Skills Development Community – forming collaboration between experts, partners’ universities, public and private institutions and corporate sector. Collaboration from different parties may expand views and approaches on helping to develop soft skills competency of UM students.

Soft Skills Online portal which can be access by lecturers (staffs) and students
- Related articles on soft skills
- Training modules
- Pre-test and soft skills competency assessment – online evaluation
- Forums
- Discussions
- Continuous monitoring and supervising by steering community
- Collaboration with other institutions (universities or evaluation bodies)
- Further enhancement involving industry and corporate sector

Implementation of soft skills development in university requires proper planning, design, development and continuous evaluation to make it better. Due to that, as part of UM community, myself and team members are currently designing approach to enable all parties involved can get information from online source, means to be able to download materials, modules, articles, sharing information and for online assessment. We are also hoping that the suggested online portal will serve as a common ground for everyone to communicate and exchange ideas on soft skills development.


*** Welcome any feedback on my perceptions and reflections. ;-)

Issue #4 UMLIC roles

UMLIC roles and strategies in promoting this routine

• To provide training on teaching and assessing soft skills to the lecturers in the form of workshops, seminars or other applicable medium of delivery
• Managing Project; looking into project constraint and strategies such as time, budget and resources
• Provide supports for current/future development program
• Guide the steering committee to ensure the exercise is up-to-date

Issue #3 Implementation

Examining the problems, questions and issues, here is the suggested implementation strategies:

• Training on teaching and assessing 7 soft skills to the lecturers in the form of workshops, seminars --> through collaborative learning; peer-to-peer
• Training and modules on designing syllabus (learning outcomes); to embed or integrate soft skills content
• Creating customize assessment tools and methods specifically for UM environment, for example; guidelines for assessment, standard assessment forms, assessment parameter
• Creating online network; through Soft Skills portal which is accessible for lecturers and students à to get articles, modules, pre-test and assessment form
• Forming Soft Skills Development Community – in the long run we are looking at collaboration with partners’ universities, institutes and colleges and also from corporate sectors.

How to make the implementation successful?
- Cooperation from all parties involved
- Supports from the steering committee