Wiki Uses in Learning and Teaching
|Panelists||Dani Ben-Zvi, Yael Kali, Andrea Forte, Sheizaf Rafaeli, Gilad Ravid, Edna Tal-Elhasid|
|Track||Wikis in Education|
|License||GNU Free Documentation License (details)|
|About the panelists|
|Dani Ben-Zvi is a faculty member at the Faculty of Education in the University of Haifa. He is the head of the Innovative Technologies in Education Graduate Program.
Yael Kali is a faculty member at the Education in the Science and Technology Department at the Technion in Israel. The group she is leading at the Technion focuses on design-principles for educational technologies, and studies how technology enhanced learning environments affect student learning at different age levels (middle-school to higher-education). Kali is a co-principle investigator in the NSF-funded TELS (Technology Enhanced Learning in Science) center, in which she develops the Design Principles Database, and studies its contribution to the Learning Sciences and Design communities.
Andrea Forte is a Wikipedia contributor and a Ph.D. candidate specializing in human-centered computing at Georgia Tech's College of Computing. Her current research focuses on written communities of discourse and social contexts for learning through writing. Andrea holds an MLIS from the Graduate School of Library and Information Science (now School of Information) at University of Texas at Austin and a BA in foreign language and literature with a minor in philosophy from Western Michigan University.
Sheizaf Rafaeli (PhD Stanford University) is Director of the Center for the Study of the Information Society and Professor at the Graduate School of Management, University of Haifa, Israel. His interests include information sharing and the value of information, mediated interaction, synchronicity, simulations, online behaviour, groups and decision making. He has taught in numerous universities in Israel, Europe and the US, including the Hebrew University of Jerusalem, Stanford University and the University of Michigan. He is coauthor of Network and Netplay (MIT Press) and co-founder of the Journal of Computer-Mediated Communication.
Gilad Ravid (BSc in Agricultural Engineering, Technion; MBA specialization in Management Information Systems and Operations Research, Hebrew University of Jerusalem, and Ph.D. University of Haifa, Israel) is Postdoctoral Fellow at USC Annenberg Center for Communication and a faculty member in the Industrial engineering and Management Department at the Ben Gurion University of the Negev, Israel. He also served as a lecturer at the Hebrew University of Jerusalem and the Ruppin Institute. Gilad has published in the areas of distance education, supply chain management simulations and group online communication. Dr. Ravid examines the modern dynamics of the group in the context of the digital age. Through controlled experiments with simulated managerial games and multi-player internet simulations, he has developed a theoretical model for virtual group interaction which he explains in his recent dissertation, Information Sharing via CMC in Small Groups: Communication, Group and Task Influences on Information Sharing.
Edna Tal-Elhasid is the head of the Instructional Design Group at Shoham, The Center for Integrating Technology in Distance Education at the Open University of Israel. She is also a member of Chais Research Center for Integration of Technology in Education at the Open University of Israel. She received her Bachelor's degree in Mathematics and Computer Science at Haifa University Israel, and a Master's degree in Information and Communication Technologies in Education at Tel Aviv University Israel.
|Representatives from five universities will discuss their groups' respective teaching and learning Wikis. The group assembled here represents several divergent approaches and projects to harnessing the collaborative and open-source nature of Wikis to the tasks of teaching, educating inquiry and training.
We will discuss and compare Wiki projects that cover diverse methods and content fields. Projects include secondary, undergraduate, and graduate level courses. Systems we describe address groups varying in size from roughly a dozen to hundreds of students. We approach the ontology and pedagogy of Wiki-based educational materials drawing on cognitive and social constructivism, a theory of inquiry-based learning, and an interest in information markets and online sharing dynamics. Projects included in this panel have received financial support from a variety of granting agencies, including the Israeli Internet Association, U.S. National Science Foundation, the GVU Center at Georgia Institute of Technology, SHOHAM at The Open University of Israel, and InfoSoc at the University of Haifa.
We created and now study widely different implementations of Wiki usage in education that reflect a variety of instructional approaches.
In all of the projects we have completed at least one cycle of use, and can therefore report on outcomes that include user feedback, reactions and satisfaction; impact on learning; impact on grade; non-obtrusive measures of usage patterns; and external measures of quality of the content generated and preserved. Our findings address the issues of design considerations, multilingual and multicultural content, group dynamics, evaluation and quality control.
We wish to use this panel to share lessons learned and discuss a variety of usage modes, in search of "best practice" models as well as share lessons learned that apply to future modifications and additions to the code.