Wiki working

I published two journal articles recently on the use of wikis in teaching and learning, and I'm making them available here on this blog. The links below allow you to download the full papers in .pdf format. I have also published several book chapters recently on the use of wikis in education which I will make available here over the next few weeks - so bookmark this space! A key message from both papers is that although students enjoy working and learning together, to facilitate effective collaborative learning, tutors need to know how to optimise the affordances of wikis. The first article came out of a whole term of gathering data from student teachers who were using wikis to support their study, and as a tool to encourage sharing and collaboration. It appeared late last year in the British Journal of Educational Technology:

Wheeler S, Yeomans P and Wheeler D (2008) The good, the bad and the wiki: Evaluating student-generated content for collaborative learning. British Journal of Educational Technology, 39 (6), 987-965.

This paper explores the potential for wiki-type open architecture software to promote and support collaborative learning through the use of student-created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community-focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed 'the architecture of participation'.

The second article was written from the same data, but this time with the emphasis on the use of wikis to promote quality academic writing. It was published in Learning, Media and Technology journal.

Wheeler S and Wheeler D (2009) Using wikis to promote quality learning in teacher training. Learning, Media and Technology, 34 (1), 1-10.

This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning. This study of undergraduate teacher trainees' online learning activities focuses on how shared spaces - wikis - might be used to communicate ideas and generate course-specific content. The study also explored how students, through such activities, were able to improve their academic writing skills and engage more critically in learning. Data captured from student discussion boards and a post-module email questionnaire (n = 35) were used to map student perceptions of the usefulness of wikis in support of their academic studies. The data indicate that most students raised their skill level in writing directly to the publicly viewable wiki space, in sharp contrast to the more informal content they posted on the discussion boards. The scope of collaborative writing was limited due to students' reluctance to edit each others' work, but students appreciated the shared environment as a means of discussing their work and the content of the course. Students reported that their academic writing skills had improved through their formal participation in the wiki.