H800 studies - Weeks 13-14, A3 posting

I am now starting to use my blog to share thoughts and findings from my learning.

• Please read the two vignettes:
  • Vignette A - works in ICT
  • Vignette B - qualifying as social worker, ICT skills not seen as necessary (conflicting with recording systems).

These relate to ICT and practice learning; many of my social work students are studying 2 modules whilst working and managing their other comittments - they want to learn what they see as valuable for their career and do not always relate to how technology can save their time if used effectively.

Read Minocha and Thomas (2007) ‘Collaborative learning in a wiki environment: experiences from a software engineering course’.

 

What was the rationale for the use of a wiki, in terms of real-world practice and in terms of the learning outcomes for the module? Mutual-learning tool for collaboration and involved activity. Group dynamics and problem solving.

Which areas of learning theory do the authors draw upon specifically? Pedagogical learning (social constructivist) and communities of practice. "... five-stage model proposed by Salmon (2002, 2004) as a guiding framework", " asynchronous conferencing" (Keirnan et al. 2003) and "Tuckman’s model of team working" (Tuckman and Jenson 1977). (Minocha and Thomas, p7, 2007).

In what ways did the module designers seek to persuade students to view the wiki positively? Familiarisation through reading a paper and writing about it for their TMA01.

How effectively did the wiki function in relation to key features of the learning requirements; e.g. the need to track individual contributions, to publish written contributions, to edit a single, collaborative text and to discuss and collaborate? Wiki functions record every edit so it is easy to assess student contribution by quantity, then read them to determine quality. Student reflection throughout process and part of the TMA.

What role did the assignments play in shaping the students’ use of the wiki? TMA marks were assigned to contribution to collaborative activity and reflection, this acted as an incentive to participate.

What conclusions do the authors come to in relation to:

a. the ways in which the wiki worked well? Students understanding, peer review, positive feedback from students on the effectiveness of the activity. Multiple viewpoints, traceability, accessibility at all times.
b. the main disadvantages of the wiki? Assumptions, finding the time to collaborate rather than fitting it in when suits individuals, not all critiques from peers received well.  
c. the software changes that would improve the wiki for this purpose? Small editing window, poor navigation, needing to check wiki regularly in case there were any updates because an 'alert' facility was not available. 

Read the extract from ‘Analysis of interviews with students studying Software Requirements for Business Systems’.

1. Does the interview data offer a different perspective from Minocha and Thomas? Yes, students were dissatisfied that they were advised to log into the wiki at the same time yet only one could edit at a time. Impossible to discuss within a wiki, it needs to be done elsewhere then one person edit. Needed to use alternative tools to collaborate, reframe the timings for everyone to participate and assign a moderator.
2. Does it affect your perception of how the wiki functioned in any way? Wiki fine as a publication tool but not for discussion because it would be too stilted.
3. Does it provide more documentation of the student experience? It clearly demonstrates what can go wrong and how to problem solve these issues.
4. If you had access to accounts of learner experience for a module you were responsible for, would you be able to make direct use of those accounts in revising your module? It is important to note feedback and act on it to improve the learner experience.
5. What other data might you benefit from? Tutor feedback.

 

Geekiness of gadgetry

I have become quite entranced by gadget shows which I used to recoil from, this has developed through discussions and sharing information with colleagues studying the MAODE. It is rapidly developing and I've recently been researching iPads and Kindles, all comments/recommendations welcomed.

My gadget interest has been enhanced through television viewing, either there are more of these programmes than there used to be or my interest now draws me to them - probably both. For example I was always fairly keen on the tv show 'Something for the Weekend' which has not been revamped as 'Sunday Brunch', these including a gadget section. Then I found myself watching the Gadget Show because I could not be bothered to reach my arm an extra inch/centimetre for the remote control, and discovered that it was quite interesting.

Particularly I enjoyed the recent Stephen Fry (yes, he gets everywhere doesn't he!) programme on 100 greatest gadgets. It inspired me, as I suppose was the purpose, to consider my top 10 - and yes it was this that led me to wanting an iPad or Kindle (not decided which one as yet). This is a work in progress and I will feedback my deliberations in due course.

http://www.channel4.com/programmes/stephen-frys-100-greatest-gadgets