"Contribution types" in Wikis - using Tikiwiki. Xavier de Pedro

"Contribution types" in Wikis (using Tikiwiki)
New Method Using Wikis and Forums to Evaluate Individual Contributions in Cooperative Work while Promoting Experiential Learning: Results from Preliminary experience"

Xavier de Pedro
xavier.depedro at ub.edu
Ecology Department
University of Barcelona. Catalonia. Spain

Introduction. What is it about?
  • Asking students to think about and select which type of contributions, from an ordered by importance list, they are producing before editing or posting (wikis, forums, blogs, spreadsheets, comments...)

Introduction. Why?
  • Improve quality of collaborative building of knowledge and associated learning
  • Improve quality of document written by students in group work (blended learning)
  • Promote Experiential-reflective learning (Kolb 1984)

Methodology: How?
  • 1h initial training in usage of platform (Tiki)
  • Regulated by teacher activities + self regulated students work without teachers
  • Individual and group tutorships
  • Assessing & grading students by the final product AND also by activities along the PROCESS

Methodology: Which contribution types?
  • List initially set by team of teachers
  • also "open" to student suggestions...
(the more "stars" in left column, the more weight in grading process)

Permission denied

Methodology: Contributions (Tiki)
Wiki edit example:

Methodology: Action log (Tiki)
  • information about contributions browsable by students (optional) and also editable by teachers.
    user | date | wiki action | wiki action type | object | category | +bytes | -bytes | Contribution (type) | edit button

Methodology: Criteria for grading individual contributions
(P = Process | FP = Final product)
(the more "stars", the more weight in grading process)

Permission denied

Results: contributions in groups


Results: Individual contributions



Conclusions: Strengths
  • opportunities for self-regulation by students of their effort invested to develop the specific and cross competences
  • allows teachers to have quantitative data to characterize the contributions of each individual of a work group
  • means a substantial improvement with respect to traditional methodologies in the ability to evaluate student learning when teachers are not eyewitness of the activities
  • facilitates the personalized tutorship "at early stages", so each student can realize what aspects he/she has adequately developed, what other aspects have not been adequately developed (and remedy can be put in time)
  • allows teachers invest weekly less effort since the beginning (instead of a huge effort at the end) to supervise, validate or correct and feedback to student

Conclusions: Weaknesses
  • method does not appreciate the intrinsic quality of the edited text. Critical reading, validation and appraisal of students contributions by teachers is necessary
  • can be inadequate if it is used to promote "police control" of students actions. Its main potential is, instead:
    • serving data for tutorships with students along the process,
    • help detecting and reverting "early enough" whatever handicaps that prevented some students improving their contributions
  • could have some students who refuse to use it, if previous negative experience with Wikis.
    • in some cases: lack of adequate prior instruction about the best practices for using Wikis.
  • 2-3 times more investment of time by teachers is needed to evaluate student contributions (type and sums of sizes).

Acknowledgments and References

(presentation created "dogfooding" Tikiwiki slideshow)

Contributors to this page: Xavi .
Page last modified on Wednesday 24 of October, 2007 20:25:26 CEST by Xavi.

Switch Language

Show PHP error messages