Learning outcomes of blogs and wikis 2

Instructions

1. One member of the team should be the scribe (the recorder and editor of this page).

2. The other members should search for resources, negotiate content, and advise the scribe on what to include.

PART A

Suggest and describe some learning outcomes of blogging (beyond learning content, how else do learners benefit from blogging?). Cite your sources.

a. Archiving knowledge http://www.simplesite.com/pages/receive.aspx

b. Reflective learning through self-expression and social connectivity where insights on expressed thoughts can be fedback upon by others connected to the blog. In the process, engenders creativity.: http://www.ascilite.org.au/ajet/ajet24/farmer.html

c. Collaborative learning: crowd-source and synthesis of knowledge

d. Interactive means of learning: http://escrapbooking.com/blogging/blog1.htm

e. Improving written communication skills

f. Acquaintance with principle of self-directed & community-based learning

g. Systematic use of social media tools for learning

h. Enhance learning skills of the students and contribution to their knowledge & skills: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2509603/

PART B

Suggest and describe some learning outcomes of collaborative wiki editing (beyond learning content, how else do learners benefit from using wikis?). Cite your sources.

1. Collaborative learning - Wikis can be used as a source for obtaining information and knowledge, and also as a method of virtual collaboration, e.g., to share dialogue and information among participants in group projects, or to allow learners to engage in learning with each other, using wikis as a collaborative environment to construct their knowledge or to be part of a virtual community of practice

2. Knowledge sharing - Blogs engage people in knowledge sharing, reflection, and debate, they often attract a large and dedicated readership [29]. They can also engender the drawing together of small virtual groupings of individuals interested in co-constructing knowledge around a common topic within a community of practice.

3. Knowledge base - Use wiki as a knowledge base, enabling them to share reflections and thoughts

4. Construct knowledge - Wikis allow use to share as well as construct knowledge

[Source: Outreach. The Wikimedia way.]

• • Media literacy — students identify bias and partisanship; particularly with respect to Wikipedia, students recognize whether an article is credible or not.

  • Critical thinking — in contrast to many class assignments which require an argumentative or persuasive paper, Wikipedia's neutral point of view policy helps students think about class material in a new way.

  • Expository writing — students practice writing in an encyclopedic summary style.

  • Collaboration — students work with others to develop high quality encyclopedia articles.

  • Community of practice — some students find a group of people within the Wikipedia community who work and learn in the same field.

  • Literature review — students get a lot of practice finding and summarizing appropriate sources for their topic.

  • Citation — students learn how to reference and use reliable sources correctly.

  • Online etiquette — in today's computer driven environment, it is common to work with people one may never meet in person; students learn this essential skill.

  • Wikimarkup — students learn simple basics of coding and working with wikis.

  • Understanding copyrights — students learn the basics of free licenses.

  • Practicing digital and online citizenship — students embrace the opportunity to participate in a large-scale knowledge project as peers and face the unique obstacles associated with such participation in a digital and online environment.

Enhances active participation through content creation

Enrich the learning process

Final course grades with collaboration

Some felt psychological dynamic not fulfill such as ownership, personal needs or individual wish and perception.

May turn up to be cooperative rather than collaborative

Afford collective generative of knowledge, but compromise a sense of control.

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