WSL+Collaborative+Authoring

WSL Collaborative Authoring
toc The the original function of a Wiki was calloborative project management. Project managers, design departments and 'think tanks' have been working callaboratively and using wikis for some time now, and finally teachers and students are knocking on the door. A wiki enables those who are involved to contribute content but also review the content contributed by others, and in some cases, over-write that contribution. How can callboration be used to accelerate learning? Primarily through engagement and ownership. Of course, inherent in almost any collaborative project is Assessment for Learning (ASL).

Where to Start?
As with all teaching, clear aims and objectives are essential and any collaborative project narrows that focus. Here are a number of collaborative 'wiki based' project ideas based you can apply in any standard wiki to get you started.

Project Management
Afterall, this is what a wiki was originally designed for. Students work collaboratively, recording their progress and train of thought on the wiki.


 * How to Set It Up:** Essentially set the project, for example 'running a small sports tournament.' Just as you would with any project set the aims of the task on a wiki page. As the group allocates roles and responsibilities encourage the students to record these online with dates and times. Get students to record minutes and problem solving activities. The wiki is therefore a project management record.


 * Role of the Teacher:** There are two main roles for the teacher. First setting the project or task and second monitoring whether or not students are fulfilling their roles. Its very effective as you can see where proactice team members are 'chasing' inactive members of the group. The wiki also gives the proactive members evidence of their contribution throughout the project rather than just relying on outcomes measures.

Problem Solving
A set of problems are created for the students to work on. The problems are not of the open-ended but focused around finding a particular solution. An open discussion around the puzzle is encouraged. The ‘aha’ moment will hopefully occur in the wiki.


 * How to Set It Up:** Essentially pages have to be created on two pages. The first level introduces the puzzle activity and defines the scheme by which credit will be given. The second area is for students to work collaboratively to solve the puzzles.


 * Role of the Teacher:** There are two main roles for the teacher. The first is in creating the puzzles, which takes time. The second role is that the teacher needs to ‘guide’ the solution process by commenting on the intermediate discussion, trying to avoid routes that will lead nowhere, and encouraging others to use what has been posted to make the next step or to refine the answer.

‘Best’ Examples
Only work which attained the target grades of learners remains posted.


 * How to Set It Up:** Essentially students work is posted. Best examples are retained for the next group to review.


 * Role of the Teacher:** Select the best examples. This can be teacher or student lead. In the case of a series of PowerPoint poster presentations, the best slides posters can be saved as a Jpeg file and uploaded to www.slide.com for viewing.

Group Work
Groups within a class are set on a tasks. The benefits of using the Wiki is that everyone can see what everyone else is contributing are evidenced. This content can then be used to generate material for discussion and later linking.


 * How to Set It Up:**Set the task and the pages for groups to work in.


 * Role of the Teacher:** Select the examples. In the case of a poster presentation. The best ppt posters canbe saved as a Jpeg file and uploaded to slide.com for viewing.

Collaborative Assessment
A script is posted on the page. Students then inserted a symbol or tag to identify a footnote. Students then record a footnote. Footnotes can then also be extended. Footnotes of particular discursive value can be linked to secondary pages or discussion forums.


 * How to Set It Up:** Select and post the script with instructions.


 * Role of the Teacher:** Assign the task and monitor the footnotes.

A Collaborative Glossary
Does this need explanation? Set up a page and add term words with definitions as shown in the Assignments page for students requiring definition on the key assessment words for BTEC Nationals.

Cataloguing
Students work together to create bookmark pages or ‘hot lists’ that point to useful references all over the Web. Del ic ious.


 * How to Set It Up:** Set of the page and the topic.


 * Role of the Teacher:** Check and verifier the pages. Pages can also be polled.

FAQ
Common to most web pages. Questions that people frequently ask on a topic, and the best answers to those questions. Asking the student to do this collaboratively makes sense. The are usually the ones asking the questions and they can then consolidate the answers they have received.


 * How to Set It Up:** Set of the FAQ page.


 * Role of the Teacher:** To review of the answers posted.

Online Treasure Hunt
The first clue is a destination. For example the [|www.Btecnationalsinsport.wikispaces.com]. Students have to read the content to find the next link. Clues will therefore link a series to pages together that follow a particular topic of theme.


 * How to Set It Up:** As a staff member you need to set the trail. Visit the websites and find sequential links. I have also attempted this task line whilst using an IM Learning room.


 * Role of the Teacher:** You may also be needed for hints and directions.

Creative Collaborative Writing
Set a theme, write the introduction (or not) and let the students run with their ideas. Its wiki(Chinese)whispers, only everyone can read the thread of the story.


 * How to Set It Up:** Set the size of the group, theme (eg ghost story) and potentially the introduction. Set the rules. Can students overwrite or not. Add descriptors, or not. Is it a round table exercise with students taking turns, or not. Set the length of contributions or not.


 * Role of the Teacher:** To review the contributions posted. Discuss the final piece.

Exam Review

 * How to Set It Up:** There a series of potential setups here.


 * 1) The teacher posts **questions** from a previous exam and creates sections for each question to be answered by the students collaboratively.
 * 2) Teacher posts **questions** and **answers** from a previous exam and the students grade the papers. (Using an examination answer sheet in optional.)
 * 3) Teacher posts **questions** from a previous exam. Students each write an examiners __answer sheet__.
 * 4) Teacher posts **answers** from a previous exam. Students collaboratively write the questions.


 * Role of the Teacher:**


 * 1) To point out when a correct answer is limited or is only one of several possibilities. Second, be patient. Marking a question ‘correct’ quickly ends the discussion. Often students will continue to contribute, even though you think the answer is ‘correct’ or ‘completed.
 * 2) Little to do here, this is an activity will often return to the classroom environment.
 * 3) Encourage bullet points or a format that an examiner would use. Even provide an example.
 * 4) Guide the question creation process, again this activity may best be completed in a classroom environment.

Post-it, Review-it, Finalise-it.
Students design a poster, presentation, commercial, essay and post-it. Peers review-it by adding comments or verbal discussion is fine. Students respond to the feedback and finalise their designs.


 * How to Set It Up:** Set up the page and sections for each student to post. Set up the guidelines on how to assess the postings or create a ‘Critics CLICK HERE’ page. Show the students how to post their ideas or designs.


 * Role of the Teacher:** Set a simple rule, ‘review TWO before you post.’ This has two effects, obviously the first two students to post do not have to review – encouraging an early post. Second is the assessment for learning process is extended to two postings generating more feedback. Monitor the comments. Make sure that the students note their modifications and post their final designs.

Gallery
Students showcase their work. If it is images then slide.com is excellent here.


 * How to Set It Up:** Set up the guidelines on how to assess the postings or create a ‘Critics CLICK HERE’ page. Students are given a budget and make bids on the works shown. Clearly, the more money bid on the poster the more it is valued. You can even ask an ‘expert’ in the field to review the students work.


 * Role of the Teacher:** Sit back and watch the bids come in. Encourage an E-bay culture to ensure each students bid is no gazzumped.

Reviews
Students are asked to write a review for a range of topics. It might be a television programme or library video that the students were assigned to watch. It maybe that students receive their presentation feedback via the wiki.

Whos who to contribute to discussions - role play.

Signup pages
I recently used this technique for parents evening. I posted a blank template with a series of time slots for when I was available for appointments on the notices page of the wiki. Students were then asked to sign into a time slot. I then created two lists, one list for students whom I expected to see and one list for student for whom parents evening was optional. It was very successful.


 * How to Set It Up:** Create the template.


 * Role of the Teacher:** Zero.


 * 1) Open discussion - anyone can contribute in any order.
 * 2) Debate - assign students to a particular viewpoint. Eg for and against.
 * 3) Hotseat - the discussion runs through a nominanted 'expert.'
 * 4) Round Table - each person answers in order. (tough)
 * 5) Brainstorm - set a discussion to stimulate creativity and ideas.