Wik is affordance analysis v5

Wik is affordance analysis v5

• 1.
  Wikis:wikispacesAreas of overlapwith Blogs in purple Features of the technology Affordances (activities and practice) Affordances (examples of pedagogy and designs) The appearance and layout of a wiki can be personalised to an extent. Authors apply understandings of design, visual literacy to create an appearance and layout that suits their content and audience. Also encourages ownership of the learning space. COLLABORATION : Factual Information Research and write a report on a topic( e.g. Endangered Animals) Groups are formed and assigned a different aspect of the issue and work together to research and present information on their topic using the discussion and commenting function of wikis. Compile a body of knowledge to summarise/compliment/consolidateinformation covered in class e.g. vocabulary work or math concepts. Students edit and revise using discussion and comment functions to ensure information is clear and correct. Narrative Students write a creative piece on an individual page. Peersprovide feedback using the highlight and comment functions to provide specific feedback, suggested modifications or ideas to improve. Whole class creation of a “choose your own adventure” story. Students add pages and links to create a multiple path story that grows organically as they add to it. CONNECTEDNESS – ACTIVE(GLOBAL) CITIZENSHIP Students collaborate with students from other geographical/ cultural locations to produce factual or narrative works. Factual works may be based on issues that are relevant globally. Expert collaborators can be invited to contribute. HTML allows embedding of code. Images, video, sound and Gadgets/widgets can be embedded and viewed from the blog. Ensures specific artefact is viewed without interference from extraneous content. Supports purposeful curation/collection of web content- collection, reflection and critique. Blogs can be accessed and updated from any device with an internet connection and web browser. Mobility allows learners access, comment and modify anytime, anywhere. Text, video, images and audio can be added to the blog. Audio can be added directly to a wiki. Supports different modes of meaning making and expression - learning styles. Audio in particular supports students with disabilities or learning difficulties. Multiple versions of a page are saved. Authors can move between versions. Content is safe – all versions are accessible. Allows users to continually update/upgrade work without loss of older information. Ability to make comparisons between any two versions of a wiki page. Additions and deletions are highlighted in different colours. Transparency of the process that has occurred in creating the page. Supports reflection on the process of collaborative knowledge construction. A history tracker documents which user made changes and when. See above to analyse changes. Users are accountable for their contribution and the changes they make. The wiki owner/ teacher is able to track timing, nature and number of contributions. Ability to discuss content of a page is separate to the content. Allows all authors to discuss/justify possible changes and supports consensus & collaboration. Wikis are not about opinion but about group consensus about the correct information or best version. Each user is able to overwrite, alter or delete pages/ others work. Individuals are able to improve the quality and accuracy of the wiki. Individuals are expected to act in the best interests of the group.
• 2.
  Privacy settings onwikis allow them to be viewed publicly or kept private or shared with a specific group. Wiki owner (teacher) has access and monitor private and group pages. Teacher is aware of potential problems with participation, or the direction of a group project and provide support and feedback where needed. Students use the collective information within the wiki to propose possible solutions to a global problem. They evaluate peers ideas and solutions through comments and discussion functions. Students work with local members of the community to compile a local history or local environment wiki. This wiki may include photographs, interviews etc. Responsibility for managing the wiki could be passed on from one class to the next so that there is no set end date. SUBSTANTIVE CONVERSATION /INQUIRY The class wiki includes a Q & A page. Students post questions throughout the unit. Students answer each other’s questions as they find/ research answers. The final product would include information that is guided by students’ individual interests and areas of expertise. MULTIPLE MEANS OF EXPRESSION Groups (and individuals within groups) choose how they wish to present their collaboratively compiled information and upload this to their wiki by adding images, audio, video or embedded code (from for example e.g. Thinglink or Go Animate). FEEDBACK and Continual Growth Students receive timely/ specific feedback from the teacher. Teacher is able monitor students’ responses to this feedback as part of the teaching and learning cycle. REFLECTION Students view the history of their group wiki pages and reflect on their personal contribution. SOCIAL SUPPORT / ENGAGEMENT Contributing responsibly to a wiki supports students to take responsibility for their own learning and the learning of the group. Ability to lock content of specific pages Allows teacher (wiki owner) to protect certain pages and content. Ability to easily create and link to new pages. New pages can be added as needed without needing to restructure the wiki. Allows the organic growth of information as knowledge of a topic grows. The organisation doesn’t need to be predetermined. Supports students to recognise patterns and organise complex information. Ability to highlight sections of text and link comments to highlighted section. Allows focussed discussion (via comments) on specific sections of text. Ability to set up “Projects”, easy to group members and set privacy permissions for individuals to access the project The wiki owner is an organiser of each group. Groups can be chosen or assigned randomly. Provides a space for groups within the wiki membership to work together, separately from the main group. Only students in that group can access/ alter information in that section of the wiki. RSS feeds or email notifications of changes made keep organisers/participants current with activity on wiki. Asynchronous communication, members are up to date with group activity on the wiki as it happens – don’t need to login or search to check. Access this information anytime, anywhere. Keeps everyone upto date. Wikis can be viewed by a global audience and/or open to modifications by this wider audience. The wiki is open to an authentic audience. Students and members of the wider community are able to collaborate within the wiki.
• 3.
  REFERENCE ideas from– Teachers first Wiki Walkthrough http://www.teachersfirst.com/content/wiki/wikiideas1.cfm