Book contents
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
100 - Wikis
from Activities
Published online by Cambridge University Press: 08 June 2018
- Frontmatter
- Contents
- Introduction
- Acknowledgements
- Planning
- Delivery
- Activities
- 51 Action learning
- 52 Amplifying your teaching
- 53 Audio feedback
- 54 Bibliographies
- 55 Blogs
- 56 Brainstorming
- 57 Building blocks
- 58 Buzz groups
- 59 Card sorting
- 60 Case studies
- 61 Cephalonian method
- 62 Checklists
- 63 Design briefs
- 64 Discussions
- 65 Dividing the dots
- 66 Drawing the line
- 67 Fear cards
- 68 Future scenarios
- 69 Games
- 70 Goldfish bowl
- 71 Guided tours
- 72 Hands-on workshops
- 73 Ice-breakers
- 74 Interviewing
- 75 Jigsaws
- 76 Lectures
- 77 Mind maps
- 78 Multiple-choice questions
- 79 Peer assessment
- 80 Podcasts
- 81 Portfolios
- 82 Poster tours
- 83 Presentations by learners
- 84 Problem-based learning (PBL)
- 85 Pub quizzes
- 86 Questionnaires
- 87 Quizzes
- 88 Self-assessment
- 89 Self-guided tours
- 90 Social bookmarking
- 91 Stop, Start, Continue feedback
- 92 Storytelling
- 93 Technology-enhanced learning (TEL)
- 94 Treasure hunt
- 95 Video
- 96 Virtual learning environments (VLEs) (or learning management systems, LMSs)
- 97 Visiting lecturers/guest speakers
- 98 Voting systems
- 99 WebQuests
- 100 Wikis
- 101 Worksheets
- Index
Summary
Wikis are online collaborative tools that are relatively easy to set up (they often come as part of a VLE) and can be useful in both the preparation of your teaching and as a teaching tool.
Wikis work by allowing you to type documents that can then be searched for and edited by others – Wikipedia is an obvious example of a dynamic and evolving wiki. The key to using them is to be accepting that your finely crafted prose may be edited in a way that you do not necessarily like – the resultant document will be an example of the ‘wisdom of crowds’. This can be liberating but it can also be distressing at first.
Wikis can be used in teaching to aid planning or preparation. Put your plans or ideas into a wiki and ask colleagues to add comments or make changes. You may be able to use them to audit your users if they have access to a wiki before your session. Post a topic and ask for your learners to describe what they want and need to know on it – this might be different for individuals but you should see the learners come to some sort of consensus.
✓ BEST FOR
• continuing assessment
• instant feedback.
+ MORE
As a teaching tool, wikis can be used by learners – a whole group or smaller groups as you can set up distinct editing privileges for particular pages – to construct their work. Examples include:
• Giving learners a series of topics to research and then see their entries grow organically as they research and add to the wiki page.
• Set up a wiki for learners to build up a set of tips for and/or evaluation of databases or resources.
• Make a wiki available throughout your session for learners to add key things that they have learned as the session goes on.
: WATCH OUT
• Learners will often be reluctant to add to something if they think that it might be changed. They can also be reluctant to be the first to post something, so seeding your wiki with initial comments is often a good idea. Wikis can be disorienting as learners see their input disappear, so prepare them for this. Most will have used Wikipedia but very few will have added anything in this sort of environment so a good induction is essential.
- Type
- Chapter
- Information
- A Guide to Teaching Information Literacy101 Practical Tips, pp. 253 - 254Publisher: FacetPrint publication year: 2011