The Wiki learning environment – technology

The next section introduces the Wiki learning environment, represented in the Pedagogy leaf of the conceptual framework in Figure 2.3 and designed by the tutor to support the collaborative experience. Interconnections exist between the tutor and pedagogy leaves in Figure 2.3. Again upfront investment in terms of time was required by the tutor to design the Wiki. It was necessary to seek and obtain technical guidance, provided by the Jotspot support network. This required the tutor to email and to use the online help facilities provided. At times, the tutor sought advice from local technical support. The insider and outsider tensions are discussed in Table 4.1.

3.5.1 Familiarity with video, and podcasts

It was necessary for the tutor to develop the skills to provide a blended learning experience for learners. With this in mind, time upfront was necessary to become familiar with a range of technologies which were used in this study such as video, and podcasts (audio) to present the core task in different formats including paper. These technologies were used as a direct response to feedback from previous studies (Doolan 2006; 2007a) and in keeping with the collaborative/community ethos in practice and a dialogue with learners. In response to learner feedback ascertained in the exploratory study in Chapter 4 the assessment design reflected the changes in the Wiki design, based on suggestions and learner feedback relating to its use to support the collaborative experience. In previous studies learners reported positively that, a Wiki could

“provide confidence to the individual to effectively contribute their ideas” and “so if I put my idea forward either in text, images or diagram and am not correct someone else in our group can edit it” (Doolan 2007a:81).

However, learners in this study also reported there was a lack of visual cues when working and relating with others;

“no visual audio feedback, people may take things the wrong way” and “lack of true response, facial expression”(ibid:81).

Therefore, in this study learners could select between audio, video and text to complete the core group task (activity 2 in section 3.4.2.2) and to present

this as a group, such as jointly edited video and podcasts (audio) linked to Wiki contributions.

This approach offered learners the possibility to personalise their own learning environment and present the associated tasks in a more enriched way using different technologies. As a group, they were able to select the tools and media most appropriate for them, and to allocate specific tasks to individual group members, for example, video and podcast recordings that required the sharing of editing responsibilities and the mixing of different media (Doolan, 2008). Individual and group contributions to the Wiki learning environment were supported by the use of the individually assessed Blog reflection task (activity 5 in section 3.4.2.5).

3.5.2 Alternative Web 2.0 technologies

Each group was provided with a private group space in the Wiki as described in section 3.6.2 in addition to a communal space shared by the whole cohort of learners in the Wiki. The Wiki was accessible via the university MLE. Alternative media which included videos to support visual learners and podcasts to provide audio and linked to Wiki contributions were created by the tutor and provided to support the collaborative experience as shown in Table 3.3 and could be used by learners at anytime. In this way, learners were provided with additional asynchronous and remote experiences in the Wiki learning environment supported by the class based sessions and the use of the discussion facilities.

3.5.3 Using a web cam

The core task was recorded by the tutor using a web cam as all other group- assessed tasks were dependent on the completion of this task. Once the recording was complete the video was edited in Jumpcut (Jumpcut, 2003), a freely available software, and uploaded onto the Wiki as shown in Table 3.3. Audio was produced from the video the audio file - a podcast that was uploaded to the Wiki as an additional resource shown in Table 3.3.

Table 3.3: Tutor podcast and video using freely available Web 2.0 software

As shown in Table 3.3, the learner had access to alternative Web 2.0 social software including podcasting (audio) and Jumpcut (video editing software). The podcast (audio) file was uploaded to the Wiki and was shown as an attached file at the bottom of the Wiki page. Learners could download this to their own listening device such as an mp3 player. In this way, it was intended

to provide a flexible learning opportunity where learners could listen again at their convenience. The video was downloaded by the learner. The video was then streamed whilst the learner watched. Again, this could be downloaded by the learner to ‗watch again ‗as shown in Figure 3.1.

Figure 3.1: Tutor video produces with a webcam

3.5.4 Supporting the Wiki and task completion

Given that the discussion facilities are embedded in the module and given learners familiarity in using the discussion facilities (see section 3.3.2) learners were advised to continue with its use and to post questions relating to the assessment in addition to the Wiki learning environment. This decision was made based on the differences in the technologies. The discussion

facilities on the university MLE provide opportunities for learners to post and respond to posting. The Wiki was used to support the undertaking of the learning activities and its functionality supports this as described. In this way the use of both technologies extends and continues the tutors‘ intention to promote an ethos of a collaborative learning environment.

Moreover, this online dialogue approach continues to build a repository of questions, encourages ideas and knowledge exchange reinforcing the sharing concept. Finally, its use makes visible to the tutor misconceptions relating to the subject matter and thus the tutor can reaffirm concepts in class. This was the practice of the tutor using the discussion facility. The tutor did not facilitate the Wiki content but rather designed and populated the Wiki with content to support the undertaking of the five learning activities for the assessment. The design of the Wiki learning environment is presented in the next section.