Conclusion of the Wiki

A Thought to the Previous Weeks…..

Within the last few weeks of ICT’s for Learning Design we were asked to participate in three Wiki activities. After completing these activities we were asked to reflect on the effectiveness of these learning experiences by trying to pin point how theories of learning aided the structure of the information and tasks given. It is probably best now to show my view that when asked to reflect people take different routes of investigation as we all learn differently and are at "different stages of maturation" (Smith, 2002). Also because I am what's defined by Prensky's article as a "Digital Native" (Prensky, 2001) I have grown up with technology and a lot of the findings within the first few weeks aren't so mind-boggling to me, therefore, it would be expected my reflection and views to differ to other generations.

The four learning theories which we explored included, Behaviourism, Constructivism, Cognitivism and Connectivism. All of the Wiki activities had elements of these learning theories imbedded within their structures which enabled the learner to process and develop new found knowledge.

Behaviourism was apparent in all activities as it involves using basic low level brain function to complete activities. Cognitivism was found in the majority of the activities as it was needed to process the information received as well as the information asked to be recalled in the proceeding activities i.e. after learning about Wiki’s we were asked to implement the knowledge in further activities.  Constructivism involves the learner constructing their own views of a subject based on previous experiences or beliefs etc. This was touched on in the activities however mostly when asked to form groups and provide information on a topic whereby we had perceived ideas of the tasks at hand from previous experiences. Connectivism gives the idea that not all information is known and that it is more important we can find the information when needed and where to find it especially when dispersed within the internet. Connectivism was highly explored through the majority of the activities as we began building our own links to others information once the Wiki’s and Blogs were introduced.

Wikis are a great technological tool teachers can use to guide students through the learning process and can be seen as more "engaging and interactive" (Gonzalez, 2004). This is clearly evident through my reflections where I deconstruct the learning experiences and reflect on the scaffolded framework given. The use of the P.M.I tool promotes students to deconstruct a topic finding, ideas presented through research. When couple within the tool of a Wiki, students are able to view, decipher and object to information given however the information found may not be completely explored. That’s were De Bono’s Six Hats tool comes in. The six hats strategy promotes the student to find parallels in information and work at a higher level of thinking then a P.M.I. Thus when coupled with a Wiki, information becomes better triangulated for others to view and use.

A Wiki is an online tool for which any person can read or edit information in a basic style. Because of its simplicity numerous people can use, review, change and learn from the information given on the Wiki at a rapid rate. In turn giving the most up-to-date informed information possible, which is great in a context like this degree where the students are scattered around the country.

In conclusion the previous week’s activities have aided my knowledge of eLearning via analysis and implementation of Wiki’s, Learning Theories and Scaffolding.

SOURCES:

Gonzalez, C. (2004). The Role of Blended Learning in the World of Technology. Retrieved March 17,  2011 from http://www.unt.edu/benchmarks/archives/2004/september04/eis.htm.

Prensky, M. (2001). Digital natives, digital immigrants. On the horizon. 9-5. University Press.

Smith, M.K. (2002). Howard gardner and multiple intelligences. The encyclopedia of informal education. Retrieved March 17, 2011. from http://www.infed.org/thinkers/gardner.htm.