Formas de implementación

De Wikis en Educación

Revisión de 05:45 18 ago 2011

El aprendizaje colaborativo ha sido objeto de investigación educativa al menos desde los años setenta. La mayor parte de los estudios realizados (Slavin, 1991, Panitz, 1997, Odasz, 2000) se centran en la búsqueda de ounce of gold estrategias didácticas –con o sin mediación TIC- capaces de promover y evaluar los siguientes elementos fundamentales de spy equipment esta modalidad de aprendizaje:

• Interacción grupal e interdependencia positiva entre los participantes.
• Asunción de tareas y responsabilidad individual.
• Incorporación de estrategias eficientes de Wine Clubs andamiaje.
• Fomento de la autonomía educativa: Self-learning.
• Adecuada adquisición de habilidades y conocimientos específicos.
• Roles docentes y discentes.
  
  

A raíz de la generalización del uso de redes telemáticas en el aula, muchos profesionales han centrado su investigación en el análisis de los procesos, medios y proposal software estrategias necesarias para aplicar el aprendizaje colaborativo mediante plataformas de e-learning (entre las que destacamos los proyectos Knowledge Forum y BSCL) o incorporando en la enseñanza presencial (solución más viable para el sistema educativo) las herramientas de la ‘web social’. En muchos casos wikis adaptadas a la enseñanza. Repasemos algunas de ellas:

COLLABORATIVE LEARNING PLATFORM === LMS. ===

[Http://www.knowledgeforum.com/ Knowledge Forum] (advanced version of the program CSILE) allows to design virtual learning for collaborative knowledge creation. This technology is based on studies conducted on Scardamalia & Bereiter learning communities in the eighties. His main idea was to transform schools into genuine communities of practice, where the processes of peer exchange and collaborative knowledge production were not exceptional, but the fresno carpet cleaning rule.

^{Image taken from the website: </ sup> http://knowledgeforum.com </ sup>}

The main features of this platform are:

• View or multiple spacesdiscussionin which each member can propose an issue to the community. The "threads" of discussion, usually are oriented projects implemented by the community. They may have an open character or limited group of users, and they all are stored in a common base of knowledge.
• Instruments scaffold (scaffolds),designed for students to focus their activity on a particular topic. The program has two types of predefined scaffolding, builder of theories and debates on swimming goggles </ span> theories, but the platform allows to build other types of scaffolding if the teacher deemed necessary.
• Managementdynamics of participation: Each participant will be assigned different "privileges within the platform" (creation of new windows, rise of multimedia objects, access to ongoing projects, etc.). And the role of moderator remains, usually reserved for the teacher, who may remove unwanted and assign (or remove) privileges.
• Viewerknowledge network shows connections between ideas in the form of semantic network, so that each student can follow comfortably and insert new contributions at any node in the network.
• Contributionsare another bald allow the transmission of knowledge in multiple formats we want to share with other members of the community. The contributions do not appear as isolated objects, are interconnected in the knowledge base using keywords and references to other contributions to provide a comprehensive view of the problem or project to be studied.

Theplatform BSCL( Basic Support for Cooperative Learning), developed between 2001 and 2003 in the The project ITCOLE, sponsored by the European Union, aims to support collaborative learning and online creating structured spaces in which interaction processes construction and collaborative group to settle in established pedagogical principles. Gerry Stahl's participation in the project led to much of the platform be built on the theory of group cognition, according to which knowledge is the result of interactions between members of a group, knowledge emerging group participation and community action in context, using equipment and by following a certain process. This knowledge is, according to Stahl, more than the sum of the parts and you can not get through individual work, or pass it declaratively. [Essay Writing http://www.essaymojo.co.uk/essay-service.php ] Structurally, the BSCL is built like a simple network social functions including the creation of spaces for individual work groups, best weight loss pills </ span> course members. BSCL is asynchronous communication tool that complements the application MapTool (synchronous type) that can represent knowledge using diagrams, outlines and concept maps generated collaboratively. The application "Synergeia" is the software that integrates both devices.

Image taken from the tutorial ^{: http://www.synergeia.info </ sup>}

Some characteristic features of this platform are:

• Scenario .-workspace each group member and in which is shown in an integrated manner all relevant information: courses, messages, shortcuts, shortcuts, action buttons, events, materials, etc.
• Folderscourse and group .- They contain all the information about activities, tasks and materials. Provides access to the forums and the corporate board.
• Thesystemforums automatically generated for each student three "job prospects", "Construction of personal knowledge" (Student Forum), "the ongoing construction of knowledge" (forum members of course) and "construction of knowledge of the group (group work forums). Essays Help Students can participate in any forum (that is accessible), suggest topics new and respond to open questions. All responses are listed in five categories: problem, explanation, scientific explanation, evaluation and summary, in this way is to orient the deliberative activity towards the construction of knowledge. The forums also allow you to send ideas on a topic in progress (that do not support response), and notes or comments link building service </ span> the" knowledge objects "(work files) that support replication and assessment.
• Thesystemis content negotiation, possibly, the most characteristic feature of this platform: A student, in principle, can not write anything or modify content on the main page of the course without having negotiated earlier with their peers. Negotiation acts as a feedback system whereby when a job is given to the teacher or hangs certain content, the entire community of learners who are responsible for it.
• The last characteristic element is the boardcooperative(MapTool) that allows students and teachers interact together in a work setting, for example drawing diagrams, drawing objects, building flowcharts, etc.. [Http: / / www.essaymojo.co.uk/dissertation.php/ UK Dissertations]

A basic element of collaborative writing and peer interaction are thewikiplatforms. " Thus, some environments'e-learning include the facility to enable wikis as a tool of "virtual campus". Two of the LMS (Learning Management Systems') known :'[ ][ Moodle http://moodle.org/ http://moodle.org/]and [ http://www.blackboard.com/Blackboard][ http://www.blackboard.com/]allow include several types of wikis (public, private ...) according to the needs of each course. Other platforms such as[A-Tutor http://www.atutor.ca/ ], incorporate even more sophisticated tools, such a module to convert groups of students in complex social networks that follow the principles of learning collaborative.

In general,the wiki preinstalled on managers courses online'' have much less choice, flexibility and customization that the major open source wiki engine and not suitable for large collaborative projects. However, they have other advantages:

- Simple and intuitive interface.
- Integration with other tools of LMS
- Utilities for monitoring student participation.

GENERAL PURPOSE wikis and collaborative learning.

There are many ways to organize collaborative wiki environments and not all require the design and management of a proprietary wiki. In fact, the most obvious-and used-to start working with students as a teaching resource is to use one of the largest providers existing wiki. Even his own Wikipedia and related projects.

(I) TheWikipedia has been the subject of educational research on numerous occasions and has enthusiastic supporters the school use this medium as well as some critical voices that put us on guard about certain dangers and misuse. Let's review different arguments for and against.

For:

• For its size and versatility is a tool for searching and selecting information of great value.
• Being a collection of free and easy access to universal knowledge helps to reduce the digital divide between classrooms "informal" and "information poor".
• Allows students-even with minimal computer skills, participate in collaborative processes of knowledge construction and negotiation.
• Being the contents subjected to loan modification public scrutiny, the student gets used to acquire more responsible work habits. In general, there is evidence that the contributions of students using this medium are of higher quality than school work submitted to teacher and / or unpublished.
  
  

Against:

• There is a danger that students handle incomplete, inaccurate or not verified, for open and egalitarian nature of the medium ensures the rigor of the content and credibility of sources.
• Their indiscriminate use in all types of homework on students ends up producing some perish intellectual sacrifice plurality of information and the necessary rigor for the sake of a quick and easy access to contents.
• Promotes the effect of "cuteandpaste" activity turns students on the processes of search, selection and assembly of Chensun Mills content and elaborate on critical reflection and personal creation. (Many jobs, even in higher education, are presented as a sort of cookbook, they are a kaleidoscope of unconnected events that do not show any development, personal contribution or activity review).
  

echoed in numerous positions of both institutional and academic attitudes, from planning maximalist who opt for the immersion of students in the Wikipedia as a tool of social emancipation, to some campaigns, with a certain political, designed to promote the publication mass content in certain languages, to the initiative of some American universities, even incomprehensible, if possible, to ban the use of Wikipedia to their students.

Which, in my opinion, is beyond doubt is that Wikipedia, like other great projects of social web is an educational resource of great value that could be used in numerous homework and with enormous potential for design and implementation of learning experiences. Then describe some best practices that have been collected in recent years:

• Search datingWikiquotefollowed by text analysis and group reflection.
• Making summaries and concept maps on topics covered in class: This is used assome additional tools Wikimindmap.
• Analysis of the relative importance of certain concepts and their semantic proximity to others. The use of applications like EyePlorer'may be a good starting point, but even more important to analyze the links between pages.
• Review of articles for errors, inform expandation, include a graphical element or improve its references.
• Exercises search of relationships between concepts, adding new links between articles.
• Review on current news in different ways to add short reviews inWikinews.
• Participation in the discussion pages of content. Particularly on issues already considered and discussed in class.
• Assist in the drafting of new content, especially for empty pages.

(II) Wikis integrated into the Website. Many centers use portals CMS (Content Management Systems') as an instrument for having a web presence and provide members of the educational community a single platform of information and interaction online. In fact, you can use wiki technology to build the entire portal to the center (and, indeed, we have examples of good practice in the IES ~ 04001205/pmwiki/pmwiki . Almeraya php and Valdebernardo), but usually from a design made in Drupal . org / Joomla Liferay or PHP-Nuke and others. or platforms to build on pre-installed offer some regions (the latter seems to me the worst solution, but is not the time to address the issue) on the fly and add new functionality as the project grows: Personal pages, forums, chats,'all widgets Wikis are generally kind and the most common. In the latter case, wikis can be implemented in two ways:

1. Installing components specific to a particular CMS engine. Weaker solution and will allow, at most, to enable a collaborative writing space.
2. Incorporating anadd-on(a Top CMS, Open Source, have a variety of them) to act as a gateway between the central and portal wiki engine chosen.
   

Well, ponder: What advantages can make the integration of a wiki portal at the center?

• Facilitate the integration to allow users of the platform of access to space center wiki with the same keys.
• The manager appears inline wikis as a service to the education community and can be used more easily by its members and sharing the same URL.
• All fields wiki created by teachers and pupils are managed and are included in the same server. So are independent providers of services to third parties.
• Pupils and teachers have quickly and directly with an instrument in which to develop learning activities.
  
  

(III) free wiki services hosted on remote servers. When the center does not have an integrated wiki resource on their website who wish to pursue educational practices with these platforms have the option to subscribe to a free wikis offering preinstalled. Its main advantages are:

• Use immediately, because in very few steps, will enable the collaborative space.
• Devices to manage the project wiki simple and intuitive, although generally somewhat limited resources.
• Interaction in the workspace very easily and without technical knowledge.
  
  

On the downside, we can cite the following disadvantages:

• Less control over the operation of the platform.
• Unit specific service offered to third parties and may be modified or canceled in the future.
• Far fewer customization options and installing additional resources.
• Certain limitations on the maximum size of the project, number of users and / or total pages.
• Few possibilities for effective monitoring of collaborative activity and monitor the students' work.
• The security control is in the hands of others.
• Some vendors include advertising.
  

When should you use this solution?

• For small projects and / or educational use of the medium is limited to a small number of teachers and students.
• If the teacher makes a timely and sporadic use of learning technologies for collaborative work.
  
  

What are the most common uses?

• Exercises specific collaborative production of knowledge.
• Making small glossaries and summaries of content.
• Developing classroom projects.
• Realization of glossaries of terms.
• Small personal spaces and / or group work.
• Development of FAQS.
  
  

(IV) open source wiki engines installed on your own server. Currently, most centers have a domain name and have our own servers or virtual contracted with a provider of Web services. From the software commonly used in servers (for example, PHP and MySQL), installation of a wiki engine is not overly complex and is always the possibility that we ask the provider to install it. Once installed, the advantages are considerable: The teacher will have much more control over the platform, security, personalization, user management, access control and allocation of permits, activity monitoring, etc. Another advantage is the ability to customize the wiki projects using design templates, add-ons and widgets, and implement, where necessary, additional features (rich text editors, image galleries, viewers and video presentations, etc. .)

Perhaps this alternative because of its greater complexity, not interesting for small projects on an occasional basis in the classroom or the teaching activities of collaborative writing. But when a team of teachers and students decide to engage in larger projects wiki and willing to stay in time, this is the best option.

What are the most common uses?

• Large interdisciplinary projects involving such a large group of people (teachers from different departments, students of different levels and subjects, inter-center projects ...) The type of output produced could be very different: study support materials, small encyclopaedias, magazine of the center, collaborative research projects, places of literary and artistic creation, local news bulletin, and so on.
• 'Wiki farms .- Building a "nursery wikis" is relatively simple and many wiki engines provide this capability. Thus, each department, each group of students or individual teachers who claim it would have its own space, while share common resources already in place. This solution is ideal for creating wikis and classroom course (much more powerful than the more traditional classroom and tutoring logs), even in a culture of exchange and more widely participatory action, it could enable wikis as the student's personal portfolio.

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