As we have already learnt about WIKI and WIKIPedia earlier you will already know how I feel to this type of activity. I believe it's different but definitely a worthy way of completing a task or activity. The Education Bazaar would agree with this mentioning it as a constructivist approach which is learning by doing. (2009).
Therefore the following information I provide you with is a rough draft of a possible futures orientation unit, although could not be implemented before this is assessment is due as time prevails me.
Basically the task would be as follows: WIKIPedia requires teams of students to improve and expand on its information regarding the countries you have previously been researching and learning about. In particular, they need to know more about the iconic landmarks in the country, places to visit and the culture that the country has to offer. You will need to show and justify where you got any information from and any relevant pictures that you mgiht be able to utilise.
I believe this would be ideally suited to a Year 5 class, however this could be adjusted according to higher or lower year levels with the content and detail required within the task. It fits into the category of SOSE - Study of Society and Environment. The Essential Learnings represent it would fit under the Cultures and Identity strand. (2007). However, it doesn't focus so much on Australia as suggested but the recognises and celebrates the cultures in other countries while also learning new information on their history etc. Other cross-curricula areas would also be used in conjunction with SOSE such as English however, we are currently just focusing on SOSE.
Olivers Learning Design Model suggests real world tasks are created with a problem scenario to them. This purely relates to the real world in the surroundings around us, it also shows a scenario based problem with WIKIPedia needing our help to create new information for the use of everybody else within the world. (1999). Following each section the first is about learning tasks and I believe from the tasks above there is enough information and content for the children to write about. The second sections asks what resources are required. I would provide many resources such as, the school library with books and encyclopedias, computers with internet access and otehr resources that are required. The final section asks about scaffolding provided and learner support needs. They have been scaffolded with the task which provides exactly what information is required to then be turned into a WIKI.
This is also similiar to Kearsley and Shneiderman (1998) model of relate, create and donate. Where a problem is related back to a real-life context and the the students have to create a solution and then they donate it back it in to the world. The donating would be completed when students create the WIKI which is then available for the rest of the online world to view.
As The Education Bazaar (2009) state this would use the process which involves students to plan and prewrite, collaborate, research, draft, edit, review, revise and publish. This could all be clearly seen within the students process of writing. They also state this connects students with the real world.
Students would then be assessed on their WIKI, looking at the elements of the content provided, pictures included, referencing, process of their writing and the collaboration amongst the team members and their efforts towards the task.
What do you think of this activity? Could it work effectively? Your thoughts and opinions would be greatly appreciated.
Central Queensland University. (2009). WIKIs. Retrieved on 15th August, 2009, from: http://moodle.cqu.edu.au/mod/resource/view.php?id=696
Kearsley, G. & Schneiderman, B. (1998). Engagement Theory: A framework for technology-based teaching and learning. Retrieved on 13th August, 2009, from: http://home.sprynet.com/~gkearsley/engage.htm
Learning Designs. (2003). TheLearning Design Construct. Retrieved on 15th August, 2009, from: http://www.learningdesigns.uow.edu.au/project/learn_design.htm
Queensland Studies Authority. (2007). Studies of Society and Environment (SOSE) - Essential Learnings by the end of year 5. Retrieved on 15th August, 2009, from: http://docs.google.com/gview?a=v&q=cache:FmObYABahyoJ:www.qsa.qld.edu.au/downloads/learning/qcar_pd_ws_12_ho_2_el_sose_yr5.pdf+SOSE+essential+learnings+year+5&hl=en&gl=au
The Education Bazaar. (2009). Towards a Process for K-12 Students as Content Producers. Retrieved on 15th August, 2009, from: http://teachers4schools.com/open/?p=24