Wiki use versus online discussion forums in collaborative knowledge construction: a learner perspective
0260 ALTC 2009 Maria Zenios
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27 August 2009
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- Maria Zenios, Lancaster University
- In what ways is new knowledge being constructed in geographically dispersed communities? In TEL? How can we research this? What triggers construction of knowledge?
- Epistemic tasks - Ohlson 1995, p51 e.g. Describing, explaining, predicting, arguing, critiquing, explicating
- Epistemic games (Collins and Ferguson, 1993, Morrison and Collins, 1996) - sets of moves, constraints, strategies that guide the construction of knowledge. Approved methods for constructing knowledge in a culture (experimental processes, hypothesis formulation and testing, taxonomic activities). Have to be an active player - not enough to just be an observer
- Case study - doctoral programme in e-research and TEL. Module 3 Researching TEL
- Qualitative form of data analysis - classification tool, grounded theory
- Categorising forum posts according to Ohlson’s taxonomy
- Wiki - formed groups according to what interested in researching - idea of wiki as a repository (external memory, difficult place to engage in dialogue)
- Parallel technologies - ‘skype sort of took over a bit’, ‘very energising in the sense that we started to really engage in learning’ sparked by the wikis
- Locus of knowledge construction outside the wiki not in the wiki - division of labour, planning and coordination
- ‘Coming to understand’ vs. ‘Organisational memory’
- Comments from audience - would be interesting to analyse skype discourse to see if more informal. Students viewing posting on discussion boards as ‘publishing’, can design informal learning into the curriculum - was skype advocated? Problem with timezones for global course. Idea of the wiki as the end result. As soon as any conversation becomes subject for research no longer informal.
10:01 on 9 September 2009