History: aw1l
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Session
Communication for CIDUI International Conference - http://cidui.upc.edu
(5-7 July 2006), Barcelona
"Writing documents collaboratively in Higher education using Traditional vs. Wiki methodology (I): QUALITATIVE results from a 2-year project study"
Xavier de Pedro * (1, xavier.depedro@ub.edu), Maria Rieradevall (1, mrieradevall@ub.edu), Pilar López (1, marilopez@ub.edu), Dolors Sant (2, dsant@ub.edu), Josep Piñol (3, josep.pinol@uab.es), Lluïsa Núñez (4, 5, lluisanunez@ub.edu), Miquel Llobera (6, millobera@ub.edu)
(* corresponding author)
(1) Dept. d'Ecologia, University of Barcelona (UB). Avda. Diagonal 645, 08028 Barcelona
(2) Dept. de Fisiologia Vegetal (UB). Avda. Diagonal 645, 08028 Barcelona
(3) Dept. de Biologia Animal, Biologia Vegetal i Ecologia, Autonomous University of Barcelona. Edifici C (Campus UAB). 08193 Bellaterra
(4) Dept. de Biblioteconomia i Documentació (UB). C/ Melcior de Palau 140. 08014 Barcelona
(5) Aplicacions, Àrea de Tecnologies (UB). C/ Melcior de Palau 140. 08014 Barcelona
(6) Dept. de Bioquímica i Biologia Molecular (UB). Avda. Diagonal 645, 08028 Barcelona
Group collaboration, Wiki, Cooperative learning.
(up to aproximately 200 words)
Students currently have to invest much time doing group assignments, and it is expected that they will have to invest some more with the European credits system (ETCS). As they do not always take enough profit of their time working in group, we tried a new methodology of group work using a fairly new computer tool in teaching and learning environments, called Wiki (Cunningham 1998, Schneider 2004). After two years of use in the auspices of some projects related to innovation in teaching, we collected a list of advantages and disadvantages of the new methodology from the opinions of the teaching staff who had used it. Besides, we collected opinions from surveys to students using traditional methodology of group work and to others using Wiki methodology. Three main conclusions arose from the qualitative results of the experience: (1) teaching staff appraised in Wiki methodology the easiness and speed of access, version control, registry of who, when and what changed in each document, even if some minor disadvantages were also noted, (2) students from all subjects using Wiki methodology showed in surveys less negative comments than students with traditional methodology, and (3) letting others to see or modify your work is worth, even when it's not finished and you fear that others read your "work in progress" which may be messy or with important gaps.
(5-7 July 2006), Barcelona"Writing documents collaboratively in Higher education using Traditional vs. Wiki methodology (I): QUALITATIVE results from a 2-year project study"
Xavier de Pedro * (1, xavier.depedro@ub.edu), Maria Rieradevall (1, mrieradevall@ub.edu), Pilar López (1, marilopez@ub.edu), Dolors Sant (2, dsant@ub.edu), Josep Piñol (3, josep.pinol@uab.es), Lluïsa Núñez (4, 5, lluisanunez@ub.edu), Miquel Llobera (6, millobera@ub.edu)
(* corresponding author)
(1) Dept. d'Ecologia, University of Barcelona (UB). Avda. Diagonal 645, 08028 Barcelona
(2) Dept. de Fisiologia Vegetal (UB). Avda. Diagonal 645, 08028 Barcelona
(3) Dept. de Biologia Animal, Biologia Vegetal i Ecologia, Autonomous University of Barcelona. Edifici C (Campus UAB). 08193 Bellaterra
(4) Dept. de Biblioteconomia i Documentació (UB). C/ Melcior de Palau 140. 08014 Barcelona
(5) Aplicacions, Àrea de Tecnologies (UB). C/ Melcior de Palau 140. 08014 Barcelona
(6) Dept. de Bioquímica i Biologia Molecular (UB). Avda. Diagonal 645, 08028 Barcelona
Group collaboration, Wiki, Cooperative learning.
(up to aproximately 200 words)
Students currently have to invest much time doing group assignments, and it is expected that they will have to invest some more with the European credits system (ETCS). As they do not always take enough profit of their time working in group, we tried a new methodology of group work using a fairly new computer tool in teaching and learning environments, called Wiki (Cunningham 1998, Schneider 2004). After two years of use in the auspices of some projects related to innovation in teaching, we collected a list of advantages and disadvantages of the new methodology from the opinions of the teaching staff who had used it. Besides, we collected opinions from surveys to students using traditional methodology of group work and to others using Wiki methodology. Three main conclusions arose from the qualitative results of the experience: (1) teaching staff appraised in Wiki methodology the easiness and speed of access, version control, registry of who, when and what changed in each document, even if some minor disadvantages were also noted, (2) students from all subjects using Wiki methodology showed in surveys less negative comments than students with traditional methodology, and (3) letting others to see or modify your work is worth, even when it's not finished and you fear that others read your "work in progress" which may be messy or with important gaps.
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