Sample Lesson Plan for Wiki Collaboration
I chose to base my lesson plan on the class encyclopedia wiki project suggested by West and West (2009). I am currently a docent for the Konza Environmental Education Program (KEEP) at the Konza Prairie Biological Station (KPBS) in Manhattan, KS. I thought a fun idea for us to explore would be the possibility of creating an ongoing public wiki in which docents, educators, and even students could collaborate and construct an encyclopedia focused on the flora and fauna of the native tallgrass prairie.
Exploring the flora and fauna of the native tallgrass prairie ecosystem:
An encyclopedia containing information and identifying attribute
(a collaborative wiki for docents, educators, and students)
8 Week Orientation to the Native Tallgrass Prairie Encyclopedia
and Creating Encyclopedia Pages in a Wiki
and Creating Encyclopedia Pages in a Wiki
Week 1: Wiki Navigation and Playing in the Sandbox
Week 2: Guidelines for Contributors: Exploring the Encyclopedia
Week 3: Visit a Native Tallgrass Prairie Habitat
Week 4: Choose a Subject: Worksheets and Resources
Week 5: Create a Wiki Page
Week 6: Embedding files and Images
Week 7: Contributions and Review
Week 8: Final Edits
Week 1: Wiki Navigation and Playing in the Sandbox
Explore the wiki content pages and experiment with a wiki page by playing in the sandbox
Objectives
The learner will be able to navigate through pages of the wiki; orientate themselves to the existing encyclopedia and perform a subject search; explore tools and add content in the sandbox
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Worksheet or slides – “Navigation Tools”
Worksheet or slides – “Using the Sandbox: Adding and Editing Content in on a Wiki Page”
Procedures
- Allow students to explore the wiki on their own and discuss openly; ask them about the content provided with each page
- Demonstrate how to perform a search in the encyclopedia; ask students to think of something that comes to mind when thinking of the tallgrass prairie and to perform a search on that subject.
- Have students open a new window and explain the use of the sandbox. Highlight several tools and how to use them for adding content and editing; let them experiment with this for a bit
Evaluation
- Ask students to choose a specific subject page from the encyclopedia (this could be the one they just landed on in their search). Have them copy and paste the content on the sandbox and experiment with adding photos and links. Students must also read the content and come up with additional questions or comments relevant to the subject. In essence, what would they do differently about this wiki page?
- Have students print out or save a pdf of the wiki page and turn in or trade with other students for reflection
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Week 2: Guidelines for Contributors: Exploring the Encyclopedia
Overview of encyclopedia guidelines and discussion of proper wiki contribution etiquette
Objectives
The learner will be able to successfully follow and exhibit guidelines for updating and posting new pages in the encyclopedia. Learners will further explore the encyclopedia and examine content for following the guidelines.
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Wiki page access or Printouts – “Native Tallgrass Prairie Encyclopedia Guidelines for Contributors”
Procedures
- Explain and discuss with students why guidelines are important to this online encyclopedia. Ask for their insightful opinions and feedback. Discuss the importance of proper formatting, cohesion and identity, resources and credibility, and editing existing pages.
- Go over important points of the guidelines, addressing specifically editing procedures and formatting content.
Evaluation
- Have students review the guidelines on their own and identify something they learned from the guidelines that will make them better contributors to the encyclopedia. Have them share this information with the class. If there are some common observations, discuss why these specific points of the wiki guideline stood out to them.
- Have students browse the existing encyclopedia and look at how the content is formatted and should be identical on every page. See if they can identify pages with incorrect formatting. If they are more advanced students they may be able to find information that is incorrect and suggest ways to go about editing the information.
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Week 3: Visit a Native Tallgrass Prairie Habitat
Participants will visit a tallgrass prairie and complete activities that will explore and develop an appreciation for the habitat.
Objectives
The learner will receive an overview of the tallgrass prairie ecosystem and how the plants, animals, and environmental conditions thrive together. They will briefly be introduced to a few native species and encouraged to further discovery on their own.
Materials Needed
Tallgrass prairie access
Cameras
Worksheet or slides – Will vary depending on the day, location, weather, etc.; many of these activities/worksheets could be included in the resource tab of the wiki....maybe students could have a say in what they want to do on the prairie!
Procedures
***procedures/activities/schedule may differ depending on external forces during the visit; this procedure is based on a trip to KPBS
- Take a docent-led tour on the bison loop. This provide an overview of Konza and native tallgrass prairies and often encourages learners to ask questions.
- Back at headquarters, spend time talking about the importance of grasses on Konza. Identify four main grass species and a few memorable forbs. Show students key characteristics for identifying these particular plants. This aid them as they make their observations for species unknown to them.
- Have groups of 2 or 3 students (or even 1) take photos of 2 or 3 unidentified plants. Have them write down important observations that will aid them in identifying their specimens back in the classroom.
Evaluation
- Learners will be able to explain how the tallgrass prairie ecosystem works and its importance.
- Learners will be able to correctly identify a few grass and forb species.
References
Dependent on materials used for activities
Week 4: Choose a Subject: Worksheets and Resources
Learners choose a tallgrass species to add in the Native Tallgrass Prairie Encyclopedia
Objectives
Learners will use the worksheets and resources wiki page to explore one of the native species they photographed on their visit.
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Worksheet or slides – “Plant Taxonomy: How to Identify Your Plant”
Worksheet or resource – “10 Most Common Grasses of the Tallgrass Prairie”
Worksheet or resource – “10 Most Common Forbs of the Tallgrass Prairie”
Worksheet or resource – “10 Most Common Insects of the Tallgrass Prairie” (optional)
Worksheet or resource – “10 Most Common Mammals of the Tallgrass Prairie” (optional)
Worksheet or resource – “10 Most Common Birds of the Tallgrass Prairie” (optional)
Tallgrass prairie books and online resources
Procedures
- Show students how to download their photos and save in the correct format for the wiki
- Briefly explain plant taxonomy. Students should quickly be able to categorize their specimens and begin the identification process by looking at photos, searching key characteristics, or even following taxonomy charts.
- Once plants are identified, have students perform a search in the wiki encyclopedia to see if the plant has a page. If it doesn’t, they can begin their own page.
- For participants whose specimens already exist in the encyclopedia, they can find one from the resources and use that as their specimen or make edits on 2-3 existing encyclopedia specimens.
Evaluation
- Students will be able to download and save photos in the correct file format for the wiki
- Students will be able to categorize plant specimens: grass, woody, forb, etc.
- Students will be able to perform a search in the wiki encyclopedia.
- Students will use investigation skills to determine plant identity and find more information about specimens.
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Any important resources used for plant identification, plant taxonomy explanation (books, websites)
Week 5: Create a Wiki Page
Learners will dive in to creating their very own page in the Native Tallgrass Prairie Encyclopedia
Objectives
Learners will take the lead in constructing knowledge on their very own wiki page.
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Worksheet or slides – “Navigation Tools”
Worksheet or slides – “Using the Sandbox: Adding and Editing Content in on a Wiki Page”
Procedures
- Allow students to get started on their own. Be on hand to answer questions, but encourage the students to help one another.
Evaluation- Leave time during the end of the class to discuss what is going on in their wikis (or hold a video meeting). What did they have trouble with? Did someone else figure it out and can they explain it to the class? What did they find to be easy?
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Week 6: Embedding Files, Images, and Widgets
Overview of embedding files and widgets for the wiki
Objectives
The learner will be able to easily embed files. They will become familiar with a few different widgets and learn how to use them correctly.
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Worksheet or slides – “Embedding Files and Images on a Wiki Page”
Worksheet or slides – “What is a Widget?”
Worksheet or slides – “5 Common Widgets and How to Use Them”
Procedures
- Go over the slides/worksheets for this lesson; have students get on their wiki and embed an image of their plant as well as a widget. Some students may have already tried these things; that is okay.
- Have students work with a widget and come up with an idea to incorporate it effectively into their wiki.
Evaluation
- Have students come together as a group and discuss the widget they chose and why they used it on their wiki page.
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Week 7: Contributions and Review
Wiki page additions and peer reviews
Objectives
Learners will make final additions to their wiki page and be reviewed by their peers; learn additional editing techniques and etiquette
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Guidelines for Contributors wiki page – “Native Tallgrass Prairie Encyclopedia Editing and Etiquette”
Worksheet or slides – “Editing a Wiki”
Procedures
- Learners should have most of their content added by this point; if not, make some time for final additions
- Show learners the expectations for editing peer pages as well as the resources they have to guide them.
Evaluation
- Have student groups provide feedback on classmates pages.
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Week 8: Final Edits and Submission
Wiki pages are finalized and submitted for evaluation
Objectives
Learners will review possible edits and submit their encyclopedia page for instructor review and/or present it to the class
Materials Needed
Computer with wiki access for each learner
Instructor computer on projection screen (optional)
Procedures
- Students will have some final time to wrap up their wikis. They should mostly be considering peer edits from the previous week and making the changes they see fit.
Evaluation
- Students submit their final encyclopedia page to the class. May also allow time for a brief presentation.
References
West, J. A. & West, M. L. (2009). Using Wikis for online collaboration: The power of the read-write web. San Francisco, CA: Jossey-Bass.
Questions to Consider When Developing Lesson Plans for Wikis
What challenges do you see when creating a lesson plan for the wiki (for the very first time)?
How is creating a lesson plan for a wiki based learning activity different than other learning activities?
