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?
I really enjoyed reading your lesson plan, Janel. Instructional procedures are step-by-step and very clear. A good example of scaffolding! Having students take photos of unidentified plants and create wiki page accordingly is a well-designed activity because you give students control over their wiki content. Very well done.
ReplyDeleteOne thing not clear in your plan is how you want their wiki products to be like as our text says that it is essential to provide wiki frames to support group learning (West & West, 2009). First of all, do you agree with the text? I do see that, in week 4, students have the opportunity to explore existing wiki pages from which they may get an idea to create their own but that will make their final wiki products vary greatly. Is that what you expect? If so, how would you evaluate them? Do you think it’s helpful that the instructor preselects several wiki pages that he/she wants the students to imitate? You also asked a good question at the end that “How is creating a lesson plan for a wiki based learning activity different than other learning activities?” Do you have an answer yet?
Thanks.
Kang
Thank you for your comments. I have actually never done such a structured lesson plan before, so I am glad it turned out okay. They sure are a lot of work!!
DeleteI actually viewed the encyclopedia itself as the wiki frame. Since it would be a public wiki, some encyclopedia pages would already be set up and students would imitate these. They would also follow the encyclopedia guidelines to create their pages within the existing encyclopedia. I guess in some ways they would be learning a lot about formatting by taking the time to review the guidelines and following the procedures for the layout, or they could go by trial and error. Yes, it is a lot of imitation and that could probably be a good or a bad thing, but I think some learners would appreciate it. I guess my main focus was the knowledge building through exploring tallgrass plants and the wiki learning experience was an added perk.
Another way to go about this with a better frame initially might be to have a separate instructor wiki that includes the lesson plan and links to the encyclopedia wiki. I guess I didn't really consider the encyclopedia having a frame out there for everyone to see since it would be a public wiki.
Wiki's are interesting because not only are students learning the subject, they are also learning a new technology, learning collaboratively, and creating new knowledge.
Janel,
ReplyDeleteI'm really impressed with the organization of your lesson plan. You've done a fantastic job of creating a very clear and understandable outline. I also like how you have incorporated the activities, such as a field trip to collect specimens and photos, with the activities related to the wiki.
For me the challenge that I faced in creating a lesson plan was trying to develop clear and concise directions on how the learning activity should progress. In order to keep my blog post relatively short I actually made assumptions about my learners concerning their level of expertise in utilizing wikis. In reality I would have to do as you have done and give them the opportunity to play in the sandbox and develop the skills necessary to successfully complete the activity.
There are differences between creating a lesson plan for wikis vs. a traditional lesson plan, however there are many similarities as well. As I stated earlier I made assumptions that the learners in my class had a level of expertise with wikis. Unless we know for sure this is the case, then regardless of the skill, we need to provide the necessary resources to ensure the student can complete the task. Whether that is contributing to a wiki page or setting up a laser level to survey a stream.
Again, very nice job!
Gary
Thanks, Gary.
DeleteYou do make a good point that we have to consider our learner's abilities when presenting them with a new technology. I did not purposefully think of it on this deep of a level, but I did consider that many of them would be in the same boat I was in when learning the wiki platform for the first time. This would be important to consider when presenting any technology that might be new to some learners. How can we provide them with the right tools and resources to ease them into the project, no matter their level of expertise? Providing them with structured frames, interactive instructions and equipment, and the ability to simply play with the technology without feeling like they are going to make a mistake are some solutions.
Janel,
ReplyDeleteI thought that you did a great job with your lesson plan! It was very easy to navigate and all of the instructions you provided were easy to understand. The approach you used was a good job of scaffolding as Dr. Kang mentioned. West and West (2009) discussed that scaffolding is a good tool to use until students are capable of self-directed learning. When first integrating the use of wiki's into a course I think using scaffolding would be important. This could be especially vital when working with adult learners who may not be familiar with the technology. Something else I think would be important to incorporate is an initial evaluation, such as the one Dr. Kang used in the class, to find out the experience and comfort level each student has with new technologies such as wikis. By first having an understanding of the knowledge level it could be much easier to create lesson plans which are designed specifically with your students' needs in mind.
Hi Janel!
ReplyDeleteWhat a great idea and a very nicely organized lesson plan! This is something that I would love to participate it! This would be a great way to explore our surrounding environment and collaborate to create useful research based information for others to use. The Konza Prairie tour and exploration would really benefit a hands-on learner. This would also benefit at least two of Houle's three learning types- activity oriented learner (social interaction learning) and learning oriented learners (learning for learning sake) (Houle, 1961).
I do agree with an earlier comment about having a technology inventory of your participants. This will help group them according to skill/comfort level and maybe ease the technological anxiety of those first time wiki creators.
Nice work!
Rebecca
Houle, C. (1961). The inquiring mind. a study of the adult who continues to learn. Madison, Wisconsin.
Hello Janel,
ReplyDeleteWhat a wonderful blog entry, I really enjoyed it.
For anyone in northeast Kansas, the Konza Prairie is a well-known preserve that readily lends itself to on-site exploratory learning and, by extension, collaborative learning through a well-designed and maintained wiki. Individuals and groups of all ages tour the Konza Prairie, and providing a platform through which those visitors can share their thoughts, feelings, and observations about their visit(s) could extend the pleasure of the individual’s visit and expand the experiences of others. Because the prairie undergoes such a dramatic annual lifecycle, it would provide a perfect forum for people to share their experiences throughout the year and, potentially, to fill in the gaps for those who were only able to enjoy a snapshot view of that prairie on a single occasion.
On another note, today would have been a great day to hike the Konza!
Lynn