Collective Watching

Last modified by Anna Bauer on 2013/10/14 10:32

This scenario is designed for training adult trainers in developing courses where they coach their audience (students/trainee...) to set up a collective watching system.

The scenario will introduce two different types of tools to help audience set up the watch system

  • Wikis to host detailed reports
  • Diigo, a tool allowing social annotation, highlighting and bookmarking, to publish collections of relevant links

Materiel required:

  • beamer
  • personal computer
  • internet connection

The training session will result in the set up of a mean to collect collaborative information on a topic. For example :

  • set up of a watch system of a competitor company
  • set up of a watch system over a technological trend
  • set up of a watch system over a product

The trainer should choose a reasonably realistic scenario based on his audience.


The trainer set up the context :

  1. Will explain the goal of the session: discovering new tools to collectively collect, analyse and publish information on a certain issue
  2. The trainer will discuss what is *quality information* on a topic (accurate, complete, unbiased, understandable, accessible, up to date). Look for arguments for doing that job collaboratively. Various pedagogical methods may be used to support that discussion
  3. The students will share which methodology they currently use, as well as advantages and drawbacks

STEP 2 – curation using Diigo

1.Demo and brief

Trainer set up a brief explanation of what Diigo is and when to best use it. Short demonstration

2. Students experiment with Diigo.
Set up of an individual account. They are asked to bookmark, highlight and annotate a certain number of urls. Creation of a group. Co-creation of new entries. Tagging.

3. Debriefing session.

  • how did you feel when using that tool ? (lost, confident, happy, very nervous etc.)
  • what happened ? did you find your way ? did you annotate a document ? 
  • what did you learn ? 
  • how does this related to the real world (comparison with their usual practices such traditional browser bookmarking)
  • what if ? you could use such a tool in professional context ? could you imagine uses in other contexts ?() * what is next ? use it as a standalone tool or in addition to another tool, the wiki.

4. Open discussion over « sources » and what constitute a qualified source

include, « how do deal with old sources »

STEP 3 – analyse, summarize, organize on a wiki

1. Discovery of a wiki and demo by the trainer

What is it ? Which uses ? Discovery of wiki-based projects (eg. Wikipedia). Main features (editable, history, recent changes, navigation, categories). Quick preview of other features such as bibliographic notes

2. Training on a wiki
Propose a wiki instance.

Propose to create an article together, which will be a summary of the topic originally chosen (for example, if the goal of the training is to set up a watch system for a company, ask students to write down a short article about this company)

Ask each student to

  • create a wiki page
  • to make a couple of changes
  • to look at history
  • to look at what others are doing, drop them a comment and modify their text
  • focus on writing one page with another person
  • create categories
  • add bibliographies, notes and references

Ask students to add to the wiki page, links to the diigo group as a « for more details » or « external sources ».

3. Intellectual property and collective production

Open discussion on intellectual property rights within a collective text (in particular outline the benefits the tracking who added what and when in terms of legitimacy, transparency and attribution). May develop pedagogical tools to stimulate the debate.



In a similar way than above.

  • how do you feel ? (lost, confident, happy etc.)
  • what happened ?
  • what did you learn ? 
  • how does this related to the real ? 
  • what is next ? What do you want to learn more ? suggest more tools that may be helpful (eg, evernote)
Created by Miguel Alarcón on 2012/11/02 14:52

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