Wiki-Skills » WP8 Evaluation » Report by Wikimedia Sverige about face-to-face and online courses in Sweden

Report by Wikimedia Sverige about face-to-face and online courses in Sweden

Last modified by Anna Bauer on 2013/05/21 15:48
This is not a ready report. I've used Google translate (and not corrected the language) in order to give you a brief overview of what Wikimedia Sverige is up to

Tools we used

We emailed some tasks for participants to prepare before the course. 

We presented slides with info and tasks. The tasks participants had to solve on Wikipedia and on a course MediaWiki hosted by Folkbildningsnätet: https://wiki.folkbildning.net/wikiskills/Huvudsida.

We used Chamilo to let participants answer questions about their expectations and evaluation.

Narrative report from start till end

Wikimedia Sweden has implemented three WikiSkills courses with a total of 23 unique participants. Each course consisted of three phases: a preparation, a two day long face-to-face-session and a follow-up. We chose to perform the face-to-face part in three different places from north to south in Sweden:

  • Skellefteå, 21-22 February: 7 participants, of whom all but one had previously contributed to a wiki.
  • Stockholm on 7-8 February: 9 participants, of whom one had previously contributed to a wiki.
  • Helsingborg 25-26 March: 7 participants, of whom two had previously contributed to a wiki.

Ahead of the courses we have specifically sought participants from the target group Leonardo which Wikimedia Sweden was assigned in the overall planning of WikiSkills. We thus sought teachers, communicators, coaches or similar persons dealing with vocational training in the broad sense. Through predominantly phone-calls, email and blogging (with link to detailed course description and registration formwe were looking for participants matching our target group. For the course in Skellefteå, as an example, we addressed key people in the Skellefteå Municipality, the Västerbotten County Council, vocational schools in Skellefteå, folk high schools and also the business network in Skellefteå etc.

Preparation: Before each course, participants were assigned preparatory tasks. Some tasks involved Wikipedia because that project is a concrete example that illustrates a wiki engine and a wiki project:

Some small tasks for you to prepare ahead of the course: The first task, to create a user on Wikipedia, is extra important to fix before you get to the course:

  1. If you do not already have a user account on Wikipedia, create one before the course begins. Read Wikipedia's policy on usernames.
  2. Surf around on Wikipedia and search for an article which you could improve. Maybe you want to rephrase a sentence, add something that is missing, emphasize something, add a picture, etc. You do not need to improve the article before you attend the course unless you want to.
  3. Choose a topic below, read on and try to briefly describe what you come up with at the face-to-face session. You choose how to present what you learnt. An image, a slide show, a video ... you choose your way! It does not have to be something grand and overwhelming, it is enough with a few sentences straight forward for the other participants.
  • What is a wiki?
  • Five different wikis
  • Wikipedia's history
  • Wikimedia and Wikipedia's relationship
  • What is the wiki markup language and how does it work?
  • What different groups of users are there on Wikipedia?
  • How are wikis used?

Additional Information: Attend Wikipedia beginners course.

Before the course, participants where asked to estimate their expectations according to the questions elaborated in the evaluation framework (deliverable 8.1).

The topics and organisation of the three courses (in Skellefteå, Stockholm and Helsingborg) were mainly the same. However, the course leaders tried to adapt the courses to the participants' needs. Hence, the three courses have had a slightly different focus depending on the particpants preknowledge and wishes. 

All participants were asked to bring their own laptop. The project offered food and refreshments to the participants. This was especially nice to be able to offer since the courses lasted from morning to late afternoon and since we saved some time on the coordination of the lunch. Common to the pedagogical approach in all course sessions were:

  • Effort to create collaboration where participants enter into active dialogue with course leaders and peer-participants
  • Preparation tasks: Participants involvement to prepare information on wikis and Wikipedia before the face-to-face session
  • Presentation on the basics of wikis and Wikipedia. Participants presents their preparation tasks to the group. Their findings were then supplemented and perhaps corrected by the course leaders and sometimes by peer participants.
  • Editing of Wikipedia and using media files from Wikimedia Commons. Participants contributed to their user pages and sometimes other articles were edited as well
  • Editing of the course wiki. User pages, pedagogic scenarios, discussion pages, etc.
  • Team work among participants to create and present their own pedagogic scenarios.
  • Encouragement to make participants teach subjects with wiki 

The quality of the pedagogic scenarios was varying. Sometimes the participants focused on the pedagogic scenarios which then became quite complete and other times participants spent much time searching for specific answers on wiki issues that mattered much to them. At some occasions the teachers planned a determined and imminent upcoming lesson where their students would use a wiki (Veronika & Sara - wiki spaces). At other occasions participants created possible pedagogic cenarios which they might implement in a foreseeable future. We had no mandate to require participants to actually complete the pedagogic scenarios and perform a lesson with their students. We therefore tried our best to arouse the participant's desire and interest to pursue a plan on teaching with wikis and Wikipedia on their own. During the course of Skellefteå, Leo filmed course leaders and participants in order to fulfill our commitment to Training Content Development and Publication (deliverable 3.3). We hope that some of the footage may be used by Wikimedia Sverige to give a glimpse of our activities and provide inspiration for teachers in general who want to cooperate with us and use wikis and Wikimedia projects for teaching.

Pedagogic scenarios:

Stockholm:

Skellefteå:

Helsingborg:

At the end of the second day, course participants were asked to complete the evaluation of the course.

After completing the course (indeed, after the evaluation ...) we sent out a follow-up to the participants:

Hello,

We course leaders of WikiSkills would like to thank you for your participation in the two course days! Moreover, with this email, we wish to offer you help for you to get going with your own collaborative lesson to face your students. With a collaborative lesson we mean primarily a lesson in which a wiki (preferably but not necessarily Wikipedia or sister projects) is used for teaching.

Maybe you want:

  • help with feedback on a lesson or course design
  • help with the technical stuff (wiki engine, extensions ...) for your lesson to be implemented
  • to deepen your own knowledge in Wikipedia or sister projects in order to prepare yourself for an upcoming lesson with your students; for example, be assigned (or choose) a minor role in the online community or get a mentor who will guide you on Wikipedia
  • chat for a while about other things related to wikis and teaching

Please write us a short e-mail to describe your intentions and how we can help you towards a realized wiki-based lesson!

Published today: Sten (participant from the WikiSkills course in Stockholm) gets feedback on his course outlines.

This follow-up has led to some because contact with the participants:

XXX

Problems during the course: The "Evaluation Framework" project has used was not so good. Finally complemented Anna issues with a set of your own questions seemed more relevant:

How likely is it that you have in a year's time will edit Wikipedia or other Wikimedia projects? The Wikimedia projects referred to as Commons, Wiktionary, Wikiversity, Wikinews

How likely is it that you are within a year will use Wikipedia or other Wikimedia projects in your teaching?

How likely is it that you are within a year will use a wiki, apart from Wikipedia or other Wikimedia projects, in your teaching

How do you think the organization of these two training days have been?

How psyched are you to further develop the course material that you have started during these two training days?

What do you think about the content (the topics) entered in the course?

What do you think about the course leaders' efforts?

Is there anything that we have not had time, and that you miss? What's that then?

Was the content appropriately chosen based on your background?

Would you like to participate in similar events in the future?

Is there anything that we have not had time, and that you miss? What's that then?

Other comments or suggestions for improvement. Maybe you have comments on the balance between practice and L theory? length / content / instaser

During proliferation, the development and performance of these courses, we have worked a deal with Media Center, a part of the Region of Västerbotten and project Folkhögskola 2.0 and Glocal Folkhögskolan. Kurswikin hosted by Adult Education Network.

Quote from participants: "Again, thanks for the two rewarding course days!"

Evaluation data

Pre-questionnaire

Settings: In all three sessions the pre-questionnaire was distributed online at the beginning or early of course day one, that is, 21 February in Skellefteå, 7 February in Stockholm and 25 February in Helsingborg. Participants were secondary school teachers, professional trainers and adult trainers.

Context: ?

Number of respondents:

Comments and general observations: Many of the original pre- and post-questionnaire questions were considered a bit strange and not very relevant to the course. In many cases a yes or no answer would have been more adequate. Some persons questioned why they had to answer these questions. And why so many?

Complete report:

Post-questionnaire

Settings: In all three sessions the pre-questionnaire was distributed online at the end of course day two, that is, 22 February in Skellefteå, 8 February in Stockholm and 26 February in Helsingborg. Participants were secondary school teachers, professional trainers and adult trainers.

Context: ?

Number of respondents:

Comments and general observations: Many of the original pre- and post-questionnaire questions were considered a bit strange and not very relevant to the course. In many cases a yes or no answer would have been more adequate. Some persons questioned why they had to answer these questions. And why so many?

Complete report:

In-depth interviews

Settings:

Phone - Sten, 

Face-to-face Bia, 

Face-to-face tre deltagare från Helsingborg

email

Context: ?

Interviewer: Anna Bauer, manager of Wikimedia Sverige's participation in WikiSkills, course leader of WikiSkills courses in Sweden. 

Pictures: Will come

Number of interviewees:

Summary of the interviews:

Please provide a summary of the interviews conducted with teachers / trainers (between 500 and 1000 words), including answers to all questions, as well as citations and relevant facts. The summary should discuss the following aspects:

  • Skills or knowledge developed by teachers / trainers during the training
  • Wiki key competences
  • Collaboration in virtual community of practices: Mostly during the course days
  • Project impact: wiki i undervisningen inom ett år
  • Usefulness of the training sessions
  • Fulfillment of user's expectations
  • Performance / adaptation of the tools used within the project
  • Impacts on the educational communities
  • Positive factors that emerged
  • Challenges faced
  • Solutions
  • Next steps

Comments and general observations:

Expert evaluation

Name of the expert: Lennart, Linda, Falk, Ylva, Skog?

Short bio of the expert:

Title of the scenario:

Report on the questionnaire:

Hur hör scenariot ihop med din kursplan?

Vad är de pedagogiska målen med scenariot och hur är dessa mål anpassade till dina studenter?

Hur ska wikin integreras i utbildningsaktiviteterna?

Hur ska studenternas pedagogiska erfarenheter utvärderas?

Hur ska du ordna de nödvändiga resurser som krävs för att utföra utbildningsaktiviteterna?

Scenariots hållbarhet??

Tags:
Created by Anna Bauer on 2013/03/08 11:58

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