Each partner send a brief qualitative analysis of the national survey:
- Short general national impressions
- Impact on educational issues
The results will be used in the European State of the Art Report.
Results from Swedish translation of survey for educational practicioners
Results from German translation of survey for educational practicioners
Results from Greek translation of survey for educational practicioners
Results from Spanish translation of survey for educational practicioners
Results from Belgium's answers of survey for educational practicioners
Results from Swiss' answers of survey for educational practicioners
Translation of replies in the free text fields
- Translation of replies in the free text fields
- Have you been contributing to a wiki, that is, editing a wiki? (Choose one)
- What kind of tasks have you mainly been engaged with on wikis? (Multichoice)
- Which wiki-based projects are your familiar with? Several answers is fine. (Multiple choice)
- Which wiki engines or wiki farms do you usually use? Several answers is fine. (Multiple choice)
- What is your target audience? (Multiple choice)
- Provide examples of representative wiki-based pedagogical scenarios / learning activities that you have organized in your field of actions (learning subjects taught, wiki-applications used, pedagogical approach, etc.). (Text box)
- In teaching how to use wikis / teaching with wikis, do you have the support of your institution / hierarchy (superiors)
- In teaching how to use wikis / teaching with wikis, do you have the support of your colleagues (teachers/learners)?
- In teaching how to use wikis / teaching with wikis, do you have the support of your audience (students, learners)?
- Are you involved in a Wiki Community for external support?
- What are the main advantages of using wikis in teaching / learning settings? (open question) (Text box)
- What are the main barriers to the use of wikis in the actual educational society? (open question) (Text box)
- How do you think these barriers to the use of wikis can be overcome? (Text box)
- Would you be interested in participating in the coming pilot courses which will be arranged by WikiSkills?
- Do you wish to receive WikiSkills newsletter (2x per year)?
- Your contact details (if you like to receive the newsletter or be contacted about the coming WikiSkills courses)
- In which European country do you live?
- Can you suggest somebody else that would be especially interested in this project?
Have you been contributing to a wiki, that is, editing a wiki? (Choose one)
What kind of tasks have you mainly been engaged with on wikis? (Multichoice)
Which wiki-based projects are your familiar with? Several answers is fine. (Multiple choice)
24 out of 26 respondents are familiar with Wikipedia, or local Wikipedia chapters (e.g. "Viquipedia" in Catalonia). Furthermore, 9 teachers are familiar with Wikimedia Commons and 6 of them with Wikibooks. Finally, respondents use other wiki projects, among others Viquilletra (a Catalan collaborative project to share lectures), Experimenta_wiki (a wiki dedicated to science education), and Wikipartido (a wiki for creating a new political parti in Spain). Finally, some teachers mention their own wiki projects, such as "HKpWiki" and "Sopadepedres".
Which wiki engines or wiki farms do you usually use? Several answers is fine. (Multiple choice)
What is your target audience? (Multiple choice)
- Public education (folkbildningsdeltagare)
Provide examples of representative wiki-based pedagogical scenarios / learning activities that you have organized in your field of actions (learning subjects taught, wiki-applications used, pedagogical approach, etc.). (Text box)
- wikiskola.se (URL tp a Swedish site called wiki school)
- Perform major editing projects in class on Wikipedia every semester for several years. Wikispaces is a given platform!
- Telecom-course 2006 and 2007. The students were editing Wikipedia articles on the topic.
- Wikipedia-course in 2009 and 2010. A MediaWiki Server was used as learning platform.
- Open source course in 2011 (also planned in 2012). Participants are editing Wikipedia articles on the topic.
- Part of the courses ethics and philosophy of life and cultural history: groups had different assignments that they discussed and reported on the wiki, while I posted information and instructions during passing of time.
- I let students create pages. Fact reviewing.
- Using a wiki to write and develop stories in class. In order to get practical training in various text-types' emergence and different content. Students create and edit stories / texts written by each other.
Primary and secondary teachers have mentioned, among others, the following examples of application of wikis in teaching / learning settings.
- Teaching how to create / edit articles in Galipedia;
- Collaborative storytelling with primary school students;
- Creation of manuals and books;
- Creation of articles for Wikipedia;
- Searching of information for different collaborative projects in primary education;
- Collective elaboration of laws;
- Creation of a common wiki for collaboration among different centres;
- Use of Wikispaces as a repository for students’ projects.
- Use of a wiki as a space for sharing educational resources;
- Use of a wiki as a repository of students’ notes;
- Wikipedia as a documental source for students in multimedia;
- Use of Wikimedia Commons with art students;
- Use of Viquilletra for activities of lectures of Catalan literature.
- Pages and mailing list
- Uploads to commons
- Distance team work
- Higher e-reputation
- Office use
In teaching how to use wikis / teaching with wikis, do you have the support of your institution / hierarchy (superiors)
Out of 26 respondents, 7 teachers state that they fully have support from their hierarchy when using wikis in their educational contexts, and 8 teachers state that they partly have support from them. One teacher mentions that the ICT plan conducted in its institutions gives support to his initiatives. Another one mentions teacher training courses that are recognized.
Other teachers do not feel their work with wikis is recognized by their hierarchy. Indeed, 7 respondents state that their superiors “do not care”, as they are “with other issues”, and 4 that they do not have their support at all. In a teacher’s words: “institutions are happy that we use wiki, but they do not provide the necessary resources or help”. In addition, another teacher mentions that innovative methodologies are promoted in the modern school, although necessary tools are not provided. Finally, several teachers mention that they have not received the adequate training to use wikis effectively.
In teaching how to use wikis / teaching with wikis, do you have the support of your colleagues (teachers/learners)?
5 teachers state that they fully have support from their colleagues when using wikis in their educational contexts, and 15 teachers state that they partly have support from them. These teachers state that they collaborate with their colleagues to create courses and materials. Furthermore, some teachers mention that their colleagues easily get involved in ICT-based scenarios (“we are many interested in this topic”). However, some teachers state that their colleagues have difficulties with changing methodologies, but value it positively.
On the other hand, several teachers (5 out of 26) mention the indifference of their colleagues regarding the teaching methodologies they use. Indeed, a teacher mentions that his colleagues are not comfortable with ICT tools, and express their disagreement in using them as teaching tools. However, in a teacher words: “if I can demonstrate the advantages of using wikis in the classroom, some teachers will get interested”.
- Uses only when appropriate
- It's formally forbidden for us
In teaching how to use wikis / teaching with wikis, do you have the support of your audience (students, learners)?
Most of teachers mention that wikis are well recieved among their students (12 answered "partly" and 11 "fully"). Indeed, students show a high level of interest in wiki-based activities: “it is one of their favorite activities”; “students enjoy collaborating in creating content”; “using a wiki makes learning more fun, and students show positive attitudes towards them”; “students are very receptive as these environments are attractive to them, they are part of their world and they feel comfortable with them”, “if content and methodology make sense, students get involved easily”, “students positively value the activities, although they sometimes meet difficulties”.
- Some engineering students are afraid to express themselves in writing. Engineering students prefer technically more difficult challenges.
- As secondary school (gymnasium) teacher in Stockholm, I am told to use Fronter. Students do not like Fronter, but find it hard to deal with a lot of places "to keep track of." The more they work with wiki, the better they like it ....
- I am administrator on the Swedish language version of Wikipedia.
- I have external support (or I am involved in a few wiki communities?) which I turn to at times (if that's what you meant?)
Among 26 respondents, 14 teachers state that they are involved in wiki communities, such as local chapters of Wikipedia (“I have been actively involved in Wikipedia Galicia, but I am now taking care of my own wikis”) and political wikis (e.g. Wikipartido.es). On the other hand, 12 teachers state that they are not involved in such communities, as they are “simple users”.
What are the main advantages of using wikis in teaching / learning settings? (open question) (Text box)
- It is always reachable for students, parents, colleagues etc.. Easy to change and improve. Everyone can contribute. It helps me to structure my thoughts and develop educationally.
- Relevant for strategic intelligence and understanding the surrounding world, engagement and academic performance!
- We get up-to-date knowledge into the course, not found in older textbooks.
- I don't need to give feedback on everything they write in detail - students still receive feedback by other users of Wikipedia and by each other.
- Wiki as learning management system: Course participants can contribute to the course material, improve layout, language and structure, etc.. At least if they already have good experience in this area.
- Information that is alive, that is changed/updated. Access to active users
- Simple, stylish, easy to cooperate and to develop things in groups.
- Actual receivers. Natural ethical discussions.
- It's free, asynchronous, and makes it easy to encourage students, strangled things that becomes directly available for the group /other people.
- Easy to create and easy to use for work, all the texts in one place, the data/tasks can not be lost, show the world what we are doing in school, collaborate on texts, etc.
Several types of advantages of using wikis in educational contexts are cited by primary and secondary school teachers, as listed below.
- Opportunities for collaborative activities: possibility of organizing of collaborative projects among equal peers, consulting the evolution of the project and the contributions of each member; fostering the respect of peers’ opinions, decision making processes, and contrast of information (several points of view on a same topic); promoting the symmetry among teachers and students in the follow-up and evaluation of the projects.
- Fostering students' motivation: involvement in innovative and unusual activities enhance students' receptivity.
- Providing a context for constructivist activities: learners get involved in participative learning processes through the collective creation of content, within an interactive environment, and can learn in an autonomous way.
- Flexible learning environment: wikis enable the adaptation and structure of content.
- Elimination of space time barriers.
- Presence of an external audience: possibility of involving external parts in a same project, communitarian support and correction of errors.
- Fostering expression skills.
- Promoting digital literacy: students loose fear in editing content on the web.
- Usability: easiness of use and maintenance of the environment, easiness of sharing graphical and textual resources, rapidity of publication, visibility of the history, free of use.
- Freedom to engage: anyone can discuss and edit any page and thereby contribute to improving learning resources. Flexibility: diverse opinions may be expressed in a variety of ways (discussions, competing versions, ...). Transparency: it easy to see who is doing what (via history pages and watch lists). Features: collaborative editing, discussions, watch lists, being e-mailed when a watched page is edited, templating, add-ons, ....
- Enhancement of student work, better monitoring of activity in each group thanks to the history tracking.
- Absolutely no if there is no moderation of information, but in this case it is not a wiki!
- Learning to learn in complex environments and participatory, based on the trace, the source and the small contribution to a large common building. Learn to work for the common good.
- Affects students spread throughout the romandie, Jura in Geneva. Time savings associated with travel. Exchange platform. Central point with version management.
- Sharing, time saving.
- Diversity, accessibility, interlinked content.
- Central point of several contributors
- Search engine, disponibility, share.
What are the main barriers to the use of wikis in the actual educational society? (open question) (Text box)
- During use of a class wiki and during Wikipedia usage:
- Students may be disappointed if they do not get a teacher's feedback in the form of supplementary information - otherwise, the score will come as a surprise.
- During Wikipedia usage:
- After running the course a few years, the articles on the course material starts to become "complete and ready".
- For newbies to the topic and on Wikipedia it can be difficult to make good contributions without guidance, and then it may be necessary that I rewrite the article so as not give the project bad reputation.
- Mixed messages from school - when, on the one hand Fronter MUST be used and on the other hand the wiki which I add works much better. Pupils naturally becomes somewhat ambivalent.
- Lack of computers
The following barriers have been identified by primary and secondary school teachers:
- Lack of teacher training: basic ICT skills, technical use of wiki platforms (e.g. integration of pictures), norms of participation / supervision, bibliographic quotation norms in Wikipedia, content licences, etc
- Technical barrier: teachers sometimes feel uncomfortable with a tool that students manage better than them.
- Lack of motivation of some teachers to learn how to use ICT tools and unusual tools, as it represents added work.
- Lack of Internet connection and technical resources (computers, projectors, mobile phones, etc.) in all classrooms.
- Freedom of publication: the supervision of content is mandatory; furthermore, teachers may be afraid of giving freedom of creating and editing to their students
- Free advertizing in some platform providers.
- Time: the creation, maintenance of the platform, as well as the evaluation process, involve more time than other learning activities. In a teacher words, the time spent in elaborating resources has to be compensated.
- Familiarization with the interface (internal browsing, no WYSISYG edition, etc.) and the methodology (intellectual property of texts and graphical elements), for students and teachers
- Lack of recognition of the authorship, as the contributions are only visible in the history.
- Reflection processes implied by wiki activities may be difficult for young students.
- Divergence of opinions among distant groups / people.
- Usability: a more intuitive interface is needed.
- Lack of support from the institutions.
- Lack of diffusion of the wikis.
- Institutional politics: IT departments wanting to control things, vendor-lock in terms of proprietary institutional systems. Resistance to change and over-protectedness of educational resources produced by the institution's staff (institutions want to own the resources produced by staff rather than share).
- It requires more attention from teachers that has a traditional relationship. The host communities is not prepared for that, directors should be reported to the user as the WMF oversight to avoid getting impatient teenager who "play" to Wikipedia.
- You never know if what is in there is right ... This is interesting in the sources but we still seek thereafter to make sure the veracity of the info.
- Directions make the mistake of confusing collaborative work and plagiarism, and thus hamper the possibilities of dynamic synergistic / collaborative pretext that there is a risk of plagiarism. Teachers and trainers do not have the legitimacy to teach at the time of web2, because they are enmeshed in a culture of respect, instead of opening up to a culture of transdisciplinarity and participatory learning methodologies. Everything is based on individualism in education, and such a direction that would refuse the same rating is given to an entire class to have collectively contributed to a project using a wiki.
- In the social / disability, training depend of cantons and from the RPT, there are more grants of BSV.
Users (my students) are in social institutions, some of which are closed on themselves and / or do not want to share.
- The veracity of differences between languages' articles
- Increased need for autonomy in the information retrieval.
- Difficult to navigate according to the standards documents. Table of Contents, the subjects covered, adding image.
How do you think these barriers to the use of wikis can be overcome? (Text box)
- Lab manual. Let students present his/her first contribution to the teacher, who can directly provide feedback.
- Active teacher who for each new edition of the course suggests new topics and change the course set-up a bit.
- Generous tuition is needed before letting them out to experiment freely.
- Broaden the knowledge among colleagues, demonstrate opportunities
- Let TEACHERS determine which tools they want to use with the students - not the education bureaucrats!
- Policy decisions about computers to school
- More computers
Primary and secondary school teachers perceive the following solutions in order to overcome the previously cited obstacles.
- Disseminate the pedagogical opportunities provided by wiki environments to institutions and to the educational society in general, as well as value innovative teaching practices and reconsider ways of teaching;
- Demonstrate the opportunities offered by wiki environments, by showing the different kinds of wikis and their functionalities, through existing good practices and practical examples of application of wikis in the classroom;
- Provide basic technical training for beginners (e.g. how to create pages and links) and facilitate their adaptation to change, by making them feel confident using the tool, and using wikis in integrated platforms that are trusted by teachers (e.g. Moodle, Drupal, etc.);
- Provide an adequate teacher training, including face-to-face training sessions, adapted teacher training according to teachers’ levels of ICT, guidance before (preparation) and during (application in the classroom) the wiki project;
- “Break the ice” of the edition, through a previous workshop, or dedicated online activity which implies edition processes.
- Promote a responsible use of wiki environments;
- Provide user-friendly wiki environments;
- Promote the creation of communities of practice.
- Education - sharing research findings on the benefits of peer-production and the lack of significant benefit of closed resources. Trying it: encourage academic staff to give it a go and then, after experiencing the benefits, they become the champions within their organisations.
- The role of administrators (sysop) needs to be rethought, if the content of wikipedia should be improved by professionals, so professionals need a professional partner.
- Impossible with the wiki, you have to go further in terms of interface. For example by connecting databases directly with facebook (opengraph use). Often, this platform trying to reinvent what already exists instead of using existing tools to assess and promote existing truthful information.
- By educating school administrators and helping them better understand the Bologna process, which contains, for a bachelor or a master, up to 12 ECTS credits to transversal skills.
- By an easy to use offer, free, "living" and efficient. And of course with the support of superiors in terms of collaboration.
- For simplicity of demonstration. Impregnation by combining the most followed users...
- Using search, better undertand the tools.
Would you be interested in participating in the coming pilot courses which will be arranged by WikiSkills?
- I would happily contribute to the course.
- Interested in the subject, but need a very advanced level if it would be stimulating
Do you wish to receive WikiSkills newsletter (2x per year)?
In which European country do you live?
Can you suggest somebody else that would be especially interested in this project?