Students create wiki-guide on photography

Last modified by Anna Bauer on 2014/02/27 16:03
  1. Title of the learning scenario
  2. Brief introduction
  3. Keywords
  4. Application in educational context
  5. Targeted educational sector
  6. Learners' special characteristics
  7. Learning subject/ field
  8. Specific educational objectives
  9. Narrative/sequential description of the learning activities
  10. Learning resources involved
  11. Wiki application
  12. Other ICT applications involved
  13. Infrastructure / equipment
  14. Prerequisite competences
  15. Evaluation approach
  16. Typical learning time
  17. Temporal mode
  18. Typical learning location
  19. Opportunities
  20. Obstacles

Title of the learning scenario

"Students create wiki-guide on photography". If this scenario would be reformulated into a block buster scenario, a suitable name would be "Students use wiki to create guide on teaching subject"

Brief introduction

The purpose is to learn more about how wikis are built while increasing knowledge of photography.

Abilities which the students train: 

  • "The ability to collaborate via the web and networks, both synchronously and asynchronously." (Purpose, Digital creation 2)
  • "Partnerships, synchronously and asynchronously, via digital platforms, such as web applications, wikis and mind maps." (Central content, Digital creation 2)

Keywords

Keywords describing the topic of the scenario

collaboration, wiki, photography, writing skills

Application in educational context

Has this learning scenario already been practiced in lessons? Give examples of the learning scenario in use:

  • Add a reference link. It could be a reference to the performed lesson or a an evaluation of the performed lesson
  • Name of school or institution? 
  • Number of students?
  • Relevant contact persons
  • JB Wiki SkellefteĆ„ (the wiki which the students used). According to Bia: "The wiki is not available right now. Someone hacked the web space and as the domain name was obsolete and the time we had paid for anyway would run out this monthI told the hosting company to simply close the account. [...] But I like the approach, so I will work more like it in the future. " The original material for Bias scenario is this: https://wiki.folkbildning.net/wikiskills/Fotofakta.

Targeted educational sector

Targeted educational sector:

  1. primary and secondary education
    1. age range
    2. connections with the curriculum
  2. higher education
    1. connections with the curriculum
  3. professional training
  4. adult training

Secondary education

  1. 16-20 year
  2. Connection to Digital creation 2:
    11. "The ability to collaborate via the web and networks, both synchronously and asynchronously." (Purpose)
    11. "Partnerships, synchronously and asynchronously, via digital platforms, such as web applications, wikis and mind maps." (Central content)

Adult training

Learners' special characteristics

Learners' special characteristics e.g. students:

  • who are deaf
  • from rural areas
  • detached from the labor market 
  • with exquisite digital skills

Media students

Learning subject/ field

Learning subject/ field e.g.

  • Wikipedia
  • English
  • Physics
  • Media
  • Photography
  • Swedish

Specific educational objectives

Specific educational objectives e.g. make students acquire:

  • writing skills
  • basic knowledge on Roman toponyms and the Celtic culture
  • source criticism
  • cooperation skills
  1. "The ability to collaborate via the web and networks, both synchronously and asynchronously." (Purpose, Digital creation 2
  2. "Partnerships/cooperation, synchronously and asynchronously, via digital platforms, such as web applications, wikis and mind maps." (Central content, Digital creation 2)
  3. Writing skills
  4. Photography skills

Narrative/sequential description of the learning activities

Narrative/sequential description of the learning activities Important! Can be a longer text

Instructions to students:

You will together make a basic photography school. It must be so clear that even a novice understands the content. Use both text and explanatory images (your own or from Wikimedia Commons). You may not straight off copy text without writing in your own words, but gladly retrieve facts and inspiration from other sites / books. Enter the sources!

  1. Create user on this wiki.
  2. Split into groups, such as: camera settings, composition, lighting, equipment
  3. Create the appropriate pages in your area. Post your links in the wiki at suitable locations. Check and edit each other's pages (even outside the groups).
  4. For every change you make, you need to comment on what you've done in the summary field above the save button. It will save you a lot of work when you're doing the self-assessment later, because you'll show and describe the edits you made. For example, if adding a picture of a macro lens, you can write "Added a picture of a macro lens".

You should also discuss on the talk pages. You can ask questions or make suggestions for clarifications / improvements that you do not feel confident enough in making yourself. Remember to sign your posts with the button "Your signature with timestamp"!

See Help in the menu on the left for information on how to do this technically.

Time schedule (example):

  • April 17: Intro plus work with the course wiki
  • April 19: Working with the course wiki
  • April 24: Working with the course wiki + Lecture by a wikipedian on Wikipedia
  • April 26: Deadline + self-assessment

Learning resources involved

Learning resources involved e.g.

  • books
  • online resource like wiki site to acquire knowledge from, e.g.
    • Wikipedia
    • Wikimedia Commons 
    • Ekopedia  
    • JurisPedia
  • search engines

Various learning resources which are available, possibly Wikimedia Commons.

"Use both text and explanatory images (your own or from Wikimedia Commons). You may not straight off copy text without writing in your own words, but gladly retrieve facts and inspiration from other sites / books. Enter the sources!"

Wiki application

Wiki application to create content (not to confuse with "Learning resources involved") Which wiki software do the students use to create content, that is, writing and collaborating? Wiki software could for example mean:

  • Stand-alone wiki application like:
    • MediaWiki (which is used for Wikimedia projects like Wikipedia, Wiktionary etc)
    • DokuWiki
    • FosWiki
    • XWiki
  • Wikifarm application like:
    • Wikispaces
    • PBWorks
    • Wikidot
    • Referata
    • Wikia

Clarification: wiki application versus wiki online learning resource 

You can use Wikipedia both as a learning resource to aquire knowledge from, but also as a working tool where you do your assignment (if students have user accounts on Wikipedia and the assignment for example is to improve articles on Wikipedia). Then Wikipedia is the learning resource and MediaWiki (which Wikipedia is built upon) is used as a wiki application to create content.

Another option is to use Wikipedia as a learning resource but for example Wikispaces as a working tool for the class where they report their findings about Wikipedia. Then Wikipedia is the learning resource and Wikispaces is used as a wiki application to create content.

For example, use a standalone MediaWiki with some extensions. Suitable extensions could for example be InstantCommons, Nuke, Renameuser, ParserFunctions, ConfirmEdit, Gadgets, Vector, WikiEditor (see JB Wiki SkellefteƄ, page Special:Version)

Other ICT applications involved

Other ICT applications involved e.g. standard computing programs like

  • spreadsheets
  • graphics software

Please, indicate whether an application is optional or mandatory!

Optional: A photo editing program like GIMP.

Infrastructure / equipment

Infrastructure / equipmente.g.

  • Internet connection
  • microphone
  • camera

Please, indicate whether an application is optional or mandatory!

Optional: Camera for students to take their own photos. Alternatively, let students use freely licensed photos from Wikimedia Commons.

Prerequisite competences

Prerequisite competencese.g. to be familiar with

  • English writing
  • linear algebra

Basic knowledge on photography.

An understanding of how to use Wikimedia Commons.

Evaluation approach

Evaluation approach e.g.

  • peer-to-peer assessment
  • test (teacher evaluate) 
  • revision tracking
  • group assessment

By self-assessment. Instructions to the student:

Copy the text below to your user page (do it in edit mode, it will be easier). For each sub-heading, type what grade you consider you should have and explain why. If you have not reached E on any of the parts below, type F.

Create wiki pages

  • E: I have created at least one wiki page with links to other wiki pages.
  • C: I have created several wiki pages with links to other wiki pages. The information is detailed and well founded.
  • A: I have created several wiki pages with links to other wiki pages. The information is pedagogically sound so it is easy to assimilate and simultaneously detailed and well founded.

My score is:

Justification:

Editing wiki pages

  • E: I have edited at least one wiki page that someone else created.
  • C-A: I have improved and clarified several wiki pages created by others.

My score is:

Justification:

Inserting Images

  • E: I have inserted at least one image.
  • C: I've added educational pictures that clearly explains how it works.
  • A: I have added educational images that I have photographed and also published on Wikimedia Commons. They explain clearly how it works and is of high technical and aesthetic quality.

My score is:

Justification:

Discussing

  • E: I have discussed a topic on a talk page .
  • C: I have discussed topics on talk pages. The discussions are nuanced and I have justified my views.
  • A: I have discussed topics on  talk pages. The discussions are relevant, nuanced and I have justified my views.

My score is:

Justification:

Overall assessment

  • F: I have not reached E on all of the above.
  • E: I have reached at least E on all of the above.
  • D: I have reached at least E on all of the above and mostly a minimum of C .
  • C: I have reached at least C on all of the above
  • B: I have reached at least C on all of the above, and mostly A .
  • A: I have achieved A on everything.

My ratings for this stage as a whole is:

Typical learning time

Typical learning time e.g.

  • How many sessions? 
  • How long sessions? 

It has been tried with success for a two week long lesson series consisting of 4 occasions, every occasion around 2 hours long: 

  • Intro plus work with the course wiki
  • Working with the course wiki
  • Working with the course wiki + Lecture by a wikipedian on Wikipedia
  • Deadline + self-assessment

However, the length of the lesson series could be longer and the number of sessions could be more. 

Temporal mode

"Synchronous interaction" and / or "Asynchronous interaction" 

Synchronous and/or asynchronus.

Typical learning location

Typical learning location e.g.

  • Classroom with computers
  • Classroom without computers
  • Outside the classroom. Where?
  • At home

Classroom with internet-connected computers as well as working outside classroom with internet-connected computers.

Opportunities

Opportunities identified during the implementation of the scenario

When the students get a grasp on wiki, teachers can use the same wiki platform for other topics. Several subjects can be taught on the same wiki platform. In this way teachers can let students work interdisciplinary and integrate subjects with each other.

By using a MediaWiki your students will easily understand how other Wikimedia projects like for example Wikipedia works. This will open a great opportunity to teach for example source criticism. However, Wikipedia can also be used as a stimulating starting point to discuss questions of "social science" perspective (democracy, gender, authority ...).  

Obstacles

Obstacles identified during the implementation of the scenario

It can be hard for less motivated students to develop themselves further. It's quick first that they start their own wiki page but it's hard to get them to improve others. This could be about lack of self-confidence.

Praise and get them to develop themselves through pep talk. Assist them to find information, where can they read on. Play down, to show that it need not be such a big deal.

Created by Anna Bauer on 2013/05/30 15:12

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