Whether Wikis Work?

By provide various methods to scaffold how to build a wiki, such as a video, written instructions – or for those kinaesthetic learners just letting them play with the resource, all learning styles are covered. All students should feel supported in the process of constructing their own wiki or blog. If students feel unsupported or overwhelmed, in any way, then they are far less likely to achieve all the learning outcomes and extend their knowledge as much as would have been possible had they had sufficient support. Teachers need to remember how it felt for them to being experimentation with these technologies and even though their students are called ‘digital natives’ it is very likely that there will be numerous students within their class that have never interacted with these types of technologies before. Adequate scaffolding is the key to providing an environment where students feel that they can achieve. The process of students constructing their own knowledge on a topic is vital, as is their active interaction with the world around them (Piaget as cited in McInerney and McInerney, 2006). Implementing a wiki within the classroom has the potential to reap numerous benefits for both the students and the teacher. These benefits are numerous so I have not provided a synopsis of each, however I have outlined just a few of the positives and provided links for those people that would like to carry out further research:

·         Social constructivism – learner’s constructing meaning in a social context – McInerney and McInerney

·         Students will be exposed to a wide variety of perspectives on a particular topic – this can be extended to incorperate higher order thinking and maintaining an open mind using tools such as De Bono’s Six Thinking Hats – Frangenheim

·         Wikis provide an opportunity for students to engage in collaborative learning –for example a jigsaw type assessment where students have to work as a team to complete an assignment. This also links to Connectivism  which involves extending students’ knowledge through seeing and reflecting on other peoples work, having access to a wider range of resources and understanding concepts and content as they have had to interact with it. Connectivism.

·         Opportunity to provide real life context problems – providing students with authentic meaningful task increases engagement as well as assisting students’ retention of knowledge. (Good and Brophy, 1990 as cited Mergel, 1998)

·         Wikis also provide students with the chance to practice certain skills. Having to edit and adapt all the time students will undertake a lot of practice and will therefore become familiar with not only the content or the resource they are using but the process or evaluation, reflection and adaption.  Mergel, B. 1998, Instructional design and learning theory.

·         A wiki reduces the risks that are associated with students interacting on line as there is no facility within the wiki that provides a ‘chat area’. All interactions that students will have with a Wiki are not ‘live’, whilst editing their Wiki no one outside of the allocated editors can be on the website interacting with the editors. Also, all contributions made can be seen by everyone so if the teacher conducts regular viewing of wikis then they will be able to see anything inappropriate. Netsafe. 

·         Implementing clear scaffolding of this process before beginning, including internet etiquette and outlining that cyber bullying will not be accepted, with the students will also reduce the dangers that technologies within the classroom can present.

·         Although students are presenting information in a space that is accessible to anyone in the world, Wikis still provide a certain level of privacy as students decide was is posted and what remains private. To increase privacy levels teacher could facilitate the construction of students’ profiles to insure limited personal information is provided. Children's privacy. 

Most of Wikis will provide a novel tool in which students can reflect on and be proud of the work that they have produced. Seeing the creation of a product might also encourage students to become more involved and put a greater amount of effort in.

The wiki I created could be used as an example to demonstrate to students how to use a wiki. Instead of providing them with a wiki to work through I believe it would be interesting and beneficial to see the students create their own wiki, including the content required for the assignment and therefore learning by doing.

Tell me, and I will forget,

Show me and I may remember,

Involve me, and I will understand

                                Confucius, 450 BC

Click here to visit my wiki, 'E-learning for all'. 

Clicking on the hyperlinks after each dot point will take you to websites containing further research on the topic. The two books cited are referenced below. These are just one place to look there is an ocean of research on these topics (the beauty of the internet and technology - being able to access it all!!!)


I have also created a website using Weebly, called 'Let's go travelling'. This technology is very similar to a Wiki in that it provides a space on the internet to post information. The layout on this space and using this website was very familiar to me as the layout is remarkably alike that of the Wiki website. It provides the potential of numerous benefits when implemented within the classroom, however unlike Wiki there is only one editor. This removes the social constructivist benefits that are reaped when students share the experience of creating a Wiki together.    

Frangenheim, E.  (2007). Reflections on classroom thinking strategies. Loganholme, Qld: Rodin Educational Publishing

McInerney, D., & McInerney, V. (2006). Educational Psychology: Constructing Learning (4^th Ed.). Frenchs Forest, NSW: Pearson Education Australia