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2.0 technology
case study1
Case study title Bringing lecture notes to life using a wiki tool
Author’s name Katy Jordan, Frances Tracy and Keith Johnstone
School / Department of Plant Sciences
Department
Institution University of Cambridge
Background The University of Cambridge is one of the oldest Universities in the
UK, and has a reputation for excellence in both research and
education. It is a collegiate university; undergraduate students
typically live and have smallgroup tutorials within college, but the
broader content of a course and syllabus is managed and delivered
by lectures in researchled academic departments. The Department
of Plant Sciences teaches lecture courses to undergraduate students
studying within the Natural Sciences Tripos (NST). The Plant
Sciences Pedagogy Project has been running within the department
since Autumn 2005, and focuses upon the second year course the
department runs within the NST, known as ‘Part IB Plant and
Microbial Sciences’ (IB PMS).
The challenge Part of the Plant Sciences Pedagogy Project remit was to enhance
and create online learning resources for IB PMS students. Although
there is a very wide range of online learning technology now
available, we wanted to make sure that students would find our new
resources genuinely useful, and to avoid the pitfall of using
technology for its own sake. Right from the start of the project, a
range of research activities – including dualscale questionnaires,
focus groups and semistructured interviews – were carried out to
elicit staff and student opinions and expectations of teaching on the
IB PMS course. We then sought to use this research evidence to
inform development of novel online learning resources to
complement and support the taught course.
Intended
outcome(s) To allow students’ to have more powerful access to their
lecture notes and course materials; to help students to view
the course as an interlinked network of topics rather than a
collection of disconnected lecture blocks.
To allow course materials to use features which are common
to internet browsing – such as making lecture notes
searchable, and using Wikipediastyle links to a definition of a
word where it appears in text.
To create an environment from the lecture material within
which extra learning resources (such as flash animations,
narrated Powerpoint slides, or online multiple choice
questions, for example) pertinent to a particular troublesome
topic or concept could be linkedin and integrated at the
exact point students encounter this topic, rather than being
in a separate file folder or web site.
1
This template is based on Centre for Bioscience templates and the JISC Effective Practice with elearning project
(http://www.elearning.ac.uk/news_folder/innoprac).
Established Before the creation of the wikibased notes within a Sakai virtual
practice learning environment, the IB Plant Sciences course had used a
‘CourseWork’ VLE, since 2005 – prior to this, there was no
universitywide VLE. CourseWork provided a ‘file storage’ type of
online environment, essentially a long list (with expandable or
hideable subsections ) of files, such as Powerpoint lecture slides,
lecture notes as pdfs, and forms and other information as Word
documents, for example.
The plan Drawing on some of the results of initial research activities, we
compiled a list of features we wanted the new online resources to
have, including: searchable lecture notes; course materials to be
integrated with each other, reflecting the course structure; and for
other online resources to be able to be linked in to lecture notes to
support challenging concepts or provide links to authentic ‘real
world’ examples as appropriate.
We quickly realised, based on our previous personal experiences of
using Wikipedia, that using a wiki tool could effectively address
many of these criteria. Coincidentally, at the same time, the Centre
for Applied Research in Educational Technologies (CARET), which ran
the universities’ CourseWork VLE at the time, unveiled a new Sakai
based VLE which would be introduced across the university the
following Autumn. Crucially, this new environment included a built in
‘wiki’ tool, which we could then use to house the lecture materials
(handouts and Powerpoint slides) instead of the usual filestore style
‘resources’ tool.
The ‘Web 2.0’ It would be possible to create a similar online lecture note resource
advantage by creating a network of linked html pages, but it would have taken
a great deal more time and effort. All hyperlinks to other pages and
hosting of pages are handled within the wiki tool itself, and not
being familiar with html doesn’t stop you from using a wiki; wiki
markup is simpler than html, and many wikis now have direct ‘What
you see is what you get’ (WYSIWYG) user interfaces.
Changes Staff and students had previously used a different (nonwiki based)
virtual learning environment within the department. Using the
previous system, a precedent had been set that staff would send
electronic versions (pdfs, Powerpoint slides etc.) of their lecture
materials to an administrator, who would then upload the materials.
The change has meant that the administrator has required some
training in managing materials in the wiki, but for teaching staff on
the whole it has not increased workload at all.
Key points for Most importantly, from the outset before creating any pages
effective practice devise a framework structure for the hierarchy of pages that will
result. Keep it as simple and logical as possible. You can go back
and change it later, but risk ending up with ‘orphaned’ pages to
which nothing links. A poorly thought out structure could leave
people unable to find something important buried within a wiki.
Although wikis are typically associated with collaboration and being
open to edit by any user, this might not be a favourable feature for
wikibased lecture notes. To maintain the factual integrity of the
core course content, we have restricted editing rights to members of
staff. It is essentially ‘read only’ for students, and wiki tools usually
provide a way of managing editing rights for different groups of
users.
Evaluation In terms of staff workload, having lecture notes in a wiki made no
difference so far, as lecturers generally did not upload materials to
the previous VLE themselves – they would produce Powerpoint slides
and handouts, which would be uploaded by a course administrator.
There is the potential for staff workload to decrease in future as a
result of the wiki use, however, as now that the course is in a wiki
format, it can be ‘cloned’ each year, so the lecture handouts and
slides from the previous year already exist staff then only need to
supply the relevant changes to update their notes, rather than
‘reinventing the wheel’ each year.
Another important novel feature of the wiki environment was that
new and existing electronic learning resources (e.g. flash
animations, video explanations of concepts, definitions of words)
could be linked in to notes exactly when and where particular topics
arise. A questionnaire was circulated electronically to students at the
end of the academic year, to gauge their opinions on all the novel
online resources housed in the VLE. A strong theme which emerged
from this questionnaire was that students really valued the diversity
of different online resources – such as flash animations, multiple
choice questions, and videos – which were worked into the lecture
notes, a feature which was afforded by the use of a wiki format.
Future This application does not have a limited lifespan; a fundamental
expectations principle of using a wiki is that it can be continually modified easily,
to ‘evolve’ and stay current. At least in the case of a wiki within a
Sakai environment, the whole wiki can be ‘cloned’ and a new VLE for
the following year created. Because the lecture notes do change
slightly from year to year, it would be ideal if lecturers could ‘login’
and make the changes to their lecture notes themselves, although
there has been some reluctance to do this so far, and at present
lecturers give updated versions of lecture notes to a course
administrator, who makes the necessary changes in the wiki.
Along with the questionnaire, we have site usage data, which logs
the frequency at which different wiki pages or resources linked from
wiki pages are accessed. This combination of data has helped to
highlight which types of resources students prefer to use, and which
topics they find troublesome. This information is being fed back in to
development of further learning resources to add to the wiki for the
coming academic year.
There are no issues with third party service providers for the
technology we use, as the wiki tool here is part of a Sakai virtual
learning environment. Sakai is not commercial software, but
‘community source’ software being continually developed and refined
by a global network of participant universities. The wiki tool was
developed at CARET and has proved popular worldwide, so it is likely
to remain a Sakai ‘tool’ for the foreseeable future.
However, you do not need to be a Sakai user to use a wiki, and
there are a lot of good, free webbased third party wiki services
available online (hosting many different users’ wikis, such sites are
known as ‘wiki farms’); as wikis are relatively new, some caution
should perhaps be exercised if using a wiki farm, as none of these
providers are very established yet as businesses, and if the site
folded, your wiki could potentially disappear. If you are more
technicallyminded, the best solution for future reliability would be to
acquire some well triedandtested opensource wiki software, such
as MediaWiki, which the website Wikipedia uses and is freely
available, and to run the wiki on your own web space.
Conclusions & Transforming lecture notes from pdf files into a wiki has changed the
recommendations course resources from being a collection of individual files into a
network of topics. The wiki format is particularly amenable to
integrating other electronic learning resources, and this richness of
an online environment has been very well received by both students
and staff.
Additional If you would like any further information about our experiences
information using a wiki, my email address is klj33@cam.ac.uk
More information about the Plant Science Pedagogy Project and be
found at the Teaching for Learning Network website,
http://www.tfln.org
Web 2.0 definition: http://en.wikipedia.org/wiki/Web_2