Reflection on Wiki Mobile Phone Activity

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In this reflection, I will discuss the mobile phone wiki (Wiki Walk Through: What is a wiki?, 2013) activity though my own learning experiences and through the design and purpose of the wiki activities. The original activity was looking at the pros and cons of using mobile phones in the classroom using de Bono's Thinking Hats (De Bono Thinking Systems, 2013) to support the activity.

When breaking down the task into each of the hats there were several observable features that could be a reflection of several learning theories. Opinions voiced by people (including myself) often reflected what they thought appropriate behaviour in the classroom based on their own or their children's experiences. This could reflect either behaviourism (Learning-Theories.com, 2013) (the behaviour that they practiced when they were at school) or cognitivism (Mergel B. , 1998) (the schema that they worked in when at school). By reading the experiences and opinions of others, participants in the wiki could then possibly construct new ideas by adding the additional information in the wiki to what they already knew thus demonstrating constructivist theory (Mergel B. , 1998).

Looking at my own participation in the wiki, I can see that I learned more about the topic as I went along. By participating in this collaborative learning activity, my own perceptions on the topic grew to include ideas that I had not previously considered. This put me in what Vygotsky (Culatta, 2013) calls the “zone of proximal development”, as while I was support by the wiki scaffolding, I was pushed beyond my existing knowledge and experience, giving an example of social constructivist theory (Atherton, 2011). I learned a few things about myself also, such that is easier to criticise that come up with constructive ideas! Looks like I'm the guy in the black hat...

The obvious benefit of participating in an activity like this with a group of peers is that it gives you a unique method for a shared learning experience. The wiki seemed a little slow to start of with. Maybe it was because we were frightened of making mistakes, but as Robinson notes, without the freedom to experiment and take risks no new ideas can be created (Robinson, 2008, p. 129).  While I found the format a little awkward to read with names of students not necessarily beside the comment and text a little messy to look at, this in itself seemed to provide a collaborative learning opportunity as participants came up with ideas for organising the wiki data, such as inserting breaks and using different colours or styles of fonts.

I felt that the wiki activity had well-constructed scaffolding (Scaffolding, 2003), in that it was clearly explained and supported by our readings and learning engagement activities. By performing a SWOT analysis (Mind Tools, 2013) on the activity, ideas were expanded and concepts evolved. By using the De Bono Thinking Hats, we were forced to think about the topic at different levels, thus taking us straight to the higher order thinking of the upper levels of Bloom's Taxonomy (see Appendix 1). Little input by the lecturer seemed to be required as the activity was self-directed. As we also had to reflect on this process in our blog, more individual experiences could then be shared by the reading of our fellow student’s blogs, thus increasing the constructivist notion of our learning and allowed for real, deep learning. I also gained further insight into my own learning styles. This new knowledge should help give me insights and empathy when considering the learning styles of students that I will come across.

In a classroom situation, I could see a wiki working well. For example, say an assignment on the environment is designed as a wiki. Learning could be scaffolded by the teacher by the inclusion of web links, suggested readings on the home page and a Thinking Hats interactive activity. Students could collaborate in the discussion area in the evening and share the knowledge that they already possess on their topic. This forum also appears to give those who are reluctant to put up their hand in class a means to overcoming shyness. They could then attempt the set activity, again collaboratively, therefore increasing their opportunities for a deep learning experience. But behaviourist theory comes to the fore again as I realise that by using a wiki to support classroom pedagogy, using it repeatedly (practice) will reinforce its usefulness as a successful tool! Here is a SWOT analysis on how I feel a wiki would work in a classroom: My SWOT analysis (see Appendix 2).

In the classroom context, a wiki is also good in that it allows for the creation of a safe working environment that can be managed by the teacher, thus ensuring cybersafety. It also enables a good teaching opportunity for cybersafety and 'netiquette' in student interactions.

Ultimately, I found that the wiki mobile phone experience was an graphic example of what Merrill (1991, p. 51) calls the assumptions of constructivism:

• It allowed knowledge to be construction from one’s own experience
• Each individual’s learning was based on their own personal interpretation of the experience
• The process of learning was an active one based on experiences
• The growth of concepts was based on the interpretation of meaning gained by sharing ideas with others and allowing individual perspectives to change through collaborative learning
• Opportunities for ‘real world’ learning were given and assessment was built into the task

Bibliography

Scaffolding. (2003, July 21). Retrieved March 30, 2013, from University of Tasmania: http://www.educ.utas.edu.au/users/ilwebb/research/scaffolding.htm

 

Mind Tools. (2013). Retrieved March 28, 2013, from SWOT Analysis: http://www.mindtools.com/pages/article/newTMC_05.htm

Wiki Walk Through: What is a wiki? (2013). Retrieved April 2, 2013, from TeachersFIrst: http://www.teachersfirst.com/content/wiki/index.cfm

Atherton, J. S. (2011). Constructivism in learning. Retrieved April 2, 2013, from Learning and Teaching: http://www.learningandteaching.info/learning/constructivism.htm

Culatta, R. (2013). Social Development Theory (L. Vygotsky). Retrieved April 1, 2013, from Instructional Design: http://www.instructionaldesign.org/theories/social-development.html

De Bono Thinking Systems. (2013). Six Thinking Hats. Retrieved April 2, 2013, from De Bono's Thinking Systems: http://www.debonothinkingsystems.com/tools/6hats.htm

Learning-Theories.com. (2013). Behaviourism. Retrieved April 2, 2013, from Learning-Theories.com: http://www.learning-theories.com/behaviorism.html

Mergel, B. (1998, May). Cognitivism. Retrieved April 2, 2013, from University of Saskatchewan: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Cognitivism

Mergel, B. (1998, May). Constructivism. Retrieved March 30, 2013, from University of Saskatchewan: http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The Basics of Constructivism

Merrill, M. D. (1991). Constructivism and Instructional Design. Educational Technology, pp. 31(5), 45-53.

Robinson, K. (2001). Out of our minds: Learning to be creative. Chichester: Capstone Publishing Limited.

 Appendices

1. Bloom's Taxonomy

2. MySWOT analysis