STOLEN

STOLEN : Principe d'utilisation de Wikis pour l'éducation

Critiques

idée publiée en 2007.

Très peu reprise depuis finalement

Ressources

• www.creativeeducation.co.uk/blog/wp-content/uploads/2011/06/STOLENticksheet1.doc
• http://stolenprinciple.pbworks.com/w/page/18419565/FrontPage

Anglophone

The STOLEN principle for using wikis educationally

Wikis became a major buzz word within education in about 2005, with many tutors jumping to make use of this new technology. Unfortunately many people set wikis up with the best intention for their students, only to find that they didn’t work, or didn’t achieve the desired learning outcomes. This document follows some action research carried out by Dave Foord (www.a6training.co.uk) to try and identify why some educational wikis worked, and what could be done to increase the chances for others in the future. The research lead to the creation of the STOLEN principle – 6 basic features each identified by the letters STOLEN, which if considered could increase the wikis chances of being successful. The STOLEN principle, breaks down some of the features of using wikis educationally in order to increase the chances of the wiki being successful, and meeting the desired learning outcomes set by the tutor. It is by no means essential to meet all of these criteria, but meeting more rather than less, may increase the chances of the wiki working. These rules will probably need to be modified as the technology improves and wiki become more culturally mainstream, but as a starter these rules give a tutor some guidance. The next few pages give a little more information on the key features, then the final page is a tick sheet to help someone who is designing an educational wiki activity.

Specific Overall Objective Clear objective for the wiki The wiki needs to have a simple clear objective - a clear purpose, explaining the benefits of either contributing to it, or the benefits of the end product once produced. Understood by all All people editing the wiki must understand the objectives, to allow them to edit the wiki in accordance with these objectives. Not a 'general' area Although ideologically there would be some merit in giving people a 'blank space' for them to explore their thoughts and possibilities, in reality with the relatively small number of students on any one course, module or unit - a 'blank space' is unlikely to magically get converted into a media rich knowledge bank like wikipedia Timely Definitive times for different 'stages' of use It is very easy for this sort of activity to 'get put off until I have more time'. To avoid this, setting intermediate deadlines, is advantageous. Sending reminders (e.g. emails) will usually trigger a rush of activity so can be used as a mechanism to keep up a wikis momentum. Definite end point - even if left open after Resources like Wikipedia have no definitive end point, the resource will continue ad infinitum When creating a wiki for educational use, it is unlikely that such a resource will get created or be useful, so wikis should be set up for specific purpose, with a specific end point. There isn't a problem with leaving the wiki open afterwards, nor is their a problem with people continuing to edit the resource, as this would also be ideal. Ownership People need to feel that they 'collaboratively own' the wiki Students will create highly imaginative blogs, Myspace or Facebook areas - because they belong to the students, and these areas are a reflection of them and their personality. To get high levels of creativity in a wiki, then creating some element of ownership can be advantageous, although there is a risk that this 'ownership' if individual will inhibit the collaborative nature of the wiki. The conclusion therefore is to try to create a 'collaborative ownership'. This could be done by using language appropriate to the natural language of the group, or by having a soft touch when moderating the activity on the wiki. Another option is to designate certain areas to certain participants (of groups of participants) - it may be possible to make the exerise competitive, with different groups set a challenge of creating a resource that is 'better than other groups'. This will depend on the nature of the groups involved and will require deligence from the tutor. Localised objective Some structure of what is expected Wikipedia has evolved organically, effectively with no starting structure, however this has only been possible by the high numbers of people involved in the editing of the site. This model will not replicate itself at a smaller level with an educational wiki. Therefore the wiki creator will benefit from creating some structure of what is expected - this could be some headings to use, an example page etc. Starting points for editing For most people wikis are new concepts, and the thought of this collaborative editing is daunting to many, especially if presented with a 'blank canvas' - it is therefore beneficial to create some starting points for the students to edit - this will probably be linked to the structure that is being created. Engagement rules Who can edit Some people will be nervous about editing, so reinforcing who can (and is desired to) edit the wiki should be made obvious on the site. Which parts they can edit Clear guidance on which parts can (and is desired to) be edited should be made clear and obvious on the site. Acceptable and unacceptable use Depending on the ages and nature of the people who will be editing the wiki, it may be beneficial to provide some acceptable and unacceptable use guidance. This would benefit from not be presented in a formal 'Thou shall not' style, but could be incorporated in other information (e.g the purpose of the wiki) and should definitely be 'light touch'. Navigation Clear navigation structure One of the beauties of wikis is the way that they 'grow organically' however this often results in different people creating different styles of navigation structure, which can result in confusing navigation. The wiki moderator could create their own structure for people to follow - which should ease this problem, but may inhibit the 'freedom' of the site. The best that someone can do when using a wiki educationally, is look at what they have created through the eyes of the students, or ask a colleague, friend, relative to look at. Simple navigation As well as the navigation being clear, it will ideally be simple, usually this means not too many clicks to find a specific part f the wiki, but balanced by not having a long list of links or information. With some wiki providers it is possible to create menu pages, which sit at the side of the wiki - these can be used to help with the navigational structure.

STOLEN Principles Tick Sheet Specific Overall Objective     Clear objective for the wiki

  Is the objective stated and clear?     Understood by all

  Have you advertised this to the students?     Not a 'general' area

  Is the objective 'specific' rather than 'general'           Timely     Definitive times for different 'stages' of use

  Are there intermediate timescales integrated?     Definite end point - even if left open after

  Is there a defined end point?           Ownership     People need to feel that they 'collaboratively own' the wiki

  Does the 'language' used promote student rather than tutor (or institution) ownership?           Localised objective     Some structure of what is expected

  Has a structure been created?     Starting points for editing

  Are there some starting points for editing?           Engagement rules     Who can edit

  Is there information on who can edit the wiki?     Which parts they can edit

  Is it clear which parts of the wiki can be edited?     Acceptable and unacceptable use

  Are there any etiquette guidance?           Navigation     Clear navigation structure

  On any page in the wiki, is it clear where within the wiki you are?     Simple navigation

  Can you move from any page to any other page in the wiki, in less than 5 clicks?          

Notes et Références

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