Why Wikis?

Reynard, R. (2009). Why Wikis? Campus Technology. Retrieved from http://campustechnology.com/articles/2009/02/04/why-wikis.aspx

In this article, Ruth Reynard explores the ways in which Wikis can quickly and efficiently meet the current learning goals in the classroom. Reynard explains that Wikis can not only supply the information but help the student incorporate the information into their own knowledge structure and use it in relevant situations (Reynard, 2009). Wikis do not just supply information, but encourage the student to participate in the “understanding and application” of that information (Reynard, 2009).

Reynard gives several examples of how Wikis can do this. The first example is that of collaborative writing, a challenging project that involves technical writing skills along with collaboration skills. A Wiki can provide “an integrated authoring, editing, annotating, and feedback environment where every thought, every idea, and every modification can be captured, re-assessed, and integrated into a developing whole” (Reynard, 2009). Just asking the students to collaborate is not enough, but the Wiki can provide the place and tools to do this while the teacher gives guidance and feedback.

Another example given was public ideas. As opposed to “owned” ideas, public ideas do not belong to one student. Students must view the ideas objectivity for this to succeed. Once this happens, however, the ideas can be made public, changed and worked on so that they can become something different. Wikis can help teachers with this process by providing the right environment. Each student is able to contribute and as modifications are made, the information can expand to new ideas and perspectives. As Reynard writes, “this is discovery at its best” (Reynard, 2009). While Reynard warns teachers not to use Wikis as an excuse to lessen oversight and direction, she does encourage educators to become familiar with the processes so that they can use this new tool effectively in the classroom.

This article was very insightful to me because I had never thought of Wikis as anything else as a shortcut to quick information. These ideas for the use of Wikis would be great in a social studies or language art class where discussions and forming of ideas take center stage. One idea that came to mind while I read this was having groups form their own laws by way of Wikis. I hope to be able to put Wikis into action in my class someday.