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R. Rodríguez-Hidalgo, A. Torres-Alfonso, C. Zhu, F. Questier, Wikis supporting research workshops in higher education, prospective use in Cuban universities, Proceedings of CISTI 2011, 6th Iberian Conference on Information Systems and Technologies, Portugal, June 2011, pp 146-155 (978-1-4577-1487-0) http://ieeexplore.ieee.org/xpl/articleDetails.jsp?&arnumber=5974297
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Wikis supporting research workshops in higher educationProspective use in Cuban universities
MSc. Roberto C. Rodríguez-HidalgoProf. Dr. Aida M. Torres-Alfonso
Departamento de Tecnología EducativaUniversidad Central “Marta Abreu” de Las Villas (UCLV)
Santa Clara, Cuba
Prof. Dr. Chang ZhuProf. Dr. Frederik Questier
Department of Educational SciencesVrije Universiteit Brussel (VUB)Brussels, Belgium
Authors
This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier
Frederik QuestierVrije Universiteit Brussel
Belgium
Roberto Carlos Rodríguez-Hidalgo from UCVL, Cuba
8 projects in theprogramme with UCLV Cuba
1. ICT Infrastructure and e-administration
2. ICT in Education
3. Library development
4. Institutional policy and management capacity development
English for academic purposes in international collaboration
5. Improving the Quality of Programs in Plant and Animal Sciences
6. Education in Pharmaceutical Sciences
7. Education in Environmental Education and Clean Technologies
8. Research and postgraduate education in Computer Sciences
Intermediate results ofICT in Education Project
➢ installation of training, development and support facilities
➢ improvement of the knowledge, skills and attitudes of UCLV staff
➢ improvement of the local developed 'SEPAD' learning environment
➢ development of a M.Sc. “New Technologies in Education”
– (2000 students 2007)
➢ development of a PhD Programme for ICT in Education
➢ improvement of research
➢ dissemination of results and experiences
Context of the study
collaboration
collaborative learningCuban higher education
Databases
graphs theory
networked learning
peer learning relationshipsresearch workshop
social networks analysis
Sciences of Information career
social software
teaching and learning process
Web 2.0
wiki
Research background Hypotheses (1st pilot study)
1. the collaboration supported by social software reinforces the peer relationships among the students of the class
2. and improves the time efficiency of the stakeholders participating on
Methodology
52. Z. Todd, B. Nerlich, S. McKeown, and D. Clarke, Mixing methods in psychology, Hove: Psychology Press, 2004.53. I. Silverman, “Why social psychology fails,” Canadian Psychological Review, vol. 18, 1977, pp. 353-8.
Results – peer relationships(Gephi Software)
before after
ResultsSocial Network Analysis
Metric Before After
Isolated nodes 5 1
Directed edges 36 102
Graph Density 0.095 0.268
Shortest Paths 123 326
Average Shortest Paths 2.528 1.995
Average Betweeness Centrality
0.055 0.126
Average Closeness Centrality
0.987 0.450
Modularity 0.389 0.435*
Clustering Coefficient 0.225 0.617
Number of Communities 7 3
Triangles 12 149
ResultsCorrelation scores and spent time?
NO CORR
ELAT
ION
NO CORR
ELAT
ION
Time spent without vs with ICT
Descriptive Statistics
N Min. Max. Mean Std. Dev.
time_before 20 ,0 6,0 1,950 1,3659
time_after 19 ,5 2,5 1,658 ,7275
Valid N (listwise) 19
NO SIG
NIFIC
ANT
DIFFE
RENCE
Students’ scores
Descriptive Statistics
N Min. Max. Mean Std. Dev.
Report 1 & 2 20 2 4,5 3,03 1,082
Report 3 19 5 5 5,00 0,000
topic_knowledge12 20 2 5 3,53 0,866
topic_knowledge3 10 3 5 3,90 0,568
Conclusions
• This experience is extensible in Cuban higher education– More engaged students– Better quality of research reports
• Checking hypothesesthe collaboration supported by social software reinforces the peer relationships among the students of the class,and improves the time efficiency of the stakeholders participating on
Limitations of the study
Recommendations for subsequent use
• Alternating the number of members and membership of the research teams.
• Providing the students with various collaboration strategies.
• Using the online forums of the wiki instead of the e-mail.
• Using the RSS channels for controlling the contributions and discussions.
• Promoting the use of references to the resources for a better supporting of the students’ contributions.
• Warranting the training of the students on the use of this kind of tools.
• Decreasing the complexity of the tools for analysing the classroom network.
• Improving and increasing the ways of feedback between students and instructors.
Recommendations for subsequent use
Credits of pictures
• Maps of Belgium and Cuba: Wikimedia Commons, CC
• Logo and programme cycle, copyright VLIR UOS
• Santa Clara University
• Vrije Universiteit Brussel
• Picture Frederik Questier, copyright by Christophe Empsen
• The Logo of the Dokuwiki software by Esther Brunner
ObrigadoThanks
Questions
This presentation can be found athttp://questier.com
http://www.slideshare.net/Frederik_Questier