Collaborative Creativity Processes in a Wiki: A Study in Secondary Education [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).

Autor/inn/en	Pifarré, Manoli; Marti, Laura; Guijosa, Alex
Titel	Collaborative Creativity Processes in a Wiki: A Study in Secondary Education [Konferenzbericht] Paper presented at the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (11th, Porto, Portugal, Oct 25-27, 2014).
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8533-23-4
Schlagwörter	Secondary School Students; Creativity; Science Projects; Web Sites; Collaborative Writing; Web 2.0 Technologies; Cooperative Learning; Teaching Methods; Technology Uses in Education; Educational Technology; Scaffolding (Teaching Technique); Thinking Skills; Leadership; Peer Evaluation; Reflection; Group Activities; Discussion (Teaching Technique); Coding; Content Analysis; Computer Mediated Communication + Suchen Sie Ihr Suchwort? Sekundarschüler; Kreativität; Science; Project; Wissenschaft; Projekt; Web-Design; Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Denkfähigkeit; Führung; Führungsposition; Gruppenaktivität; Codierung; Programmierung; Inhaltsanalyse; Computerkonferenz
Abstract	This paper explores how wiki may be used to support secondary education students' collaborative creativity processes and how such interaction can promote critical and creativity thinking. A science case-based project in which 81 secondary students participated was designed, implemented and evaluated. Students worked in the science wiki project during two weeks. We scaffold students to be collaboratively engaged in purposeful critical and creative discourse in order to solve collectively science challenges and construct meaning about topics related to environmental challenges. Through the analyses of students' contributions in the wiki we have characterized collaborative creativity processes in science inquiry that includes performance (processes to develop a novel way of approaching and understanding the problem) and collaboration (peer collaboration, dialogue). The significance of the paper relays on the operationalization of the collaborative creativity processes in the wiki within four overarching learning to learn together skills, which are: distributed leadership, mutual engagement, peer evaluation and group reflection. Our findings showed that the wiki environment afforded the development of an effective and creative online collaborative learning community. In student's wiki contributions, the four learning to learn together skills took place. However, not all the groups displayed the four learning together skills during their collaboration in the wiki and there were differences among groups in relation to the presence and proportion of these skills. We discuss the contribution of these four learning to learn together skills for the collaborative creativity processes and the relation of the presence of the above mentioned skills with the level of creativity showed in the collaborative writing product students produced in the wiki project. Besides, the paper discusses a series of issues that instructors should consider when wikis are incorporated into teaching and learning for creativity. We claim that embedded scaffolds to help students to argue and reason creatively in their contributions in the wiki environment are needed. [For the complete proceedings, see ED557311.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01