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Blended Learning Examples

Assessed group wikis

Assessed group wikis

See it in action:

  • Wiki Orientation materials: Guidelines for staff

    WikiOrientation GuidelinesforStaff

    Part of the Wiki orientation series of resources this document gives step by step instructions that the instructor should take to help the students complete the wiki development activity. These resources are based on materials developed (and kindly shared) by The Centre for Enquiry Based Learning, & Kirsty Keywood, School of Law.

  • Wiki Orientation resources: Tasks

    WikiOrientation tasksMerged

    Part of the Wiki orientation series of resources this document is a combination of all 3 wiki orintation tasks given to students. These resources are based on materials developed (and kindly shared) by The Centre for Enquiry Based Learning, & Kirsty Keywood, School of Law.

  • Wiki Orientation materials: Further Guidelines for Wiki Developments

    WikiOrientation GuidelinesForWikiDevelopment

    Part of the Wiki orientation series of resources this document gives additional information for students concentrating on wiki structure, style and editing etiquette. These resources are based on materials developed (and kindly shared) by The Centre for Enquiry Based Learning, & Kirsty Keywood, School of Law.

  • Collaborative Tool: Group Wiki

     Collaborative Tool: Group Wiki

    This screencast shows a Blackboard course for Mental Health Law where students work in groups to produce a final assessed wiki. Many thanks to Kirsty Keywood for her kind permission to record this screencast.

School
Law
Course
LAWS30471 Mental Health Law
Themes
Enquiry-based learning, Collaboration and Peer learning, Student Generated Content
Students on the 3rd year mental Health Law course worked in groups to develop a wiki as part of their final assessment. Collaborating within the Blackboard environment they made use of wiki & discussion tools and orientation materials developed by their tutor. The goals of this exercise were varied. In addition to assessing the student's knowledge and appraisal of mental health law, students also had to develop their skills in knowledge transfer. The wikis were designed for specific stakeholders and were intended to have practical application. Student produced a series of guides for people with mental health problems, families and carers, police officers, social workers, health professionals, and magistrates.

Benefits:

  • Using assessment to consolidate students' understanding of course materials and autonomous learning
  • Promoted group working skills
  • 'Deep learning' of a narrow field of law to ensure an accurate and reflective piece of assessed work
  • Increased students' skillset through enhanced IT and knowledge transfer skills
  • Increased students' employability through the production of usable guidance to key stakeholders
  • Discussion board support and wiki feedback ensured effective support for students
  • Outputs resulted in very high assessment scores compared to conventional essay writing assessments