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=** Ideas for Uses of Wikis**=

Glossary of terms
C reate a glossary of terms used in a subject with definitions, explanations and examples of usage. Students could create and maintain this. This could include terms where definitions, explanations and examples of usage are not known and other students could supply the missing information. This confirmation can then be moderated by the group until the information is accurate and complete information is. Items could also cross reference to each other.

Group work
To support work where a group has to produce a report.

From Becta: “rather than it being a boring linear Word Document with a few pictures students could produce a multipage Wiki, with links to relevant Internet sites etc. Although these ideas may seem very futuristic give it a couple of years and I think this will be as common to students as text messaging.”

Creating progression charts
Assessment criteria are entered on a Wiki for students to view. Each student has his/her copy and annotates each criterion describing how they have achieved it, with links to relevant evidence.

Tutors can confirm achievement, turning the Wiki into a statement of current position and an up-to-date list of what still needs to be achieved by the student.

This could become part of an e-portfolio and aid the tasks of assessment and verification.

Developing deeper understanding, or as a differentiation exercise, or as a revision aid
Ask each student to supply one fact, item, process, phenomenon, etc., on a given topic. Then ask them to write brief notes describing or explaining the points posted by the other students. Then ask students to comment on the accuracy and completeness of the descripotion or explanation. The tutor should apply a final moderation to ensure accuracy. The end product could be hard copy of the wiki contents.

Other ideas
· Virtual meetings · Departmental diaries · Sharing ideas with colleagues · Course planning · Planning events · Hosting podcasts · Planning of practical work · Analysing results of practical work · Posing questions and problems, especially for stretch and challenge exercises · Post answers and ask students to work out the question · Post exam questions with model answers · Post questions, get students to supply answers, then post a model answer and ask students to critique their own answers · Post questions and supply incomplete answers. Ask students to identify the deficiencies · Writing podcast scripts

Some challenges
Consistent style is tricky. Some people will write in the first person, some in the third person etc. Does this matter? The focus of the document can drift. Sometimes this can be positive, as in the natural development of a conversation seeking to find a solution. For example, what starts as listing possible collaborative workspaces (such as the “other ideas” listed above) can evolve into a discussion about how these can be used in an educational context.

Other sources