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Wiki & TGfU: A collaborative approach to understanding games education
Abstract Technology is becoming an integral part ofTechnology is becoming an integral part of teaching and learning in schools. In recognition of the potential contributions of technology toward learning, this thesis explored the use of a wiki, a collaborative webpage where students are free to add, edit, erase or create content (Leuf & Cunningham, 2001), within physical education teacher education. Using interpretive inquiry (Ellis, 1998) as a methodological framework, this qualitative study investigated the perceptions of a cohort of 28 final year physical education teacher candidates regarding the usefulness of wikis as an instructional tool to enhance learning through an online five-week collaborative group project. The objective of the assignment was for teacher candidates to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach, which creates student-centred games education that links tactics and skills in game settings. The study employed several qualitative research activities including: observing the daily entries on the wiki, document analyses of reflective journals, pre- and post writing samples, and focus group interviews. The information collected identified both enabling and constraining factors this wiki brought to a collaborative undergraduate online project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one's own ideas as well as those of others. Findings also showed how the teacher candidates interacted with the content to gain a deeper understanding of the TGfU approach through an emergent design of scaffolds. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning. To encourage knowledge acquisition, the instructional guidance provided by the teacher was a crucial component of the scaffolding design. In sum, this thesis elaborates on how wikis contributed to the development of an understanding of teaching games.ent of an understanding of teaching games.
Abstractsub Technology is becoming an integral part ofTechnology is becoming an integral part of teaching and learning in schools. In recognition of the potential contributions of technology toward learning, this thesis explored the use of a wiki, a collaborative webpage where students are free to add, edit, erase or create content (Leuf & Cunningham, 2001), within physical education teacher education. Using interpretive inquiry (Ellis, 1998) as a methodological framework, this qualitative study investigated the perceptions of a cohort of 28 final year physical education teacher candidates regarding the usefulness of wikis as an instructional tool to enhance learning through an online five-week collaborative group project. The objective of the assignment was for teacher candidates to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach, which creates student-centred games education that links tactics and skills in game settings. The study employed several qualitative research activities including: observing the daily entries on the wiki, document analyses of reflective journals, pre- and post writing samples, and focus group interviews. The information collected identified both enabling and constraining factors this wiki brought to a collaborative undergraduate online project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one's own ideas as well as those of others. Findings also showed how the teacher candidates interacted with the content to gain a deeper understanding of the TGfU approach through an emergent design of scaffolds. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning. To encourage knowledge acquisition, the instructional guidance provided by the teacher was a crucial component of the scaffolding design. In sum, this thesis elaborates on how wikis contributed to the development of an understanding of teaching games.ent of an understanding of teaching games.
Bibtextype phdthesis  +
Has author Helena Baert +
Has keyword Physical education + , Wiki + , Teacher education + , Technology + , Collaboration + , Scaffolding +
Has reference The wild, wonderful world of wikis + , Implementing wiki software for supplementing online learning + , Wiki brainstorming and problems with wiki based collaboration + , Wikinomics: How Mass Collaboration Changes Everything + , Collaborative learning the wiki way + , The wiki factor + , Innovative technologies for teaching and learning: education and knowledge orientated applications of blogs, wikis, podcasts and more + , Wide Open Spaces: Wikis, Ready or Not + , The Wiki Way: Quick Collaboration on the Web + , Exploring the wiki world: The new face of collaboration + , Using wikis in education + , Wikipatterns: a practical guide to improving productivity and collaboration in your organization + , How to use a wiki in education: wiki based effective constructive learning + , Tinlizzie wysiwiki and wikiphone: alternative approaches to asynchronous and synchronous collaboration on the web + , Employing Wikis for Online Collaboration in the E-Learning Environment: Case Study + , Blogs, wikis, podcasts, and other powerful web tools for classrooms + , Educational wikis: features and selection criteria + , Wiki-based collaborative learning + , Wiki: a technology for conversational knowledge management and group collaboration + , Extending the Wiki Paradigm for Use in the Classroom +
Has remote mirror http://hdl.handle.net/1993/3070  +
Has webcitation mirror 67dkrv2UE  +
Language English +
Number of citations by publication 0  +
Number of references by publication 20  +
Title Wiki & TGfU: A collaborative approach to understanding games education +
Type doctoral thesis  +
Year 2008 +
Creation dateThis property is a special property in this wiki. 13 May 2012 23:14:05  +
Categories Publications without published in parameter  + , Publications without license parameter  + , Publications without DOI parameter  + , Publications without paywall mirror parameter  + , Doctoral theses  + , Publications  +
Modification dateThis property is a special property in this wiki. 13 May 2012 23:14:05  +
DateThis property is a special property in this wiki. 2008  +
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