Reflection on our Crowdsourcing WIKI
Collaboration has always been a big part of the teaching and learning process.
Teachers are constantly taking steps to promote collaboration in their classroom and to
assist students’ learning needs. The Education’s guide on the 4C’s, Preparing 21st
Century Students for a Global Society, highlights the importance of collaboration in
the classroom. “Not only does a collaborative effort create more holistic results than
individual efforts, but it also creates knowledge for a greater number of people. As a
result of students working collaboratively, the group can generate more
knowledge, making collaboration a key ingredient to student success in today’s
global society.”
“One of the most significant benefits that stood out to me was seeing a variety of ideas
and perspectives from my peers. They have collectively provided so many practical
thoughts and activities for crowdsourcing in the classroom, that I haven’t otherwise
considered myself. Some posts also offered the opportunity to bounce around ideas and
put forth further comments that created a stimulating discussion forum. It leveled up my
understanding of the wiki concept by seeing so many unique views. This just shows
how much learning can occur when we work together. When we brainstorm collectively,
collaborative efforts like this leads to creativity and ideas (Hyler, 2018).
Another value that I found incredibly beneficial was that we each had to contribute our
OWN insights. The social and visual nature of the content encouraged me to make sure
that I contribute something valuable. You know that feeling when you are contributing to
a group project and you want to do your part not only to satisfy requirements but to
become a member of the discourse? Working in this kind of environment has increased
my level of engagement as well as my self-accountability. It made me think that I had an
audience (my peers) so I wanted it to make sense not only for myself, but also for them.
However, I also realized that this benefit could be a disadvantage to some students.
Especially those who are not comfortable with having their work being shown on the
spot. We might have to make some adjustments for some learners, while still aiming for
the same learning objectives.
I did have some difficulties in contributing my answers. I spent a lot of time reading all
the information posted before doing my own research. This was to make sure that I
don’t repeat information already described. As a result, I spent much more time doing
my own research and finding an original idea. I feel like it was my fault because I posted
later than my peers. I thought the option to add to ideas already posted was smart
because it provided an opportunity to contribute in a different fashion. This allowed
equal sharing of tasks for those who are early starters and those who need time to get
going. Having different parameters within an assignment that involves crowdsourcing
content, keeps people on task and gives them alternate avenues of contribution.
I would definitely use Wikis in my classroom. English offers a lot of opportunity for
collaborative work especially in writing. It could be used for writing a group story,
summarizing chapters for a novel study, recreating story endings, or even researching
about a specific author (I love stories!). I believe this concept should be taught with
purpose and proper insight. Wikis can get a bad name for having inappropriately
sourced content. Teaching students to not only be a participant in contribution but also
be oriented on how to validate the information that they are pulling from different
resources. False information has always been a stigma of crowdsourcing and digital
literacy in general. A crowdsourcing project is a fantastic way to explore an idea and to
improve understanding and validity of the content.
References
Hyler, J. (2018, August 15). What Students Gain by Writing Together. Retrieved May 30, 2020,
from [Link]
National Education Association. (2012). Preparing 21st century students for a global society: An
educator’s guide to the “Four Cs”. Alexandria, VA: National Education Association.