Abstract
Wikis provide a rich, but surprisingly underutilised digital environment for collaborative development of open educational resources (OERs). Open wiki platforms, such as hosted by the Wikimedia Foundation (WMF), can be used to engage in renewable (Grey, 2023) learning and assessment exercises with higher education students.
To demonstrate the educational potential of open wiki platforms, this chapter presents a case study of an ongoing project which has developed over 1,500 online, interactive, editable book chapters authored by students about the psychological science of motivation and emotion.
Each student develops an online book chapter about a unique topic as a learning and assessment exercise. This is an innovative alternative to traditional, disposable (Wiley, 2013) essay writing.
The project’s OER-enabled andragogical philosophical and educational principles, and its approach to scaffolding and student support, can be readily adapted across disciplines and levels of higher education (Neill, 2024).
Engaging students and educators in collaborative authoring via open wikis contributes maximally flexible and sustainable OERs to the knowledge commons and develop students’ 21st century digital literacy and communication skills (Neill, 2024). Open wikis offer ideal platforms for open andragogy and open educational practices because they provide resources that are free and open for anyone to edit and the licensing allows re-use for any purpose.
To demonstrate the educational potential of open wiki platforms, this chapter presents a case study of an ongoing project which has developed over 1,500 online, interactive, editable book chapters authored by students about the psychological science of motivation and emotion.
Each student develops an online book chapter about a unique topic as a learning and assessment exercise. This is an innovative alternative to traditional, disposable (Wiley, 2013) essay writing.
The project’s OER-enabled andragogical philosophical and educational principles, and its approach to scaffolding and student support, can be readily adapted across disciplines and levels of higher education (Neill, 2024).
Engaging students and educators in collaborative authoring via open wikis contributes maximally flexible and sustainable OERs to the knowledge commons and develop students’ 21st century digital literacy and communication skills (Neill, 2024). Open wikis offer ideal platforms for open andragogy and open educational practices because they provide resources that are free and open for anyone to edit and the licensing allows re-use for any purpose.
| Original language | English |
|---|---|
| Title of host publication | Open Education Down UndOER |
| Subtitle of host publication | Australiasian case studies |
| Editors | Ash Barber, Mais Fatayer, Rani McLennan, Alice Luetchford, Sarah McQuillen, Angie Williamson |
| Publisher | Council of Australian University Librarians (CAUL) |
| Pages | 157-169 |
| Number of pages | 13 |
| DOIs | |
| Publication status | Published - 12 Nov 2024 |
