Using Wikis for Collaborative Learning and Knowledge Construction Assignment
This 8 week plan gives first year Dental Hygiene students
enrolled in a Dental Anatomy class an opportunity to work in one of six small
groups creating a comprehensive review that the class may use as a study guide
for the final examination. This eight
week project is part of a fifteen week course sequence and is intended to begin
in week seven of the semester. Each group will be assigned one of the following
topics:
·
Anatomy of anterior Teeth
·
Anatomy of posterior Teeth
·
Bones of the Head and Neck Region
·
Muscles of the head and neck region
·
Nerves to the Oral Cavity and Associated
Structures
·
Arterial Blood supply to the head and neck
region
Project Title: A
Comprehensive Review of Oral and Facial Structures
Target Audience:
First year dental hygiene students
Student Learning
Outcomes: Each group will work on one specific outcomes so that by the
completion of the project a Wiki will be created that will include each of
these areas.
1.
Demonstrate an understanding of basic tooth
morphology.
a.
Identify the location of each permanent tooth.
b.
Using the correct terminology, describe the
general and specific characteristics of each tooth in the permanent dentition.
c.
Compare and contrast the features of the primary
and permanent dentitions.
d.
Using the correct terminology, describe the
general and specific features of the primary dentitions.
e.
Discuss how the Dental Assistant’s understanding
of tooth morphology directly relates to patient care and an understanding of
dental treatment plans.
2.
Identify Head and Neck Anatomy, along with
Landmarks of the face and oral cavity.
a.
Recognize the regions of the head and bones of
the skull, and the face.
b.
Locate muscles, nerves, lymph nodes, and joints
of the head and neck region.
c.
Locate and identify the salivary glands and the
ducts associated with them.
d.
Describe an understanding of the blood supply to
the head and neck region.
e.
Discuss anatomical considerations for local
anesthesia.
f.
Describe and locate the divisions of the
trigeminal nerve.
g.
Integrate knowledge of the head and neck anatomy
in to clinical practice.
3.
Recognize the general clinical features of
normal oral structure, tooth development, and tooth anomalies.
a.
Demonstrate knowledge of the three types of
tooth numbering systems.
b.
Identify teeth using the three types of tooth
numbering systems.
c.
Recognize and discuss the terms occlusion,
centric occlusion and malocclusion.
d.
Explain Angle’s Classification of Malocclusion
e.
Explain the
stabilization of the arches
f.
Discuss the clinical considerations of the
primary and permanent dentitions.
g.
Locate and describe the functions of the taste
buds.
Materials Needed to
Complete This Project:
·
The course text book
o
Fehrenbach, M. (2012). Anatomy of the Head and
Neck. St. Louis, MO. Saunders Elsevier.
·
Each group will find at least three additional
resources using peer reviewed journals and evidence based research websites to
compile a reference bank that will serve as a reference for the class.
Instruction Procedure:
- The instructor will provide a Wiki page with preset topic areas for each group to build upon.
Learning Activities: Each group will provide the following,
- A discussion of key terms
- Sample diagrams of anatomical structures
Grading Rubric:
|
Wiki Collaboration Project: A Comprehensive Review of Oral and
Facial Structures
| ||||
|
CATEGORY
|
4
|
3
|
2
|
1
|
|
Cooperative Work
|
Partners show respect for one another's ideas, divide the work
fairly, and show a commitment to quality work and support for each other.
|
Partners show respect for one another's ideas and divide the
work fairly. There is commitment by some members toward quality work and
support of one another.
|
Partners show respect for one another's ideas and divide the
work fairly. There is little evidence of a commitment toward quality work in
the group.
|
Partners argue or are disrespectful of other's ideas and input.
Criticism is not constructive nor is support offered. The entire group does
not appear to have been involved in the Wiki development.
|
|
Content Accuracy
|
All information provided by the student on the Wiki is evidence
based with references and all the requirements of the assignment have been
met.
|
Almost all the information provided by the student on the Wiki
is evidence based and all requirements of the assignment have been met.
|
Almost all of the information provided by the student on the
Wiki is evidence based and almost all of the requirements have been met.
|
There are several inaccuracies in the content provided by the
students OR many of the requirements were not met.
|
|
Layout
|
The Wiki has an exceptionally attractive and usable layout. It
is easy to locate all important elements. White space, graphic elements
and/or alignment are used effectively to organize material.
|
The Wiki has an attractive and usable layout. It is easy to locate
all important elements.
|
The Wiki has a usable layout, but may appear busy or boring. It
is easy to locate most of the important elements.
|
The Wiki is cluttered looking or confusing. It is often
difficult to locate important elements.
|
|
Links (content)
|
All links point to high quality, evidence based research.
|
Almost all links point to high quality, evidence based research.
|
Most links point to high quality, evidence based research.
|
Less than 3/4 of the links point to high quality, evidence based
research.
|
This project demonstrates the strengths of a Wiki by
offering opportunity for group collaboration to build upon topics discussed in
lecture. The final project will benefit the entire class by serving as a study
guide to review for the final examination. The target population for this
activity is comprised of mainly millennial aged students who understand and
work well with this type of technology. “Most millennial learners prefer to learn by doing, and are impatient
with passive activity. They typically enjoy exploring new tools, especially alongside
peers. They are rarely intimidated by a new technology or tool." (West, pp.24) This type
of project allows students an opportunity to learn from one another using a
learning source that is already comfortable to their lifestyle.
References
West, J., West, M. (2009). Using Wikis for Online
Collaboration. San Francisco, CA. Jossey-Bass.
Carolyn. Reading your blog was a new learning opportunity for me to see how wikis can be used to teach reinforce learning of very specific medical knowledge, an area far out of my own experience.
ReplyDeleteI particularly liked the way that you have constructed this wiki assignment so that it will ultimately create a study guide for the whole class. Putting the creation of this guide in the hands of the learners seems to me an outstanding way to build deeper understanding. It is that old adage that we always learn best what we teach. Or, as West and West (2009) explain, "a wiki for collaborative knowledge construction gives learners control over content organization and encourages students to develop a shared understanding of facts and concepts" (p.77). When I wrote a wiki on an adult education thought-leader, I felt like I learned a great deal about her and still remember much of the content today. Since I knew my material would be used by my fellow classmates as their "text" on that particular person, I worked particularly hard on it, making sure it was accurate, complete, and shared the critical facts one should know on the individual.
Great idea!
West, J. and West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco, CA: Jossey-Bass. ISBN: 978047034333
Carolyn,
ReplyDeleteThis was a nicely laid-out, easy-to-understand lesson plan. The use of the Wiki to collaborate and reinforce learning objectives is a great idea, and like Holly mentioned, creates a study guide for students to reference later in the course. Is the Wiki the main focus of the class? Would the students essentially read on a given topic, that is presented on the Wiki, then build upon that topic on the Wiki? Do the students have other forms of testing as well? I like the grading rubic as well. This plan certainly emphasizes the "collaborative knowledge construction" (West & West, 2009) component that Wikis offer to students.
West, J. and West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. San Francisco, CA: Jossey-Bass.
Hi Carolyn,
ReplyDeleteYour plan is clearly laid out and results in a useful product for the entire class. What becomes of the Wiki when the class is finished? Will you reset it? I also appreciate your explanation of the setting in which your 8 week project occurs, week 7. This allows students to have time to prepare for the project and research the technology before they have to use it.
Dom
Wow....this was an excellent lesson plan. I love how well laid out the project is and I think it is a wonderful idea to use the wiki as a study guide for the final. West & West (2009) claim that the wiki will remain a valuable tool in the world of online teaching. If this is indeed the case then your students will definitely benefit from the clear structure of your lesson plan and the detailed guidance you provide them as they work through the wiki project.
ReplyDeleteWest, J. A., & West, M. L. (2009). Using wikis for online collaboration: The power of the read-write Web. San Francisco, CA: Jossey-Bass.