problem‐based tasks can be a promising way to explore and utilise the pedagogical potential of the wiki applications. To optimise the effectiveness of the learning experience, academics should anticipate the collaborative requirements of the tasks being prescribed, and then make every effort to ensure that the tools provided meet those requirements. Bruns (2008) and Fitzgerald, Steele et al. (2009) report that peer skills develop gradually (through previous critiques, development of students’ own portfolios and development in collaboration in a small teams). Building networking skills to involve both planning and maintaining a space, are key strategies to alleviate risks. A staged shift from collaboration in small teams to collaboration in larger teams allows for the gradual development of creative and team building skills. Likewise, mediated interaction is part of revising ideas about teaching. Fitzgerald, Steele et al. (2009) report on the ways in which tutor wikis were used to enable online resource sharing and reflection on teaching scholarship. They found that discussions about pedagogies were embedded in these subjects. Close support from a learning designer, who could offer curriculum design advice and mentor tutors, was a key factor for success. In addition, in this study a wiki was also used to assist the face‐to‐face joint curriculum writing, documentation and reflection activities, undertaken by the team. Hemmi et al. (2009) describe the use of wikis and blogging in more conventional face‐to‐ face settings (i.e. in a Divinity course at a residential university in Scotland). Here the focus was on use of these as motivational tools for discussion and class collaboration. They were used to encourage progressive peer interaction and the reflective comments enabled tutors to re‐assess their roles more as facilitators, rather than as ‘authoritative sources’. Hemmi et al. and others (Fitzerlard, Steele et al., 2009; Pallof and Pratt, 2005; Bruns, 2008, Choy and Ng, 2007, Bower et al., 2006) have reported the benefits of the use of these tools in terms of enabling tutors to continually revise their teaching. Also these tutors were adapting their discourse style as they became more accustomed to working within the wiki and blog environments and as they began to use these as collaborative ‘classroom’ environments. Alongside these evident shifts in actual practice, the participation inevitably also increased the teachers’ level of scholarly reflection. These spaces can be used to promote situative learning approaches, where the participants (both learners and teachers) have a sense of belonging to a community of practice, and where the role of the educator is explicitly spelled out as facilitator and helper (e.g. Choy and Ng, 2007; Siemens, 2009). While many researchers note that more work is needed to enable students to establish a sense of belonging to their discipline community, existing evidence in the field of teacher education suggests that use of these tools to facilitate community belonging is occurring. McLoughlin et al. (2007) report on the ways in which the implementation of Web 2.0 (reflexive and collaborative blogging and podcasting/voice discussion board) within the institutional LMS was used to enable a structured, peer‐to‐ peer e‐mentoring framework for a Graduate Diploma of Secondary Education at the Canberra campus of the Australian Catholic University (ACU National). Empirical data collected from blog posts, podcasts and interviews with both students and teachers, demonstrated that the e‐mentoring approach was effective for emotional and psychosocial support. It also provided a means of giving feedback and encouragement in the development of professionally centered conversations among students. It was also valuable
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