WikiQuESD

WikiQuESD square

What is the WikiQuESD?

The concept of WikiQuESD combines a Wiki platform that can be developed as an open learning space, the idea of WebQuest, and an ESD approach. The following template that elaborates on the WikiQuESD concept is divided into three parts (Figure 1). The left-hand side displays five central nodes: 1) activation, 2) learning tasks, 3) learning processes, 4) reflective feedback/assessment, and 5) extensions, each of which can be used for planning and constructing WikiQuESD lesson plans. Secondary nodes also provide information about the sources (learning objects) used and contact details of developers. The main right pane is the screen that holds the HTML content associated with each node. In the upper bar space, the developers place the lesson plan’s title and additional nodes related to online tools that can be used, such as Cmap, Blog, etc.

The principal idea behind WikiQuESD is that learning should focus on a real-life problem. It also emphasizes a learner-centered approach, where the learner takes responsibility for his/her learning path through activation. This can be supported by various digital tools and processes such as conceptual mapping, Webloging, brainstorming, etc. The main technological and pedagogical characteristics built into WikiQuESD can be summarized as follows:

 

  • Multiple types and levels of scaffolding
  • Authentic content, curriculum, and learning tasks
  • Multimodal texts and literacies
  • Reflective feedback/assessment
  • Active constructive and meaning-making reflective process
  • Meaningful cooperation, collaboration and communication
  • Transferability and replicability

 

WikiQuESD applications are being designed to use multimedia (images, animation, videos, text, and sound), various mindtools, and open education learning objects to promote collaboration, connectivity, “real-world” learning-based change, and systems thinking, which are emerging as key pedagogical methods conducive to education for sustainability. It is an innovation conceived on identified critical education and social needs built on sound critical or emancipatory constructivist and constructionist learning theories and assessed through a combination of participatory action research and phenomenography methods

WikiQuESD
Why WikiQuESD?

The Web offers thousands of learning resources that can be characterized as ‘learning objects.’ Learning objects are digital artifacts of various sizes that can be grouped together to make up a lesson plan or even a module, and a course. Although learning objects are being continuously used, they are not exploited to the extent that learning design could lead to meaningful results. WikiQuESD focuses on the use of learning objects in a more systematic and justified way and turns learning objects into a useful resource for developing WikiQuESD lesson plans. Learning objects can be freely used, reused, adapted, and shared under an open license.

Applying WikiQuESD through an example for SDG 2 – Food Security
  1. Content Creation
    • Collaborative Projects: Encourage teachers and their students to collaborate on creating wiki pages focused on various aspects of food security, such as sustainable agriculture, nutrition, food systems, and food waste reduction. To make the content relevant, they can include local case studies and research findings.
    • Resource Sharing: Teachers can search the Web for learning objects that touch on food security challenges and solutions, ensuring that the shared knowledge is accessible to all users.
  2. Pedagogical Approaches 
    • Project-Based Learning (PBL): Use WikiQuESD to implement PBL, in which students engage in real-world investigations about local food systems and document their findings in the wiki. This encourages critical thinking and enhances student engagement with the subject matter.
    • Interdisciplinary Learning: Support teachers in integrating themes related to food security across subjects such as science (agriculture), social studies (economic impacts), and health (nutrition), promoting a holistic understanding of the topic.
  3. Capacity Building 
    • Professional Development for Teachers: Conduct workshops that train teachers to use the wiki platform effectively to teach food security concepts. Topics could include creating engaging content, integrating technology in lessons, and fostering collaborative learning environments.
    • Incentivizing Contributions: Create a recognition system for teachers and students who actively contribute to the wiki, encouraging ongoing participation and knowledge sharing.
  4. Networking and Collaboration 
    • Global Partnerships: Partner with local/national organizations focused on food security to enhance the wiki’s resources and expertise. This could include inviting guest contributors or hosting joint events where students and educators can exchange ideas using any social media tool.
    • Local Community Engagement: Engage with local farmers, NGOs, and experts in food security to provide authentic content and discuss real-world implications, encouraging students to learn from their community. Participatory video and digital storytelling are highly suggested for this purpose.
  5. Monitoring and Evaluation 
    • Feedback Mechanisms: Implement a system for assessing the impact of using WikiQuESD on students’ understanding of food security. Collect feedback from participants and refine the project based on their insights.
    • Tracking Global Impact: Use data analytics to track how many users access the food security sections of the wiki and how this participation translates into real-world actions regarding food security among the learners.
Target Audience

The primary audience for WikiQuESD under this application includes:

  • Pre/Post-Service Teachers: Educators who can learn, create, and disseminate knowledge around food security in their teaching practice.
  • Teacher Educators: Individuals responsible for training future educators who can integrate food security into teacher training programs.
  • Students of All Levels: Learners who benefit from a more interactive and resource-rich education concerning food systems and sustainability.
  • Non-Formal Education Learners: Individuals engaged in community programs or workshops focusing on food security, nutrition education, or sustainable agriculture initiatives.

By leveraging WikiQuESD’s collaborative and educational capabilities, stakeholders can enhance their understanding of food security and effectively contribute to achieving SDG 2. Integrating ICT tools into a lesson plan focused on food security (SDG 2) can enhance student engagement, collaboration, and understanding. Here’s a breakdown of potential ICT tools and how to integrate them into various lesson plan sections.

ICT Tools for the Lesson Plan
  1. Collaborative Platforms (e.g., Google Workspace, Microsoft Teams)
    • Integration: Use these platforms for group work, where students can collaborate on their research and share resources. Create shared documents for brainstorming and planning their projects on food security issues.
  2. Wikis (e.g., WikiQuESD, Wikispaces)
    • Integration: Create a dedicated wiki page where students can document their findings on food security, post articles, and provide research summaries. Encourage peer editing and contributions to enhance collaborative learning.
  3. Presentation Tools (e.g., Prezi, Google Slides, Canva)
    • Integration: Have students create visual presentations on specific topics within food security. This can be integrated into a culmination of their research, which they can present to the class or share on the wiki.
  4. Digital Storytelling Tools (e.g., Adobe Spark, Storybird)
    • Integration: Assign students to create digital stories or visual narratives that reflect local food security challenges or success stories. This can leverage narrative skills while promoting engagement with the topic.
  5. Data Visualization Tools (e.g., Tableau, Google Charts)
    • Integration: Introduce students to data analysis and visualization by having them gather relevant data regarding food security in their local area and create graphs or infographics to present their findings.
  6. Online Survey Tools (e.g., Google Forms, SurveyMonkey)
    • Integration: Students can design and distribute surveys to gather opinions or data on food security issues within their community. They can then analyze the collected data together as a class.
  7. Learning Management Systems (LMS) (e.g., Moodle, Google Classroom)
    • Integration: Use the LMS to distribute resources, assignments, and assessments. It can also serve as a forum for discussions related to food security, where students can post questions and comments.
  8. Educational Videos and Online Resources (e.g., YouTube, TED-Ed)
    • Integration: Incorporate relevant videos in the lesson to provide visual and auditory explanations of complex concepts related to food security. Follow up with discussions or reflective writing exercises.
Sample Lesson Plan Sections with Integrated ICT Tools
  1. Introduction
  • Activity: Display an introductory video on food security (YouTube or TED-Ed) to spark interest and provide context.
  • Tool: Digital projector and online video platform.
  1. Activation
  • Activity: Students collaboratively research local or global food security issues.
  • Tool: Google Workspace for shared documents or WikiQuESD to compile research and references.
  1. Creative Expression
  • Activity: Students create visual presentations or digital stories summarizing their findings.
  • Tool: Prezi or Canva for presentations, Adobe Spark for digital storytelling.
  1. Data Collection & Analysis
  • Activity: Conduct surveys on food security perceptions within the community.
  • Tool: Google Forms to create and distribute surveys; students can analyze results collectively.
  1. Presentation and Peer Review
  • Activity: Present findings in class and engage in peer review sessions.
  • Tool: Presentation tools like Google Slides or Prezi, and collaborative feedback using comments in Google Workspace.
  1. Assessment and Reflection
  • Activity: Students submit reflections on what they learned about food security through online forums or blogs.
  • Tool: LMS such as Google Classroom or a blogging platform for sharing thoughts and receiving feedback.

By thoughtfully integrating these ICT tools throughout the lesson plan, teachers can create a more interactive, engaging, and practical learning experience focused on the critical theme of food security.