User:Randyfisher/VCC Practicum

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Randy Fisher's Masters Project II

MA, Organization Management and Development, Fielding Graduate University, California (April 2009)

Randy Fisher (aka Wikirandy)


I Intro to Randy Fisher & Teaching Situation

Intro to Randy Fisher

The instructor is Randy Fisher, 48, a management/OD consultant to the Commonwealth of Learning in Vancouver, and President of iCentro Corporation, a management consulting firm.

Randy (aka Wikirandy) is an elected member of WikiEducator's governing Community Council. He is consulting to The Commonwealth of Learning ( in Vancouver on several global projects focused on Open Education Resources (OERs) (i.e., WikiEducator, Governance, Community Media). He is also working with the UBC Learning Exchange (Community Service Learning) to design and develop an online community.

He has 15+ years of experience related to stakeholder engagement, HR services, project design, coordination and implementation. He has extensive experience in designing and facilitating (online) networks and communities-of-practice (including WikiEducator -, and using social networking tools, wikis and blogs to generate interest and meaningful involvement. He has experience in adult education, and has designed and delivered a networking skills training program, for business professionals. He is originally trained as a business journalist, and contribute articles to trade publications of interest, including: the Winter 2008 cover story for the BC Human Resources Management Association magazine : Mergers & Acquisitions: Are You Ready?. In April 2009, he completed an MA in Organization Management and Development from Fielding Graduate University, Santa Barbara, California.

Teaching Situation

WikiEducator (WE), a project of the Commonwealth of Learning is focused on developing a free and open version of the world's education curriculum by 2015, in line with the UN's Millennium Development Goals. This 'version' of open education resources (OERs), is being developed on WikiEducator, which has a progressive copyright licensing convention called "Creative Commons By Attribution Share Alike (CC-BY-SA), whereby learning materials can be developed, shared, re-used and re-packaged for use in any format or context without restriction.

A significant barrier to using WE, is the knowledge of mediawiki skills, the same language syntax used to develop content on Wikipedia. There are several strategies to address this barrier:

  1. Create a text document, insert the appropriate HTML formatting, and copy and paste directly into WE
  2. Use Microsoft Office, insert the appropriate HTML formatting and copy and paste directly into WE
  3. Use Open Office to open a Microsoft document, and then export the document directly to Mediawiki format; then copy and past the document directly onto a page in WE.
  4. Create content directly within WE.

While all solutions are viable, the last one is the most desirable as it saves time and energy; reduces duplication and errors; builds learner skills and capacity; and enables the individual to directly experience WE's underlying power, flexibility and embedded andragogy.

Free wiki skills training

In 2007, the WE project received $100K from the William and Flora Hewlett Foundation and $60K from the Commonwealth of Learning for the Learning4Content training initiative. L4C helped develop English-language online tutorials for learning Mediawiki skills and provided support for facilitating online and face-to-face wiki skills training workshops for 2500 educators in 52 Commonwealth countries, over a 12-month period.

To achieve this objective, an initial set of online, self-paced tutorials (10 days) were developed. These materials introduce basic wiki skills and WikiEducator's vision and mission. After successfully completing the learning activities in these tutorials, the learner will achieve the "WikiBuddy" level, in the apprenticeship model of the WikiEducator Skills Certification Framework. The 10-day tutorial set comprises:

  1. What is a Wiki?
  2. Creating an Account
  3. Editing Basics
  4. Basic Text Formatting
  5. Creating New Pages and Links
  6. Inserting Images and other Media (If you know what I mean)
  7. Collaborative Editing
  8. Talk pages and other Useful Features
  9. Creating and using Pedagogical Templates
  10. Thinking About Structure

The L4C workshops have been deemed a great success as many educators around the globe have been introduced to open education, wiki skills and the wiki peer production model, and the Hewlett Foundation has extended the initiative until June 2009. There has been equal participation from make and female educators who have have contributed OERs and mentored and coached their peers.

Original L4C Wiki Skills Training Model (10 days)

The original L4C wiki skills workshop included:

  • 10 days of online wiki skills training (45 min. per day) OR an in-country workshop (2 days, face-to-face)
  • A dedicated Google Group (learning community), for instructional notices and all communications (with embedded links to WE)
  • Learning Contracts (signed and dated)
  • Facilitator support (asynchronous) - support provided by email
  • Focus on development of "My Sandbox" (i.e., not a live User Page)
  • Development of OER (i.e., lesson plan, learning activity)
  • WikiBuddy Certification by Facilitator (when all requirements met)


The original L4C workshop model had many barriers which contributed to a high dropout rate and a low completion rate (<10%), which has negative implications for future contribution activity. Challenges included:

  • An uneven registration/reminder process (people signed up and then forgot about the training)
  • A complicated WE account registration and log-in
  • Complicated tutorials
  • Users' anxiety and frustration in not knowing where to begin
  • Users' fatigue in learning communities (i.e., 50+ messages per day as learners introduced themselves)
  • Users' unwillingness to read and/or respond to tutorial / facilitator instructions
  • Users' inability to accurately describe what they experience
  • Users' lack of time and patience
  • Incomplete Learning Contracts (i.e., not signed, dated or returned)
  • Asynchronous facilitator support via email
  • Lack of supervisory and evaluation support for facilitators
  • A jam-packed and fast-paced curriculum (i.e., people fell behind quickly)
  • Questions about the relevance of open education content outside of work
  • Cultural and linguistic differences in the workshop
  • Varying levels of readiness, interest and motivation

Apprenticeship Model & Skills Certification

WE's WikiMaster Skills Development and Certification Framework was developed to create a tiered structure acknowledging individual achievements. The 'learn-by-doing' apprenticeship model incorporated peer recognition and certification for a new generation of skilled educators collaborating online to develop OERs. (WE WikiMaster, 2009)

Wiki skills facilitators were drawn from the WE ranks, and were required to attain a minimum level of proficiency (i.e., WikiArtisan, WikiTrainer, WikiMaster). During each workshop, they provided instructions and guidance, answered questions and modelled-the-way) acting as more of a mentor/coach, than an OD facilitator. Before leading a workshop on their own, many first-time L4C facilitators were required to co-facilitate with a senior L4C facilitator.

Like many first year teachers who are 'learning to teach', they would have appreciated more guidance, verbal support and encouragement from their supervisors and administrators and a clear understanding of expectations. This includes requests for private meetings, more interaction, learning and skills development (i.e., advanced WE skills, community-building, facilitation); the establishment of a learning community for facilitators; more positive reinforcement, and help with disruptive and non-completing and culturally-unique learners; procedures, planning and certification. (Marable & Raimondi, 2007, p. 34) However, as WE has limited funding from the Commonwealth of Learning (.8 FTE), a more robust supervisory and support system was not developed.

Wiki Educator Learning Communities

Learning communities (i.e., dedicated Google Discussion Groups plus open wiki backbone/repository) support participatory learning and engagement; satisfy motivational needs for achievement and affiliation; and mitigate cultural resistance by offering a forum for dialogue and information sharing. Users directly experience freedom and the power of their own numbers, magnified and amplified through technology, global networks, and a complex, self-organizing and social learning ecosystem.

The online workshops consistently drew 75+ educators from 30+ countries, with varying roles in formal or non-formal education. These included: faculty, learning designers and managers/executives. Face-to-face workshops drew approximately 20-25 educators, with attendees coming from the same country or its neighbors. Each cohort was connected to a dedicated L4C learning community where they shared information, challenges and interests in collaborative OER development. (Some Wiki Educators took the training two or three times to brush up their skills.)

After completing the workshop, learners were invited to join the main WE discussion group (learning community). This boost to WE's learning community creates a supply of freshly-motivated members and a reservoir of support within established educational institutions for ongoing projects and future initiatives.

Wiki Skills Tutorials: Concerns & Revisions

As is the 'wiki-way', all education resources (including tutorials) are subject to continuous revision and updating in response to feedback from learners and facilitators. Consequently, new versions are created, revised and updated -- while maintaining the integrity of the WikiEducator experience.

To meet the requirements of the Hewlett project objectives, synchronous facilitator support was added to enhance the online tutorial experience, and the learner completion rate. Face-to-face wiki skills workshops (while only 1-3 days), also benefited from synchronous facilitator support.

As a facilitator of the 10-day wiki skills course, I conferred with colleague Leigh Blackall, a learning designer with Otago Polytechnic in New Zealand, who shared my misgivings with the course's relatively long duration. We sensed that there was a lot of confusion with learning activities; too much back-and-forth emailing; and that the 10-day version was too long to keep people engaged in developing their wiki skills. In August 2008, we decided to revise the wiki skills course to 5-days, by simplifying the course structure and activities, and using some of the materials from the original tutorials. Since then, there has been considerable refinement of the course materials, and the 5-day version of the wiki skills course, has been adapted to the needs of Community Media / Radio practitioners.

The following topics are covered in the 5-day version of the Learning4Content wiki skills course.

Revised L4C Wiki Skills Training Model (5 days)

The revised wiki skills workshop takes (5-days, or compressed into 1/2 day or 1 full-day)...(i.e., focusing on basic wiki skills, identifying high probability contributors and easing the transition into the wiki) was developed based on verbal, written and visual feedback from learners, users and facilitators.

The revised L4C wiki skills workshop includes:

  • 5-days of online wiki skills training (45 min. per day)
  • A day of rest and reflection after Day 2
  • A dedicated Google Group (learning community) for course instructions (daily)
  • An opportunity for learners to directly introduce themselves to other L4C participants
  • A dedicated feedback page for direct wiki communications
  • Modifying and clarifying the text and directions on the Account Created landing page to inform new Account Holders that they MUST Verify their Email Address (and to watch for an email from "WikiAdmin")
  • Changing the default settings for all Accounts to include automatic WikiAdmin notifications when any page watched by a User is changed
  • Learning Contracts (signed and dated)
  • Facilitator support (synchronous) for Days 1 & 2 of each workshop for WE account registration and setup (i.e., support provided by phone, Skype chat or Instant Messaging)
  • Facilitator support (asynchronous) from Days 3-5 and Closing Actions
  • Facilitator introductions to educators within the larger WE Community, based on the learner's identified OER and collaborative interests.
  • Focus on developing a User Page
  • Development of an OER Pilot Project (relevant to learner's work activities)
  • WikiApprentice Level 2 Certification by Facilitator (when all requirements met)
    • A Recommendations section advising New Users to:
    • suspend patterns of belief and judgment about performance
    • observe and reflect on what's happening on wiki pages
    • learn to use 'Recent Changes & the 'History' tab!!
    • be patient and gentle with yourself
    • recognize that the WE learning community is available
    • when in doubt, just ask
    • realize that you are part of the WE Family.

By the end of this workshop you will be more knowledgeable about using MediaWiki software and WikiEducator. You will learn how to:

  • set up your profile directly on WikiEducator
  • edit text and add images
  • create your own Open Educational Resource (OER)
  • search and manage your use of WikiEducator
  • consider copyright choices
  • discuss OER Teaching Resources and/or Pilot Projects in your own educational contexts
  • join the WikiEducator community.

Icon objectives.jpg


WikiApprentice Certification
Certificate green.svg

WikiEducator has developed an apprenticeship model for its wiki skills training. When you complete the tutorials for this workshop, you are entitled to receive a valuable WikiApprentice Certification in the WikiMaster Skills & Certification Framework


Day Topic
Duration (in minutes)
Pre-Workshop Create WikiEducator Account; Prepare Introductory Text; Introductions
Day 1 The WikiEducator Community & Basic Text Formatting & OERs
Day 2 Basic Text Formatting
Day 3 Basic Text Formatting & OERs
Day 4 Harnessing WikiEducator
Day 5 OER Teaching Resources & Professional Development
Closing actions Completing OER Teaching Resource and joining our community

Workshop Venue, Logistics & Facilities

(Comment.gif: Contact the host organization well in advance to ensure a successful workshop experience - for learners, institution and the facilitator.)

Workshop Facilities


Ideally, I will need the following:

  • Official Invitation (on corporate letterhead, with signing authority)
    • Contact numbers (i.e., institution, authorities, security, copy centre)
    • Assistant (to co-facilitate, help out when needed)
    • Security pass
    • Parking pass (info)
    • Directions & Transportation info
  • Room (for designated hours / days)
    • with air conditioning (that works)
    • with blinds/shades (that work)
    • key(s) to the room
  • Projector, screen, remote control, laser pointer (verify that these items work; otherwise replace non-functioning elements, or arrange for new items to be supplied)
    • technician available (including hours, contact numbers)
    • electrical extension cord(s)
    • reliable electrical supply (OR, notice as to when the electrical supply is operational)
  • Signage (room) and directions (location map, and location within institution)
  • Wall clock (not digital)
  • Flip chart, masking tape, markers, paper, pens, pencils (sharpeners)
    • Name tags (i.e., labels, and ones that sit on desk in front of person)
    • post-it-notes, thumbtacks
    • bottled water, refreshments
    • Whiteboard and pens
  • Photocopier (access to, location of)
    • Photocopied documents, handouts, course guide / manual/booklets (bound) - enough copies
    • Paper clips, butterfly clips/clasps
    • Photocopier key/counter, appropriate approval/permissions
  • Flash drive loaded with all the workshop resources
  • Digital camera, SIM Card (empty), fresh batteries (extra set)
  • Video camera (charged), tape / hard drive, tripod)
  • Microphone (if necessary)
  • Speakers (PC), floor tape for wires
  • USB cables (extra)
  • Cellphone (charged, for external calls)


The host organization is responsible for providing lunch and snacks/refreshments. It's important to provide some breathing space and break the sessions for refreshment.

  • Lunch
  • Tea/coffee
  • Snack
  • Cups, utensils
  • Napkins
  • Water
  • Cup
  • Snacks

Information Technology issues

The venue must have facilities suitable for up to 20 participants, including a computer for each participant with Internet connection. In practice this means a broadband connection. Be prepared, and... expect the unexpected!!


  • Any computer
  • Internet browser installed
  • UPS devices for each computer are strongly (to avoid losing hard work, during power surges, otuages)
  • OpenOffice 2.3+ and Adobe Acrobat Reader are useful (These can be installed prior to workshop start).


  • WikiEducator will work fine on all common browsers and operating systems.
  • Java (up-to-date version) should be enabled in the browser to allow use of the Rich Text Editor.
  • If possible, install OpenOffice 2.3+ on each computer in advance.

Internet Access

  • Each computer PLUS the Facilitator's computer requires Internet Access.
  • A shared 256 kbps connection is more than sufficient; with care it can even be workable with a 128kbps connection.
  • If no Internet access is available, it is still possible to train people using a Wiki installed on a local server. However, this will severely impair workshop quality.

Inform & Liase with the IT Department

  • Inform your organization Host as per your requirements (written, via email)
  • Inform the IT Department as per requirements.
  • Verify time, date and equipment with IT department
  • Obtain contact person's name, contact info and availability (a different person may be available during the workshop), and person's name (on-call) to assist when required.
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Tip: IT Department Access Policies

The workshop venue may be a government department or an educational organization with an IT access policy that is enforced through the use of user accounts and firewalls. It is important to contact host organization in advance to identify anything that needs to be configured by the IT department in advance.

If an IT Policy is enforced, make sure the following are successfully configured:

  • All participants have a current user account with Internet access privileges
  • I have an account as a workshop facilitator
  • What the IT department's proxy and SMTP settings are, if any, so that I can configure my own computer upon my arrival, without delay.
  • A list of websites that I will be visiting during the workshop that will NOT be blocked by the firewall (see list below)
  • Question: If the participants are using Web Mail / Gmail / Yahoo email accounts, can the firewall policy be configured to temporarily allow these sites for the workshop?

My Computer / Laptop (Facilitator)

The Facilitator may plan to use his/her laptop in the workshop, or use one provided by the host organization. If I will be using my own laptop, I can pre-configure it before the workshop.

Icon present.gif
Tip: Laptop Configuration Tips

It will help if you have everything easily at hand when you run the workshop.

  • Have a folder, maybe on the desktop, with all your slide shows and resources in one place, arranged in sub-folders. This makes it easy to produce copies for people, or to transfer to another computer if needed, using a flash drive. If you are not bringing your own computer to the workshop, have all the resources on a flash drive or CD.
  • External mouse
  • Download both pdf and odt formats of resource documents (listed below)
  • Run through your presentations for each session and lesson of the workshop, and bookmark all the websites you plan to use. This includes important pages of the WikiEducator, so that you don't have to search or type in URLs but can jump quickly to the desired page. This is easily done using Firefox's Bookmark menu. Create a bookmark folder for your workshop and save all the important sites in it. You can start with the suggestions in the "Web Resources" below.
  • If you are not using your own computer - and even if you are, it is a good idea in case you have to transfer to another machine - you can quickly copy all the bookmarks to another computer using the MozBackup utility. Regardless of whether you are bringing your own computer, run MozBackup and backup your default Firefox profile and save it with your resource files.
  • Install Open Office version 2.3 or higher. (I can also bring the install file on a flash drive or CD, if not using my laptop.)
  • Firefox is the most convenient browser to use. For this reason, download the latest version of the Firefox install file in case you have to switch computers.

II Videotaped Lesson

Summarize insights gained throughout the program  effective instruction

  1. Describe implications for your future teaching.

III Copy of Lesson Plan

(Comment.gif: This will take place in a face-to-face environment)

Create a WikiEducator Account, Set Your Preferences to Received WikiAdmin Notifications

Create an Account on WikiEducator

At the end of this lesson, you will be able to receive notifications from WikiEducator - and experience the power of collaborative wiki-peer production.

Lecturette: History of WikiEducator's Account Creation System

In the early days of WE's technical infrastructure, Moeller set up and maintained WE's server in a price-competitive data center in Germany, and to this day, WE account registration emails arrive via his email address (not "WikiAdmin". When WE completes its Phase 2 Server Hosting migration in collaboration with Athabasca University, Canada (likely in 2Q 2009), Moeller's name will be removed from the WE account registration process.)

  • modify default account preferences - automatic email notifications
  • improved Account verification instructions, video etc. - from Video Admin


  • Create your account directly on WikiEducator (WE) - see this 10 minute tutorial for instructions on how. (Note: your WE Account is separate from your Google Account)
  • If you experience difficulty with creating an account on WikiEducator, please do the following:
    • Start again - from the very beginning - a clean slate!
    • Go to:
    • Create an account on WikiEducator --- (You will need a WikiEducator account to create content on WikiEd)
    • Your WikiEducator account is NOT THE SAME as your email account (even though you may use a similar User Name)
    • Identify your preferred user name and password
    • Write them down for safekeeping (you will need these later)
    • Enter your preferred user name and password into the account creation box
    • Click "Save"
Icon present.gif
Tip: Confirm Your Account on WikiEducator
  1. You will receive an Email from "Erik Moeller" <>
  2. Read the message- from ERIK MOELLER, "" Subject: WikiEducator e-mail address confirmation - "Someone, probably you, from IP address....has registered an account "XXXX" with this e-mail address on WikiEducator. To confirm that this account really does belong to you and activate e-mail features on WikiEducator, open the hyperlink (underlined) in your browser"
  3. If the Email is not in your Inbox, please check your Spam or Trash folder, because sometimes email messages are found there.
  4. Once you have found the Email message, click on the embedded link within the message to verify your identity.

Set WikiEducator Account Preferences

  1. Email Your Facilitator: An important part of the wiki experience is collaboration - and knowing when your pages are changed and enhanced by someone else.
  3. Email Your Registered User Name & Password to your Facilitator -(s/he will review your WE settings). You can change your Password at the end of the course
  4. Wait until you hear from your Facilitator

Introductory Text (content)

  1. Your Facilitator will email you an URL of your User Page (i.e.,
  2. When you receive it, click "Edit This Page"
  3. Begin inserting your prepared Introductory Text onto your WE User Page - see this 10 minute tutorial for instructions how.

WikiAdmin Notifications

WikiAdmin notifications will help you develop dynamics and collaborative relationships with your peers, and WikiEducator.

When a page that you are watching is changed, you will automatically receive a WikiAdmin notification in your Email Inbox (i.e., Gmail, Yahoo, other). Please do take a look at the changes that have been made - when you click on the first link in the email, all changes will be in "red".

Further WikiAdmin Notifications

If you have modified your WE Account settings, you will receive an email from "WikiAdmin - WikiEducator page......" - when a page you have edited, or are watching has changed.

  1. Open the email - and view the hyperlinks
  2. See for all changes since your last visit.
  3. Click the blue link - and you will connect to this wiki page.
  4. You will see the "changes" in "red" --- these "changes" make up the page's 'history'
  5. Be sure to click the "History" tab at the top of the page, to see changes you, or anyone else has made.
  6. Follow the directions

Register Your User Name

  1. You MUST be logged in...
  2. Go to the User Name EL4C22 page.
  3. Enter Your User Name and Real Name
  4. Click "Save"
  5. Notice that the your User Name is (and your peers' User Names are) automatically hyperlinked to your/their User Page
  6. Click their User Names, to learn more about the people and their interests.
Icon present.gif
Tip: We know it can be frustrating ... please ASK for help immediately, when you need it!! You'll be glad you did!!

Icon present.gif
Tip: Use Handout (i.e., screenshots of preferences --> see Instructional Media

IV Course Profile & Curriculum Guide

Wiki Skills Training (1/2 day): UBC

To engage these educators, I am involved in designing an online tutorial into a one-day face to face course entitled: Wiki skills for WikiEducators.It is a non-credit course, however it does lead to a certification, congruent with WikiEducator's skills development certification. It has been delivered in various formats – 3 hour workshop all the way to a 30-hour course over 10 weeks.

    • Lack of Anxiety is a motivator...

1-day, also put in Agenda

  • Assuming Internet connectivity, broadband access
  • Email comfort, etc.
  • 1-2 weeks post-workshop support via email


Learners are required to 'bring' / or have a location where they access the following:

  • Picture, in jpg. format
  • Bio
  • Areas of interest in (1) education; and (2) collaboration
  • A keen eye for observation
  • Signed and dated Learning Contract
  • Draft Agenda (1-day)
  • Assess Learner's Abilities, and IT Abilities
  • Make sure they have an email account
  • Signed and dated Learning Contract
  • Instructional Media
    • Handout --> setting preferences
    • Web page with links
    • Free Culture article
    • WikiEd Syntax Cheat Sheet
    • WikiEd Learning Design Template
    • Articles

It will be taught at a client location (TBA) in Vancouver, BC.

  1. Summarize insights gained throughout the program  effective instruction
  2. Describe implications for your future teaching.

V Description of Student Learners

1 day....

  • in course
  • in videotaped lesson

Describe how key factors influenced course / lesson planning

  • the Pre-Assessment
    • learner knowledge, interests, Pilot Projects
    • learners' technical ability, IT
  1. Summarize insights gained throughout the program  effective instruction
  2. Describe implications for your future teaching.
  • Age: 30-50 years old
  • Professors and Instructional Designers
  • Community: University of British Columbia
  • Education: High Masters’ and Ph.D. Degrees

(Comment.gif: for evaluation, you might want to get some info on the students)

VI Evaluate Instructional Media

VI …. Used During the Videotaped Lesson (brief report)

(brief report)# Provide a rationale for this decision

  1. Critique your use / non-use of media during the lesson
  2. Include samples if possible
  3. Summarize insights gained throughout the program  media
  4. Describe implications for your future teaching.
# Provide a rationale for this decision

* Originally, a lecture, and demo on the computer & no handout
    • Handout might be helpful - Static and dull, especially with multicultural / some barriers group
    • Also, difficulty of finding other person for role play, time/schedule; disruption to group energy  coming and going, etc.
  • REVISED: Mini-lecture, Watch a video, group exercise and then large group debrief.
    • Focus on “Learning” vs. the “Set-up”, for Instructor and Learners.
    • Handout revised  given as a Tip, at end of Debrief…may even provide time to read….and then discuss and share…
  • Note: this lesson could be an Entire Course!

# Critique your use / non-use of media during the lesson

* Use of video for role play, instead of actors
  • TV, VCR, Remote Control
  • Flipchart, pens, markers, paper, easel
  • Handout – Yellow Paper
  • PowerPoint Slide (frame)
    • Can be a bit busy, with more things to do (i.e., more slides)
    • Projector, Screen, Remote Control

# Include samples if possible

* Video – role play
  • Video Lesson

# Summarize insights gained throughout the program media

* Group learning
  • Variety of Media - powerful…watch “energy” and focus --- 130 and 4 pm; moving into the Computer Lab…different strategies and techniques required…preparation….
  • Media has to enhance learning vs. taking over.
  • Importance of Advance Prep. Of Students…Murphy’s Law…

# Describe implications for your future teaching.

* Revise existing materials and instruction to make it more interactive; group discussion, learning and feedback. - use some demonstrations, and move it into the Affective Domain.

VII Evaluating Student Learning

(Comment.gif: L4C Performance Improvements)

  1. Include the evaluation rationales, processes, a sample of one or more instruments, marking schemes, etc. (for prompts, see:
  2. If your evaluation is informal, write a description of what you do to monitor student learning.
  3. Summarize your insights gained throughout the program  evaluation of learning
  4. Describe implications for your future teaching
  • getting immediate feedback from student, in learning environment
  • responding in multiple ways - in person, via email, using supportive language, other supports - i.e., doing the settings on the wiki account....because I'm not replacing the learning experience, I'm actually enhancing it...

VIII Formative or Summative Evaluation

(Comment.gif: L4C Performance Interventions)

  1. Critique the process (questionnaire, etc.) that you used
  2. Summarize what students had to say about instruction and the course
  1. Reflect on these comments and describe changes you will make
  1. Summarize your insights gained throughout the program  evaluation of learning
  2. Describe implications for your future teaching
    • Requirement for "evaluation of training".


  • The evaluation will identify the primary variables responsible for low enrolment. This information will be shared with Case Managers for their input and feedback, and the course / program design, delivery and marketing activities will be modified by incorporating their feedback.

Program Characteristics & Design

The program is a mix of mini-lectures, small group and large group activities. A very strong emphasis is placed on group activities and information-sharing. It is a non-credit workshop.

  • 8-10 weeks; 1 session per week
  • 3 hours – each session, Tuesday afternoons
  • Location: Jewish Family Service Agency HQ, 1985 West Broadway (in between Burrard & Arbutus), Vancouver, BC

What do I do to maintain quality instruction in my classes? Why do I believe I am doing good work?

I create an environment that motivates and engages learners.

I am passionate and enthusiastic about the course subject matter, and strongly believe that if newcomers and long-time residents have access to critical information about Canada’s job hiring process and related workplace practices, then their chances of success can rise dramatically. I use my creativity, enthusiasm and improvisational ability to add energy and fun into the curriculum.

I do my best to make the classroom a safe, respectful and comfortable environment where learners from diverse cultures can learn from the instructor (me!), the materials / exercises and other learners too. My focus is on creating a challenging educational environment where there is no ‘wrong’, but rather an opportunity to learn and practice new skills.

I strive to make my teaching style and content match a variety of different learning styles. I use an ‘Agenda’ to help set up the day – to keep the students (and myself!) on-track. I ensure that I have an activity for each lesson and make extensive use of opportunities for self-reflection and small- and large-group work (group dynamics); including readings, role-plays, case studies, brainstorming and working in small teams. I design lesson plans to include adequate time for debrief and feedback, as this is an important area for class dialogue, reflection and learning for the group(s) and individuals. I state relationships among the various ideas in the content, and follow-up with a summary and review for each lesson.

I also do my best to ensure clear boundaries where there is no question regarding the appropriateness of my conduct within, and outside the classroom.

I believe I am doing good work because I consistently get positive feedback – from evaluations (both questionnaires and follow-up interviews) from job-ready clients in the workplace.

Moreover, I have been able to obtain the confidence and input of Case Managers, and they in-turn have made referrals to the program. I also feel confident and comfortable delivering this content, and am striving to improve professionally and tweak elements of the course to make it even more interesting and beneficial.

IX Appendices

Instructional Media, Handouts, Web Resources

Logistics & Requirements

Quickstart guide

  1. Creating an account
  2. Creating your WikiEducator user page
  3. Basic editing.
  4. Editing using open office
  5. Wikipedia's Cheat sheet (also available as a PDF for printing)
  6. Pedagogical templates
  7. Tables
  8. Extra Tips
  9. Tips on creating accessible content on wiki
  10. IGNOU Wiki Support and FAQ
  11. WikiEducator Tutorials
  12. MediaWiki Markup

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Web Resources

Downloads required can be obtained at the sites below. Bring these to the workshop in case they are needed.

Here is a list of WikiEducator pages and other web sites that you will use in the workshop and should bookmark in your browser for easy reference. You can add to this list - feel free to edit this page.

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Web Resources

Pages to bookmark. Just visit each in turn, and add to your browser's bookmark folder

WikiEducator internal links:

External links you may be demonstrating and referring the participants to (some of these are my own favourites, feel free to use your own preferences - DL):

Wiki sites

Free and Open licenses

Handouts / Links

Teaching Philosophy



Alexander, J. (2006). The Challenge of Complexity. In F. Hesselbein & M. Goldsmith (eds.). The Leader of the Future 2: Visions, Strategies, and Practices For The New Era (pp. 85-94). San Francisco, CA: Jossey-Bass.

Ayers, P., Charles, M., & Yates, B. (n.d.). How Wikipedia works: And how you can be a part of it. Retrieved December 5, 2008 from

Babbie, Earl. (2005). The practice of social research. Eighth Edition. Belmont, CA: Wadsworth Publishing Company.

Blackall, Leigh. (2007). Educational Development at Otago Polytechnic on Terra Incognita (a Penn State blog). Retrieved December 5, 2008 from

Bitstorm – Game of Life (based on John Conway’s cellular automaton). Retrieved March 22, 2009 from

Brown, John Seely and R. P. Adler (2008, January/February). Minds on fire: Open education, the Long tail, and learning 2.0.Boulder. EDUCAUSE Review, 43(1), 16-32.

Bridges, William (2003). Managing Transitions: Making the Most of Change, 2nd edition. Perseus Books Group.

Coghlan, D. (2005). OD Through Interlevel Dynamics, in Rothwell, William J. and Roland Sullivan (eds). (2005). Practicing Organization Development: A Guide for Consultants, 2nd Edition, John Wiley and Sons Inc. (published by Pfeiffer).

Connelly, M. And C. James (2006). Collaboration for School Improvement: A Resource Dependency and Institutional Framework of Analysis, in Educational Management Administration Leadership (pp. 34; 69).

Creative Commons CC-BY-SA License. Retrieved December 6, 2008 from

Downes, Stephen (2006). Models for Sustainable Open Educational Resources, National Research Council Canada. Retrieved December 6, 2008 from

Downes, Stephen (2007). WikiEducator as Best Educational Wiki, in Half an Hour blog, December 2007 post - Retrieved March 22, 2009 from

e-Learning XHTML Editor (eXe) Project. Retrieved March 22, 2009 from

Fisher, Randy S. (2007). Complexity theory as a leadership toolkit for organizational management - Bridging the digital divide: Universal access to education. Retrieved December 1, 2008 from

Free Cultural Works Definition. Retrieved December 6, 2008 from

Free Software Foundation. The Free Software Definition. 1996. Retrieved December 6, 2008 from

Gladwell, Malcolm (2000) The Tipping Point. How Little Things Can Make a Big Difference. Boston: Little, Brown & Company.

Gonick, Lev (2009). How Technology Will Reshape Academe After the Economic Crisis in The Chronicle of Higher Education. Retrieved March 9, 2009 from

Hagel, John III,, John Seely Brown, and Lang Davison (2008). Shaping Strategy in a World of Constant Disruption. Harvard Business School Publishing. Reprint: R0819E.

Harvey, Jerry B. (1988). The Abilene Paradox and Other Meditations on Management. Jossey-Bass, San Francisco, CA.

Hars, A. and Shaosong Ou (2002). Working for Free? Motivations for Participating in Open Source Projects, in International Journal of Electronic Commerce, Volume 6, Number 3 / Spring 2002 (pp. 25-39). Retrieved December 6, 2008 from

Hatch, Mary Jo. and Anne Cunliffe (2006). Organization Theory: Modern, Symbolic and Postmodern Perspectives. New York: Oxford University Press.

Haymes, Tom (2008). The Three-E Strategy for Overcoming Resistance to Technological Change. EDUCAUSE Quarterly, 31(4), pages 67-69. Retrieved from December 5,2008 from

Heifetz, Ronald A. (2006) Anchoring Leadership in the Wake of Adaptive Progress. In Frances Hesselbein & Marsall Goldsmith (eds.). The Leader of the Future 2: Visions, Strategies, and Practices For The New Era (pp. 73-84). San Francisco, CA: Jossey-Bass.

Heorhiadi, Alla and John Conbere (2008). Energetics and OD in OD Practitoner, Vol. 40, No. 1.

Hofstede, Geert (1984, 1991). Culture's Consequences.Thousand Oaks, CA: Sage, as cited in Global Organization Development, in Rothwell, William J. and Roland Sullivan (eds). (2005). Practicing Organization Development: A Guide for Consultants, 2nd Edition, John Wiley and Sons Inc. (published by Pfeiffer)

Hudson, Barclay (2000). Ibn Khaldun, Historian As Systems Thinker, paper presented at Temenos Conference on Systems Thinking, Philadelphia, June 22-25, 2000.

Hylan, Jan. (2005). Open Educational Resources: Opportunities and Challenges. OECD-CERI. Retrieved December 6, 2008 from

Increasing Collaboration on WikiEducator. (2008). Retrieved December 6, 2008 from

Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin.

Jishamol, B. (2008). Working with the Transgendered Community. Retrieved from

Johnson, David, & Johnson, F. (2006). Joining Together: Group Theory and Group Skills, Ninth Edition. Boston, Massachusetts: Allyn and Bacon.

Kock, Ned, editor (2007). Leadership Challenges in Communities of Practice: Supporting Facilitators Via Design and Technology, in International Journal of e-Collaboration, Volume 3, Issue 1, Idea Group Inc. (Authors: Halbana Tarmizi, Gert-Jan de Vreede, and Ilze Zigurs, University of Nebraska at Omaha, USA.

Koerner, Brendan (ed.) (2006). The Best of Technology Writing, University of Michigan Press.

Kleiner, Art (2003). Who Really Matters. New York: New York. Currency Books. [A division of Doubleday].

Kotter, John P. and Leonard A. Schlesinger (2008). Choosing Strategies for Change. Harvard Business School Publishing. Reprint: R0807M

Kouzes, James M., & Barry Z. Posner (2008) The Leadership Challenge, 4th edition. San Francisco: Jossey-Bass.

Lakhani, Karim R. and Robert G. Wolf (2005). Why Hackers Do What They Do: Understanding Motivation and Effort in Free/Open Source Software Projects, in Perspectives on Free and Open Source Software, edited by J. Feller, B. Fitzgerald, S. Hissam, and K. R. Lakhani (MIT Press). Retrieved on December 6, 2008 from

Lamb, Brian (2004). "Wide Open Spaces: Wiki, Ready or Not", in EDUCAUSE Review, vol. 39, no. 5 (September/October 2004): 36-48. Retrieved December 6,2009 from

Lamb, Brian (2008). "It's no accident", in Abject Learning. Retrieved February 4, 2009 from

Lane, Robert. (1991). The Market Experience. Cambridge University Press.

Lessig, Lawrence (2004). How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity, New York, NY: The Penguin Press, 2004.

Light in the Shadows: The Dilemma of ADDIE. Retrieved February 2, 2009 from

Marable, Michele A. and Sharon L., Raimondi (2007). Teachers' perceptions of what was most (and least) supportive during their first year of teaching in Mentoring & Tutoring: Partnership in Learning. Carol A. Mullen (ed.) Volume 15 Number 1, February 2007. Routledge Press: ISSN: 1361-1267. (pp. 25-37)

Mclelland, David C. (1961). The Achieving Society. New York. The Free Press.

Mclelland, David C. And Michael Burnham (1976). Power is the Great Motivatorin Best of Harvard Business Review: Motivating People (2003).

Mclelland, David, Eliot Rabinovitch & John Fredlund (2002). David Mclelland: Psychologist. Retrieved on December 6, 2008 from

Mclelland, David. Achievement Motivation in Employee Motivation, the Organizational Environment and Productivity. Retrieved December 6, 2008 from

Mackintosh, Wayne (2007). Why Give to Wikimedia: Turning the Digital Divide into Digital Dividends, Wikimedia Foundation blog post, November 27, 2007 - Retrieved December 5, 2008 from

Macintosh, Wayne (2007). "Otago Polytechnic: An IP Policy for the Times", on WikiEducator. Retrieved December 5, 2008 from

Mackintosh, Wayne (2008). Clarification of a free curriculum. Message posted to WikiEducator Discussion Group, November 4. Retrieved December 2, 2008 from

Mackintosh, Wayne (2008). Building a sustainable WE OER Textbook Initiative. Message posted to WikiEducator Discussion Group, December 3. Retrieved December 3, 2008 from

Mackintosh Wayne (2009). WE Case Study for Open Education Course. Message posted to WikiEducator Discussion Group, March 21, 2009. Retrieved March 22, 2009 from

Moore, Geoffrey A. (1991). Crossing the chasm: marketing and selling technology products to mainstream customers. N.Y.: Harper Business.

Morgan, Gareth (2006). Images of organization, updated edition. Thousand Oaks, CA: Sage.

Pascale, T., Millemann, M., Gioja, L. (2000). Surfing the edge of chaos: The laws of nature and the new laws of business. New York, Three Rivers Press.

Raymond, Eric S. (2000). The Cathedral and the Bazaar. Version 3.0 Thyrsus Enterprises [1].

Scott, B and van den Herik, Pien (2008). Exercising Power in Organizations in OD Practitioner, Vol. 40, No. 1.

Selye, Hans (1974). Stress Without Distress. McClelland and Stewart, Toronto.

Shebib, Bob (2003). Choices: Interviewing and Counselling Skills for Canadians 2nd edition. Pearson Education Canada Inc., Toronto.

Shapiro, Jeremy J., Shelley Hughes (2002). The Case of the Inflammatory E-Mail: Building Culture and Community in Online Academic Environments, in Handbook of Online Learning: Innovations in Higher Education and Corporate Training. Kjell Erik Rudestam and Judith Schoenholtz-Read (eds). Sage Publications, Inc. (pp. 91-124)

Shirky, Clay (2009). Here Comes Everybody: The Power of Organizing Without Organizations. Penguin USA.

Shirky, Clay (2003). Wikis, Graffiti, and Process, Many-To-Many: Social Software, Retrieved December 6, 2008 from

Stampe, John (2009). Re: The power of less, in Google Groups. Retrieved April 7, 2009 from

Tapscott, Don and Anthony D. Williams (2006). Wikinomics: How Mass Collaboration Changes Everything. New York, N.Y: The Penguin Group.

Tapscott, Dan (2009). Colleges should learn from newspapers' plight. Retrieved April 2, 2009 from

Trompenaars, Fons and Charles C. Hampden-Turner (1998). Riding the Waves of Culture: Understanding Cultural Diversity in Global Business. Irwin.

Vaux, V. (1990). "An Ecological Approach to Understanding and Facilitating Social Support", in Journal of Social and Personal Relationships 7:507, Sage Publications.

Various authors, "Why Wiki Works," WikiWikiWeb, Retrieved December 6, 2008 from

Vygotsky, L. S. (1978). Mind in Society: the development of higher psychological processes. Cambridg, MA. Harvard University Press.

Waldrop, M. W. (1992). Complexity: The emerging science at the edge of order and chaos. New York, Simon and Schuster.

Webb, Eugene J. (et al.} (2000). Unobtrusive measures. Rev. Ed. Thousand Oaks, CA: Sage Publications. (Originally published 1966, as “Unobtrusive measures; Nonreactive research in the social sciences. Chicago, Rand McNally).

Weller, Martin (2008). The costs of sharing. Retrieved April 19, 2009 from from

Wheatley, M. (2006). Leadership and the new science: Discovering order in a chaotic world. San Francisco, Berrett-Koehler.

WikiEducator. (2007). Retrieved March 22, 2009 from

WikiEducator Community Council: Governance for an Open Community. (2008). Retrieved December 2, 2008 from

WikiEducator Community Council: Governance for an Open Community (Members). (2009). Retrieved March 21, 2009 from

WikiEducator Community Media space. (2009). Retrieved April 8, 2009 from

WikiEducator Community Media Statistics. (2008). Retrieved December 6, 2008 from

WikiEducator eL4C15. (2008). Retrieved December 6, 2008 from

WikiEducator eL4C15 Feedback. (2008). Retrieved December 6, 2008 from

WikiEducator Heywire8 Think Tank: Exploring opportunities for building a kiwi OER initiative. (2008). Retrieved December 6, 2008 from

WikiEducator Interim International Advisory Board. (2008). Retrieved March 21, 2009 from from

WikiEducator Key Points (Our Recommendations). (2008). Retrieved April 8, 2009 from

WikiEducator Learning4Content initiative. (2007). Retrieved December 5, 2008 from

WikiEducator Learning4Content Advance (5-day pilot workshop). (2008). - Retrieved December 6, 2008 from

WikiEducator Learning4Content Workshop (Community Media - 5-day workshop). (2008). Retrieved December 6, 2008 from

WikiEducator Monitoring and Evaluation Logic Model Inputs. (2008). Retrieved December 2, 2008 from

WikiEducator Pilot Projects. (2009). Retrieved April 8, 2009 from

WikiEducator Recent Changes. (2008). Retrieved December 6, 2008 from

WikiEducator Roles. (2008). Retrieved December 6, 2008 from

WikiEducator Statistics. (2008). Retrieved December 5, 2008 from

WikiEducator Statistics Reports (Tables & Charts). (2008). Retrieved December 5, 2008 from

WikiEducator Strategy. (2008). Retrieved April 7, 2009 from [

WikiEducator Strategy and Timeline: Quick Facts and Highlights. (2008). Retrieved December 2, 2008 from

WikiEducator Sustainability. (2008). Retrieved December 2, 2008 from

WikiEducator Tectonic Shift Think Tank. (2007). Retrieved December 5, 2008 from

WikiEducator Top Contributors. (2008). Retrieved December 5, 2008 from

WikiEducator User Chris UIA. (2008). (Dolphin Hunting content). Retrieved March 22, 2009 from

WikiEducator User Jennie P. (2008). Retrieved December 6, 2008 from

'Wikipedia Freedom Culture. (n.d.) Retrieved December 5, 2008 from

Wikipedia Unobtrusive Measures. (n.d.). Retrieved December 5, 2008 from

Wiley, David (2008). OER Handbook for Educators Version 1.0. Retrieved December 5, 2008 from

Wiley, David (2009). Openness and the Disaggregated Future of Higher Education. Retrieved April 10, 2009 from


A systemic and cognitive view on collaborative knowledge building with wikis by Ulrike Cress and Joachim Kimmerle to be publisheed in the June 2008 issue of Comupter-Supported Collaborative Leanring (DOI:10.1007/s11412-007-9035-z).