Designing Knowledge Management Systems for Teaching and Learning with Wiki Technology

Journal of Information Systems Education, Fall 2005 by Raman, Murali, Ryan, Terry, Olfman, Lorne

5.3 The Reality of Discovery Learning

Discovery learning requires that people are motivated to learn in this mode. Garrison and Anderson (2003) provide a useful method in classifying different perspectives to understand the role of technology in the context of learning using electronic mediums. From a philosophical stance, they assert that the goal of using technology in education (within the context of e-leaming) is to provide students with the ability to manage information effectively. Based on this perspective, they suggest that the following factors be considered when using technology for academic purposes:

* Create an environment that permits the students/participants not only to learn but also with the ability to learn to learn.

* Focus on critical thinking.

* The desired outcome of the education process becomes the ability for students to construct coherent knowledge structures to support the learning process.

* Shift towards a constructive view of teaching and learning to the process of learning and education in general.

The alternative perspective put forth by Garrison and Anderson (2003) is the transactional view. In this context they assert that individual learners should be able to grasp the meaning of knowledge and improve their understanding of a particular subject.

In this regard, they go on to suggest that the learning experience should play a dual role namely (i) "to construct meaning (reconstruction of experiences) from a personal perspective" and (ii) "to refine and confirm this understanding collaboratively within a community of learners" (p. 13).

One could argue that wiki technology that is designed and implemented successfully can fulfill both the objectives and 'dual role' of the education process. Technologies such as online discussion systems and group support systems can be designed to support student-centered, constructivist, or discovery learning (Garrison and Anderson 2003, McKendree et al. 1997; Hein 1998). However, while the technology can support discovery learning, students must be motivated to accept and apply this learning modality. The statistics obtained from the wiki technology pages in this case suggest that, in this class, six students contributed approximately to 75% of knowledge contributed in the system.

Motivation needs to play a vital role to ensure people are willing to learn collaboratively. A grading policy that is implemented effectively might be a vital factor in using technology to support discovery learning. Students must feel motivated and excited continuously to use the technology for knowledge discovery. Hein (1998) suggests that rubrics can be used to enhance the assessment of how students use technology. For example, Hein uses the following checklist for one of her classes that is mediated by an online discussion system:

* "Post a comment to the list. (1 point)

* Post a comment and provide your opinion of the topic under discussion. (2 points)

* Post a comment, provide your opinion and provide examples from your own course-related readings. (3 points)