Wikis for collaborative learning,  

knowledge construction, critical thinking, 

& contextual application

According to West and West (2009) “meaningful learning” is created by constructivist educators that provide educational activities that are centered around experiences that are active, networking between peers and the ability to construct knowledge (p. 21).  I am a firm believer in the constructivist theory as an educator and as a learner.  I incorporated a wiki group project in my eight-week 1-credit hour course.  Let me say, this was probably the worst course I could chose to add another project in because we are already really busy but this course all utilizes the computer lab every course session. 

I am a firm believer in scaffolding and this course allows learners to go as a class to the computer lab.  As the educator of this course, I am an active participant in this course with the learners.  I am down in the lab with them and able to assist when needed and guide the learners through the initial set-up of becoming a member of the course wiki pages.  I think me being there promotes accountability in the learners.  They know I am watching!!!  We start at the conception of the Wiki page and gradually grow to the final project.   

I think this also creates a learning environment that West and West describes as “Monitoring Construction – Managing The Wiki Process” (p.45).   This includes promoting an environment of trust, an environment to discuss concerns, an environment that builds confidence, an environment that builds momentum and building courtships.  As the educator, I prepared a-head of time the group planning pages.  Give the learners many examples and hopefully creates a team/group atmosphere. 

TITLE OF THE LESSON/TRAINING: Child Development Associate – Block 5

TARGET AUDIENCE:  Early Childhood Educators that want to pursue and/or obtain the Child Development Associate (CDA) Credential. 

CLASS DESCRIPTION: This is a preparation course for the Child Development Associate (CDA) Credential.  Students will study the CDA assessment system and review the competency standards for the CDA Credential evaluation.  How to complete the direct assessment application, compile the Professional Portfolio File, distribute and collect the Family Questionnaires, find and select a Professional Development (PD) Specialist, complete the Verification Visit & the CDA Exam and how to apply for the CDA National Credential.  Student candidates for the CDA credential may apply in one or more of the following: preschool, family childcare, infant/toddler, bilingual, and/or monolingual Spanish.  Each of these areas will be explained in this class.  Lecture 1 hour.  No Laboratory.  (Tier II training if needed) ABOUT THE CDA PROGRAM: The Child Development Associate (CDA) credential is a national program that is administered by the Council for Professional Recognition in Washington, DC.  The Council for Professional Recognition is a nonprofit agency that works to improve the professional status of early childhood workers and helps to meet the growing need for qualified child care staff. Student seeking this credential is required to obtain 120 clock hours of formal training required to qualify to apply, this course Child Development Associate – Block 5 equals 16 hours towards the required 120 for the CDA credential. The CDA program was designed by the Council for Professional Recognition (www.cdacouncil.org) to meet the needs of students who are already working in the field of early childhood education. CDA assignments are intended to be immediately applicable to individuals who are currently working in classrooms that serve children from birth to age five. Assignments in the CDA program often require students to observe and engage the children in their classrooms in specific ways.

CLASS OBJECTIVES: Discuss the CDA assessment process and requirements for application Create a Professional Philosophy Statement Create Reflective Statements of Competency, one for each of the six CDA competency goals Discuss requirements of the Family Questionnaires Discuss the purpose and procedures of the Verification Visit Prepare for the Reflective Dialogue process and the CDA Exam Do the final steps to complete the Professional Portfolio To build professional support system by fostering collaborative learning

MATERIALS AND REQUIRED DISPOSITIONS NEEDED: Positive attitude and willingness to participate USB flash drive or other means of permanently saving course work Three-ring notebook or file box (for Professional Portfolio)  Divider or other organizational system for Professional Portfolio Openness to new ideas and dialogue (written or verbal) with peers Reliable internet access

TEACHING METHODS:

A variety of teaching methods will be utilized for this course. Reading, internet searches, class discussions, videos, small group activities, projects and/or role playing may be used.

COURSE LEARNING ACTIVITIES/PRACTICES:

1. Class Attendance/Participation . Class participation is the responsibility of the student. Students are also expected to actively participate in discussions, activities and all assignments.  Students receiving benefits from government agencies and/or scholarship programs must adhere to policies stipulated by that specific agency.

2. Readings. Students are expected to read the assigned readings that are assigned weekly.  Additional handouts, articles, and materials may be required during the course.

3. Examinations. There will be one examination. The exam will be taken online using the course Blackboard system. The exam will be timed; time allowed will be from 60-90 minutes. The exam will cover assigned readings, PowerPoint presentations, and additional material given during the course. The exam may consist of multiple choice, matching, true/false, essay, and/or short answer questions.

4. Discussion Board Posts & Replies. Students are required to complete weekly Discussion Board post and are required to reply to 2 peers Discussion Board post.  (Separate instructions are located in the Discussion Board). 

5. Assignments.   There will be two (2) assignments during the duration of this course. Separate instructions will be given for each assignment. Below is a summary of what to expect.

·   Professional Portfolio:  Students will development the Professional Portfolio that is compiled while pursuing the CDA. A separate handout with guidelines and instructions will be provided. (Separate instructions are located in the weekly content folders).  Submission of your Professional Portfolio Skeleton can be done 3 different ways (separate instructions will be provided to you on each different way).  You may pick the one that best works with your schedule and abilities.

1.      You may take pictures of your completed Professional Resource File Skeleton and submit them through the assignment link

2.      You  make take a video of your completed Professional Resource File Skeleton and submit your video through the assignment line

3.      You make schedule an appointment with me throughout the duration of the course.  Please be aware of my office hours Monday – Friday.  You are welcome to schedule an appointment with me during the hours provided above. 

·   Wiki Group Pages - Professionalism:  Students will be placed in a Wiki group (4 students in each group).  Each student will become a member of the course Wiki page and will be discussed in-class after the first class period.  Each class period there is designated time spent in the computer lab.

Mets Objective #8:  To build professional support system by fostering collaborative learning

Wiki Group Project topic: Professionalism – Because children’s developmental course is determined in large part by their early experiences, caregivers and teachers of young children play a critical role in shaping the future of our country.  Recognizing the importance of our professional role, we must not only follow the best practices and maintain the highest ethics of the profession, but we must also continually strive to increase and share our own knowledge and serve as advocates for children. 

Projected Schedule: Wiki Project

·         Wiki Week One- Computer Orientation – make sure students understand the lab computers, login numbers, password, etc…

·         Wiki Week Two – Wiki orientation.  Get students signed in to site with username/passwords.  Assign groups. Have students meet up with the group members and just socialize about anything, get to know you and team work activities. 

·         Wiki Week Three – Members will sign in the group pages, receive the wiki project planning sheet, directions/project details, example of different roles within a wiki group, discuss ground rules, anything else pertaining to the project. 

Wiki Group Project: Think of an issue in the field of early childhood that is important to the group.  Write a letter about this issue to someone of importance from your group’s area, county, or state, such as a school board member; council member; senator; representative, or member of an early childhood advisory board.  Or write a letter to the editor of a local newspaper.  Explain your issue and why your group wants to bring it to this person’s attention.

·         Wiki Week Four – Wiki group will work together and post on the wiki page their planning sheet and members roles.  Instructor will visit with each wiki group during computer lab time and make sure groups are progressing or answer questions/needs for additional information.  Group member s will begin to brainstorm and select an issue in the field of early childhood.  

·         Wiki Week Five – Decide who you will address the letter too and research contact information and begin to research information on the issue.  Make sure to follow guidelines of Wiki project and refer to sample letter.        

·         Wiki Week Six – Begin to draft the letter on the Wiki page. 

·         Wiki Week Seven – Final draft is due at the end of class time.  Review other groups letters

·         Wiki Week Eight – Discussion of Wiki project. 

INDIVIDUAL CLASS SESSION/OUTLINE

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	1
Approximate Timing	Topic Outline
15 minutes	Welcome & Icebreaker (teacher shelf)
10 minutes	Required Paperwork 1.       Policies & Procedures 2.       Course Syllabus 3.       Grade Policy 4.       Student Information
35 minutes	PPT: Earning A CDA – Best 1st Step presentation
30 minutes	Overview Reflective Competency Statements (CSI – CSVI) Discussion Reflective Competency Statement I Handout: Reflective Competency Statement I Instructions Discussion Family Questionnaires
30 minutes	Computer Lab Orientation Discussion Homework & Required material to located and/or purchase

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	2
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSI Final DUE
45 minutes	PPT: CDA Professional Portfolio Handout:  Professional Portfolio Instructions
20 minutes	PPT: Verification Visit  Details
45 minutes	Discussion Reflective Competency Statement III Handout: Reflective Competency Statement III Instructions Computer Lab Time Wiki Orientation Introduction to Wiki Group Project Creation of Wiki Groups In-Class time to work on Competency Statement III

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	3
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSIII Final DUE
10 minutes	Discussion Reflective Competency Statement II Handout: Reflective Competency Statement II Instructions
90  minutes	Computer Lab Time In-Class time to work on Reflective Competency Statement II Wiki Group Project Work

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	4
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSII Final DUE
40 minutes	In-Class Activity: Self Reflection Inventory handout
70 minutes	Discussion Reflective Competency Statement IV Handout: Reflective Competency Statement IV Instructions Computer Lab Time In-Class time to work on Reflective Competency Statement IV Wiki Group Project Work

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	5
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSIV Final DUE
110 minutes	Discussion Reflective Competency Statement V Handout: Reflective Competency Statement V Instructions Discussion Homework Computer Lab Time In-Class time to work on Reflective Competency Statement V Wiki Group Project Work Students that have signed up to have their Professional Portfolios reviewed and graded on this day will give them to instructor at this time.  After grading of Professional Portfolios instructor will return them to the students.

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	6
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSV Final DUE
110 minutes	Discussion Reflective Competency Statement VI Handout: Reflective Competency Statement VI Instructions Discussion Homework Computer Lab Time In-Class time to work on Reflective Competency Statement VI Wiki Group Project Work Students that have signed up to have their Professional Portfolios reviewed and graded on this day will give them to instructor at this time.  After grading of Professional Portfolios instructor will return them to the students.

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	7
Approximate Timing	Topic Outline
10 minutes	Reflective Competency Statement CSVI Final DUE
45 minutes	PPT: The CDA Professional Philosophy Statement
15 minutes	Discussion Reflective Competency Statement VI Handout: Reflective Competency Statement VI Instructions
60 minutes	Computer Lab Time Wiki Group Project Work – Final Due Discussion Homework/Final Written Review

Class Title:	CDA Block 5	Class #:	FACS-3817	Session #:	8
Approximate Timing	Topic Outline
10 minutes	Professional Philosophy Statement Final DUE
35 minutes	Written Review Exam Grading & discussion of exam
95 minutes	Discussion & Question anything CDA related Reflective Competency Statements CSI-VI Professional Philosophy Statement Professional Portfolio and required materials Wiki Project Discussion

EVALUATION (rubric, grading criteria, etc.)

Example Rubric

Group Wiki Project

Professionalism

Due Date:_________________ Student Name:____________________________________________

Content                                                                                                        Excellent        Average             Poor

Focus on the Task & Participation	15	10	5
Dependability & Shared Responsibility	15	10	5
Listening, Questioning & Discussing Problem-solving	15	10	5
Research and Information Sharing	15	10	5
Group/Partner Teamwork	15	10	5
Professional Overall format:  Typed, correct spelling, grammar and punctuation, complete sentences, correct format (title & subtitles)	15	10	5

Student’s score for each item in rubric can fall anywhere on the scale (0 through maximum number under the column labeled “Excellent”).

                                                                                                                                    Total Score:  _____________

Comments:

GRADING

GRADING SYSTEM

Percent (%)	Grade	Total Points
90-100	A	414-450
80-89	B	368-413
70-79	C	322-367
60-69	D	276-321
0-59	F	0-275

“A” and “B” grades are reserved for work that is intelligent, complex, interesting, and polished; high grades indicate that the student has exhibited far-reaching abilities and exceptional talent and effort.

The grade of “C,” on the other hand, indicates satisfactory, competent work, work that is free of mechanical errors, is reasonably organized, and well developed. The instructor will give an honest and qualified assessment of each student’s work, and will do her best to help students improve. Students who “try hard” by completing assignments, reading carefully, seeking help when necessary, and developing an understanding of course material should earn at least a “C.”

Students will receive full credit for assignments that reflect a solid understanding of the topic. Incomplete assignments and hastily completed assignments will not receive full credit.

SPELLING, GRAMMAR, PUNCTUATION

Assignments in this course are graded for spelling, grammar, and punctuation. Students are advised that points will be deducted on all assignments that contain spelling, grammar, or punctuation errors. Proofreading of submitted work is required. Students who have concerns about the technical quality of their assignment submissions in this course are encouraged to work with writing tutors prior to turning in the assignment.

EVALUATION TECHNIQUES

#	Method of Evaluation	Points Possible
3	Discussion Board Replies (30 points each)	90
4	Quizzes (1@10 points, 3@20 points each)	70
1	Professional Portfolio	100
1	Wiki Group Project – Professionalism	90
1	Final Exam	100
	Total Amount of Points in Class	450

Let me know what you think, I am very open to ideas for improvement.  Thanks, Melinda Bennett

Resources

West, J. and West, M. (2009). Using Wikis for online collaboration: The power of the read-write Web.  San Francisco, CA: Jossey-Bass.