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==Interview== | ==Interview== | ||
[[Datei:Brait 2016.jpg|thumb|right| | [[Datei:Brait 2016.jpg|thumb|right|Andrea Brait]] | ||
'''Andrea Brait''' | '''Andrea Brait''' | ||
<br>Historian, Institute of Contemporary History / Institute for Teacher Education, University of Innsbruck | <br>Historian, Institute of Contemporary History / Institute for Teacher Education, University of Innsbruck | ||
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'''How did you and your students fare throughout this?''' | '''How did you and your students fare throughout this?''' | ||
After the students had generated their pages independently, I delivered feedback in terms of form and content on the last block-scheduled day of the course. We then completed the pages together on site. The course feedback shows that most of the students found the course challenging and would recommend it to others. | :After the students had generated their pages independently, I delivered feedback in terms of form and content on the last block-scheduled day of the course. We then completed the pages together on site. The course feedback shows that most of the students found the course challenging and would recommend it to others. | ||
'''What advice would you give to other teachers and researchers who also want to work with Wiki projects?''' | '''What advice would you give to other teachers and researchers who also want to work with Wiki projects?''' | ||
:Working with Wikis facilitates the promotion of media literacy, which is essential to teaching staff in terms of the principle of teaching media education, while it also facilitates introduction to a different text type than otherwise usual in conventional seminars. Such writing skills are particularly important for members of the teaching staff, in particular because they are required to compose handouts and similar texts for students regularly. Wikis can be used very nicely to demonstrate to students what is needed in a presentation that more specifically addresses a wide audience, while still needing to be scientifically substantiated. When they compose a Wiki, students are highly motivated, because they know that their texts, as opposed to seminar papers, will be read by many people. | :Working with Wikis facilitates the promotion of media literacy, which is essential to teaching staff in terms of the principle of teaching media education, while it also facilitates introduction to a different text type than otherwise usual in conventional seminars. Such writing skills are particularly important for members of the teaching staff, in particular because they are required to compose handouts and similar texts for students regularly. Wikis can be used very nicely to demonstrate to students what is needed in a presentation that more specifically addresses a wide audience, while still needing to be scientifically substantiated. When they compose a Wiki, students are highly motivated, because they know that their texts, as opposed to seminar papers, will be read by many people. | ||
:During preparation, it strikes me as very important to find a topic that is extensive enough for an entire group of students and is not yet available on Wikipedia. When it comes to finding a suitable topic, I can highly recommend the [https://de.wikipedia.org/wiki/Wikipedia:Artikelw%C3%BCnsche requested articles] list on Wikipedia. | :During preparation, it strikes me as very important to find a topic that is extensive enough for an entire group of students and is not yet available on Wikipedia. When it comes to finding a suitable topic, I can highly recommend the [https://de.wikipedia.org/wiki/Wikipedia:Artikelw%C3%BCnsche requested articles] list on Wikipedia. | ||