Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

Collective decision making in a heterogeneous environment: Lasius niger colonies preferentially forage at easy to learn locations

Many ants forage in complex environments and use a combination of trail pheromone information and route memory to navigate between food sources and the nest. Previous research has shown that foraging routes differ in how easily they are learned. In particular, it is easier to learn feeding locations that are reached by repeating (e.g. left-left or right-right) than alternating choices (left-right or right-left) along a route with two T-bifurcations. This raises the hypothesis that the learnability of the feeding sites may influence overall colony foraging patterns. We studied this in the mass-recruiting ant Lasius niger. We used mazes with two T-bifurcations, and allowed colonies to exploit two equidistant food sources that differed in how easily their locations were learned. In experiment 1, learnability was manipulated by using repeating versus alternating routes from nest to feeder. In experiment 2, we added visual landmarks along the route to one food source. Our results suggest that colonies preferentially exploited the feeding site that was easier to learn. This was the case even if the more difficult to learn feeding site was discovered first. Furthermore, we show that these preferences were at least partly caused by lower error rates (experiment 1) and greater foraging speeds (experiment 2) of foragers visiting the more easily learned feeder locations. Our results indicate that the learnability of feeding sites is an important factor influencing collective foraging patterns of ant colonies under more natural conditions, given that in natural environments foragers often face multiple bifurcations on their way to food sources.