“Collaborative language activities using Wikis in
a Moodle environment”
by I.Higueras, A. López and S. Milian
We fully share the philosophy of the Department of Education, which regards
innovation as one of the changing engines in the educational system, as well as
an important element to improve its quality and the progressive adaptation to
the challenged posed by social evolution. Certainly, the development of
innovation action is key to reach a type of learning which allows us to face the
fast changes in our dynamic society.
The innovation proposal that we are going to present gives priority to the use of
information and communication technologies, learning for the sake of learning
and it fosters thinking and working in teams. In the same way, we believe that it
awakens students’ critical thinking and that it strengthens self learning. Our
proposal is based upon collaborative writing using wikis in Moodle.
It goes without saying this activity, devised for some second year students of
French and English from Escola Oficial d’Idiomes del Prat, can be used with
some modifications (language, type of text) in other types of schools such as
IES with ESO and Batxillerat students. Summing up, our goal is to share with
the rest of the educational community the experience in our school, in order to
give impulse to writing in virtual environments.
1. Goals
A wiki is a type of web site that allows anybody to modify its contents. You just
need to access the navigator, click on “edit” and change what you want, preview
the result and, if you like it, save the changes. With these few steps, changes
will remain available for everybody who visits the web. Fast, isn’t it? That is
precisely the meaning of “wiki”, which means “fast” in Hawaiian.
A wiki can used, for example, so that each student has his/her own
presentations page and they can change the information contained there
anytime they want to, or it can also be used for group work: one student starts
the assignment, and the other students add or change things. It can also be
used as a personal draft where each student gets comments and orientations
from the teacher while he is developing his or her work, and this will allow
students to make changes. As you can see, the teaching possibilities are
endless.
One of the teaching possibilities of wikis that we have put in practice at the EOI
El Prat is the use of Wikis to carry out collaborative language activities, with the
following goals:


To understand the text as a unit of communication
To foster group work
1

To develop the ability to reflect upon one’s learning process by correcting
both your own mistakes and other students’ mistakes.

To promote the use of ICT, and therefore, of self-leaning.
2. Preparation of the task
2.1. Task definition:
Students have to take part in a Wiki of collaborative writing which will last four
sessions. The task consists of writing a short story of about 1500 words (50-60
words per student), which is coherent and well structured, with an end reached
by consensus by the whole class.
This task has three differentiated stages:
1. Initial stage: creation/edition of the story
2. Revision stage: correcting and reediting the text
3. Final stage: (a) writing different endings to the story and (b) voting which
one is the best.
2.2. Procedure:
Before starting the task in Moodle, we should inform students about the
methodology to be followed, that is, the number of sessions, calendar, individual
responsibilities, etc. It is important to define exactly the document rubric in order
to guide students’ individual contributions. This way everybody will know how
the activity will be evaluated.
Internet is present in most homes nowadays, but Moodle environments are
practically unknown to most students. Therefore, it is necessary to devote a
session in the computer room in order to show them what a Wiki is like, how to
edit it, and how changes are saved. Moreover, once this introductory session is
over, it would be a good idea to provide students with a short manual on the
steps they need to follow in order to access and edit the classroom Wiki.
After this, we could already move onto performing the activity in the virtual
classroom, following the three stages which we have already mentioned before:
Initial, Revision and Final stage.
2.3. The rubric:
“The evaluation is one of the most delicate activities in the job of a
teacher, and one of the most important factors for successful teaching and
learning. A good evaluation system correctly guides students, makes them feel
at rest, and helps them understand what the teacher is asking them to do. It
also helps the teacher, but forcing him to rethinking what he or she has to teach
and how this is supposed to be done. Surely the discipline in daily work will
enrich teachers’ discourse and method.” (2006: Àngel Solans).
2
We think that it is especially necessary to devise a rubric in order to evaluate a
virtual activity, in our case in particular, a collaborative writing wiki. Rubrics are
instruments which can help teachers orient the evaluation of complex activities.
They are part of the Anglo-Saxon education tradition and they are progressively
consolidating in our country.
The rubric document is organized as a table. In the arrows all the competences
that the activity can be split into are listed. The columns indicate the gradation in
the quality with which these competences can be performed, ranging from “very
bad” to “very well, or the other way round. We should mention here that
teachers are free to change the descriptors and the marks according to the type
of text and the students’ characteristics.
3
RUBRIC DOCUMENT example
TASKS
Coherence and
cohesion: the text as
a unity
GOOD
PASS
FAIL
The paragraph follows the
10
story/plot and it's original
points
(10 points)
The paragraph follows the
story/plot, but lacks originality
(8 points)
The paragraph does not follow
the story/plot
(4 points)
Use of appropriate structures.
3
The paragraph is easy to
points understand
(3 points)
Minor errors do not obscure
the meaning
(2 points)
There are many errors and it's
not understandable
(1 points)
Vocabulary
Sufficient range of words or
3
phrases to communicate the
points message clearly
(3 points)
Limited use of words or
phrases
(2 points)
Inappropriate use of words
(1 points)
Vote
4
***
points
***
***
WIKI Grammar
PARAGRAPH
CHOICE VOTE
Grade
TOTAL Continuous Evaluation:
Part 2-> ‘Others’ = 10%
20
points
4
2.4. Evaluation grids:
In the same way as the rubric document is important to evaluate a complex
activity, it is also necessary to design, before starting the activity, an evaluation
grid in accordance with the rubric, give the fact that the teacher will have to
monitor all the students’ contributions both from the quantitative and the
qualitative point of view.
The function of this grid is to make teachers’ work easier, who, ideally, should
fill it out as the activity goes through all the different stages. This allows to have
a better command over students’ contribution to the wiki, since students’ grades
can be noted down and updated for each descriptor at any moment.
Likewise, it would undoubtedly be a harder and time consuming job to evaluate
the activity without grids once it is over. If that were the case, the teacher would
have to count the contributions, one by one, and he should also evaluate the
writing competence of the contributions. In fact, this would entail a lot of
uncontrolled work which would not encourage teacher to devise new wikis in the
future.
Moreover, the fact of using grids has a double fold function: on the one hand, it
allows to write down students’ grades while the activity is being carried out, and
on the other, theses grades are part of each student's gradebook in Moodle.
Needless to say that we should change the student’s name, for example, for his
id card number or his academic record number, in order to respect data privacy.
5
EVALUATION GRID example
Coherent narration: the
text as a unity
10
STUDENTS' DATA
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
POINTS:
Follows the
plot and
it's original
8 POINTS:
Follows the
plot but
lacks
originality
4 POINTS:
Does not
follow the
plot
Grammar
3 POINTS: 2 POINTS: 1 POINTS:
Appropriate
structures,
easy to
understand
Minor
errors
don't
obscure
meaning
Many
errors, not
understand
able
Student-1
Student-2
Student-3
Student-4
Student-5
Student-6
Student-7
Student-8
Student-9
Student-10
Student-11
Student-12
Student-13
Student-14
Student-15
Student-16
Student-17
Student-18
Student-19
ETC.
Vocabulary
3 POINTS:
Sufficient
words to
convey the
message
2 POINTS: 1
Limited use POINTS:
of words or Inapprop
phrases
riate use
of words
VOTE
4 POINTS:
vote
20
points>
10%
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
BIG TOTAL CLASS
0
6
2.5 Students’ instructions manual.
As we have already mentioned (2.2. Procedure), before starting the task in
Moodle there should be a session with the students, preferably in the computer
room, in order to make them familiar with the environment, and to practice the
use of a wiki.
At this particular stage we would present the activity to the students and we
would inform them about the methodology to be followed, that is to say, the
number of sessions, calendar, individual responsibilities, evaluation system, etc.
In order to reinforce teachers’ explanation, he or she would provide students
with an instructions manual where all the guidelines explained before are
gathered in written. This material is also useful for those students who were not
able to attend the sessions but who anyway are going to participate in the wiki
activity as part of their continuous evaluation process. In other words, this
manual can be used by students as a reference tool, and it is also a way for
teachers to make sure that everybody participates in the activity without any
exception.
We will now show an example of instructions manual that has been provided to
the students participating in the Wiki.
WIKI INSTRUCTIONS
Collaborative writing: A famous person’s routine
1.
2.
3.
4.
5.
6.
What’s a wiki?
Class wiki: calendar and instructions
Evaluation
How to enter the class wiki
How to edit the wiki and save your changes
How to send your vote
1. What’s a wiki?
A wiki is a page to enable anyone who accesses it to contribute or modify content.
Wikis are often used to create collaborative work, as for example, the online
encyclopaedia Wikipedia, which is one of the best-known wikis.
Read more at <http://en.wikipedia.org/wiki/Wiki >.
2. Class WIKI: Calendar and instructions
The task consists of writing an invented short story, around 1.500 words, coherent and
well-structured, with an ending consented/approved by all the class. The first paragraph
of the narrative has already been written by the teacher.

5-9 March: Firstly, ALL STUDENTS are responsible for writing a short
paragraph: Instructions in Moodle-> “WRITE A PARAGRAPH AROUND 40-50
WORDS. You must continue the story/follow the plot. Use clear language and
structures. You can use present, past or future verb tenses. Your originality,
7





grammatical correctness and richness of vocabulary will be evaluated. At the
end of your paragraph, write your initials (name + surname) and the numbers of
words”.
10 March: Secondly, THE TEACHER highlights the parts of the text that need
to be corrected (grammar, vocabulary, word order, spelling mistakes, etc.).
11-13 March: Thirdly, ALL STUDENTS are responsible for correcting, at least,
their own paragraph. Also, they can correct other students’ paragraphs.
14-15 March: Then, once we have the complete story written and its errors
corrected, ONLY FOUR STUDENTS are responsible for writing the ending.
These 4 students will be selected in advance. They don’t need to write a storyparagraph, only the ending.
16-17 March: ALL STUDENTS send their vote for the best ending to the story.
Instructions in Moodle “HAVE YOUR SAY! Possible endings have been
numbered from 1 to 4. Consider their originality and coherence with the text
and choose one. VOTE NOW”. You can only vote once! The ending with more
votes wins.
18 March (group E215) and 19 March (group E217): We’ll read the full story
in class time and valuate our participation in this task.
8
3. EVALUATION
TASKS
Coherence and
cohesion: the text as
a unity
GOOD
PASS
FAIL
The paragraph follows the
10
story/plot and it's original
points
(10 points)
The paragraph follows the
story/plot, but lacks originality
(8 points)
The paragraph does not follow
the story/plot
(4 points)
Use of appropriate structures.
3
The paragraph is easy to
points understand
(3 points)
Minor errors do not obscure
the meaning
(2 points)
There are many errors and it's
not understandable
(1 points)
Vocabulary
Sufficient range of words or
3
phrases to communicate the
points message clearly
(3 points)
Limited use of words or
phrases
(2 points)
Inappropriate use of words
(1 points)
Vote
4
***
points
***
***
WIKI Grammar
PARAGRAPH
CHOICE VOTE
Grade
TOTAL Continuous Evaluation:
Part 2-> ‘Others’ = 10%
20
points
9
4. How to enter the class wiki







Enter the site: <http://agora.xtec.cat/eoielprat/moodle>
Click on course “English 2”
Write your user name + password
Scroll down the page and go to Unit-5
Go to “Assignments Unit-5”
Click on “WIKI E215” or “WIKI E217” to open your class Wiki.
Now you are viewing the wiki page.
10
5. How to edit the wiki and save your changes

Click on “EDIT”. An editing window opens for you to write.


When you finish, click on “PREVIEW” to see the result.
If you like it, then click on “SAVE” to include your work in the Wiki, or click on
“CANCEL” to modify your text. When you finish, click on “SAVE” to save your
changes.
Now your paragraph has been added to the wiki. You’ll get this feedback from
Moodle: “Thank you for your contribution”.
Well done! Now everybody can read what you’ve written.


11
6. How to send your vote







Enter the site: <http://agora.xtec.cat/eoielprat/moodle>
Click on course “English 2”
Write your user name + password
Scroll down the page and go to Unit-5
Go to “Assignments Unit-5”
Click on “Choice E215” or “Choice E217” to send your vote.
A new screen shows these options: “Ending-1”, “Ending-2”, “Ending-3” and “Ending4”. Select/tick your choice.

Click on “SAVE MY CHOICE” to send your vote.
12
3. Implementation in the virtual classroom
Project No.
SAI-01/2009
Activity type
WIKI
Title
A famous person’s routine
Level
EOI Basic Level, 2nd course
Languages
English and French
Students per Group 25-30
Term
second
Sessions
4
SESSION No. 1  Initial stage: creation/edition of the story
 Firstly, the teacher gives a title to the story and writes the first paragraph
of the narration, for example:
A FAMOUS PERSON’S ROUTINE
First chapter
Johnny Rocco is a famous singer. He’s from New York, but he lives
in the Alpujarras, in Granada, a typical Andalusian town with very white
which are built on the hillside of the mountain. Every day, Johnny wakes
up at eight o’clock. He has a shower. Then he has breakfast; he eats toast
and coffee.
(Teacher, 55 words)
 After that, each student is responsible for writing a short paragraph of
about 50 words continuing the story. Example:
When Johnny finish his breakfast, he dress with sport clothes and
goes out to the forest, which is near to his home for running. Johnny does
this for relaxing in order to record his next album. This album is very
important for him because he want to donate the benefits to Greenpeace.
(RJ, 52 words)

After all the students have made their contribution, we have a text of
about 1.500 words of comprehensible and spontaneous writing.
SESSION No. 2  Revision stage: correcting and reediting the text
 The teacher gives positive feedback to the students and encourages
them to participate in the revision and the correction of the text as a
whole.

The teacher marks in bold the parts of the text that need revision, either
because they contain mistakes (grammatical, syntax, spelling,
punctuation), or else because they are not clear enough or they are hard
to understand.

Each student is responsible for correcting the mistakes in his/her own
paragraph, even though they can also make corrections in other
students’ paragraphs. Several corrections are made
13
SESSION No. 3  Final stage: (a) contribution with different endings to
the story
 Once the story has been written and the mistakes have been corrected,
only four students are responsible for providing the story with a different,
original and coherent ending.

The Wiki has now two parts: on the one hand a story, and on the other
four possible endings.
SESSION No. 4  Final stage: (b) voting the best ending
 The teacher numerates the final paragraphs of the story which four
students have added to the Wiki, for example, from number one to four,
and the rest of the students vote for the best ending, taking into account
factors such as originality and coherence with the rest of the text

Each student votes for one of the four numbers and the winner is the one
with most votes

Optionally, the teacher could edit the class wiki putting together the
global story and the winner ending.

In the next face to face session, students read the story in class (one
paragraph each) and they evaluate their participation in the activity. This
way, students who have not participated in the Wiki are fully integrated
because they can see what their class mates have done. Who knows?
They might join the next Wiki activity proposed.
In order to show you an example, we have some screen shots from
our Moodle courses
INITIAL STAGE Edition/creation of the story
14
15
REVISION STAGE Text correction and reedition: example of a text corrected in
the Wiki
16
REVISION STAGE Text correction and reedition. Example of text corrected
outside the Wiki Link to a Word document
Example of WIKI CORRECTIONS: Word document attathed to the Wiki
A FAMOUS PERSON’S ROUTINE
First chapter
Johnny Rocco is a famous singer. He’s from New York, but he lives in the
Alpujarras, in Granada, a typical Andalusian town with very white houses which are
built on the hillside of the mountain. Every day, Johnny wakes up at eight o’clock. He
has a shower. Then he has breakfast; he eats toast and coffee. (IH, 56 words).
When Johnny finish his breakfast, he dress with sport clothes and goes out to
the forest, which is near to his home for running. Johnny does this for relaxing in
order to record his next album. This album is very important for him because he want to
donate the benefits to Greenpeace. (RJ, 52 words).
While he running Johnny remember why he has gone to live in the Alpujarras.
His life in New York was too stressful and he always had dreamed to go to Spain. He’s
a famous singer but his authentic vocation has always been to become keeper of sheep.
Could he leave everything and begin a new life? He thought. (O. A. 58 words)
When Johnny came home could only thought one thing: “I need a drink for
start to work”, but suddenly the phone rang, it was Antonio, his manager, who also live
in Granada near the beautiful Alhambra. He had a great news for Johnny, his single “I
17
got a white sheep” became Spain Number One in January and it was a success. (A.M.
61 words).
Johnny was excited his first single in Spain was number one. He couldn’t
believe it but this wasn’t all, the company organized a party in a famous Disco in
Granada to celebrate the number one. ‘Tonight we will be surrounded by celebrities’
said Antonio. (C.L. 44 words).
After this great new Johnny thought: “I need two drinks, one for the new and
another to start working”. He wanted to write a special song for Greenpeace, another
number one, but this time in a world. But he cannot concentrate, he thought: “This
night I’ll meet Penelope Cruz, I’m sure”. (L.R. 52 words).
Then Johnny decided to go out, he wanted to buy new clothes for the party. He
took the car and he went to Granada alone. There, when he was inside the shop, he saw
that some men stole the cash register, then he shouted them. (M.G., 46 words).
Near there were two policemen. They heard a man shout.
•
stop thieves, stop thieves!
•
Everybody on the floor! Shouted the policemen The thieves started to run but
Johnny ran faster and caught them. One policeman said: Thank you for your help, Sir.
The other police asked to Johnny: Well done, Sir. It’s exciting to catch criminals? and
Johnny answer : Exciting? No! It’s very frightening.
But everything is OK now said the policeman. (A.S., 60 words) (‘DIALOGUES WITH
INVERTED COMMAS’, NOT HYPHENS)
After of that, he came back to the shop to buy some clothes, in the end he
finished buying a pair of trousers and a shirt, because today he go to a great and special
night for Johnny. Then he went back to home, and during the way he couldn’t stop of
think in what he could say to Penelope Cruz that night. (N.F., 61 words).
At 11:00 o’clock Johnny arrived at the party at Pachanguita Disco Bar. The
weather was sultry, but he wore his new clothes with his sexy style. When he came into
the discotheque Antonio saw and approached him. Then he said to Johnny:
-
Johnny I need to say you two things. Rodolfo Chikilicuatre will give you the
first Golden Disc for your single this night!
Johnny was happy for that news until Antonio said:
But Penelope isn’t here.
At the same moment Johnny took his CD single “I got a white sheep” and struck
Antonio until he died.
Johnny was outlaw. (C.B., 85 words) (‘DIALOGUES WITH INVERTED
COMMAS’, NOT HYPHENS)
18
People started to run and Johnny broke all: chairs, tables and postings sings. He
was mad and Antonio was lying on the floor. Suddenly, Antonio shouted: “Stop! This is
a part of videoclip for single. I’m sorry!” Johnny also shouted: “It was all a joke. I’m
really sorry!” The party continued and after five minutes Penelope arrived. (A.B., 59
words).
Penelope was wearing a white dress of Armani and silver shoes. “She is
beautiful!” athaugt Johnny for himself. “Oh my God, I think I am in love!” He shouted.
Then, Penelope approached to Johnny and said: “Hello darling! I am your biggest fan!
Can someone take us a picture, please?” (SL, 50 words).
All of a sudden a man turned around and said that he would do that picture. This
man had something especial, his face was familiar to Johnny. A flash came to his mind:
in front of him there was his favourite director, Pedro Almodovar. Johnny thougt it was
the best night of his life. (JP, 55 words)
Pedro was his biggest fan, too. He explained to Johnny that he was preparing a
new film. “Do you want to be the main actor?” Johnny couldn’t believe it! But he has a
dude: His great dream was keeper of sheep. He didn’t know what to do. He wanted a
calm live but he had the oportunity to work with Pedro Almodovar. He needed a drink!
(M.S., 65 words).
Well! Rocco invited together to drink a few beers to celebrate the new news.
Everything seemed a dream. Johnny just could not believe I could make a film with
Pedro Almodóvar, and meet Penelope Cruz, and much more. The next day Johnny went
to the mountain to be with the sheep and think about everything that had happened.
When suddenly... (M.P., 57 words).
The noise of glass, when it banged the floor, woke up Jonny. The drink, what
Jonny needed after running, finished on the floor. All has been a dream. His papers
were soaking in whisky and the new lyrics were drowning in alcohol. Jonny thinks he
should concentrate on the lyrics of his new success. No doubt, the inspiration had come,
his new song will speak of the keeper of sheep, who was seduced by the glamour. (AC,
76 words).
After the heavy dream, Johnny thought of cleaning his mind. Johnny put an
swimsuit and he swim for half hour in your swimming pool. Johnny went out of
swimming pool and he went to the gym for falf hour more. After to much exercise,
Johnny decides to return to his table of work, for continue with his inspiration. (S.G,
58 words.)
Suddenly the phone rang...
"Hello", ansewered Jhonny, "Hello" ansewered again after some seconds a voice told
"Hello Johnny, I'm Lola Do you remember me? told Lola.
My God, there is Lola, of course how can I would forget Lola, my sweet Lola. I met
Lola the first time by chance in a meeting of Greenpeace. We had a passional
19
relationship toguether. Lola is the most important hacker in Spain but nobody know
this fact.
"Johnny is important than we'll meet than early possible, we are in dangerous", told
Lola.
"What do you say, Lola" "What's the matter", told Johnny. (A.R., 99 words)
FINAL STAGE Writing different endings and voting which one is the best
20
21
THE ACTIVITY IS FINISHED  Teacher publishes in Moodle students’ ID numbers with the results obtained. Example:
EVALUATION
Coherent narration: the text
as a unity
Student's ID
1911
1890
1901
2245
2450
2258
2472
1891
2002
636
1493
1983
2474
1684
2023
1490
1940
1915
2436
ETC.
10
POINTS:
Follows
the plot
and it's
original
10
10
10
10
0
10
10
10
10
8
POINTS:
Follows
the plot
but lacks
originality
4
POINTS:
Does not
follow the
plot
Grammar
3 POINTS:
Appropriate
structures,
easy to
understand
Vocabulary
2 POINTS: 1 POINTS:
Minor errors Many errors, not
don't
understandable
obscure
meaning
2
2
0
0
3
3
0
0
2
2
2
2
0
3
POINTS:
Sufficient
words to
convey
the
message
3
3
3
3
0
0
2
POINTS:
Limited
use of
words or
phrases
Vote
1 POINTS:
Inappropriate
use of words
4
POINTS:
vote
4
4
4
0
0
1
4
2
3
4
4
2
10
2
3
4
10
0
0
10
10
10
2
0
0
2
2
2
3
0
0
3
3
3
4
0
0
0
0
0
0
0
0
BIG TOTAL CLASS E215
0
0
0
0
4
4
4
Max.
score 20
points->
20%
19
19
16
20
0
17
14
19
18
NRCE
NRCE
19
NRCE
19
0
0
19
19
19
408
22
FINAL VERSION  This is the full corrected text written by EOI second level
students of English. Once the activity is over, we’ll read the story in class time (one
paragraph each student) and we’ll evaluate our participation in the activity. Example:
A FAMOUS PERSON'S ROUTINE
FIRST CHAPTER: Corrected
Johnny Rocco is a famous singer. He's from New York, but he lives in the Alpujarras, in
Granada, a typical Andalusian town with very white houses which are built on the
hillside of the mountain. Every day, Johnny wakes up at eight o'clock. He has a shower.
Then he has breakfast; he eats toast and coffee. (IH, 56 words).
When Johnny finishes his breakfast, he dresses with sport clothes and goes out to the
forest, which is near to his home to run. Johnny does this to relax in order to record his
next album. This album is very important for him because he wants to donate the
benefits to Greenpeace. (RJ, 52 words).
While he’s running Johnny remembers why he has gone to live in the Alpujarras. His
life in New York was too stressful and he had always dreamed to go to Spain. He’s a
famous singer but his authentic vocation has always been to become keeper of sheep.
Could he leave everything and begin a new life? He thought. (OA, 58 words).
When Johnny came home could only think about one thing: "I need a drink to start to
work", but suddenly the phone rang, it was Antonio, his manager, who also lived in
Granada near the beautiful Alhambra. He had great news for Johnny, his single "I got a
white sheep" became Spain Number One in January and it was a success. (AM, 61
words).
Johnny was excited about his first single in Spain was number one. He couldn’t believe
it but this wasn’t all, the company organized a party in a famous disco in Granada to
celebrate the number one. ‘Tonight we will be surrounded by celebrities’ said Antonio.
(CL, 44 words).
After this great news Johnny thought: "I need two drinks, one for the news and another
to start working". He wanted to write a special song for Greenpeace, another number
one, but this time recognized worldwide. But he couldn’t concentrate, he thought: "This
night I'll meet Penelope Cruz, I'm sure". (LR, 52 words).
Then Johnny decided to go out; he wanted to buy new clothes for the party. He took the
car and he went to Granada alone. There, when he was inside the shop, he saw that
some men stole the cash register and then he shouted at them. (MG, 48 words).
Near there were two policemen. They heard a man shout.
“Stop thieves, stop thieves!
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Everybody on the floor!” Shouted the policemen
The thieves started to run but Johnny ran faster and caught them.
One policeman said: “Thank you for your help, Sir.”
The other police asked Johnny: “Well done, Sir. Is it exciting to catch criminals?” and
Johnny answered: “Exciting? No! It's frightening”.
But everything is OK now said the policeman. (AS, 60 words).
After that, he came back to the shop to buy some clothes, in the end he finished buying
a pair of trousers and a shirt, because today he would go to great and special night for
Johnny. Then he went back home, and during the way he couldn’t stop thinking of what
he could say to Penelope Cruz that night. (NF, 61 words).
At 11:00 o’clock Johnny arrived at the party at Pachanguita Disco Bar. The weather was
sultry, but he wore his new clothes with his sexy style. When Johnny came into the
discotheque, Antonio saw him and approached to him. Then he said to Johnny:
"Johnny I need to say you two things. Rodolfo Chikilicuatre will give you the first
Golden Disc for your single this night!"
Johnny was happy for that news until Antonio said:
"But Penelope isn’t here."
At the same moment Johnny took his CD single "I got a white sheep" and struck
Antonio until he died. Johnny was outlaw. (CB, 85 words).
People started to run and Johnny broke all: chairs, tables and postings sings. He was
mad and Antonio was lying on the floor. Suddenly, Antonio shouted: "Stop! This is a
part of a videoclip for the single. I'm sorry!" Johnny also shouted: "It was all a joke. I'm
really sorry!" The party continued and after five minutes Penelope arrived. (AB, 59
words).
Penelope was wearing a white dress of Armani and silver shoes. "She is beautiful!"
thought Johnny for himself. "Oh, my God, I think I am in love!" He shouted. Then,
Penelope approached to Johnny and said: "Hello darling! I am your biggest fan! Can
someone take us a picture, please?" (SL, 50 words).
All of a sudden a man turned around and said that he would take that picture. This man
had something special; his face was familiar to Johnny. A flash came to his mind: in
front of him there was his favourite director, Pedro Almodovar. Johnny thought it was
the best night of his life. (JP, 55 words).
Pedro was his biggest fan, too. He explained to Johnny that he was preparing a new
film. "Do you want to be the main actor?" Johnny couldn't believe it! But he had a
doubt: His great dream was keeper of sheep. He didn't know what to do. He wanted a
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calm live but he had the opportunity to work with Pedro Almodovar. He needed a drink!
(MS, 65 words).
Well! Rocco invited Pedro and everybody in the party to drink a few beers to celebrate
the news. Everything seemed a dream. Johnny just could not believe he could make a
film with Pedro Almodóvar, and meet Penelope Cruz, and much more. The next day
Johnny went to the mountains to be with the sheep and think about everything that had
happened. When suddenly... (MP, 57 words).
The noise of glass, when it banged the floor, woke up Johnny. The drink, which Johnny
needed after running, finished on the floor. All had been a dream. His papers were
soaking in whisky and the new lyrics were drowning in alcohol. Johnny thought that he
should concentrate on the lyrics of his new success. No doubt, the inspiration had come;
his new song would speak of the keeper of sheep, who was seduced by the glamour.
(AC, 76 words).
After the heavy dream, Johnny thought of cleaning his mind. Johnny put a swimsuit and
he swam for half hour in his swimming pool. Johnny went out of the swimming pool
and he went to the gym for half hour more. After so much exercise, Johnny decided to
return to his table of work, to continue with his inspiration. (SG, 59 words.)
Suddenly the phone rang...
“Hello”, answered Johnny, “Hello” answered again, and after some seconds a voice
said: “Hello Johnny, I’m Lola ... Do you remember me?” said Lola.
My God, it’s Lola, of course, how I could forget her, my sweet Lola. I met Lola the first
time by chance in a meeting of Greenpeace. We had a passionate relationship. Lola is
the most important hacker in Spain but nobody knows this fact.
“Johnny is important that we meet as soon as possible; we are in danger”, said Lola.
“What do you say, Lola?” “What's the matter?” said Johnny. (AR, 99 words)
ENDING 1: Corrected
“I can't speak know, I'm going to explain to you everything tomorrow. I'll see you at
“Pachanguita” club at 10 p.m. Is it possible?”
“Yes, I agree” said Johnny.
Next day, Johnny arrives on time, there’s nobody outside. When he enters, light goes
off... All is dark and quiet.
BANG BANG! Johnny, frightened, falls down on the floor, they seem shots! Two
seconds later, light comes back. Johnny can see Lola and all his friends. Everybody
claps him.
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There’s a Penélope Cruz picture on the wall. She has his record "I got a white sheep" in
her hands. She’s going to promote his record in America.
Sheep will have to wait a little more… (JJ, 117 words)
ENDING 2: Corrected
“Johnny! Johnny! Listen to me, Johnny!”
Johnny was quiet. Johnny didn’t answer her. It happened the same again!
Lola, his doctor, thought that she had to change the pills and the treatment to her patient
because he was having a new paranoia.
Johnny was in a luxurious residence with some famous people like him. He had been
there since that terrible night when he abused of the drugs and the alcohol. Maybe his
dream (become to be a keeper of sheep) would have helped him to join the reality...
(FG, 89 words)
ENDING 3: Corrected
“I have received a letter with threats” said Lola
“When did you receive this letter? Do you know who wrote it? Did you phone the
police?” said Johnny very nervous.
“I received it last Friday….”A strong blow was listened… “Johnny help me, help
me…” said Lola.
“Lola, Lola what’s the matter?” said Johnny
Suddenly a man's voice: “If you want to return to see Lola again, don’t call the police.
We will contact with you”.
“Don’t hang, please” said Johnny
“bip-bip-bip-bip” The man hung the phone.
Johnny was very worried by his love Lola. He received a mobile’s message:
‘On Sunday at 10:30 pm in Sierra Nevada. You have to bring 100 millions of Euros’
Johnny thought how to get this money in only three days. He sold his house and all the
Golden Discs; he sold everything and he obtained all the money. He was thinking about
her all the time.
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“It’s 10:30 pm and nobody appears” Johnny thought.
Suddenly the phone rang:
“Leave the money on the floor and go back to your house" said a man.
Johnny left the money and he went back to his house thinking that everything had ended
and nevermore he would see Lola.
When he arrived to his house he met Lola tied to the bed. He released her and they
embraced, everything had finished.
Three years later Lola and Johnny live in a mess in California and they have a daughter.
He is a keeper of sheep... sheep in California, a dream come true. (FS 250 words)
ENDING 4: Corrected
'' I would prefer not to tell you by telephone. Can we meet tomorrow?”, said Lola.
“`Of course, we are in the Alhambra in the courtyard of the lions at 12:00 am.”´, said
Johnny
“I agree”', said Lola.
The next morning, Johnny was awakened anguished thinking about Lola. After the
breakfast Johnny caught the car and went to the Alhambra.
When Johnny arrived at the Alhambra he saw the silhouette of an unknown woman.
Johnny approached the woman... And what was his surprise? It was Penélope Cruz.
Johnny was surprised because she was the best friend of Lola.
``I want to give you an explanation. Lola has not a problem. Lola cheated you because I
wanted to see but did not know how. Since I met you at the party wanted to see you
again´´, said Lola.
Johnny could not believe it had to face the woman of his dreams and she was interested
in him... (ID, 167 words)
TOTAL WORDS: 1,837 (17.03.09)
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4. Conclusions
Once the virtual activity is over, we would like to put forward some
thoughts regarding the positive and negative aspects of collaborative writing
using Wikis.
In our humble opinion, the main advantages of Wikis are that:
 They facilitate a group working atmosphere, and they strengthen the idea
of group/class as a global unit.
 They provide students with autonomy because, even though they have to
follow a scheduled calendar, they log on the Wiki to make their
contribution when they want/can.
 Feedback can be given very easily, that is, it is possible to help and
guide students the moment they do the tasks, since they can access
previous drafts of their work (the different versions of the Wiki).
Therefore, Wiki activities enable to evaluate and to accompany students
throughout the process, and not only at the end, in a very easy manner.
 Students get more personalized attention, since wikis allow teachers to
devise activities which are more adapted to students’ different paces and
needs.
 For a large number of students, the fact of working in virtual
environments is a motivating tool.
The main disadvantages are:
 Teachers must devote extra time to prepare the activity. Teachers tasks
multiply: the evaluation done throughout the activity, the design of the
activity and its preparation entail time and effort.
 The importance given to instructions when we are carrying out virtual
activities is paramount. The wiki activity we have presented has
demanded more preparation and definition than face to face activities. All
things considered, teachers have to plan more carefully what they
present and what they want to achieve.
 How can we engage all students? How can we evaluate an activity that
some people might not be able to do because they lack computers or the
knowledge to use them?
Leaving aside the negative aspects that we have just mentioned, we are
fully satisfied with the results obtained. Participation was high. Moreover,
students have felt responsible and involved in the activity. They were fully
aware that this was a collaborative task, and that the result affected everyone.
For us, as teachers, it was very pleasing to present students with a
working scenario which is different from a face to face scenario, and even
though we have devoted time to designing the activity, deep inside we know
that we will be able to use it again. In other words, virtual environments allow
teachers to reuse and share activities and resources in a very easy manner: we
do a backup of the Moodle course and we can restore it by changing the former
students for the new students. This is a strong point which can easily help
overcome the extra work that virtual or semivirtual environments entail.
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As language teachers, we think that a great change has taken place from
the traditional “magistral” class to class activities nowadays. Today, students
are the centre of the teaching and learning process, and teachers’ role is more
that of moderator, tutor, but surely more changes will be needed to achieve
educational excellence. We think so anyway!
BIODATA
HIGUERAS, I. has been an English teacher at the EOI El Prat since 2008. She has also
worked in the business fields for several years.
LÓPEZ, A. has been a teacher at the EOI El Prat since 2007. She has also taught
Secondary School and Batxillerat for several years.
MILIAN, S. She works currently an English teacher at the EOI el Prat de Llobregat,
Sílvia Milian has also taught Spanish at the University of South Carolina and English at
the \"Escola Cooperativa El Puig2, Esparreguera. She has also worked as a reviewer of
English textbooks for Secondary School. She is interested in ICT applied to FLT
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