1) Learning to use the wiki myself. Before I can effectivly teach students to use wiki’s, I must be able to use them easily myself. It took a long time to learn how to use a wiki properly and I am still learning. This does inhibit my ability to use wikis to their full potential.
2) Others being able to edit my work. When I allowed others to change my wiki, it became very frustrating. It takes alot of co-ordination to make sure that people know which pages they are supposed to be editing and details such as that. I had to learn that just because somone changed my work ,did not mean that they were criticising it, only trying to improve it with their input.
3) Links and widgets. One of the most frustrating things about the wiki was getting the technology to work. Often links would not connect properly for some reason or the widgits, such as videos, would not appear where i wanted them to. Once I had a handle on how to embed them properly, it became much easier, but making sure the links etc stayed working was very frustrating. This is often the problem when working with web 2.0, that the internet is unpredictable. For instance, sites can change constantly or sites become inaccesible for some reason.
4) Keeping a balance between Web 2.0 and information. I tried to incorporate as much web 2.0 tools as possible, but found I had to try and make sure I kept a balance between these tools, such as links and IM boxes, as well as information provided to the students. I needed to make sure that they understood what I wanted and the information they would need before they got distracted by the videos and links. The quality and quantity of the information provided is still important.
5) Making sure the links were logical and sequential. When I asked friends to look at my wiki and make sure it made sense, many got lost with the amount of links I had and which section they should be looking in. As a result I tried to cut down on anything that wasn’t neccessary, as student’s would most likely find too many links or pages confusing.
