## 4 Discussion
The end products were also quite different, although neither were tightly prescribed. For PCRM, students had to produce a written report constructed using the functionality of the wiki. For AFR they needed to debate, organise and prepare for a 30 minute group presentation during a regular weekly online meeting, and use the collaboratively constructed knowledge as the basis for their final individual decision, contributed privately on their LRB. Another point of variation in design was the approach to initial support and guidance for students about how to use wikis. This was set up in two ways in PCRM in Week 5 at the outset of the scenario-based learning exercise, by the provision of the Chaucer Bay Council wiki, which was used throughout the learning scenario to give student structure and guidance, and a discrete free for all or sandpit wiki for students to experiment with around an exemplar page: \"At first I found this exercise difficult and frustrating as I had trouble using the Chaucer Bay wiki, however after running through the web pages a few times it became more clearer\". In AFR, students started using wikis in Week 1, and continued to do so across the semester, with the content being developed and drawn on for weekly online class meetings. The use was thus much more dynamic and integrated into unit activity and tasks. The success of this early engagement in AFR is captured in this Learning Reflection Blog (LRB) contribution during Week 1:  
\"The introductory activities gave me an insight as to what the unit would entail. It made us communicate and socialise in a sense with the other students enrolled in the unit. This made the unit seem and feel more personalised as being 'online' made it seem it would be an impersonal experience. However, this was not the case and it was interesting to see what background everyone in the course had. They also had us using the internet to research early on and of course getting to know what a wiki was and how to use one.\"  
The different ways that the activity of each group in each unit is reported also speaks to design issues. In PCRM, the site statistics feature of the Learning Management System (LMS) was used to show activity within and across wiki groups. This shows access to various areas of LMS where wiki activity occurred, but little about the development of the content itself. In contrast, the AFR activity is reported from the Assessing Wiki feature of the LMS, and shows proportional indicators of content development (lines and pages created, modified and saved as well as the number of days wiki activity took place). Ideally, both sources would have been captured for both units; this is a lesson we take from the analysis presented here. What the collection of activity statistics from both units highlighted was the need to recognise that group activity involves more than just the wiki if it is to be evaluated in a meaningful way. The numbers alone tell such a small part of the process and outcome of the tasks. For PCRM contributions using the File Exchange and discussion board features provided a clearer picture of individual involvement in the group activity. In the more emergent AFR case, discussion forum posts were most prevalent during initial and preparatory stages. The use of breakout rooms in weekly online meetings and self-organised online meetings provided further practice and familiarisation with technologies also used for their group presentation. The supplementary value of regular blog contributions has already been mentioned. Both cases, more or less structured, point to the importance of recognising the range of activity and interaction that occurs off-wiki. The wiki really is the repository of evidence for what was organised and created elsewhere in a variety of ways. One other important difference is the integrated role of the weekly online meetings in AFR as another opportunity for reflection and debate of alternative perspectives across the period of the case. This was important in two ways.