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Education is included as keyword or extra keyword in 0 datasets, 0 tools and 8 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|The victorian web and the victorian course wiki: comparing the educational effectiveness of identical assignments in web 1.0 and web 2.0||George P. Landow||HT||English||2011||0||0|
|Time to underpin Wikipedia wisdom||Alex Bateman
Darren W. Logan
|Nature||English||9 December 2010||0||1|
|Scaffolding critical thinking in Wikibook creation as a learning task||Nari Kim||English||2009||The purpose of this study was to investigate how to use wikibooks, which emerged through informal learning contexts of Web 2.0 technologies, as a scaffolding tool to improve critical thinking skills in formal learning contexts. Two research questions examined the degrees of participation and critical thinking in wikibook creation under instructional guidance. This study was executed as a mixed-method study incorporating multiple-case study and computer-mediated discourse analysis. Two cases of creating a wikibook as part of a scaffolded learning task were selected: (a) POLT, an enhanced scaffolding wikibook project, and (b) WELT, a minimal scaffolding wikibook project. Results showed that the use of enhanced scaffolds to promote critical thinking were an important factor in wikibook creation. In terms of online participation, the enhanced scaffolding POLT case displayed more expert-like writing patterns, which reduced time and effort related to technical difficulties of wikibooks. The minimal scaffolding WELT case showed novice-like writing patterns, indicating a need for more trial and error on the part of the students when figuring out how to create a wikibook. In addition, the enhanced scaffolding case presented higher levels of critical thinking skills regarding the ratios of the analysis units. More interactions with the instructor in the POLT may have enriched the reflections of individuals, particularly novices in academic writing, as well as helped them adopt new ways of thinking after receiving the instructor's scaffolding and perspective as a mentor. Interestingly, however, more active peer editing (an optional task of the course) was observed in the minimal scaffolding WELT case. During participant interviews, it was revealed that the quantity and quality of peer wikibook chapter editing behaviors, after removing the scaffoldings, were related to several other factors, including (a) motivation for taking the course, (b) understanding the culture of wiki-based communities, and (c) prior knowledge about and experience with the topics of the chapters as well as general academic knowledge.||12||0|
|Wikibooks in higher education: Empowerment through online distributed collaboration||Gilad Ravid
Yoram M. Kalman
|Computers in Human Behavior||English||September 2008||In this case study, wiki technology was applied to the development of an introductory academic textbook on information systems. While the development, production and distribution of traditional textbooks are influenced by commercial interests, the wikitextbook was developed collaboratively by faculty and by students, and was made available online free of charge. After about two years of activity, the wikitextbook accumulated 564 sub-chapters, co-authored by undergraduate and graduate students in more than 20 classes offered by seven academic departments across three Israeli universities. We discuss the potential of wikitextbooks as vehicles of empowerment to students, teachers, and the discipline. This type of collaborative online technology intimates an influence on the status-quo in academic education in favor of less empowered stakeholders. However, caution is advised in drawing premature conclusions from results reported here. The implementation of wikitextbook should be augmented by a careful study of cultural, societal, behavioral and pedagogic variables.||0||2|
|Leer y escribir en la web social: uso de blogs, wikis y multimedia compartida en educación||Cristian Cabezas Mardones||Serie Bibliotecología y Gestión de Información||Spanish||March 2008||Brief literature review about the interconnection of social web/ web 2.0, education and library. Its focus is the development of reading, writing and multimedia creation skills. As a conclusion a set of good practices is identified to help the adoption of social software in an educational environment.||2||0|
|The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan||Yu-ching Chen||English||2008||Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis.
Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis.From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.
|Constructing text: Wiki as a toolkit for (collaborative?) learning||Andrea Forte
|WikiSym||English||2007||Writing a book from which others can learn is itself a powerful learning experience. Based on this proposition, we have launched Science Online, a wiki to support learning in high school science classrooms through the collaborative production of an online science resource. Our approach to designing educational uses of technology is based on an approach to education called constructionism, which advocates learning by working on personally meaningful projects. Our research examines the ways that constructionism connects to collective models of knowledge production and learning such as Knowledge Building. In this paper, we explore ways that collaboration using wiki tools fits into the constructionist approach, we examine learning goals for youth growing up in a read-write culture, and we discuss preliminary findings in an ongoing year-long study of Science Online in the classroom. Despite the radically open collaboration afforded by wiki, we observe that many factors conspired to stymie collaborative writing on the site. We expected to find cultural barriers to wiki adoption in schools. Unexpectedly, we are also finding that the design of the wiki tool itself contributed barriers to collaborative writing in the classroom.||0||2|
|Wikis - A Rapidly Growing Phenomenon in the German-Speaking School Community||Beat Doebeli Honegger||WikiSym||English||2005||In the first part we describe the dissemination of wikis in the German-speaking school community with a special focus on Switzerland, the most active German-speaking country using wikis in schools. In the second part we examine what foundations have to be laid for a further propagation of wikis in the German-speaking school community as an example of a non English-speaking community.||3||0|