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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Competencias informacionales básicas y uso de Wikipedia en entornos educativos||Jesús Tramullas||Gestión de la Innovación en Educación Superior/Journal of Innovation Management in Higher Education||Spanish||2016||This paper reviews the relationship of Wikipedia with educational processes, thereby adopting an approach based on the approximation that offers information literacy approach. To this end it is necessary to: a) review the common criticism of Wikipedia; b) review the basic concepts of information literacy; c) propose a generic integration framework of Wikipedia in teaching and learning. To do this, aims to establish a blueprint for the design, implementation and development of processes and actions of information literacy, integrated into the core educational process, using Wikipedia. Finally, suggests the use of information literacy as a continuous element within the overall process of teaching and learning.||0||0|
|Academic opinions of Wikipedia and open access publishing||Xiao L.
|Online Information Review||English||2014||Purpose - The purpose of this paper is to examine academics' awareness of and attitudes towards Wikipedia and Open Access journals for academic publishing to better understand the perceived benefits and challenges of these models. Design/methodology/approach - Bases for analysis include comparison of the models, enumeration of their advantages and disadvantages, and investigation of Wikipedia's web structure in terms of potential for academic publishing. A web survey was administered via department-based invitations and listservs. Findings - The survey results show that: Wikipedia has perceived advantages and challenges in comparison to the Open Access model; the academic researchers' increased familiarity is associated with increased comfort with these models; and the academic researchers' attitudes towards these models are associated with their familiarity, academic environment, and professional status. Research limitations/implications - The major limitation of the study is sample size. The result of a power analysis with GPower shows that authors could only detect big effects in this study at statistical power 0.95. The authors call for larger sample studies that look further into this topic. Originality/value - This study contributes to the increasing interest in adjusting methods of creating and disseminating academic knowledge by providing empirical evidence of the academics' experiences and attitudes towards the Open Access and Wikipedia publishing models. This paper provides a resource for researchers interested in scholarly communication and academic publishing, for research librarians, and for the academic community in general. Copyright © 2014 Emerald Group Publishing Limited. All rights reserved.||0||0|
|Designing a trust evaluation model for open-knowledge communities||Yang X.
|British Journal of Educational Technology||English||2014||The openness of open-knowledge communities (OKCs) leads to concerns about the knowledge quality and reliability of such communities. This confidence crisis has become a major factor limiting the healthy development of OKCs. Earlier studies on trust evaluation for Wikipedia considered disadvantages such as inadequate influencing factors and separated the treatment of trustworthiness for users and resources. A new trust evaluation model for OKCs - the two-way interactive feedback model - is developed in this study. The model has two core components: resource trustworthiness (RT) and user trustworthiness (UT). The model is based on more interaction data, considers the interrelation between RT and UT, and better represents the features of interpersonal trust in reality. Experimental simulation and trial operation for the Learning Cell System, a novel open-knowledge community developed for ubiquitous learning, show that the model accurately evaluates RT and UT in this example OKC environment.||0||0|
|VidWiki: Enabling the crowd to improve the legibility of online educational videos||Cross A.
|English||2014||Videos are becoming an increasingly popular medium for communicating information, especially for online education. Recent efforts by organizations like Coursera, edX, Udacity and Khan Academy have produced thousands of educational videos with hundreds of millions of views in their attempt to make high quality teaching available to the masses. As a medium, videos are time-consuming to produce and cannot be easily modified after release. As a result, errors or problems with legibility are common. While text-based information platforms like Wikipedia have benefitted enormously from crowdsourced contributions for the creation and improvement of content, the various limitations of video hinder the collaborative editing and improvement of educational videos. To address this issue, we present VidWiki, an online platform that enables students to iteratively improve the presentation quality and content of educational videos. Through the platform, users can improve the legibility of handwriting, correct errors, or translate text in videos by overlaying typeset content such as text, shapes, equations, or images. We conducted a small user study in which 13 novice users annotated and revised Khan Academy videos. Our results suggest that with only a small investment of time on the part of viewers, it may be possible to make meaningful improvements in online educational videos. Copyright||0||0|
|A comparative study of academic and wikipedia ranking||Shuai X.
|Proceedings of the ACM/IEEE Joint Conference on Digital Libraries||English||2013||In addition to its broad popularity Wikipedia is also widely used for scholarly purposes. Many Wikipedia pages pertain to academic papers, scholars and topics providing a rich ecology for scholarly uses. Scholarly references and mentions on Wikipedia may thus shape the \societal impact" of a certain scholarly communication item, but it is not clear whether they shape actual \academic impact". In this paper we compare the impact of papers, scholars, and topics according to two different measures, namely scholarly citations and Wikipedia mentions. Our results show that academic and Wikipedia impact are positively correlated. Papers, authors, and topics that are mentioned on Wikipedia have higher academic impact than those are not mentioned. Our findings validate the hypothesis that Wikipedia can help assess the impact of scholarly publications and underpin relevance indicators for scholarly retrieval or recommendation systems. Copyright © 2013 by the Association for Computing Machinery, Inc. (ACM).||0||0|
|A triangulated investigation of using wiki for project-based learning in different undergraduate disciplines||Chu E.H.Y.
|Proceedings of the 9th International Symposium on Open Collaboration, WikiSym + OpenSym 2013||English||2013||This study investigates the use of wiki to support project-based learning (PBL) in 3 undergraduate courses of different disciplines: English Language Studies, Information Management, and Mechanical Engineering. This study takes a methodological triangulation approach that employs the use of questionnaires, interviews, and wiki activity logs. The level of activities and the types of core actions captured on wiki varied among the three groups of students. Students generally rated positively on the use of wiki to support PBL, while significant differences were found on 9 items (especially in the "Motivation" and "Knowledge Management" dimensions of the questionnaire) among students in the three different disciplines. Interviews revealed that these differences may be attributable to the variations in the natures and scopes of the PBL, as well as in the different emphases that students placed on the work presented on the wiki. This study may provide directions on the use of wiki in PBL in undergraduate courses. Categories and Subject Descriptors K.3.1 [Computers and Education]: Computer Uses in Education - collaborative learning. General Terms Experimentation, Human Factors. Copyright 2010 ACM.||0||0|
|Blogs, wikis and social networking sites: A cross institutional survey amongst Greek students||Ponis S.T.
|Int. J. Web Based Communities||English||2013||In this paper, we attempt to explore the penetration of Web 2.0 technologies amongst Greek students, determine their level of usage and explore the students' opinions and perceptions regarding their usefulness for learning and educational purposes. In that context, we present the initial results of a survey-based cross-institutional study, conducted between September 15 and October 30, 2010, on a sample of five hundred undergraduate students from the two oldest university establishments in Greece. Our survey results reveal that social networking sites despite being by far, the most popular Web 2.0 service amongst Greek students, present the lowest perceived value in regards of the service's usefulness for educational and studying support purposes. On the other hand, blogs and wikis, which are considered educationally more useful by students, present low percentages of systematic use and content contribution and even lower percentages of ownership. Following the initial descriptive analysis of our cross institutional survey data presented in this paper, we are in the process of conducting a series of statistical tests for identifying significant correlations between variables and testing a set of prescribed research hypotheses. Copyright||0||0|
|Capturing intra-operative safety information using surgical wikis||Edwards M.
|Informatics for Health and Social Care||English||2013||Background Expert surgeons use a mass of intra-operative information, as well as pre-and post-operative information to complete operations safely. Trainees acquired this intra-operative knowledge at the operating table, now largely diminished by the working time directive. Wikis offer unexplored approaches to capturing and disseminating expert knowledge to further promote safer surgery for the trainee.Methods Grafting an abdominal aortic aneurysm represents a potentially high-risk operation demanding extreme safety measures. Operative details, presented on a surgical wiki in the form of a script and content analysed to classify types of safety information.Results The intra-operative part of the script contained 2,743 items of essential surgical information, comprising 21 sections, 405 steps and 2,317 items of back-up information; 155 (5.7%) of them were also specific intra-operative safety checks. Best case scenarios consisted of 1,077 items of intra-operative information, 69 of which were safety checks. Worse case and rare scenarios required a further 1,666 items of information, including 86 safety checks.Conclusions Wikis are relevant to surgical practice specifically as a platform for knowledge sharing and optimising the available operating time of trainees, as a very large amount of minutely detailed information essential for a safe major operation can be captured.||0||0|
|Experiences of Wiki topic teaching in postgraduate orthodontics: What do the learners think?||Ireland A.J.
|European Journal of Dental Education||English||2013||Introduction: Traditionally, the academic content of many 3-year full-time postgraduate courses in orthodontics in the UK has been delivered using tutorial and lecture-based teaching. This is often teacher lead rather than learner centred. Even with the advent of teaching modules on the national virtual learning environment, although well liked by students, is still often teacher lead. An alternative on-line approach to learner-centred teaching is to use Wikis. Materials and methods: Nine postgraduate students in the first term of their full-time 3-year specialist training programme at Bristol Dental School were divided into three groups and wrote a Wiki on three interrelated topics. This process was repeated in the second term using three different, but still interrelated topics. Following each, they were asked to give detailed feedback on their Wiki topic teaching. Results and discussion: The results showed that students felt writing the Wikis was useful for team work, provided a more learner-centred approach, created a body of work in a live format that would be useful for revision and was a welcome variation on traditional teaching methods. The biggest problem encountered was the IT platform used to create the Wikis. The students also felt the Wikis should be assessed as a piece of group work rather than as separate individuals. Conclusions: Wiki topic teaching is a useful tool in the teaching of postgraduate orthodontics providing variation and a more learner-centred approach. Further exploration of the available IT platforms is required.||0||0|
|Extending inter-professional learning through the use of a multi-disciplinary Wiki||Stephens M.
|Nurse Education in Practice||English||2013||This paper reports our experiences of a student learning activity which employed a Wiki for student radiographers and nurses to build on an inter-professional learning event. The aim of the Wiki was to facilitate inter-professional learning for students who, having met face-to-face once for a classroom based activity, would not be timetabled to meet again. It was designed to allow students from differing disciplines to: construct knowledge together, learn from and about one another, and collaboratively produce a textual learning resource.150 nursing and radiography undergraduates were provided with a PBL trigger related to the acute presentation of stroke. The students met once (5 mixed-discipline groups) to discuss the role of the professions and the outcomes for the trigger scenario. Further learning was enabled through the provision of a Wiki for each group. At week 4, all Wikis were made visible for group peer assessment. Wiki editing skills were provided by student 'Wiki champions', who cascaded training to their peers. We report and reflect on the students' evaluations of both the Wiki as process and outcome and discuss the value of Wikis for inter-professional learning. Findings show that, in addition to being an enjoyable and flexible learning experience, the Wiki satisfied its intended aims. There was a variation in the level and quality of student participation the causes of which are discussed. Ground rules for effective Wiki use are proposed.||0||0|
|Finding relevant missing references in learning courses||Siehndel P.
|WWW 2013 Companion - Proceedings of the 22nd International Conference on World Wide Web||English||2013||Reference sites play an increasingly important role in learning processes. Teachers use these sites in order to identify topics that should be covered by a course or a lecture. Learners visit online encyclopedias and dictionaries to find alternative explanations of concepts, to learn more about a topic, or to better understand the context of a concept. Ideally, a course or lecture should cover all key concepts of the topic that it encompasses, but often time constraints prevent complete coverage. In this paper, we propose an approach to identify missing references and key concepts in a corpus of educational lectures. For this purpose, we link concepts in educational material to the organizational and linking structure ofWikipedia. Identifying missing resources enables learners to improve their understanding of a topic, and allows teachers to investigate whether their learning material covers all necessary concepts.||0||0|
|Is Wikipedia a Relevant Model for E-Learning?||Pierre-Carl Langlais||English||2013||This article gives a global appraisal of wiki-based pedagogic projects. The growing influence of Wikipedia on students’ research practices have actually made these a promising area for educational research.
A compilation of data published by 30 previous academic case studies reveals several recurrent features. Wikis are not so easily adopted: most wiki learning programs begin by a slow initial phase, marked by a general unwillingness to adapt to an unusual environment. Some sociological factors, like age and, less clearly, gender may contribute to increase this initial reluctance.
In spite of their uneasiness, wikis proved precious tools on one major aspect: they give a vivid representation of scientific communities. Students get acquainted with some valuable epistemic practices and norms, such as collaborative work and critical thought. While not improving significantly the memorization of information, wikis clearly enhance research abilities.This literature review can assist teachers in determining whether the use of wiki fits their pedagogic aims.
|Improving revision in wiki-based writing: Coordination pays off||Wichmann A.
|Computers and Education||English||2013||Wiki-based writing possesses a great deal of educational potential, yet students face difficulties while writing a shared document. Revising a shared document, in particular, seems to be a demanding activity for students. This study investigated whether collaboration scripts can help to improve students' revision activities and overall text quality. We compared scripted (script+) with unscripted (script-) collaboration in a wiki-based writing setting that was adapted for educational purposes. Students from two university courses participated in a one-week collaborative writing activity. Results showed that students in the scripted condition outperformed students in the unscripted condition with respect to revision behavior and text coherence. Furthermore, we found that students' revision behavior correlated positively with text coherence. Results from analyzing students' discussions during the writing activity revealed more frequent coordination with respect to task division and increased communication frequency for students in the scripted condition. Results also indicate that collaboration scripts can foster coordination. Our findings suggest that collaboration scripts are promising means of structuring collaboration during wiki-based writing. © 2012 Elsevier Ltd. All rights reserved.||0||0|
|Online tools for teaching evidence-based veterinary medicine||Steele M.
|Journal of Veterinary Medical Education||English||2013||Evidence-based veterinary medicine (EBVM) is of interest and relevance to veterinary practitioners. Consequently, veterinary schools take responsibility for teaching students how to appraise scientific articles and for equipping them with the skills needed to obtain and evaluate the best evidence and to apply this approach to their own cases. As part of our farm animal clinical rotation, we train students in qualitative and quantitative EBVM methods using an e-learning environment, online teaching materials, a wiki (a Web site that allows its users to edit its content via a Web browser), and face-to-face tutorials that support learning. Students working in small groups use a wiki to record details of the history, clinical presentation, diagnostic tests, herd data, and management plans for their chosen farm animal clinical cases. Using a standardized patient, intervention, comparison, and outcome (PICO) format, each group formulates a patient question based on either a proposed intervention or diagnostic procedure for the case and conducts an online scientific literature database search. The students appraise the articles retrieved using EBVM approaches and record the information in the wiki. The summation of this body of work, the group's critically appraised topic (CAT), includes the original PICO, a standardized table of the scientific evidence for the effectiveness of the intervention or diagnostic procedure, a summary statement in the form of a clinical bottom line, and their reflections upon the CAT. At the end of the rotation, students take part in a structured "CAT Club" where they present and discuss their findings with fellow students and clinicians.||0||0|
|Publishing in proteopedia: The guide||Prilusky J.
|NATO Science for Peace and Security Series A: Chemistry and Biology||English||2013||Proteopedia (http://proteopedia.org) is an interactive web resource with 3D rotating models that react and change following user interaction. The main goals of Proteopedia are to collect, organize and disseminate structural and functional knowledge about protein, RNA, DNA, and other macromolecules, and their assemblies and interactions with small molecules, in a manner that is relevant and broadly accessible to students and scientists. This Guide provides instructions for the potential author of pages in Proteopedia, and for educators and teachers in incorporating Proteopedia when teaching proteins, and protein-functions. Of course you can use Proteopedia as a reference resource without authoring content.||0||0|
|Use and acceptance of Wiki systems for students of veterinary medicine.||Kolski D.
|GMS Zeitschrift für medizinische Ausbildung||English||2013||Objective: Wiki systems are gaining importance concerning the use in education, especially among young users. The aim of our study was to examine, how students of veterinary medicine commonly use wiki systems, whether they consider a veterinary wiki system useful and if they would participate in writing content. Methodology: For data collection a questionnaire was provided to students (n=210) of the faculty of Veterinary Medicine at the Freie Universität Berlin, Germany. It contained questions regarding the use of Wikipedia in general and concerning educational issues. Results: Most respondents, especially students in the first years, had comprehensive experience in the use of Wikipedia and veterinary wiki systems. In contrast, the experience in writing or editing of information was low (8.6% Wikipedia, 15.3% veterinary wiki systems). Male students had significantly more writing experience than females (p=0,008). In addition, students of the higher years were more experienced in writing and editing than students of the first year (7.4% in the 4(th) year). The familiarity with wiki systems offered by universities was low. The majority of students (96.2%) are willing to use veterinary wiki systems as an information tool in the future. Nevertheless, only a low percentage is willing to write or edit content. Many students, however, expect a better learning success when writing own texts. In general, students consider the quality of information in a wiki system as correct. Conclusion: In conclusion, wiki systems are considered a useful tool to gain information. This will lead to a successful implementation of wiki systems in veterinary education. A main challenge will be to develop concepts to activate students to participate not only in reading but in the writing and editing process.||0||0|
|A semantic-based social network of academic researchers||Davoodi E.
|Lecture Notes in Computer Science||English||2012||We proposed a framework to construct a semantic-based social network of academic researchers to discover hidden social relationships among the researchers in a particular domain. The challenging task in in the process is to detect accurate relationships that exist among researchers according to their expertise and academic experience. In this paper, we first construct content-based profiles of researchers by crawling online resources. Then background knowledge derived from Wikipedia ,represented in a semantic kernel, is employed to enrich the researchers' profiles. Researchers' social network is then constructed based on the similarities among semantic-based profiles. Social communities are then detected by applying the social network analysis and using factors such as experience, background, knowledge level, personal preferences. Representative members of a community are identified using the eigenvector centrality measure. An interesting application of the constructed social network in academic conferences, when there is a need to assign papers to relevant researchers for the review process, is investigated.||0||0|
|An adaptive semantic Wiki for CoPs of teachers - Case of higher education context||Berkani L.
|International Conference on Information Society, i-Society 2012||English||2012||This paper presents an adaptive semantic wiki dedicated to CoPs made up of actors from the higher education context (faculties, lecturers, teaching assistants, lab assistants). The wiki called ASWiki-CoPs (Adaptive Semantic Wiki for CoPs) is based on the semantic web technologies in order to enhance the knowledge sharing and reuse, offering the functionalities of a wiki together with some knowledge management features. ASWiki-CoP is based on an ontology used to describe the knowledge resources through the objective annotations and to express the member's feedback through the subjective annotations. Furthermore, we describe the member's profile in order to allow an adaptive access to the semantic wiki.||0||0|
|Determinants of wiki diffusion in the greek education system||Cotsakis S.
|Technics Technologies Education Management||English||2012||The present study investigates the determinants of wiki diffusion in education. The model presented in this work examines four facilitators and one inhibitor of wiki diffusion among Greek high school students. The sample population of the research was chosen randomly from three schools of the Greek prefecture of Eastern Macedonia. Factor analysis and multiple linear regression analysis were conducted to examine whether, and to what extent, wiki diffusion is affected by factors such as relative advantage, compatibility, complexity, student personal interests and professor motivation. The analysis revealed that the most significant determinant of wiki diffusion is the personal interest of the student for information search. On the other hand, as supported by the literature, complexity was proved to be an inhibitor of wiki expansion in education. Professor motivation, relative advantage and compatibility can also encourage wiki diffusion, though in a smaller scale.||0||0|
|Didactical patterns for the usage of wikis in educational and learning activities||Forment M.A.
|International Journal of Engineering Education||English||2012||Wikis have been established as primary online tools for collaborating and for gathering, sharing and organizing knowledge. Wikipedia is an overwhelming proof of this. Introducing a wiki as a learning tool in a classroom poses as a very promising idea. This paper introduces a collection of didactical patterns for the usage of wikis in educational and learning activities that intended as guidelines in the learning design for successfully incorporating wikis in a virtual classroom.||0||0|
|Enhancing networking and proactive learning skills in the first year university experience through the use of wikis||Morley D.A.||Nurse Education Today||English||2012||This paper discusses the introduction of blended learning strategies, a combination of traditional and online techniques, into the first year of a new preregistration nursing advanced diploma and degree programme at Bournemouth University (UK).During a ten week sociology of health academic unit, in the first term of a three year nursing course, wikis were introduced as a complementary learning technique to traditional lectures and seminars. Wikis, an online application, provided eleven student seminar groups (each divided into 4 online or elearning groups of 6-8 students) with the potential to communicate collaboratively "anytime, anywhere" (JISC, 2010) to discuss a sociology preparation activity for the preceding week. The implementation of this elearning tool was structured through the application of Salmon's five stage model (Salmon, 2002) and evaluated from 69 students' online contributions to wikis as well as questionnaires completed by both a sample of students and academic staff. As well as the many comments made by students the evaluation indicated that 45% of students' responses valued wikis as a communication tool and 33% believed it promoted or allowed the sharing of group views.The evaluation presents and critiques the initial project management using Salmon's five stage model and the engagement of students and academic staff. In particular it begins to show how wikis have the potential to structure academic learning and promote social networking in the crucial first few months of a course.||0||0|
|Preparing wikis for educational settings: The role of discussion board use in wiki-based writing||Wichmann A.||WikiSym 2012||English||2012||Using wikis for educational purposes has become a common activity in learning contexts. Despite its frequent use for learning, we still know little about the demands of wiki-based writing taking into account novice writers' needs. In this paper we describe a study in which we investigate whether a communication facility in form of a structured discussion board, results in more active writing, particularly adding and revising text. Students from two university courses participated in a three week writing activity either in a Discussion+ condition in which a discussion board was available or in a Discussion- condition with no discussion board available. Results show that the availability of a discussion board alone does not help learners to overcome their hesitation to add text-sections or revise text of others. However, further analysis showed that students who did use the discussion board also contributed more to the wiki-text. Findings suggest that increased demands exist in wiki-based writing and that additional support is needed for learners to succeed in wiki-based writing.||0||0|
|Promoting pedagogical experimentation: Using a wiki in graduate level education||Martin C.T.||CIN - Computers Informatics Nursing||English||2012||Learning to write in a scholarly manner is often a challenge for graduate students. This study describes nursing students' use of a wiki to encourage writing collaboration among students by allowing them to cocreate, review, and edit each other's material as it is created. Students are introduced to the online wiki site the first week of the course. A technology representative assists students with a short introduction and class visits. All students participate in making decisions related to the overall character of the site. They create pages on topics related to their clinical placements. Student pages are peer and content expert reviewed for accuracy and comprehensiveness. Students include pictures, YouTube links, attachments, videos, and Web site links into their pages. Evidence-based content includes pharmacology, diagnostic criteria, pathophysiology, history, genetics, and references. Students present their pages, and feedback questionnaires are collected at the end of the semester. The wiki writing assignment introduces students, faculty, and the community to graduate student projects while exposing students to new technology. Areas explored include issues and best practices regarding classroom pedagogy, as well as student support and technical challenges in the use of a wiki. Suggestions for improvement are discussed. Copyright||0||0|
|Proteopedia: Exciting advances in the 3D encyclopedia of biomolecular structure||Prilusky J.
|NATO Science for Peace and Security Series A: Chemistry and Biology||English||2012||Proteopedia is a collaborative, 3D web-encyclopedia of protein, nucleic acid and other structures. Proteopedia ( http://www.proteopedia.org ) presents 3D biomolecule structures in a broadly accessible manner to a diverse scientific audience through easy-to-use molecular visualization tools integrated into a wiki environment that anyone with a user account can edit. We describe recent advances in the web resource in the areas of content and software. In terms of content, we describe a large growth in user-added content as well as improvements in automatically-generated content for all PDB entry pages in the resource. In terms of software, we describe new features ranging from the capability to create pages hidden from public view to the capability to export pages for offline viewing. New software features also include an improved file-handling system and availability of biological assemblies of protein structures alongside their asymmetric units. © 2012 Springer Science+Business Media B.V.||0||0|
|Research on the construction of open education resources based on semantic wiki||Mu S.
|Lecture Notes in Computer Science||English||2012||Since the MIT's OpenCourseWare project in 2001, open education resources movement has gone through more than ten years. Except for the fruitful results, some problems of resource construction are also exposed. Part of open education resources projects cannot be carried out or even were forced to drop out for a shortage of personnel or funds. A lack of uniform norms or standards leads to the duplication of resource construction and low resource utilization. Semantic media Wiki combines the openness, self-organization and collaboration of Wiki with the structured knowledge in the Semantic Web, which meets the needs of resource co-construction and sharing in open education resources movement. In this study, based on the online course Education Information Processing, we explore the Semantic MediaWiki's application in the open education resources construction.||0||0|
|The World Library of Toxicology, Chemical Safety, and Environmental Health (WLT)||Wexler P.
|Human and Experimental Toxicology||English||2012||The World Library of Toxicology, Chemical Safety, and Environmental Health, commonly referred to as the World Library of Toxicology (WLT), is a multilingual online portal of links to key global resources, representing a host of individual countries and multilateral organizations. The Site is designed as a network of, and gateway to, toxicological information and activities from around the world. It is built on a Wiki platform by a roster of Country Correspondents, with the aim of efficiently exchanging information and stimulating collaboration among colleagues, and building capacity, with the ultimate objective of serving as a tool to help improve global public health. The WLT was publicly launched on September 7, 2009, at the Seventh Congress of Toxicology in Developing Countries (CTDC-VII) in Sun City, South Africa.||0||0|
|The e-learning applications on higher education: Its actual and future significance. Statistical validation||Mareca P.
|Iberian Conference on Information Systems and Technologies, CISTI||Portuguese||2012||In this paper we analyze the evolution and the importance of the e-learning resources in the global higher education with a vision for the future. Its interest is due to the fact that these resources are switching from being mere support and complement for education to becoming directly involved in more advanced studies, including the participation of colleges of renowned prestige. The statistical methods are very important for the interpretation and validation of the e-learning resources. For this reason, in this work we deal also with the analysis of an important test: the hypothesis test, its validity and accurate application. We discuss the edition of a Wikipedia article by first year UPM (Universidad Politécnica de Madrid) students in such a way.||0||0|
|The impact of elective active-learning courses in pregnancy/Lactation and Pediatric Pharmacotherapy||Elliott J.P.
|American Journal of Pharmaceutical Education||English||2012||Objective. To implement and evaluate the impact of 2 elective courses, Pregnancy & Lactation and Pediatrics on student acquisition of knowledge and development of lifelong learning skills related to these special populations. Design. Two 3-credit elective courses were implemented using various student-driven learning techniques, such as case-based exercises, group presentations, pro-con debates, and pharmacist "grab bag" questions. Strong emphasis was placed on medication literature retrieval and analysis, and a wiki was used to create an electronic resource for longitudinal use. Assessment. Pre- and post-course tests showed significant improvement in knowledge related to pregnancy, lactation, and pediatrics. Pre- and post-course confidence and ratings on satisfaction survey tools also revealed significant improvement in several domains relating to lifelong-learning skills, knowledge related to medication use within these special populations, use of technology to enhance learning, and overall course design. Conclusion. The combination of student-directed learning techniques used in 2 pediatric-concentration courses is an effective teaching model.||0||0|
|The role of social media in dental education||McAndrew M.
|Journal of Dental Education||English||2012||Social media, also known as Web 2.0, includes a set of web-based technologies in which users actively share and create content through open collaboration. The current students in dental school are Millennial learners who are comfortable using social media, such as Facebook and Twitter, for both socialization and learning. This article defines and explores the range of Web 2.0 technologies available for use in dental education, addresses their underlying pedagogy, and discusses potential problems and barriers to their implementation.||0||0|
|Tool-supported assessment of wiki-based assignments||Kubincova Z.
|CSEDU 2012 - Proceedings of the 4th International Conference on Computer Supported Education||English||2012||Integrating wiki-based activities into education encourages development of students' competencies that are important for their future professional life. As wikis support social learning and interaction, when working with them students learn to cooperate, plan and organize collaborative tasks, create concepts, express ideas, etc. Many teachers recognize undeniable benefits of a wiki in learning and try to involve it in their teaching. Since wikis were developed for collaborative work but not for use in education, they typically do not include proper tools for tracking and assessing the students' activities, which makes the evaluation difficult for the teacher. In this paper we present a tracking and assessment tool, which we have proposed and developed and report on our experience with evaluation of wiki-based assignments using this tool as well. Since the evaluation of wiki-based assignments is a nontrivial problem not only from the technical point of view but also from the point of methodology, the assessment methodology is also discussed here.||0||0|
|Topic based semantic clustering using Wikipedia knowledge||Ramudu B.
|Proceedings - 2012 International Conference on Data Science and Engineering, ICDSE 2012||English||2012||Most of the existing academic social networks like DBLP and ArnetMiner suggest co-authors as being related to each author based on author and co-author details, which are extracted from academic researchers publications. Instead of this approach, we propose grouping of researchers on basis of topics they have in common that would make more semantic sense for a user searching for publications in an area. Identification of relevant complete topic phrases, discovery of equivalent topics (synonyms) using terms in document collections are fundamental problems in information retrieval, natural language processing, pattern recognition, etc. In this paper, we propose a novel approach, wherein we identify a document's topic using Wikipedia. Wikipedia is the largest freely available crowd-source with up-to-date knowledge containing around 20 millions topics. The document collection we consider is the collection of academic researchers' publications. The documents are mapped to topics extracted from documents using Wikipedia to generate a document-topic representation. Then clustering algorithm is applied on document-topic representation to group semantically related researchers and generate a topic based academic researchers' Social Network. We use Adaptive Rough Fuzzy Leader (ARFL) a soft clustering algorithm, since each researcher can have expertise in more than one area and they can belong to more than one group. We present the empirical evaluation of our proposed scheme. We also demonstrate how our proposed solution is scalable to various domain areas and can be used to design topic based retrieval systems.||0||0|
|Use of wikis in pharmacy hybrid elective courses||Miller A.D.
|Currents in Pharmacy Teaching and Learning||English||2012||Objectives: Three separate elective courses on medication safety, clinical research, and evidence-based medicine used a hybrid course design combining online wikis and face-to-face interaction. Enrolled students were surveyed to assess their perceptions of wiki effectiveness in reviewing course content and the engagement of students in wiki assignments was assessed through examination of wiki entries. Methods: Online surveys were disseminated to enrolled students after course completion. Respondents evaluated agreement with survey statements using a five-point Likert scale, and additional space was provided for open-ended answers. Survey results were reported using descriptive statistics. Wiki entries were compared throughout the course. Results: Survey responses on the use of wikis within hybrid elective courses indicate that wikis helped students review and understand course concepts and reflect on course content. A smaller percentage of students felt that wikis within a hybrid course design enhanced collegiality among their peers. Wiki entries became more complex and improved throughout each course. Conclusions: Wikis within hybrid elective courses enhanced the student experience by reinforcing course concepts and objectives.||0||0|
|Using information extraction to generate trigger questions for academic writing support||Liu M.
|Lecture Notes in Computer Science||English||2012||Automated question generation approaches have been proposed to support reading comprehension. However, these approaches are not suitable for supporting writing activities. We present a novel approach to generate different forms of trigger questions (directive and facilitative) aimed at supporting deep learning. Useful semantic information from Wikipedia articles is extracted and linked to the key phrases in a students' literature review, particularly focusing on extracting information containing 3 types of relations (Kind of, Similar-to and Different-to) by using syntactic pattern matching rules. We collected literature reviews from 23 Engineering research students, and evaluated the quality of 306 computer generated questions and 115 generic questions. Facilitative questions are more useful when it comes to deep learning about the topic, while directive questions are clearer and useful for improving the composition.||0||0|
|Wikipedia for academic publishing: Advantages and challenges||Xiao L.
|Online Information Review||English||2012||Purpose-The purpose of this paper is to explore the potential of Wikipedia as a venue for academic publishing. Design/methodology/approach-By looking at other sources and studying Wikipedia structures, the paper compares the processes of publishing a peer-reviewed article in Wikipedia and the open access journal model, discusses the advantages and challenges of adopting Wikipedia in academic publishing, and provides suggestions on how to address the challenges. Findings-Compared to an open access journal model, Wikipedia has several advantages for academic publishing: It is less expensive, quicker, more widely read, and offers a wider variety of articles. There are also several major challenges in adopting Wikipedia in the academic community: The web site structure is not well suited to academic publications; the site is not integrated with common academic search engines such as Google Scholar or with university libraries; and there are concerns among some members of the academic community about the site's credibility and impact in academia. Originality/value-This paper promotes a fundamental idea for adjusting methods of creating and disseminating academic knowledge. It is a valuable resource for those interested in academic innovation, for research librarians, and for the academic community in general. This topic has not been sufficiently addressed in the literature.||0||0|
|Wikipedia: Encyclopaedia cardiologica||Natarajan A.
|Journal of the Royal Society of Medicine||English||2012||[No abstract available]||0||0|
|Wikis as individual student learning tools: The limitations of technology||Allen M.
|International Journal of Information and Communication Technology Education||English||2012||This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students. Copyright||0||0|
|Wikis in collaborative educational scenarios: Integrated in LMS or standalone wikis?||Forment M.A.
De Pedro X.
|International Journal of Distance Education Technologies||English||2012||This article outlines a set of features that wiki engines require to successfully host collaborative educational scenarios. The authors explore multiple issues that deal with the use wikis with learning activities. One of the first issues to solve is software support for assessment methodologies. The second is choosing between using an integrated wiki engine inside the Learning Management System (LMS) or an external standalone wiki engine. Advantages and disadvantages from both options of this second issue are discussed. The different implications of each option as far as individual student assessment, feedback, and grading are concerned are also analyzed. Among the expected results, the most notable are incentives to incorporate wikis in the teaching process, significant enhancements in usability, as well as allowing teachers to provide more timely written feedback on their students' individual contributions on wiki based activities, on top of the usual numerical grading. This paper presents the conclusions of 5 years of experience of work in the field of wikis in education, development of improvements on open source wiki engines and thus, building from scratch accordingly the new wiki engine for the LMS Moodle 2.0. Copyright||0||0|
|A co-writing development approach to wikis: Pedagogical issues and implications||Hadjerrouit S.||World Academy of Science, Engineering and Technology||English||2011||Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically become more active, participate, and collaborate with others when they use wikis. To foster collaborative writing and active involvement in wiki development there is a need for a systematic approach to wikis. Themain goal of this paper is to propose and evaluate a co-writing approach to the development of wikis, along with the study of three wiki applications to report on pedagogical implications of collaborative writing in higher education.||0||0|
|A empirical study on application of Wiki-based collaborative lesson-preparing||Yingjie Ren
|Proceedings - 2011 International Conference of Information Technology, Computer Engineering and Management Sciences, ICM 2011||English||2011||Lesson-preparing is an important stage in the field of teaching activity. The aim of this paper was to explore the use of Eduwiki as a new effective collaborative lessonpreparing platform to support teachers' collaboration and teaching. Furthermore, to verify and explore how to integrate Eduwiki into teachers' daily lesson-preparing activities, a single-group post-test and interview were used in the experiments. The study showed that Eduwiki was effective in motivating peer-supported collaborative lesson-preparing activity, as well as for teachers' mutual development. School leaders' support was the first important motivator for implementing the experiments in Expriment1 and interested the collaboration support environment was the first important motivators for implementing the experiments in Experiment2. The external condition for teachers participating collaborative lesson-preparing was very easy for operation. It showed that those experienced teachers passed their experiences on to novices using Eduwiki, and made the novices achieved high performance by collaborative lesson-preparing.||0||0|
|Accessing information sources using ontologies||Sun D.
|International Journal of Computers, Communications and Control||English||2011||In this paper, we present a system that helps users access various types of information sources using ontologies. An ontology consists of a set of concepts and their relationships in a domain of interests. The system analyzes an ontology provided by a user so that the user can search and browse Wikipedia , DBpedia , PubMed , and the Web by utilizing the information in the ontology. In particular, terms defined in the ontology are mapped to Wikipedia pages and the navigation history of a user is saved so that it can serve as a personalized ontology. In addition, users can create and edit ontologies using the proposed system. We show that the proposed system can be used in an educational environment.||0||0|
|An application for the collaborative development of semantic content||Rodriguez-Artacho M.
|Proceedings - Frontiers in Education Conference, FIE||English||2011||This paper shows an approach to build communities of students working collaboratively to create educational content. We present an evaluation of the usability of a customized semantic environment and show how it interacts with a semantic wiki-based approach. Additionally, a proposal for a manageable hybrid methodology for the creation of ontologies is given. The result is a tool: OntoWikiUTPL and SemanticWikiUTPL, which allows the academic community to create semantic content. Thus, it is an interesting step toward innovation in interactive educational projects and collaborative activities in the Universidad Técnica Particular de Loja (UTPL).||0||0|
|Approach of Web2.0 application pattern applied to the information teaching||Li G.
|Communications in Computer and Information Science||English||2011||This paper firstly focuses on the development and function of Web2.0 from an educational perspective. Secondly, it introduces the features and theoretical foundation of Web 2.0. Consequently, The application pattern used in the information teaching based on the introduction described above is elaborated and proved to be an effective way of increasing educational productivity. Lastly, this paper presents the related cases and teaching resources for reference.||0||0|
|Assessments in large- and small-scale wiki collaborative learning environments: Recommendations for educators and wiki designers||Portia Pusey
|Lecture Notes in Computer Science||English||2011||This paper discusses assessment practice when wikis are used as learning environments in higher education. Wikis are simple online information systems which often serve user communities. In higher education, wikis have been used in a supporting function to traditional courses; however, there is little research on wikis taking on a larger role as learning environments and even less research on assessment practice for these learning environments. This paper reports on the assessment techniques for large- and small scale- learning environments. It explores the barriers to assessment described in the studies. The paper concludes with a proposal of five improvements to the wiki engine which could facilitate assessment when wikis are used as learning environments in higher education.||0||0|
|COLT: A proposed center for open teaching and learning||Forsyth P.
|WikiSym 2011 Conference Proceedings - 7th Annual International Symposium on Wikis and Open Collaboration||English||2011||The Center for Open Learning and Teaching (COLT) is a proposed interdisciplinary research consortium and network with a physical center at the University of Mississippi supporting the integration of effective Internet-based learning practices into education.||0||0|
|ConceptMapWiki - A collaborative framework for agglomerating pedagogical knowledge||Lauri Lahti||Proceedings of the 2011 11th IEEE International Conference on Advanced Learning Technologies, ICALT 2011||English||2011||We propose a new educational framework, ConceptMapWiki, that is a wiki representing pedagogical knowledge with a collection of concept maps which is collaboratively created, edited and browsed. The learners and educators provide complementing contribution to evolving shared knowledge structures that are stored in a relational database forming together inter-connected overlapping ontologies. Every contribution is stored supplied with time stamps and a user profile enabling to analyze maturing of knowledge according to various learner-driven criteria. Pedagogically motivated learning paths can be collaboratively defined and evaluated, and educational games can be incorporated based on browsing and editing concept maps. The proposed framework is believed to be the first wiki architecture of it's kind, designed for personalized learning with an evolving knowledge repository relying on adaptive visual representations and sound pedagogical motivation. Initial experiments with a functional online prototype indicate promising educational gain and suggest further research.||0||0|
|Educational semantic wikis in the linked data age: The case of msc web science program at aristotle university of thessaloniki||Bratsas C.
|CEUR Workshop Proceedings||English||2011||Wikis are nowadays a mature technology and further well established as successful eLearning approaches that promote collaboration, fulfill the requirements of new trends in education and follow the theory of constructivism. Semantic Wikis on the other hand, are not yet thoroughly explored, but differentiate by offering an increased overall added value to the educational procedure and the course management. Their recent integration with the Linked Data cloud exhibits a potential to exceed their usual contribution and to render them into powerful eLearning tools as they expand their potentialities to the newly created educational LOD. Web Science Semantic Wiki constitutes a prime attempt to evaluate this potential and the benefits that Semantic Web and linked data bring in the field of education.||0||0|
|Information-seeking behaviors of first-semester veterinary students: A preliminary report||Weiner S.A.
|Journal of Veterinary Medical Education||English||2011||Although emphasis in veterinary education is increasingly being placed on the ability to find, use, and communicate information, studies on the information behaviors of veterinary students or professionals are few. Improved knowledge in this area will provide valuable information for course and curriculum planning and the design of information resources. This article describes a survey of the information-seeking behaviors of first-semester veterinary students at Purdue University. A survey was administered as the first phase of a progressive semester-long assignment for a first semester DVM course in systemic mammalian physiology. The survey probed for understanding of the scientific literature and its use for course assignments and continuing learning. The survey results showed that students beginning the program tended to use Google for coursework, although some also used the resources found through the Purdue libraries' Web sites. On entering veterinary school, they became aware of specific information resources in veterinary medicine. They used a small number of accepted criteria to evaluate the Web site quality. This study confirms the findings of studies of information-seeking behaviors of undergraduate students. Further studies are needed to examine whether those behaviors change as students learn about specialized veterinary resources that are designed to address clinical needs as they progress through their training.||0||0|
|Introducing Web 2.0 in education: A structured approach adopting a Web 2.0 implementation framework||Baxter G.J.
|Proceedings of the 2011 7th International Conference on Next Generation Web Services Practices, NWeSP 2011||English||2011||This paper provides an overview on the state of art of Web 2.0 use in Higher Education exploring reasons why and how Web 2.0 tools, namely, wikis, blogs and online forums are being used in educational settings. This paper acknowledges that there is an apparent lack of evidence in the Web 2.0 literature regarding the steps taken by educators to introduce Web 2.0 in the classroom. A Web 2.0 implementation framework is presented which provides educators with a set of practical steps to follow when adopting the use of Web 2.0 for the first time. This framework can be tested and developed in educational settings based on the experience of other educators.||0||0|
|Learning-oriented assessment of Wiki contributions: How to assess Wiki contributions in a higher education learning setting||Rodriguez-Posada E.J.
|CSEDU 2011 - Proceedings of the 3rd International Conference on Computer Supported Education||English||2011||Computer-Supported Collaborative Learning based on wikis offers new ways of collaboration and encourages participation. When the number of contributions from students increases, traditional assessment procedures of e-learning settings suffer from scalability problems. In a wiki-based learning experience, some automatic tools are required to support the assessment of such great amounts of data. We have studied readily available analysis tools for the MediaWiki platform, that have complementary input, work modes and output. We comment our experience in two Higher Education courses, one using HistoryFlow and another using StatMediaWiki, and discuss the advantages and drawbacks of each system.||0||0|
|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|
|Wikis as a student collaborative tool||Everett D.R.||Proceedings of ISECON||English||2011||Wikis are one of many Web 2.0 components that may be used to enhance the teaching and learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others within a collaborative environment. This paper expands on wiki usage, reviews current literature on wiki use in education. It presents the results of a pilot application of a wiki as a student collaborative tool in a required Business Communication class to determine if a wiki will improve student performance (grades).||0||0|
|Wikis for education: Helping students communicate and collaborate||Cliff Kussmaul||Proceedings - IEEE International Conference on Technology for Education, T4E 2011||English||2011||In educational and professional environments, effective communication (e.g. reading, writing, speaking, and teaming) is important and can be developed with a variety of activities and assignments. This paper summarizes ways that wikis can facilitate these practices and help educators to achieve their goals, and provides examples of successful wiki activities.||0||0|
|Time to underpin Wikipedia wisdom||Alex Bateman
Darren W. Logan
|Nature||English||9 December 2010||1||1|
|A tool to support authoring of learning designs in the field of sustainable energy education||Karetsos S.
|Proceedings of the IADIS International Conference WWW/Internet 2010||English||2010||Sustainable energy education is anticipated to contribute to the solution of a sequence of challenges-problems related generally with the dominant developmental models and particularly with the energy production and consumption. Within this contribution we examine the integration of an ontology based framework for learning design in sustainable energy education area with a semantic wiki, as a web based tool supporting the collaborative construction, improvement and exchange/ dissemination of learning designs in the field of sustainable energy education. We conjecture that the semantic wiki technology platform constitutes an adequate environment, in terms of its usability and expressiveness, for the building and supporting of a community of practice in this area.||0||0|
|Application of social software in college education||Pan Q.||Proceedings - 2010 International Conference on Artificial Intelligence and Education, ICAIE 2010||English||2010||Social software is a newborn thing in the process of network socialization, it makes learners and software feature set in one body, provides good support for learning, and it makes learning and the transformation of knowledge complement with each other. This article describes the concept of social software and its classification, and expounds its application in high school education, in the hope that learners can effectively use social software to achieve optimum learning outcomest.||0||0|
|Digital library educational module development strategies and sustainable enhancement by the community||Yang S.
|Lecture Notes in Computer Science||English||2010||The Digital Library Curriculum Development Project (http://curric.dlib.vt. edu) team has been developing educational modules and conducting field-tests internationally since January 2006. There had been three approaches for module development in the past. The first approach was that the project team members created draft modules (total of 9) and then those modules were reviewed by the experts in the field as well as by other members of the team. The second approach was that graduate student teams developed modules under the supervision of an instructor and the project team. Four members in each team collaborated for a single module. In total four modules were produced in this way. The last approach was that five graduate students developed a total of five modules, each module reviewed by two students. The completed modules were posted in Wikiversity.org for wider distribution and collaborative improvements by the community. The entire list of modules in the Digital Library Educational Framework also can be found in that location.||0||0|
|Educational tool based on topology and evolution of hyperlinks in the Wikipedia||Lauri Lahti||Proceedings - 10th IEEE International Conference on Advanced Learning Technologies, ICALT 2010||English||2010||We propose a new method to support educational exploration in the hyperlink network of the Wikipedia online encyclopedia. The learner is provided with alternative parallel ranking lists, each one promoting hyperlinks that represent a different pedagogical perspective to the desired learning topic. The learner can browse the conceptual relations between the latest versions of articles or the conceptual relations belonging to consecutive temporal versions of an article, or a mixture of both approaches. Based on her needs and intuition, the learner explores hyperlink network and meanwhile the method builds automatically concept maps that reflect her conceptualization process and can be used for varied educational purposes. Initial experiments with a prototype tool based on the method indicate enhancement to ordinary learning results and suggest further research.||0||0|
|Learners' perceived effectiveness of wikis for team projects||Koh E.
|PACIS 2010 - 14th Pacific Asia Conference on Information Systems||English||2010||From a humble information system wikis have evolved in both business organizations and educational institutions, catering to, among other uses, training and education. The current work focuses on wikibased learning and aims to address a visible gap in research. Much previous work is but prescriptive guidelines and self-reflections. While attempts exist involving some assessments of wiki-related teams, they use short-term teams and place their concern on only outcomes. We advocate examination of mature teams as well as the interaction process. The current study pays attention to two aspects earlier suggested salient: learners' prior wiki experience and instructor's support. It offers in-depth understanding of wiki effectiveness in collaborative learning environments, operationalized using project teams. A theoretical model is developed, proposing wikis to positively affect learning outcomes of self-reported learning, process satisfaction, positive social environment and a sense of community, through the processes of task-related and socio-emotional activities. The model posits wiki experience and instructor support to enhance these activities. Tested using two separate wikis (Mediawiki and Confluence) over a protracted period of one semester, our findings show strong support for wiki effectiveness, contributing to research areas such as wikis and small groups. Implications for wiki development and instructional use are derived.||0||0|
|Learning assessment using wikis: Integrated or LMS independent?||Forment M.A.
De Pedro X.
|Communications in Computer and Information Science||English||2010||Wikis have a potentially huge educational value. This article outlines a feature set that wiki engines need in order to successfully host collaborative educational scenarios using wiki technology. One of the first issues to solve is the need for assessment methodologies supported by the software. And the second one is to choose between using an integrated wiki engine inside the Learning Management System (LMS), or an external standalone wiki engine. Advantages and disadvantages from both options of this second issue are discussed, with each choice presenting different implications as far as individual student assessment, feedback and grading are concerned. Among the expected results, the most notable are incentives to incorporate wikis in the teaching procedure, significant enhancements in usability, as well as allowing teachers to provide more timely written feedback on their students' individual contributions on wiki based activities, on top of the usual numerical grading. This paper exposes the conclusions of 5 years of experience of work in the field of wikis in education, development of improvements on open source wiki engines and thus, building from scratch accordingly the new wiki engine for the LMS Moodle 2.0.||0||0|
|Scholarly knowledge development and dissemination in an international context: Approaches and tools for higher education||Willis J.
|Computers in the Schools||English||2010||This paper looks at the process of collaboratively creating and disseminating information resources, such as journals, books, papers, and multimedia resources in higher education. This process has been facilitated and encouraged by two relatively new movements, open-source and, especially, open access. The most definitive expression of the principles of open access is the Budapest Open Access Initiative. It calls for the creation of journals that are freely available via the Internet to anyone. The broad principles of open access can be the foundation for creating many types of information resources-from online textbooks to sophisticated instructional videos. What distinguishes such open access resources is that they are distributed without charge to users and that most of the individual and institutional authors give permission for them to be revised, remixed, and reformed by users, who may then distribute the "new" version of the resource. Much of the work on open access information resources is collaborative and involves international teams with diverse experiences and areas of expertise. Such collaboration is not easy, but there is a growing set of electronic tools that support such work. The electronic toolbox for collaboratively creating new information resources includes tools that can serve as "electronic hallways" where potential collaborators can meet and interact informally; gateway Web sites and document repositories that support the exchange of information; Web tools that support groups with special interests; tools for supporting project teams; collaborative writing support systems including file sharing, document exchange, and version control software; wikis where a team can collaboratively write and revise documents, and project management software. There are also many avenues for disseminating information resources. These include open-access journals and the software packages that support them such as the Open Journal Systems package from the Public Knowledge Project, preprint and repository archives and the software for creating such archives (e.g., dspace, Fedora, Joomla, and Drupal), Web resources for indexing and locating relevant information, and international as well as virtual conferences and the software for operating such meetings. This paper explores the different approaches to both creating and disseminating information resources for higher education and evaluates some of the most commonly used software options for supporting these activities.||0||0|
|The use of social networking in an online training course||Connolly T.
|Proceedings of the 8th IASTED International Conference on Web-Based Education, WBE 2010||English||2010||The use of educational technologies to support learning are utilised across many parts of education and training and institutions have invested heavily in technologies such as VLEs, ePortfolios and even wikis and forums. The advantages that these technologies provide have meant that eLearning is now supplementing and, in some cases, replacing traditional (face-to-face) approaches to teaching and learning. However, there is less evidence of the uptake of these technologies within private vocational training organisations. This paper discusses the implementation of eLearning within an employer-led vocational training provider for the engineering industry, in particular, the use of social networking features, and provides early feedback from the trainees.||0||0|
|Trust-based peer assessment for virtual learning systems||Tosic M.
|Lecture Notes in Computer Science||English||2010||In order to deal with new requirements imposed by emerging learning environments following social computing paradigm, we address the problem of assessment of individual student skills, contributions, and activities. Rather then clicking links to launch tools or to view content, such learning environments encourage more of a monitoring mode of operation that is very difficult to sense and record by the software alone. In this paper we propose adoption of peer-assessment approach in order to overcome the obstacle as well as to make the overall solution scalable. We propose a novel method for students' peer-assessment based on trust concept. The overall approach is presented and practical experiments are conducted using developed web service. The grade scores determined by the learning peers/students are statistically proven as highly correlated with those marked by the teachers, indicating that approach proposed in this paper may be adopted as a legitimate assessment method.||0||0|
|A new multiple kernel approach for visual concept learning||Jiang Yang
|Lecture Notes in Computer Science||English||2009||In this paper, we present a novel multiple kernel method to learn the optimal classification function for visual concept. Although many carefully designed kernels have been proposed in the literature to measure the visual similarity, few works have been done on how these kernels really affect the learning performance. We propose a Per-Sample Based Multiple Kernel Learning method (PS-MKL) to investigate the discriminative power of each training sample in different basic kernel spaces. The optimal, sample-specific kernel is learned as a linear combination of a set of basic kernels, which leads to a convex optimization problem with a unique global optimum. As illustrated in the experiments on the Caltech 101 and the Wikipedia MM dataset, the proposed PS-MKL outperforms the traditional Multiple Kernel Learning methods (MKL) and achieves comparable results with the state-of-the-art methods of learning visual concepts.||0||0|
|Argument based machine learning from examples and text||Mozina M.
|Proceedings - 2009 1st Asian Conference on Intelligent Information and Database Systems, ACIIDS 2009||English||2009||We introduce a novel approach to cross-media learning based on argument based machine learning (ABML). ABML is a recent method that combines argumentation and machine learning from examples, and its main idea is to use arguments for some of the learning examples. Arguments are usually provided by a domain expert. In this paper, we present an alternative approach, where arguments used in ABML are automatically extracted from text with a technique for relation extraction. We demonstrate and evaluate the approach through a case study of learning to classify animals by using arguments automatically extracted from Wikipedia.||0||0|
|Assessing - learning - improving, an integrated approach for self assessment and process improvement systems||Malzahn D.||Proceedings of the 4th International Conference on Systems, ICONS 2009||English||2009||Delivering successful projects and system in a sustaining way becomes more and more the focus of systems and software developing organizations. New approaches in the field of assessment and standardization application led to an increase of assessment and self assessment systems. But these systems are only the first step on a long way. If the assessment system itself is not supported by a learning and improvement approach, the organization will have a system to identify the status but does not have any support for improvement. This gap can be closed by an approach combining assessment tools, wiki-based knowledge platforms and self-learning expert systems (based on ontologies and semantic wikis). Result is a system environment which provides status assessment, learning and continuous improvement services based on different standards and approaches. This approach is already being implemented for the field of project management. In this article we will explain the basics and show the application of a combined system.||0||0|
|Augmenting Wiki system for collaborative EFL reading by digital pen annotations||Chang C.-K.||Proceedings - 2009 International Symposium on Ubiquitous Virtual Reality, ISUVR 2009||English||2009||Wikis are very useful for collaborative learning because of their sharing and flexible nature. Many learning activities can use Wiki to facilitate the processes, such as online glossaries, project reports, and dictionaries. Some EFL (English as a Foreign Language) instructors have paid attention to the popularity of Wiki. Although Wikis are very simple and intuitive for users with information literacy, Wikis need computing environment for each learners to edit Web pages. Generally, an instructor can only conduct a Wiki-based learning activity in a computer classroom. Although mobile learning devices (such as PDAs) for every learner can provide ubiquitous computing environment for a Wiki-based learning activity, this paper suggests another inexpensive way by integrating digital pen with Wiki. Consequently, a learner can annotate an EFL reading with his/her mother tongue by digital pen. After everyone finishes reading, all annotations can be collected into a Wiki system for instruction. Thus, an augmenting Wiki structure is constructed. Finally, learners' satisfactions about annotating in the prototype system are reported in this paper.||0||0|
|Bringing science and engineering to the classroom using mobile computing and modern cyberinfrastructure||Bugallo M.F.
|CSEDU 2009 - Proceedings of the 1st International Conference on Computer Supported Education||English||2009||This paper reports on the creative educational and research program of MARIACHI (Mixed Apparatus for Radar Investigation of Cosmic-rays of High Ionization) at Stony Brook University, a unique endeavor that detects and studies atmospheric phenomena (lighting, meteors, or cosmic rays) by using a novel detection technique based on radar-like technology and traditional scintillator ground detectors. During the past and current academic year, our program has been effectively modernized and streamlined in both research and educational aspects with the implementation of mobile technologies by the use of TabletPCs and wireless data collection systems as well as emerging cyberinfrastructure based on dynamic services as wiki, blog, and Internet-based video conferencing.||0||0|
|Community-legitimated e-testing:A basis for a novel, self-organized and sustainable (e)learning culture?||Nestle F.
|CSEDU 2009 - Proceedings of the 1st International Conference on Computer Supported Education||English||2009||Based on the assumption that educational standards can be operationally defined by pools of specific testing items properties of such item pools are discussed. The main suggestion of the paper is that pools of testing items defining a standard should be free accessible in internet, that they provide immediate feedback in form of scores and that certified results should be equivalent to results of classroom work. For the development of the item pools, web-2.0-type methods can be much more effective than closed expert groups and item evaluation by statistic methods.. Finally the consequences of such transparent community-legitimated standards for the future role of teachers and future forms of learning environments are discussed.||0||0|
|Educating educators in the purposeful use of web 2.0 tools for teaching and learning||Doherty I.
|ASCILITE 2009 - The Australasian Society for Computers in Learning in Tertiary Education||2009||Our paper reports on the provision and evaluation of continuing professional development workshops to teach educators how to use Web 2.0 applications and services constructively in their teaching. We describe the design research approach that we took to developing the workshops and we present the research results that led us to re-design the workshop format to the point where we are now delivering semi-structured, project-based workshops. Our paper concludes by discussing whether the project-based approach to teaching the workshops will result in higher levels of implementation by participants. We also consider whether introducing the university promotion process into the workshops will increase the incentive for participants to put what they have learned into practice. Copyright||0||0|
|GRF wiki UOC. Trabajo colectivo, colaboración y evaluación||David Gómez-Fontanills||Congreso de la Cibersociedad||Spanish||2009||GRF wiki is a wiki with forms and semantic extensions used in the area of design in Multimedia online
studies at UOC as a complement of the Virtual Campus. Here we explain how an activity of analysis related with brands visual identity was developed as a collective task by the whole of the classroom with a self-directed distribution of tasks depending on the process of work and how this work was evaluated.
(Spanish) GRF wiki es un wiki con formularios y extensiones semánticas usado en el área de diseño del Graduado Multimedia a distancia de la UOC como complemento del Campus Virtual. Aquí se explica como se desarrolló una actividad de análisis relacionada con la identidad gráfica de las marcas como tarea colectiva del conjunto del aula, con un reparto de tareas autodirigido en función del proceso de trabajo y de qué forma este trabajo fue evaluado.
(Catalan) El GRF wiki és un wiki amb formularis I extensions semàntiques utilitzat a l'àrea de disseny del Graduat Multimèdia a distància de la UOC com a complement del Campus Virtual. Aquí s'explica com es va portar a terme una activitat d'anàlisi relacionada amb la identitat gràfica de les marques com a tasca col·lectiva del conjunt de l'aula, amb una distribució de tasques autodirigida en funció del procés de treball i de quinamanera va ser avaluada aquesta feina.
|IT education 2.0||Sabin M.
|SIGITE'09 - Proceedings of the 2009 ACM Special Interest Group for Information Technology Education||English||2009||Today's networked computing and communications technologies have changed how information, knowledge, and culture are produced and exchanged. People around the world join online communities that are set up voluntarily and use their members' collaborative participation to solve problems, share interests, raise awareness, or simply establish social connections. Two online community examples with significant economic and cultural impact are the open source software movement and Wikipedia. The technological infrastructure of these peer production models uses current Web 2.0 tools, such as wikis, blogs, social networking, semantic tagging, and RSS feeds. With no control exercised by property-based markets or managerial hierarchies, commons-based peer production systems contribute to and serve the public domain and public good. The body of cultural, educational, and scientific work of many online communities is made available to the public for free and legal sharing, use, repurposing, and remixing. Higher education's receptiveness to these transformative trends deserves close examination. In the case of the Information Technology (IT) education community, in particular, we note that the curricular content, research questions, and professional skills the IT discipline encompasses have direct linkages with the Web 2.0 phenomenon. For that reason, IT academic programs should pioneer and lead efforts to cultivate peer production online communities. We state the case that free access and open engagement facilitated by technological infrastructures that support a peer production model benefit IT education. We advocate that these technologies be employed to strengthen IT educational programs, advance IT research, and revitalize the IT education community. Copyright 2009 ACM.||0||0|
|Knowledge maturing in the semantic mediawiki: A design study in career guidance||Nicolas Weber
|Lecture Notes in Computer Science||English||2009||The evolutionary process in which knowledge objects are transformed from informal and highly contextualized artefacts into explicitly linked and formalized learning objects, together with the corresponding organisational learning processes, have been termed Knowledge Maturing. Whereas wikis and other tools for collaborative building of knowledge have been suggested as useful tools in this context, they lack several features for supporting the knowledge maturing process in organisational settings. To overcome this, we have developed a prototype based on Semantic MediaWiki which enhances the wiki with various maturing functionalities like maturing indicators or mark-up support.||0||0|
|Large scale incremental web video categorization||Xiaodan Zhang
|1st International Workshop on Web-Scale Multimedia Corpus, WSMC'09, Co-located with the 2009 ACM International Conference on Multimedia, MM'09||English||2009||With the advent of video sharing websites, the amount of videos on the internet grows rapidly. Web video categorization is an efficient methodology for organizing the huge amount of videos. In this paper we investigate the characteristics of web videos, and make two contributions for the large scale incremental web video categorization. First, we develop an effective semantic feature space Concept Collection for Web Video with Categorization Distinguishability (CCWV-CD), which is consisted of concepts with small semantic gap, and the concept correlations are diffused by a novel Wikipedia Propagation (WP) method. Second, we propose an incremental support vector machine with fixed number of support vectors (n-ISVM) for large scale incremental learning. To evaluate the performance of CCWV-CD, WP and n-ISVM, we conduct extensive experiments on the dataset of 80,021 most representative videos on a video sharing website. The experiment results show that the CCWV-CD and WP is more representative for web videos, and the n-ISVM algorithm greatly improves the efficiency in the situation of incremental learning. Copyright 2009 ACM.||0||0|
|Learning resources organization using ontological framework||Gavrilova T.
|Lecture Notes in Computer Science||English||2009||The paper describes the ontological approach to the knowledge structuring for the e-learning portal design as it turns out to be efficient and relevant to current domain conditions. It is primarily based on the visual ontology-based description of the content of the learning materials and this helps to provide productive and personalized access to these materials. The experience of ontology developing for Knowledge Engineering coursetersburg State University is discussed and "OntolingeWiki" tool for creating ontology-based e-learning portals is described.||0||0|
|Methopedia - Pedagogical design community for European educators||Ryberg T.
|8th European Conference on eLearning 2009, ECEL 2009||English||2009||The paper will discuss theoretical, methodological and technical aspects of the community based Methopedia wiki (www.methopedia.eu), which has been developed as a part of the EU-funded collaborative research project "Community of Integrated Blended Learning in Europe" (COMBLE; www.comble-project.eu). Methopedia is a wiki and social community aimed at facilitating knowledge transfer between trainers/educators from different institutions or countries through interactive peer-to-peer support, and sharing of learning practices. We describe how Methopedia has been developed though engaging practitioners in workshops with the aim of collecting known learning activities, designs and approaches, and how the models for sharing learning practices have been developed by drawing on practitioners' experiences, ideas and needs. We present and analyse the outcome of the workshops and discuss how practitioners have informed the practical design and theoretical issues regarding the design of Methopedia. The workshops have led to redesigns and also a number of important issues and problems have emerged. In the paper, we therefore present and discuss the socio-technical design of Methopedia, which is based on open source Wiki and Social Networking technologies. We describe the issues, functionalities and needs that have emerged from the workshops, such as metadata (taxonomy & tags), localised versions (multi-lingual) and the need for visual descriptions. Furthermore, we discuss the templates trainers/educators can use to describe and share their learning designs or learning activities, e.g. what categories would be helpful? How much metadata is relevant and how standardised or flexible the templates should be? We also discuss the theoretical considerations underlying the descriptive model of the templates by drawing on research within learning design and the educational pattern design approach. In particular we focus on exploring designs and descriptions of singular or sequences of learning activities. Furthermore, we discuss some of the tools and concepts under development as part of the work on Methopedia, such as a flash based tool to structure learning processes, a pictorial language for visualising learning activities/designs and how we aim to connect to existing networks for educators/trainers and initiatives similar to Methopedia.||0||0|
|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|
|The impact of the usage of wikis from a teacher/student perspective in an educational context||Abreu P.
|Proceedings of 2009 4th International Conference on Computer Science and Education, ICCSE 2009||English||2009||The use of wiki tools in both personal as well as professional contexts has known a significant increase in the past few years, with some wiki-based applications reaching an enormous success at an international level. This paper provides an overview on the recent development of wiki technologies and, through the analysis of a survey, tries to determine what is the level of acceptance of wiki-based applications in a professional, academic environment, presenting several statistics collected from the answers to a survey. Also, some suggestions are presented, that may influence the future developments of wiki-related technologies and methodologies, in order to increase the productivity of Web based collaborative work.||0||0|
|Tools to make 3D structural data more comprehensible: eMovie & Proteopedia||Hodis E.
|NATO Science for Peace and Security Series A: Chemistry and Biology||English||2009||To the crystallographer, solving a three-dimensional (3D) protein or molecular structure often times feels like the ultimate success, and surely it is. However, of utmost importance is the communication of the insights revealed by the 3D structure, especially those insights that relate structure to function. In order for these insights to reach their potential for guiding future research, they must reach biologists. The problem is that 3D structures are inherently complex and thus communicating insights about 3D structures to non-structural biologists can be difficult. To aid the structural biologist in this endeavor, we have created two useful tools. The first, eMovie, is a plugin for PyMOL that makes creating macromolecular animations much more simple. The second, Proteopedia, is a community-annotated 'wiki' webresource that links descriptive text to 3D views of structures, resulting in intuitive communication of structural information. © Springer Science + Business Media B.V. 2009.||0||0|
|Tools to make 3d structural data more comprehensible: Emovie & proteopedia||Hodis E.
|NATO Security through Science Series C: Environmental Security||English||2009||To the crystallographer, solving a three-dimensional (3D) protein or molecular structure often times feels like the ultimate success, and surely it is. However, of utmost importance is the communication of the insights revealed by the 3D structure, especially those insights that relate structure to function. In order for these insights to reach their potential for guiding future research, they must reach biologists. The problem is that 3D structures are inherently complex and thus communicating insights about 3D structures to non-structural biologists can be difficult. To aid the structural biologist in this endeavor, we have created two useful tools. The first, eMovie, is a plug- in for PyMOL that makes creating macromolecular animations much more simple. The second, Proteopedia, is a community-annotated 'wiki' web- resource that links descriptive text to 3D views of structures, resulting in intuitive communication of structural information.||0||0|
|Using a Wiki in nursing education and research||Kardong-Edgren S.E.
|International Journal of Nursing Education Scholarship||English||2009||With a wiki, learners can share information, resources, and experiences, and work together as a group. A wiki is equally valuable to a nursing research team: it can be used to communicate information to team members; foster collaboration among the team; disseminate resources, forms, and other documents for conducting the research; and share experiences with study implementation. Potential uses of a wiki in nursing education and research are discussed in this paper. One team's use of a wiki in a large multisite nursing education study is reported.||0||0|
|Using blogs and wikis in a graduate public health course||Cobus L.||Medical Reference Services Quarterly||English||2009||Blogs and wikis are examples of Web 2.0 technology that facilitate collaboration in the online world. In the health sciences, the emergence of these social tools potentially increases the risk of generating harmful or biased information. Therefore, it is the health professional's responsibility to have the skills to critically appraise Web content that has not undergone traditional peer review. This was the focus in a three-credit graduate Urban Public Health course taught by a librarian and was addressed with assignments using blog and wiki technology within the course management tool Blackboard. The assignments fostered comprehension of the issues surrounding blogs and wikis as they relate to public health.||0||0|
|Using wikitology for cross-document entity coreference resolution||Tim Finin
|AAAI Spring Symposium - Technical Report||English||2009||We describe the use of the Wikitology knowledge base as a resource for a variety of applications with special focus on a cross-document entity coreference resolution task. This task involves recognizing when entities and relations mentioned in different documents refer to the same object or relation in the world. Wikitology is a knowledge base system constructed with material from Wikipedia, DBpedia and Freebase that includes both unstructured text and semi-structured information. Wikitology was used to define features that were part of a system implemented by the Johns Hopkins University Human Language Technology Center of Excellence for the 2008 Automatic Content Extraction cross-document coreference resolution evaluation organized by National Institute of Standards and Technology.||0||0|
|Where information searches for you: The visible past ubiquitous knowledge environment for digital humanities||Matei S.A.
|Proceedings - 12th IEEE International Conference on Computational Science and Engineering, CSE 2009||English||2009||Visible Past proposes a new class of interdisciplinary learning, documenting, knowledge production, and discovery experiences that are anchored in space and time indicators. The project is supported by a ubiquitous computing platform with wiki, implicit social networking, and location aware capabilities. The environment can be used as an integrated framework for enhancing learning and research in social sciences and humanities. Its main benefit would be involving the student, the researcher, and/or the museum visitor in mobile interactive experiences which rely on social networking around common topics or spaces.||1||0|
|Wikis in the classroom: An agenda for studying collaborative writing in information systems research||Menchen-Trevino E.
Papagari Sangareddy S.R.
|15th Americas Conference on Information Systems 2009, AMCIS 2009||English||2009||This paper proposes a research agenda for a relatively new area of research in information systems: wikis in collaborative writing. We introduce wikis and the concept of collaborative writing using four different educational cases of wiki-usage for collaborative writing in the classroom setting. Eight research questions are suggested related to this area of research. We propose that Adaptive Structuration Theory (AST) is a useful theoretical framework to study these questions. The paper suggests the importance of this new area of research through four case studies and identifying research questions that need to be addressed using the AST framework and suggesting implications for educational practice.||0||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|
|A qualitative analysis on collaborative learning experience of student journalists using Wiki||Ma W.W.K.
|Lecture Notes in Computer Science||English||2008||Education in journalism emphasizes internships, apprenticeships, and other opportunities to learn journalism by doing journalism; however, most computer-mediated communication tools do not have such a provision. The fully open structure of Wiki matches the principles of learning journalism while, from a technical point of view, Wiki provides a very easy way for users to report, write and edit. In a case study, a group of undergraduate journalism students were exposed to a student-written Wiki to jointly compose news reporting. Analysis of student journalists' responses to the open-ended questions revealed revision as the core processing capability of Wiki. The motivational factors to revision include accuracy (fact checking), story enrichment, and personal interest toward the news topic. In addition, learners are also affected by the social interactions among the community users within Wiki. The qualitative data shows students both value the process and face challenges in managing the complexity of shared editing.||0||0|
|Collaborative spaces and user-generated content in a lifelong learning program||Koracak B.V.||MCCSIS'08 - IADIS Multi Conference on Computer Science and Information Systems; Proceedings of e-Learning 2008||English||2008||Within the CARNet E-learning Academy - a mixed-mode educational program on e-learning consisting of three specialised certificates - a set of resources has been developed in a wiki, in addition to the regular LMS learning environment. The initial plan was to develop a collaborative space in which the Academy participants could explore various e-learning tools and build, use, develop and expand this common testing laboratory. However, over four offerings of the programs the resources proved to be underused. This paper will focus on the resources, tools and activities within the E-learning Toolkit, analyse the results of their use and suggest conclusions and new developments that should be undertaken.||0||0|
|Eduwiki: An effective teachers' knowledge management platform||Yiping Zhou
|2008 International Conference on Wireless Communications, Networking and Mobile Computing, WiCOM 2008||English||2008||Wikis' simplicity and flexible nature have begun drawing the attention of teachers and educators, who realize that Wikis facilitate collaborative finding, buildng, and sharing of knowledge. Knowledge management can enable schools to evolve from bureaucracies forged during an industrial era to educational knowledge ecologies that are prepared to compete in a networked information-driven global society. Referred to the advantages of Wikis, the paper describes the needs analysis and architecture of Eduwiki, which focus on Wiki basic service, Personal space, Group space, Resource center and other mechanisms of Eduwiki. These mechanisms are effective when it is used as tools of monitoring and recording processes of teachers' work The paper also gives some practical evidences and they suggest that Eduwiki can be used as an effective tool for collaborative lessong-preparing. Also, the teachers' evaluations are the important reference standards for further improving availability of Eduwiki.||0||0|
|Information economy philosophy in universal education. The Open Educational Resources (OER): Technical, socioeconomics and legal aspects||Rejas-Muslera R.J.
|IEEE International Professional Communication Conference||English||2008||According to Dr. B.R. Ambedkar's definition, Open Educational Resources (OER) are based on the philosophical view of knowledge as a collective, social product. In consequence, it is also desirable to make it a social property. Terry Foote, one of the Wikipedia project's chairperson emphasize this: "Imagine a world in which ever y single person is given free access to the sum of all human knowledge ". The importance of open educational resources (OERs) has been widely documented and demonstrated and a high magnitude impact is to be expected for OERs in the near future. This paper presents on overview of OERs and its current usage. Then, the paper goes into detailed some related aspects. Which is the impact, in socioeconomic terms, of OER, especially for the less developed? Which legal aspects influence the diffusion and use of OER? And, which are the technical resources needed for them?.||0||0|
|Knowledge-supervised learning by co-clustering based approach||Congle Z.
|Proceedings - 7th International Conference on Machine Learning and Applications, ICMLA 2008||English||2008||Traditional text learning algorithms need labeled documents to supervise the learning process, but labeling documents of a specific class is often expensive and time consuming. We observe it is convenient to use some keywords(i.e. class-descriptions) to describe class sometimes. However, short class-description usually does not contain enough information to guide classification. Fortunately, large amount of public data is easily acquired, i.e. ODP, Wikipedia and so on, which contains enormous knowledge. In this paper, we address the text classification problem with such knowledge rather than any labeled documents and propose a co-clustering based knowledge-supervised learning algorithm (CoCKSL) in information theoretic framework, which effectively applies the knowledge to classification tasks.||0||0|
|Measuring learning object reuse||Ochoa X.
|Lecture Notes in Computer Science||English||2008||This paper presents a quantitative analysis of the reuse of learning objects in real world settings. The data for this analysis was obtained from three sources: Connexions' modules, University courses and Presentation components. They represent the reuse of learning objects at different granularity levels. Data from other types of reusable components, such as software libraries, Wikipedia images and Web APIs, were used for comparison purposes. Finally, the paper discusses the implications of the findings in the field of Learning Object research.||0||0|
|Multimodality in a mobile learning environment||Seta L.
Di Giuseppe O.
|Proceedings - International Workshop on Database and Expert Systems Applications, DEXA||English||2008||The aim of this paper is to investigate the use of multimodal interfaces as an opportunity for students involved in mobile learning activities to enhance their didactic experience. The MoULe (Mobile and Ubiquitous Learning) system, a technological platform that we developed in order to support on-site learning experiences through handheld devices, allows the students to read and modify the educational content available on a e-learning platform, and to record new information during on site activities, by using different multimedia formats, such as textual notes, annotated audio and photos. Each student can use his/her handheld device to store these notes, or s/he can publish them on the server using a wireless connection. Afterwards, the published notes can be shared amongst the students and used to construct wiki pages. In this paper we analyse conditions under which the multimodality can support the student/learning environment interaction and, consequently, enhance the learning process.||0||0|
|Social support for creativity and learning online||Amy Bruckman||Proceedings - 2nd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2008||English||2008||In the mid 1990s, we began to ask some hopeful questions about the potential of the Internet to empower the individual: Can users become creators of content, rather than merely recipients? What can people learn through working on personally meaningful projects and sharing them online? If content creation is to some degree democratized, does this have broader cultural or political implications? This enthusiasm faded a bit by the dot-com bust, and many began to wonder: will it be business-as-usual after all? But then it started happening. On Wikipedia, thousands of volunteers collaborate to create a shared resource that, while not without flaws, is astonishing in its breadth and speed of adaptation. Furthermore, the process of writing this resource is truly collaborative to a degree that should make any Computer-Supported Cooperative Work (CSCW) professional envious. On sites like deviantART and Newgrounds, people collaborate on original art projects and animations. On MySpace, teens create their own web pages, sharing snippets of html and expressing themselves in a quintessentially teenage fashion. Blogs written by ordinary citizens have become influential in politics and culture, almost just as envisioned by science fiction writer Orson Scott Card. Peer production of content, it seems, has arrived. What has made this explosion of creativity possible is not better tools for production (though those help), but rather social contexts for sharing those products with others. The easy availability of an audience motivates people to create. In this paper, I'll review the history of peer production of content on the Internet, and present current research in the Electronic Learning Communities (ELC) Lab at Georgia Tech that aims to help support this phenomenon. Drawing on work in the fields of online community design, CSCW, and computer-supported cooperative learning, I'll discuss how we can design Internet-based environments conducive to creativity, collaboration, and learning.||0||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.
|Use of knowledge-sharing web-based portal in gross and microscopic anatomy||Durosaro O.
|Annals of the Academy of Medicine Singapore||English||2008||Introduction: Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Materials and Methods: Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Results:Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. Conclusions: New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.||0||0|
|Wikis-collaborative learning for CS education||Gehringer E.F.
|SIGCSE'08 - Proceedings of the 39th ACM Technical Symposium on Computer Science Education||English||2008||Wikis may be on track to take the academic world by storm. Though researchers have used them as collaborative tools for more than a decade, it is only in the past year or two that they have become widespread in education. Of the articles published by SIGCSE on wikis, nearly two-thirds (30 out of 46) of them gave appeared since the beginning of 2006. References to wikis in the educational database ERIC are approximately doubling each year.1 What is it about wikis that has suddenly made them so attractive? Among other things, it is the fact that collaboration becomes so easy. Students have the opportunity to revise each other's work without the need to send documents back and forth. Because an edit history is kept, it is easy to see how much work each student has done-and to verify that it has not been downloaded from a third-party source on the eve of the due date. Wikis have been used for a wide variety of assignments, from discussion boards to writing a textbook from student contributions. This panel will present several collaborative-learning exercises that have been earned out with wikis, and give advice to instructors who want to use wikis in their classes.||0||0|
|Boosting inductive transfer for text classification using Wikipedia||Somnath Banerjee||Proceedings - 6th International Conference on Machine Learning and Applications, ICMLA 2007||English||2007||Inductive transfer is applying knowledge learned on one set of tasks to improve the performance of learning a new task. Inductive transfer is being applied in improving the generalization performance on a classification task using the models learned on some related tasks. In this paper, we show a method of making inductive transfer for text classification more effective using Wikipedia. We map the text documents of the different tasks to a feature space created using Wikipedia, thereby providing some background knowledge of the contents of the documents. It has been observed here that when the classifiers are built using the features generated from Wikipedia they become more effective in transferring knowledge. An evaluation on the daily classification task on the Reuters RCV1 corpus shows that our method can significantly improve the performance of inductive transfer. Our method was also able to successfully overcome a major obstacle observed in a recent work on a similar setting.||0||0|
|Building collaborative capacities in learners: The M/cyclopedia project revisited||Axel Bruns
|Proceedings of the Conference on Object-Oriented Programming Systems, Languages, and Applications, OOPSLA||English||2007||In this paper we trace the evolution of a project using a wiki-based learning environment in a tertiary education setting. The project has the pedagogical goal of building learners' capacities to work effectively in the networked, collaborative, creative environments of the knowledge economy. The paper explores the four key characteristics of a 'produsage' environment and identifies four strategic capacities that need to be developed in learners to be effective 'produsers' (user-producers). A case study is presented of our experiences with the subject New Media Technologies, run at Queensland University of Technology, Brisbane, Australia. This progress report updates our observations made at the 2005 WikiSym conference. Copyright||0||0|
|Collaborative lesson-preparing environments: EduWiki designing and its applications||Yiping Zhou
|15th International Conference on Computers in Education: Supporting Learning Flow through Integrative Technologies, ICCE 2007||English||2007||Eduwiki is a version of Wiki integrated educational special needs aims to support collaborative lesson-preparing. The paper described the workflow and function of developing Eduwiki. The framework of Eduwiki and its applications were demonstrated in details, focusing on collaborative authoring, history-version comparing, Tag, modification reasons and other mechanisms. These mechanisms are effective in monitoring and recording processes of lesson-preparing. The evaluation of teachers are the important reference standards for further improving availability of Eduwiki.||0||0|
|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|
|Online communities of practice: Are they principled and how do they work?||Molphy M.
|ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||In 2006 the Academic Development and Support (AD&S) Unit at a Melbourne university was faced with the dilemma of providing support to an academic member of staff relocating to Brunei. This paper looks at how AD&S worked with the academic to establish an online community of practice to meet her learning and teaching needs. All three members gained invaluable knowledge and experience from participating in this venture and Wenger's seven principles of design for establishing successful communities of practice naturally evolved throughout the project. Their shared interest in online technologies allowed them to safely explore new strategies for teaching online and gave them an opportunity to come up to speed with tools such as Skype, blogs, wikis, video clips, and mp3 sound bites. The skills gained from participating in this community, and the sharing of experiences, allowed each member to confidently look beyond the group to trial and share their new knowledge and experience in a variety of new educational contexts.||0||0|
|The quality and trust of wiki content in a learning community||Peacock T.
|ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||User generated content is having an ever-increasing influence and presence on the Internet. Wiki communities, in particular Wikipedia, have gained wide spread attention and criticism. This research explores criticisms and strengths of wiki communities, and methods to reconcile the two. This research tests wiki software in an educational setting to determine indicators of article quality. The results give insight into the use of wiki systems in educational settings, suggest possible methods of improving the validity of content created within wiki communities, and provide groundwork for further research in the area.||0||0|
|The use of new Technology in Higher Education: From Unlearning to wiki use Appropriation in a French Business School: A Case Study||Habib J.
|Proceedings of the European Conference on Knowledge Management, ECKM||English||2007||It is widely agreed that the development of new technology in higher education is of particular importance. Yet, with a few exceptions, little is known about the conditions of appropriation by learners in this specific context. This paper attempts to address the relationship between the appropriation of new technology and the process of unlearning. We investigate why and how the actions modifying old knowledge can favour the use of collaborative and virtual technology. The framework of the paper is built on a review of Giddens's theory of structuration and learning theories, with particular focus on the concept of unlearning (Nystrom and Starbuck 1984). Unlearning is defined as the questioning and destruction process of knowledge, logic and patterns established, in order to propose new responses and behaviours. The empirical study proposes the analysis of the process appropriation of wiki technology by 300 students in a French business school ["Euromed Marseille"] in their workgroup sessions. We use a case study methodology (Eisenhardt 1989, Yin 1990) based on a qualitative investigation (Miles and Huberman 1984) and a combination of different collection. The results show that unlearning of traditional workgroup methods clearly facilitates appropriation of wiki technology. In other words, the unlearning-learning process appears to be essential to create virtual collective knowledge. Furthermore, this research provides some evidence about the factors that influence the speed of unlearning - deviant behaviours and tensions within groups, weak ties among group members, various expertise and visions, flexible collaboration... Finally, we discuss the implications of these findings for research and practice, and also make recommendations to encourage unlearning opportunities in the process of new technology appropriation.||0||0|
|Tulane faculty symposium on digital trends: An experiment in instructional technology and outreach||French A.
|Proceedings ACM SIGUCCS User Services Conference||English||2007||Tulane Faculty Symposium on Digital Trends: An experiment in instructional technology and outreach. In many universities, instructional technology groups struggle with creating new opportunities for collaboration with faculty. Nonexistent or infrequent communication, overburdened workload, and lack of active outreach and resources prevent the full and appropriate utilization of instructional technology teams. At Tulane University, these challenges are being addressed through a multi-faceted program designed to bring instructional technology and faculty into a mutually beneficial partnership. One aspect of this outreach program, the Tulane Faculty Symposium on Digital Trends, was specifically designed to introduce faculty to the instructional technology group and instructional new media topics through discussion-based sessions on current technology trends. This program was launched in March 2007, and the response from campus faculty has been overwhelmingly positive.||0||0|
|Wiki: A new paradigm for online training and development of faculty||Gullett E.
|ASCILITE 2007 - The Australasian Society for Computers in Learning in Tertiary Education||English||2007||The training and development function in organisations is undergoing a paradigm shift with the advent of new online technologies like the wiki and educational institutions are no exception. Wiki may provide a means for creating a faculty learning community at educational institutions, thus involving all faculty on a single common platform where each faculty is the producer as well as the user of knowledge. This paper proposes a model for the deployment of wiki for online training and development of faculty in educational institutions. The model is implemented at an online university and preliminary findings indicate that wiki activity by all faculty members is low suggesting the need of further experimentation in the use of wiki as a collaborative T&D tool for online faculty.||0||0|
|Wikipedia in materials education||Powell IV A.C.
|TMS Annual Meeting||English||2007||Wikipedia has become a vast storehouse of human knowledge, and a first point of reference for millions of people from all walks of life, including many materials science and engineering (MSE) students. Its characteristics of open authorship and instant publication lead to both its main strength of broad, timely coverage and also its weakness of non-uniform quality. This talk will discuss the status and potential of this medium as a delivery mechanism for materials education content, some experiences with its use in the classroom, and its fit with other media from textbooks to digital libraries.||0||0|
|Wikis and Wikipedia as a Teaching Tool||Piotr Konieczny||International Journal of Instructional Technology and Distance Learning||English||January 2007||Wikis are a very versatile and easy-to-use tool that is finding increasing applications in teaching and learning. This paper will illustrate how teaching academics can join the wiki revolution. First. it will introduce the common wikis and then focus on Wikipedia, The Free Encyclopedia, which has become one of the most popular Internet sites and offers unique opportunities for teachers and learners. It will describe how wikis and Wikipedia are used as a teaching tool and how to develop them further.Wikipedia can be used for various assignments: for example, students can be asked to reference an unreferenced article or create a completely new one. In doing so, students will see that writing an article is not a 'tedious assignment' but an activity that millions do 'for fun'. By submitting their work to Wikipedia students will see their work benefiting – and being improved upon – by the entire world.||0||0|
|Wikis as a cooperation and communication platform within product development||Albers A.
|Proceedings of ICED 2007, the 16th International Conference on Engineering Design||English||2007||Knowledge and information management gains growing importance especially in industrial product development processes. This contribution presents two concepts for structured information storage and access that also can be combined: Wikis and the Continuous Idea Storage. The objectives of Wikis and the application in product development process are discussed. Further on, the approach of the Continuous Idea Storage is introduced. All ideas, no matter if selected for realization or rejected, generated during product development are stored and annotated by additional information, e.g. why the idea was rejected. Finally, the contribution presents the application of both concepts in product development by student project teams in the context of the Karlsruhe education model for product development (KaLeP).||0||0|
|Wikis in education: Is public better?||Sarah Guth||Proceedings of the Conference on Object-Oriented Programming Systems, Languages, and Applications, OOPSLA||English||2007||Wikis are being used in educational settings more and more but they are often installed within existing institutional Learning Management Systems (LMS) and as such are private, readable and editable only with a password, or semi-public, readable but not editable without a password. What differentiates the use of social software tools such as wikis in the classroom from other traditional computer mediated communication (CMC) tools is that they enable communication between people and knowledge sharing beyond the limits of the classroom and classroom activities. This paper investigates whether or not closing a wiki limits the very potential the tool has in education. Based on a brief review of the literature on wikis in education, the first section discusses how the benefits of wikis might be greater when they are public. This is followed by a description of two courses carried out at the University of Padua, one using a semi-public wiki and the other a public wiki. The same groups of students contributed to both wikis over two semesters and conclusions on the advantages and disadvantages of using a public wiki are drawn from a qualitative analysis of the data gathered. The preliminary findings are then used to suggest that a compromise between public and private wikis in education might provide the ideal learning environment. Copyright||0||1|
|Modelling blended learning environments: Designing an academic development blog||Lefoe G.
|ASCILITE 2006 - The Australasian Society for Computers in Learning in Tertiary Education||English||2006||A major challenge facing academic developers is meeting the development needs of both time poor academics and those staff in multi-location campuses, especially sessional tutors, who may start teaching several weeks before electronic access is enabled. Necessary restrictions placed on access to local intranet and Learning Management Systems meant rethinking how to meet the needs of all staff and in the process model good practice through the use of blended learning environments. One regional university, with seven national and one international campus, is currently redesigning their staff development program to incorporate the use of blogs and wikis to provide access for all staff to a collaborative space to support improved teaching. This paper provides a rationale for the new direction and outlines the design phase to incorporate the use of collaborative technologies within the staff development program. It outlines the challenges faced in designing the environment and provides an overview of the design for the pilot phase. Copyright © 2006 Lefoe, G., Meyers, W.||0||0|
|Preparation of topical reading lists from the link structure of Wikipedia||Wissner-Gross A.D.||Proceedings - Sixth International Conference on Advanced Learning Technologies, ICALT 2006||English||2006||Personalized reading preparation poses an important challenge for education and continuing education. Using a PageRank derivative and graph distance ordering, we show that personalized background reading lists can be generated automatically from the link structure of Wikipedia. We examine the operation of our new tool in professional, student, and interdisciplinary researcher learning models. Additionally, we present desktop and mobile interfaces for the generated reading lists.||0||0|
|"But where's the spec?" - Learning through collaborative development & discovery||Bachetti E.||Proceedings of the Annual Southeast Conference||English||2005||In academia, there has always been a divide between what is taught and what is done in industry. The question that must be asked is how the higher learning institutes can rise to meet this challenge and better prepare its students for the demands that lie ahead. This paper investigates issues regarding evolving project requirements and communication and collaboration among diverse team members, exploring how storyboarding tools and collaborative Wikis can help to mitigate these issues. Copyright 2005 ACM.||0||0|
|WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis||No author name available||WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis||English||2005||The proceedings contain 10 papers. The topics discussed include: Wikis in teaching and assessment: the M/cyclopedia project; Wiki communities in the context of work processes; Wiki templates: adding structure support to Wikis on demand; WikiGateway: a library for interoperability and accelerated Wiki development; smallWiki - a meta-described collaborative content management system; TWiki-based facilitation in a newly formed academic community of practice; Wikis: a rapidly growing phenomenon in the German-speaking school community; quickWeb: integrating mailing list and WikiWikiWeb for group communication; and WikiWiki weaving heterogeneous software artifacts.||0||0|
|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|
|Wikis - A rapidly growing phenomenon in the German-speaking school community||Beat Doebeli Honegger||WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis||English||2005||In the first part we describe the dissemination of wilds in the German-speaking school community with a special focus on Switzerland, the most active German-speaking country using wilds 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.||0||0|