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pedagogy is included as keyword or extra keyword in 0 datasets, 0 tools and 13 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|IScience: A computer-supported collaborative inquiry learning project for science students in secondary and tertiary science education||Anderson K.
|International Journal of Innovation in Science and Mathematics Education||English||2014||Pre-service teachers come to teacher education programs with a range of experiences and understandings about inquiry in Science. The IScience project aims to assist pre-service teachers to develop an understanding of the issues and skills required to guide students through an open-inquiry process. In addition, the project provides opportunities for pre-service teachers at the beginning of their teacher training to develop their skills in mentoring high school science students in an open-ended inquiry process. In this study, wikis were used to support the interactions among the pre-service teachers and school students, who were from geographically diverse locations to collaborate on the open-inquiry project. A mixed-method approach to the data collection was used. Data sources included surveys, reflective journals, and pre-and post-tests. The impact of the project on the pre-service teachers' understanding of how to teach science by inquiry is discussed in this paper. The results of the study indicate the pre-service teachers felt more confident in their understandings of scientific inquiry and their ability to teach inquiry.||0||0|
|Academic Staff in Traditional Universities: Motivators and Demotivators in the Adoption of E-learning||Mackeogh K.
|Distance and E-Learning in Transition: Learning Innovation, Technology and Social Challenges||English||2013||[No abstract available]||0||0|
|The use of online collaborative writing tools by technical communication practitioners and students||Behles J.||Technical Communication||English||2013||Purpose: This study investigated technical communication practitioners' and students' use of online collaborative writing tools (OCWTs), as well as their opinions about these tools. This family of tools includes wikis, online word processors, learning management systems (LMSs), and other collaborative tools. The data gathered were used to illustrate these tools' value to practitioners, as well as provide educators with recommendations about which tools to teach students. Method: Surveys were deployed to technical communication practitioners and students; each group had its own survey. The surveys gathered quantitative and qualitative data. The qualitative data were analyzed through a coding system. Results: Roughly 85% of both groups used OCWTs; however, practitioners used them daily while students used them only weekly. Practitioners primarily used tools chosen by their companies, and their most-used tools were Microsoft SharePoint, Google Docs, and company intranet. Students were features driven, and their mostused tools were Google Docs, PBWorks (formerly PBWiki), and Blackboard. Both groups had positive opinions overall about OCWTs. Conclusion: Technical communication practitioners appear to be using these tools often in the workplace, and several OCWTs appear to have become standards. These tools seem to hold value for practitioners, who use them for a wide variety of collaborative tasks. Technical communication students and educators should be aware of the OCWTs and collaborative tasks found in industry so that students can learn them. These tools include wikis, online word processors, and SharePoint (or something similar, such as an LMS). Finally, some tasks that practitioners perform (single sourcing, project management, and so forth) appear unfamiliar to students- it would be beneficial if students learned to perform these tasks in the classroom.||0||0|
|Using video and wiki technology to increase student engagement with learning in large international cohorts in uk higher education||Dunne E.
|Cutting-Edge Technologies in Higher Education||English||2012||This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the support of technology. Implementation of two modules in the University of Exeter Business School is explored: a first-year management module wherein students make use of camcorders and a master's module where students use wikis. Each has been important in coming to understand the inter-relationship of pedagogic processes and technology use, in particular in the context of group work. Data on student outcomes and perceptions have been collected through ongoing monitoring, individual and group reflective accounts, tutor and student-led surveys and informal verbal feedback. Overall, the use of both technologies is highly valued by most students and by the teachers, despite the many (and sometimes unexpected) difficulties associated with their management. The main benefits are in the way that they can be used to support attendance, group cohesion and quality of work, in an ethos where the importance of group work is central to learning and where individuals are recognised for what they can contribute despite the large cohort size and the many different nationalities. Copyright||0||0|
|A Technological Reinvention of the Textbook: A Wikibooks Project||Patrick M. O’Shea
James C. Onderdonk
Dwight W. Allen
|Journal of Digital Learning in Teacher Education||English||April 2011||Education traditionally has been defined as a one-way relationship between teacher and learner. However, new technologies are dramatically changing that relationship in a multitude of ways. In this article, the authors describe some of these changes and explore one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. The process described proceeds from the premise that the needs and capacity of learners in the information age have been transformed and discusses one way that using an appropriate technology may address them. For this wikibook, the creators of the content become the prime users of the content as well. The authors discuss both the philosophical underpinnings and practical implications of this approach. Evaluation of the project suggests that the methodology produces an active, credible learning process. This study explores the advantages and disadvantages of this wiki process to provide context concerning the efficacy and utility of employing particular types of Web 2.0 tools. The course development rationale points to its potential for radically changing how students and teachers interact with the phenomenon of ubiquitous learning.||2||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|
|Using wikis for collaborative learning of technology||Kear K.
|IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings||English||2009||This paper reports on a project to evaluate students' use of wikis in a distance learning course on information and communication technologies. The students, who were already familiar with discussion forums, were offered the use of wikis for some of the online tutorials which form part of the course. They were then asked for feedback via an online questionnaire. Students' comments show that they valued the chance to use a wiki and could see its benefits for collaboration. However, they also raised concerns related to usability and to issues of editing each other's work.||0||0|
|Back to basics: Electronic pedagogy from the (virtual) ground up||Ehrlich J.||Shakespeare||English||2008||Educators today have no agreement on what "electronic Shakespeares" in the classroom might mean, or even what they should mean. In this essay, I will survey a variety of electronic resources that have been used in classrooms effectively, and examine a variety of ways that students can use them to learn. In doing so, I hope to suggest ways in which these tools can be used effectively in the classroom today, regardless of which tools ultimately become part of a teacher's arsenal in 20 years. Jerome McGann argues that "humanities education ... will not take the use of digital technology seriously until one demonstrates how its tools improve the ways we explore and explain aesthetic works ...". It is my hope that this exploration can help to provide that kind of explanation. By looking in turn at wikis, blogs, online texts, concordances and a wide range of "performance media", I hope to identify those areas where good pedagogy can be enhanced by the strengths of the Internet. In doing so, I argue that using the Internet in the classroom can be a humanizing tool and a promotion of the kinds of close reading the Internet may otherwise discourage. Nonetheless, electronic Shakespeares look a lot like electronic Joyces and electronic bibles: like Shakespeare's cultural ubiquity, his exceptionality is a social construction, not apparent in the application of electronic methods.||0||0|
|Building Collaborative Capacities in Learners: The M/Cyclopedia Project, Revisited||Axel Bruns
|WikiSym||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. This progress report updates our observations made at the 2005 WikiSym conference.||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|
|Independent, synchronous and asynchronous an analysis of approaches to online concept formation||Bower M.||ITiCSE 2007: 12th Annual Conference on Innovation and Technology in Computer Science Education - Inclusive Education in Computer Science||English||2007||This paper compares and contrasts three different approaches to pre-class concept formation in an online computing course. In the initial third of the semester students made individual responses to sets of weekly pre-class tutorial style questions. In the following four weeks a virtual classroom was used to facilitate the synchronous construction of group responses to the same type of activities. In the final third of semester a wiki was used to provide an asynchronous means of composing group responses to the pre-class tutorial questions. The different patterns of student contribution and interaction that resulted from each mode are described. Implications for concept formation specifically and learning generally are discussed. Copyright 2007 ACM.||0||0|
|Wikis in Teaching and Assessment - The M/Cyclopedia Project||Axel Bruns
|WikiSym||English||2005||In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms.||3||0|
|Wikis in teaching and assessment: The M/Cyclopedia project||Axel Bruns
|WikiSym 2005 - Conference Proceedings of the 2005 International Symposium on Wikis||English||2005||In a knowledge-based, networked economy, students leaving university need to have attained skills in collaborative and creative project-based work and to have developed critical, reflective practices. This paper outlines how a wiki can been used as part of social constructivist pedagogical practice which aims to develop advanced ICT literacies in university students. The paper describes the implementation of a wiki-based project as part of a subject in New Media Technologies at Queensland University of Technology. We discuss the strengths and challenges involved in using networked, collaborative learning strategies in institutional environments that still operate in traditional paradigms. Copyright 2005 ACM.||0||8|