| Pierre-Carl Langlais|
(Alternative names for this author)
|Authorship||Publications (3), datasets (0), tools (0)|
|Citations||Total (1), average (0.333333333333), median (0), max (1), min (0)|
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PublicationsOnly those publications related to wikis are shown here.
|Title||Keyword(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|La négociation contre la démocratie : le cas Wikipedia||Computer mediated community
Communautés en ligne
|Négociations||French||2014||The first pillar of Wikipedia stresses that « Wikipedia is not a democracy ». The wikipedian communities tend to view democracy and polling as the alter ego (if not the nemesis) of negociation and consensual thought. This article questions the validity and the motives of such a specific conception. Using the conceptual framework of Arend Lijphart, it describes the emergence of a joint-system, which includes elements of majoritarian democracy into the general setting of a consensual democracy. The unconditional rejection of democratic interpretation seems to have its own social use : it allows a pragmatic acclimation of pre-existent procedures in the static political system.||0||0|
|Is Wikipedia a Relevant Model for E-Learning?||E-learning
|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.