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|Related keyword(s)||wikipedia, wiktionary, wikiversity, wikisource, wikinews|
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wikibooks is included as keyword or extra keyword in 0 datasets, 0 tools and 8 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|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|
|Redundancy and collaboration in Wikibooks||Ilaria Liccardi
Ching-Man Au Yeung
|INTERACT||English||2011||This paper investigates how Wikibooks authors collaborate to create high-quality books. We combined Information Retrieval and statistical techniques to examine the complete multi-year lifecycle of over 50 high-quality Wikibooks. We found that: 1. The presence of redundant material is negatively correlated with collaboration mechanisms; 2. For most books, over 50\% of the content is written by a small core of authors; and 3. Use of collaborative tools (predicted pages and talk pages) is significantly correlated with patterns of redundancy. Non-redundant books are well-planned from the beginning and require fewer talk pages to reach high-quality status. Initially redundant books begin with high redundancy, which drops as soon as authors use coordination tools to restructure the content. Suddenly redundant books display sudden bursts of redundancy that must be resolved, requiring significantly more discussion to reach high-quality status. These findings suggest that providing core authors with effective tools for visualizing and removing redundant material may increase writing speed and improve the book's ultimate quality.||12||0|
|Retratos da colaboração e da segmentação na Wikimedia: Especificidades dos wikilivros Judaísmo e Civilização Egípcia||Luana Teixeira de Souza Cruz||Portuguese||2011||A colaboração constitui essencialmente a estrutura daWeb 2.0, também conhecida como web colaborativa. Um importante conceito da geração Web 2.0 está implícito nas plataformas e nos modos de produção wiki. São ferramentas de construção do conhecimento online, que permitem a participação de qualquer pessoa em estágios variados do processo colaborativo. Os projetos Wikipedia e Wikilivros da Wikimedia Foundation, por exemplo, configuram espaços de interação, lugares de fala, onde os agentes expressam individualidades, muitas vezes com o intuito cooperativo de melhoria da qualidade dos livros. O que permite a lógica de funcionamento destas plataformas é a formação de uma rede de usuários interconectados, de diversas maneiras, dentro de um emaranhado de laços. Estes integram, em alguns casos, como se discute aqui, desenvolvimentos colaborativos nos projetos Wikilivros e Wikipedia. Buscando compreender como se configura a colaboração no ambiente da Wikimedia Foundation, este artigo discute de que modo os perfis editoriais do projeto Wikilivros segmentam redes sociais e como essas redes sociais transitam pela Wikimedia, uma vez que os projetos wiki são densamente interconectados. A questão é averiguada no wikilivro em desenvolvimento “Judaísmo” em comparação ao já completado wikilivro “Civilização Egípcia”. A análise comparativa enfatiza a importância da interdepêndencia entre os usuários para a configuração de redes compostas por laços, cuja força se baseia na produção colaborativa dos wikilivros.||0||0|
|Wikibooks and Wikibookians: Loosely Coupled Community or a Choice for Future Textbooks?||Meng Fen Grace Lin
Curtis J. Bonk
|IEEE Trans. Learn. Technol.||English||2011||This is the second of a two-part study of the Wikibookian community. Our initial study explored the basic demographics, purpose and goals, ownership, collaborative work experiences, successes and failures, and advantages and disadvantages of wikibooks. Those initial results revealed interesting issues related to the Wikibookian community and practices within the Wikibooks web site. This follow-up study was conducted to better understand Wikibookian apprenticeship, identity, and community of practice. Our survey data suggested that while there is a strong sense of community within the Wikibookians, most members work independently and without direct apprenticeship from other more experienced Wikibookians. We conclude that Wikibooks is not a social-networking site where people share profile pictures and make friends. Nevertheless, many Wikibookians do not have difficulties in communicating with other Wikibookians or in contributing to Wikibooks. In addition, this is an open educational environment where sharing knowledge is the primary goal.||7||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 tensions of transformation in three cross-institutional wikibook projects||Bonk C.J.
|Internet and Higher Education||English||2009||Wikis have the potential to change learning environments from traditional knowledge transmission models to knowledge transformative ones where students generate, share, and reshape knowledge. In this three-part study, graduate students created wikibooks across institutional settings. One of these projects extended to universities in China, Taiwan, Malaysia, and the United States, whereas the other two involved two universities in the United States. The degree of scaffolding and other support varied in each project. At the end of each study, students were surveyed about their wikibook efforts. In addition, instructors across the institutions were interviewed about the obstacles they faced as well the opportunities. Based on these results, more than two dozen cross-institutional wikibook issues are organized into five key themes: (1) instructional issues; (2) collaboration issues; (3) technology issues; (4) constructivism and sense of community issues; and (5) wikibook issues. Several recommendations are offered related to the use of wikibooks in the classroom as a transformational learning tool. © 2009 Elsevier Inc. All rights reserved.||0||1|
|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|
|The Tensions of Transformation in Three Cross-Institutional Wikibook Projects: Looking Back Twenty Years to Today||Curtis J. Bonk
Mimi Miyoung Lee
Meng-Fen Grace Lin
|American Educational Research Association (AERA) Annual Meeting||English||2008||4||0|