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writing is included as keyword or extra keyword in 0 datasets, 0 tools and 23 publications.
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|Title||Author(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Motivations for Contributing to Health-Related Articles on Wikipedia: An Interview Study||Farič N
|Journal of Medical Internet Research||English||3 December 2014||Background: Wikipedia is one of the most accessed sources of health information online. The current English-language Wikipedia contains more than 28,000 articles pertaining to health.
Objective: The aim was to characterize individuals’ motivations for contributing to health content on the English-language Wikipedia.
Methods: A set of health-related articles were randomly selected and recent contributors invited to complete an online questionnaire and follow-up interview (by Skype, by email, or face-to-face). Interviews were transcribed and analyzed using thematic analysis and a realist grounded theory approach.
Results: A total of 32 Wikipedians (31 men) completed the questionnaire and 17 were interviewed. Those completing the questionnaire had a mean age of 39 (range 12-59) years; 16 had a postgraduate qualification, 10 had or were currently studying for an undergraduate qualification, 3 had no more than secondary education, and 3 were still in secondary education. In all, 15 were currently working in a health-related field (primarily clinicians). The median period for which they have been an active editing Wikipedia was 3-5 years. Of this group, 12 were in the United States, 6 were in the United Kingdom, 4 were in Canada, and the remainder from another 8 countries. Two-thirds spoke more than 1 language and 90% (29/32) were also active contributors in domains other than health. Wikipedians in this study were identified as health professionals, professionals with specific health interests, students, and individuals with health problems. Based on the interviews, their motivations for editing health-related content were summarized in 5 strongly interrelated categories: education (learning about subjects by editing articles), help (wanting to improve and maintain Wikipedia), responsibility (responsibility, often a professional responsibility, to provide good quality health information to readers), fulfillment (editing Wikipedia as a fun, relaxing, engaging, and rewarding activity), and positive attitude to Wikipedia (belief in the value of Wikipedia). An additional factor, hostility (from other contributors), was identified that negatively affected Wikipedians’ motivations.Conclusions: Contributions to Wikipedia’s health-related content in this study were made by both health specialists and laypeople of varying editorial skills. Their motivations for contributing stem from an inherent drive based on values, standards, and beliefs. It became apparent that the community who most actively monitor and edit health-related articles is very small. Although some contributors correspond to a model of “knowledge philanthropists,” others were focused on maintaining articles (improving spelling and grammar, organization, and handling vandalism). There is a need for more people to be involved in Wikipedia’s health-related content.
|Evaluating the use of wikis for EFL: A case study of an undergraduate English writing course in China||Sun Z.
|International Journal of Information Technology and Management||English||2014||This study aims at examining the effectiveness of applying wikis in tertiary-level English as a foreign language (EFL) classes. The use of wikis in English for specific purposes (ESP) course-Business English Writing-by undergraduate students in a university in China was investigated through data analysis of test results as well as interviews. Performance results on Business English Certificates (BEC) preliminary (pre-test) and BEC vantage (post-test) revealed that the experimental group significantly outperformed the control group in writing in the post-test. Interviews showed that students held a rather positive view towards the use of wikis in the ESP writing class and they favoured the tool mainly for its effect of enhancing their learning motivation and its function for collaborative learning. Still, a few students were not accustomed to this type of e-learning for varied reasons. Implications of the results are that wikis can benefit EFL learners by improving their writing skills in a collaborative environment. Copyright||0||0|
|Students' engagement with a collaborative wiki tool predicts enhanced written exam performance||Stafford T.
|Research in Learning Technology||English||2014||We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students' tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high- and low-grading studentswho used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory. © 2014 T. Stafford et al.||0||0|
|WikiTextbooks: Designing Your Course Around a Collaborative Writing Project||Katz B.P.
|PRIMUS||English||2014||We have used wiki technology to support large-scale, collaborative writing projects in which the students build reference texts (called WikiTextbooks). The goal of this paper is to prepare readers to adapt this idea for their own courses. We give examples of the implementation of WikiTextbooks in a variety of courses, including lecture and discovery-based courses. We discuss the kinds of challenges that WikiTextbooks address and focus on critical design decisions. Finally, we conclude with a suggested template wiki project that is approachable for new users and appropriate for many course structures.||0||0|
|Digital histories for the digital age: Collaborative writing in large lecture courses||Soh L.-K.
|Proceedings of the International Conference e-Learning 2013||English||2013||The digital environment has had an immense effect on American society, learning, and education: we have more sources available at our fingertips than any previous generation. Teaching and learning with these new sources, however, has been a challenging transition. Students are confronted with an ocean of digital objects and need skills to navigate the World Wide Web and numerous proprietary databases. Writing and disciplinary habits of mind are more important than ever in this environment, so how do we teach these in the digital age? This paper examines the current digital environment that humanities faculty face in their teaching and explores new tools that might support collaborative writing and digital skills development for students. In particular, this paper considers the effectiveness of a specially configured multi-agent wiki system for writing in a large lecture humanities course and explores the results of its deployment over two years.||0||0|
|Enhancing successful outcomes of wiki-based collaborative writing: a state-of-the-art review of facilitation frameworks||Stoddart A.
|Interactive Learning Environments||English||2013||This state-of-the-art review research undertook a survey of a variety of studies regarding wiki-based collaborative writing projects and from this body of work extracted the best practices tenets of facilitation. Wiki-based collaborative writing projects are becoming more common in second language (L2) pedagogy. Such projects have multiple aims. These include, among other benefits, L2 acquisition, P2P learning, collaboration and immersion in new technologies that will inform the social and professional lives of the students. By mining a variety of wiki-based collaborative writing projects for the specific meta and secondary facilitation practices, the researchers were able to develop a general framework that will assist instructors of university or advanced high school students who wish to engage their students in such projects. The attributes of good facilitation that the researchers have isolated are by no means exhaustive, nor are they a guarantee of successful outcomes. These attributes do, however, provide a good starting point for any teacher or instructional designer who wants to provide an environment that fosters student satisfaction, motivation and learning.||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|
|He's gone and wrote over it': The use of wikis for collaborative report writing in a primary school classroom||Doult W.
|Education 3-13||English||2013||Wikis (websites that can be edited quickly by multiple authors) were used with upper-primary school children to write group reports on a science topic. Two teachers observed the children working, and their observations were used alongside the texts from the wikis and group interviews with children to explore the question of whether using wikis would lead to a change in writing practices and attitudes. This study found that although children often felt proprietorial about their texts, there was some evidence of negotiation and of joint content building. There was also evidence of peer-supported learning of information and communications technology (ICT) skills. Furthermore, the quality and quantity of writing were greater when using wikis than in conventional writing contexts, and the groups which engaged in more discussion produced more text.||0||0|
|Private path, public route': A multicultural group of teachers experiences Wiki-assisted learning||Poyas Y.||Technology, Pedagogy and Education||English||2013||This qualitative study examined how a multicultural group of experienced teachers (nine Arabs, ten Jews) used Wiki as an alternative platform for the construction of a shared interpretive knowledge base. None of the participants had had any prior experience with Wiki as a learning environment. Data were derived from the Wiki platform, teachers' oral and written feedback, and the lecturer's log. Generally, teachers expressed positive attitude towards learning in a Wiki environment. However, cultural differences relating to language, habitual ways of studying and evaluating, and perceptions of teacher-student roles in classrooms affected participation. Different ways of using Wiki were observed along a continuum from teachers' adaptation of Wiki to learners' characteristics to learners' adaptation of selves to Wiki characteristics. The findings may alert teacher educators to ways of integrating Wiki pedagogy into teachers' curricular thinking: an explicit discussion of Wiki pedagogy attributes; more than one experience with long-term Wiki projects; supportive and sharing environment; attention to language barriers; a constant presence of the lecturer in the 'discussion boards' to guide and share concerns.||0||0|
|A semantic wiki for editing and sharing decision guidelines in oncology||Meilender T.
|Studies in Health Technology and Informatics||English||2012||The Internet has totally changed the way information is published and shared in medicine. With web 2.0 and semantic web technologies, web applications allow now collaborative information editing in a way that can be reused by machines. These new tools could be used to in local health networks to promote the editing and sharing of medical knowledge between practitioners. Oncolor, a French oncology network, has edited 144 decision guidelines. These local guidelines rely upon national French guidelines and are built and updated collaboratively by medical experts. To improve working conditions, the need of an online collaborative tool has been expressed. This paper presents ONCOLOGIK, a semantic wiki approach for local oncology guideline editing. Semantic wikis allow online collaborative work and manage semantic annotations which can be reused automatically to bring new services. Applied to oncology guidelines, semantic technologies improve the guideline management and provide additional services such as targeted queries to external bibliographical resources. © 2012 European Federation for Medical Informatics and IOS Press. All rights reserved.||0||0|
|Collaborative online writing assignments to foster active learning||Olivo R.F.||Journal of Undergraduate Neuroscience Education||English||2012||To help students master the content of a neurophysiology course, they were asked to participate in collaborative writing projects. In the first two years, students contributed to a class wiki by summarizing one lecture and editing summaries of several others. In the second two years, students worked in teams of three or four to write a series of illustrated chapters spanning the entire semester. The second assignment kept students more engaged than the wiki project, and although they found it a significant amount of work, they also believed that it helped them learn the subject matter. Working in teams, however, was not always a happy experience.||0||0|
|Massively Distributed Authorship of Academic Papers||Conference on Human Factors in Computing Systems||English||2012||Wiki-like or crowdsourcing models of collaboration can provide a number of benefits to academic work. These techniques may engage expertise from different disciplines, and potentially increase productivity. This paper presents a model of massively distributed collaborative authorship of academic papers. This
model, developed by a collective of thirty authors, identifies key tools and techniques that would be necessary or useful to the writing process. The process of collaboratively writing this paper was used to discover, negotiate, and document issues in massively authored scholarship. Our work provides the firstextensive discussion of the experiential aspects of large-scale collaborative research.
|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|
|Making academic writing real with ICT||Klimova B.F.||Procedia Computer Science||English||2011||The aim of the article is to explore the potential use of ICT (Information and Communication Technology) as a tool that supports and improves students' skills of formal written English in the context of higher education. The article begins first by explaining how ICT is implemented in an optional course on academic writing taught at the Faculty of Informatics and Management in Hradec Kralove for 5 years already. Therefore, a short introduction to the concept of blended learning is mentioned. Furthermore, referring to the corresponding research literature, main pedagogy theories connected with the use of ICT are described, i.e. constructivism and activity theory. In addition to that, it shows how students' newly acquired knowledge and skills of formal written English result in real electronic publishing. Finally, students' end products of their half-semester effort are demonstrated and benefits of such work examined.||0||0|
|The effects of wikis on foreign language students writing performance||Alshumaimeri Y.||Procedia - Social and Behavioral Sciences||English||2011||This study investigated the use of wikis in improving writing skills among 42 male students at the Preparatory Year (PY) in King Saud University in Saudi Arabia. Research questions investigated writing accuracy and quality. Performance results on pre- and post-tests revealed that both groups improved significantly overtime in both accuracy and quality. However, the experimental group significantly outperformed the control group in both accuracy and quality of writing in the post-test. The implications of the results are that wikis can benefit teachers and students by improving their writing skills in accuracy and quality in a collaborative environment.||0||0|
|Wikis for Education - Helping Students Communicate and Collaborate||Clif Kussmaul||T4E||English||2011||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|
|Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space||Greg Kessler
|Computer Assisted Language Learning||English||2010||This study reports on attention to meaning among 40 NNS pre-service EFL teachers as they collaboratively constructed a wiki in a 16-week online course. Focus is placed upon the nature of individual and group behavior when attending to meaning in a long-term wiki-based collaborative activity as well as the students' collaborative autonomous language learning abilities. Phases of group collaboration as well as individual language acts were analyzed. Student interaction and language use appear to benefit from flexible learning environments although student use of these spaces may not be consistent with instructor expectations. More important than the quality of the final wiki is the process students engage in as they write collaboratively. The paper concludes with a proposed framework for CALL research and practice.||0||0|
|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|
|Visualization of Interactions in Collaborative Writing||Robert P. Biuk-Aghai
|International Conference on Digital Ecosystems and Technologies||English||February 2008||Wikis have become an important component of a collaboration infrastructure, particularly in loosely-coupled and self-organizing settings such as those of digital ecosystems. We report on our use of wikis in the education doman to support collaborative creative writing, as well as collaborative translation. This paper presents an analysis and visualization tool that we have developed as an aid for assessing both the process and the outcome of these collaborative writing tasks.||16||1|
|Agile documentation with uScrum||Joaquim Baptista||SIGDOC 2008 - Proceedings of the 26th ACM International Conference on Design of Communication||English||2008||uScrum (uncertainty Scrum) is an agile process developed by a small team at Altitude Software to manage the process of writing user documentation. uScrum manages uncertainty and the unknown, allowing writers to quickly react to changing conditions. uScrum uses orders of ignorance to understand the difficulty of tasks, allowing the team to effectively prioritize regular work together with difficult creative work. uScrum overbooks writers on iterative cycles called sprints, then lets the writers micro-manage their tasks to overcome obstacles. After each sprint the team decides what to publish and whether to proceed with unfinished work. Copyright 2008 ACM.||0||0|
|Reading and writing with Wikis: Progress and plans||Cliff Kussmaul
|Creativity and Cognition 2007, CC2007 - Seeding Creativity: Tools, Media, and Environments||English||2007||This paper describes an investigation of ways to use wikis to support and improve reading, writing, and related skills. The primary objective is to develop activities that can be adapted to a variety of settings. The paper describes a set of successful activities, and discusses the effects of using a wiki, lessons learned, and future directions.||0||0|
|Reading and writing with Wikis: progress and plans||Clif Kussmaul