Results 1 - 10
of
28
Wikis to support the “collaborative” part of collaborative learning
- International Journal of Computer-Supported Collaborative Learning
, 2009
"... Abstract Prior research has highlighted the value of using wikis to support learning. This paper makes the case that the wiki has several properties that are particularly amenable for constructing applications that support the “collaborative ” part of a variety and range of different time/different ..."
Abstract
-
Cited by 9 (0 self)
- Add to MetaCart
Abstract Prior research has highlighted the value of using wikis to support learning. This paper makes the case that the wiki has several properties that are particularly amenable for constructing applications that support the “collaborative ” part of a variety and range of different time/different place student collaborations. In support of the argument, the paper presents the WikiDesignPlatform (WDP). The WDP supplies a suite of awareness, navigation, communication, transcription, and analysis components that provide additional functionality beyond the standard wiki feature set. Two case studies are presented, which have different coordination, communication, and awareness requirements for the “collab-orative ” part of the students ’ collaborative learning activities. The evidence shows that under both conditions, a prefabricated wiki provides a sufficiently rich intersubjective space that adequately supports the students ’ collaborative work.
Towards scientific collaboration in a semantic wiki
- Bridging the Gap between Semantic Web and Web 2.0 (SemNet
, 2007
"... Abstract. On the Web 2.0, there are numerous projects for collabora-tively creating and using scientific knowledge in a wiki—think of the scientific sections of Wikipedia or domain-specific platforms like Plan-etMath. They do, however, not yet offer semantic services that could promote collaboration ..."
Abstract
-
Cited by 9 (3 self)
- Add to MetaCart
(Show Context)
Abstract. On the Web 2.0, there are numerous projects for collabora-tively creating and using scientific knowledge in a wiki—think of the scientific sections of Wikipedia or domain-specific platforms like Plan-etMath. They do, however, not yet offer semantic services that could promote collaboration both of scientific knowledge engineers and of schol-ars or that take semantics emerged from such communities or acquired from page contents into account. On the other hand, there are several semantic wikis—wikis enhanced with Semantic Web technologies. Current semantic wikis, however, only offer rather generic semantic services, such as semantic navigation, se-mantic-based editing assistance, and semantic search. Semantic services tailored to scientific knowledge and its specific structures (e. g. theories depending upon each other) are not yet provided. Based on the argument that current semantic wikis lack scientific services because domain-specific ontologies are not properly integrated, this article
Conceptual Foundations for a Service-Oriented Knowledge & Learning Architecture: Supporting Content, Process, and Ontology Maturing
"... Abstract: The knowledge maturing model views learning activities as embedded into, interwoven with, and even indistinguishable from everyday work processes. Learning is understood as an inherently social and collaborative activity. The Knowledge Maturing Process Model structures this process into fi ..."
Abstract
-
Cited by 7 (4 self)
- Add to MetaCart
(Show Context)
Abstract: The knowledge maturing model views learning activities as embedded into, interwoven with, and even indistinguishable from everyday work processes. Learning is understood as an inherently social and collaborative activity. The Knowledge Maturing Process Model structures this process into five phases: expressing ideas, distributing in communities, formalizing, ad-hoc learning and standardization. It is applicable not only for content but also to process knowledge and semantics. In the MATURE IP two toolsets will be develop that support the maturing process: a personal learning environment and an organisation learning environment integrating the levels of individuals, communities and organisation. The development is guided by the SER theory of seeding, evolutionary growth and reseeding and is based on generally applicable maturing services.
Learning and knowledge building with wikis: The impact of incongruity between people’s knowledge and a wiki’s information
- in Proc. International Conference for the Learning Sciences
"... Abstract: The study reported in this article aims at empirically testing a theoretical model of collaborative knowledge building with wikis which was recently introduced by Cress and Kimmerle (2007; in press). This model assumes that individual learning and collaborative knowledge building are based ..."
Abstract
-
Cited by 3 (2 self)
- Add to MetaCart
Abstract: The study reported in this article aims at empirically testing a theoretical model of collaborative knowledge building with wikis which was recently introduced by Cress and Kimmerle (2007; in press). This model assumes that individual learning and collaborative knowledge building are based on the interplay between people’s knowledge and the information available in the wiki. This interplay takes place in the form of externalization and internalization respectively. Individual learning is considered as happening through internal processes of assimilation and accommodation. Collaborative knowledge building happens through activities of external assimilation and accommodation. This study demonstrates these four processes in an experimental setting. As postulated by Cress and Kimmerle, the results show that a medium level of incongruity between people’s knowledge and a wiki’s information supports individual learning. A medium level of incongruity also leads to more external accommodation processes, despite the fact that high and medium levels of incongruity result in the same amount of text complements.
Article Using Web 2.0 Technologies for Collaborative Learning in Distance Education—Case Studies from an Australian University
, 2012
"... www.mdpi.com/journal/futureinternet ..."
(Show Context)
The wiki as an integrative tool in project work
"... Abstract. The paper provides insights on how wikis support project work and what characteristics of wikis make them adequate for this purpose. The findings are based on a case study of software engineering projects in an educational setting. Project wikis are found to serve an integrative role along ..."
Abstract
-
Cited by 2 (2 self)
- Add to MetaCart
(Show Context)
Abstract. The paper provides insights on how wikis support project work and what characteristics of wikis make them adequate for this purpose. The findings are based on a case study of software engineering projects in an educational setting. Project wikis are found to serve an integrative role along several dimensions of project work, enabled by the flexibility and automatic support for capturing history offered by the technology. The findings demonstrate that a project wiki can serve as a knowledge repository, a means for staging the project, a coordination mechanism, and a shared workspace. To many projects in need of project management and collaboration support, project wikis should be seen as an attractive, lightweight, all-purpose alternative.
Leveraging the power of Web 2.0 tools: A Wiki platform as a multimedia teaching and learningenvironment in dental education
- Journal of Dental Education
, 2012
"... Abstract: This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of ..."
Abstract
-
Cited by 2 (0 self)
- Add to MetaCart
Abstract: This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of wiki spaces with instructional video documentaries. Harnessing the wiki’s versa-tility, DPES offers faculty members an avenue to develop an authoritative source of information for both students, through DPES Pro, and the public at large, through DPES Public. Principles of cognitive theory of multimedia learning, constructivist theory, and collaborative writing were employed in the development of DPES. An authoring protocol, with a clearly defined sequence of steps, was established in order to keep the production of the DPES procedures consistent and predictable. Initial, anecdotal user reports indicate that DPES is well received among dental students and faculty members. Expected outcomes and benefits of DPES use are discussed, and directions for research are proposed.
Abstract A Framework for Studying the Use of Wikis in Knowledge Work Using Client-Side Access Data
"... While measurements of wiki usage typically focus on the active contribution of content, information on the passive use of existing content can be valuable for a range of commercial and research purposes. In particular, such data is necessary for reconstructing the context or tracing the flow of info ..."
Abstract
-
Cited by 1 (1 self)
- Add to MetaCart
(Show Context)
While measurements of wiki usage typically focus on the active contribution of content, information on the passive use of existing content can be valuable for a range of commercial and research purposes. In particular, such data is necessary for reconstructing the context or tracing the flow of information in settings where wikis are used as collaboration platforms in knowledge work that relies on specialized tools, such as software development. Meeting these needs requires detailed knowledge of user behavior, such as the duration for which a page was read and the sections visible at each point. This data cannot be collected by present wiki implementations and must be collected from the client-side, which presents a range of technical and privacy problems. In addition, this data must be correlated with traces of interaction with other tools. In this paper we present an approach for solving these problems in which scripts embedded by the wiki server are executed by the client browser, and report on the user’s interaction with that document along with relevant structural information. These reports are relayed to a comprehensive framework for storing and accessing interaction and context data from the wiki and from additional tools used in knowledge work. This framework can be used to correlate these traces to obtain a complete view of the user’s work across tools, or to approximate his context at specific points in time.
Collaboration and Knowledge Management Skills
, 2009
"... All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately. ..."
Abstract
- Add to MetaCart
All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.
USING WIKIS IN AN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES (ESAP) CONTEXT: UNIVERSITY STUDENTS ’ PERCEPTIONS AND REFLECTIONS
"... salomi.papadima @ cut.ac.cy and christina.yerou @ cut.ac.cy This study explores students ' perceptions regarding the use of wikis in their learning of English for Specific Academic Purposes (ESAP). First year university students of the department of Commerce, Finance and Shipping were given a q ..."
Abstract
- Add to MetaCart
(Show Context)
salomi.papadima @ cut.ac.cy and christina.yerou @ cut.ac.cy This study explores students ' perceptions regarding the use of wikis in their learning of English for Specific Academic Purposes (ESAP). First year university students of the department of Commerce, Finance and Shipping were given a questionnaire prior to and after their ESAP course. Students worked with wikis during the entire semester and recorded their reflections concerning the wiki integration and its perceived effect on their language learning. The results show that the wiki experience was a positive one overall. 1.
