Collaborative Learning Using Wiki Web Sites for Computer Science Undergraduate Education: A Case Study

Tsai, Wei‐Tek; Li, Wu; Elston, Jay; Chen, Yinong

doi:10.1109/te.2010.2046491

Cited by 76 publications

(49 citation statements)

References 10 publications

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“…They are communities where each member has the potential to contribute and participate in the discussions, which increases the possibility to solve complex problems. Moreover in the field of education and the use of technologies, [66] reported in his article that Web 2.0 provides a framework for education on the Web, allowing students to experience CI and creativity.…”

Section: Collective Intelligence and Learningmentioning

confidence: 99%

Research and trends in the studies of Collective Intelligence from 2012 to 2015

Grimón

Meza

Vaca-Cárdenas

et al. 2017

EAI Endorsed Transactions on e-Learning

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The interaction between groups of people and machines supports the transfer of knowledge and strengthen Collective Intelligence (CI) making it robust. The CI with the support of technology progresses through platforms and computer systems including ontology, clusters, agents, Web intelligence among others. This research consists of a content analysis of recent studies 2012-2015 on CI. After an extensive search of publications on electronic databases, two hundred and fifteen papers were selected and exposed in a document's analysis following the approach of Zott. In this research we identified three categories to consider: Learning, technology and decision-making. The analysis revealed that CI is strongly related with technology, supporting the processes of training people and promoting collaborative learning as a new form of literacy.

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Section: Collective Intelligence and Learningmentioning

confidence: 99%

Research and trends in the studies of Collective Intelligence from 2012 to 2015

Grimón

Meza

Vaca-Cárdenas

et al. 2017

EAI Endorsed Transactions on e-Learning

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show abstract

“…It is also maintained that the incorporation of collective intelligence implies not only a technological change or change in the attitude of the teachers, but also an education redefinition. [9] indicates that collective intelligence can be used in the teaching-learning process, and that both teachers and students can apply it to content, assessments, and educational materials. [10] reports that there is a change in the approach to instructional design of learning content, allowing to create and share content, opening up new fields of collective intelligence research.…”

Section: Literature Reviewmentioning

confidence: 99%

The ICT enhancing the creativity through collective intelligence

Meza¹,

Ortiz²,

Román³

et al. 2017

EAI Endorsed Transactions on e-Learning

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Nowadays, society and organizations face an accelerated innovation that requires of professionals with new skills and attitudes, especially those related to collective creativity. However, educational environments are slowly integrating emerging paradigms limiting the contribution to the development of key skills related to innovation. Multiple investigations claim that teachers have conservative attitudes toward collaborative schemes, while employers generally recognize the effectiveness of creativity at work. Management of ideas is the core of creativity in innovation processes in the industry and in production and service management. This depends largely on the collective work and individual social skills, as well as on the capabilities that information technology and communication (ICT) provide. This article presents a process of collective ideas refinement (CIR) and combines paradigms of swarm creativity and social skills as a means to capture the participants' emotions.

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“…In addition to the content provided by the teacher, these allow students to conduct semi-independent research in class. Tsai et al, (2011) states that "This finding is a clear indication That Web 2.0 principles, intelligence harnessing collective Specifically, works for education." [11].…”

Section: Collective Intelligence Educationmentioning

confidence: 99%

Guess the Score, Fostering Collective Intelligence in the Class

Monguet

Meza

2014

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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This paper proposes the use of serious games as a tool to enhance collective intelligence of undergraduate and graduate students. The development of social skills of individuals in a group is related to the performance of the collective intelligence of the group manifested through the shared and collaborative development of intellectual tasks [1]. Guess the Score GS, is a serious game implemented by means of an online tool, created to foster the development, collaboration and engagement of students. It's has been designed with the intention of facilitating the development of individual's social skills in a group in order to promote education of collective intelligence. This paper concludes that the design of learning activities using serious games as a support tool in education, generate awareness about of utilities of gaming in the collective learning environment and the fostering of collective intelligence education.

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Collaborative Learning Using Wiki Web Sites for Computer Science Undergraduate Education: A Case Study

Cited by 76 publications

References 10 publications

Research and trends in the studies of Collective Intelligence from 2012 to 2015

Research and trends in the studies of Collective Intelligence from 2012 to 2015

The ICT enhancing the creativity through collective intelligence

Guess the Score, Fostering Collective Intelligence in the Class

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