Comparison of middle school, high school and community college students' Wiki activity in Globaloria-West Virginia

Reynolds, Rebecca; Caperton, Idit Harel

doi:10.1145/1641309.1641350

Cited by 6 publications

(2 citation statements)

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“…The theoretical framework utilized by the World Wide Workshop Foundation to guide the Globaloria program's research is called the "Six Contemporary Learning Abilities with Technology" (6-CLAs) (Reynolds & Harel Caperton, 2009a, 2009bKnesis, 2008). It is centered on connecting today's youth to computational thinking by making and playing games and thus becoming game-media literate.…”

Section: The Six Contemporary Learning Abilities: a Theory-in-the-makingmentioning

confidence: 99%

Toward a Theory of Game-Media Literacy

Caperton¹

2010

International Journal of Gaming and Computer-Mediated Simulations

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This paper discusses varied ideas on games, learning, and digital literacy for 21st-century education as theorized and practiced by the author and James Paul Gee, and their colleagues. With attention to games as means for learning, the author links Gee’s theories to the learning sciences tradition (particularly those of the MIT Constructionists) and extending game media literacy to encompass “writing” (producing) as well as “reading” (playing) games. If game-playing is like reading and game-making is like writing, then we must introduce learners to both from a young age. The imagining and writing of web-games fosters the development of many essential skill-sets needed for creativity and innovation, providing an appealing new way for a global computing education, STEM education, for closing achievement gaps. Gee and the author reveal a shared aim to encourage researchers and theorists, as well as policymakers, to investigate gaming with regard to epistemology and cognition.

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Section: The Six Contemporary Learning Abilities: a Theory-in-the-makingmentioning

confidence: 99%

Toward a Theory of Game-Media Literacy

Caperton¹

2010

International Journal of Gaming and Computer-Mediated Simulations

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“…In general, wikis are perceived by students in various levels, including young children, to be easy to use by students (Desilets et al, 2005;Raitman et al, 2005). Wikis have been used in a classroom context to support student's collaboration, enhance student's learning, and encourage student's participation (Jaksch et al, 2008;Kepp & Schorr, 2009;Kussmaul et al, 2006;Reynolds & Caperton, 2009;Tselios et al, 2011). It is argued, however, that to maximize the utility of wikis in the classroom environment, wikis should be modified with certain features to address the special needs of the classroom (Larusson & Alterman, 2009;Wang et al, 2005).…”

Section: Wiki Researchmentioning

confidence: 99%

Exploring the use of Wikis for information sharing in interdisciplinary design

Phuwanartnurak

2009

Proceedings of the 2009 ACM International Conference on Supporting Group Work

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Specifically, the research objectives of this dissertation are to: (1) Study how interdisciplinary design teams use wikis; (2) Identify best practices for the effective use of wikis; and (3) Examine how wikis might be enhanced to better support information sharing in design projects. To achieve these research objectives, I studied five software design teams from three organizations that used wikis as their primary information sharing and management system. Drawing on two conceptual frameworks, the 3-T framework and Cognitive Work Analysis (CWA), I collected qualitative and quantitative data, using participant observation, semi-structured interviews, document review, and wiki review.This dissertation enhances our understanding of how members of design teams share information among disciplines and how they use wikis to support such sharing. This dissertation uncovers and explores the conceptual issues of information sharing including information collection, information-sharing needs, and information-sharing processes. The findings reveal that the software design teams used wikis as their central information-sharing tool, largely because it seemed to provide a mechanism to link heterogeneous information from various sources into one place. The key findings of this dissertation research are as follows: (1) Wikis were used primarily to support transporting and transferring, that is, giving access to and delivering content of information items; (2) Wikis had the potential to support translating and transforming, that is, discussing and handing off information items, but teams appeared to have difficulty utilizing features that would enable these forms of information sharing; (3) Software design teams did not fully utilize the wiki's key features such as adding category tags to wiki pages, which makes it easy to browse related wiki documents, and using a discussion page associated with each individual wiki page to record related discussion; and (4) The use of wikis appeared to be influenced by many social and technical factors such as organizational environments, the nature of the design project, project team members' experiences and attitudes, and the specific kinds of wiki platforms that were used. Based on these findings, I discuss new requirements for how wikis might be designed to better support information sharing among disciplines during software design.These dissertation findings also provide practical implications, first, for organizations and project teams that would like to adopt wiki technology to support software design and development projects and, second, for practitioners who design or develop wiki technology. Expanding on the dissertation's focus on wiki technology, its findings provide broader implications, particularly for interdisciplinary design collaboration, distributed design collaboration, and agile development. Finally, the dissertation findings contribute to the body of knowledge in the fields of information behavior, knowledge management, wiki research, and design research.

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