Teaching complexity theory through student construction of a course wiki: The self-organization of a scale-free network

Abstract

Complex systems are fascinating because emergent phenomena are often unpredictable and appear to arise ex nihilo. The other side of this fascination, however, is a certain difficulty in comprehending complex systems, particularly for students. To help students more fully understand emergence and self-organization, a course on complexity theory was designed to not only be about these two concepts, but itself embody them. The principal design tool was a course wiki. Here, we quantitatively demonstrate that this course wiki selforganized into a scale-free network. This is particularly notable given the small size of the network. We conclude by noting a few qualitative examples of emergence, as well as offering recommendations for the future use of wikis in teaching complexity theory.

Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance

“…However, in the literature as a whole, the potential benefits of wikis for student collaboration and group work are well evidenced, and the drawbacks possibly more to do with inadequate instruction and a preoccupation with individual achievement. The present work suggests there is potential for wikis to augment learning even within a traditional exam based course, and in spite of limitations and challenges identified by previous research (May, Burgard, and Abbasi 2011;Naismith, Lee, and Pilkington 2011;Wheeler, Yeomans, and Wheeler 2008).…”

“…Wheeler, Yeomans, and Wheeler (2008) describe the phenomenon of social loafing, where some students hardly contribute at all. Other students were found only to write and edit their own pages, without attending to the contributions of others, or to be over-reliant on tutor assistance (May, Burgard, and Abbasi 2011;Naismith, Lee, and Pilkington 2011).…”

“…However, the successful employment of wikis to catalyse the move from 'knowledge representation' to 'knowledge construction', argues Morley (2012), requires careful guidance or scaffolding by the tutor. Inadequate tutor involvement, support or explanation of how the wiki collaboration would work was commonly cited as a reason for difficulty (Cole 2009;Greenhow, Robelia, and Hughes 2009;May, Burgard, and Abbasi 2011;Morley 2012). Other problems noted with wiki use by students include being 'locked out' of editing when another student is using a page which can result in a loss of work (Duffy and Bruns 2006); frustration with the change in study pattern from last-minute essay writing, to sustained, lengthy participation (Minocha Research (Morley 2012); 'unproductive interactions' and 'threats to privacy' (Greenhow, Robelia, and Hughes 2009, p. 251); and discomfort in the assessment process (Carr et al 2007).…”