The good, the bad and the wiki: Evaluating student‐generated content for collaborative learning

Abstract

This paper explores the potential for wiki-type open architecture software to promote and support collaborative learning through the use of studentcreated content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community-focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed 'the architecture of participation'.

A fuzzy methodology to alleviate information overload in eLearning

“…Wikipedia) allowed researchers to study evaluation of usergenerated contents [25,26]. A series of studies was conducted to rate wiki pages in a fully manual way [27,28]; more recently, some instruments like Wikipedia's "Article Feedback Tool" [29] try to assess the quality of a page in a e-commerce-like fashion.…”

Learning Content Development With Social Tools: Learning Generated Content in Engineering

“…These web applications [14] enable the development of the three P's of pedagogy for the networked society (Personalization, Participation, and Productivity), and make it easy to contribute ideas and content in order to create individual or collective LGC. Many case studies about LGC experiences based on the use of Web 2.0 tools have been reported [15]- [18]. Our work follows this approach, and is focused on the description of a concrete learning situation.…”

“…Besides, as the users access the web application in a concurrent way, these tools can collapse and the users may feel frustrated because they cannot advance in the task. Another alarming aspect is the creation of didactic materials as a result of the mere juxtaposition of paragraphs proceeding form different web pages, lacking any personal contribution [18]. Therefore, it is important to guide and help students during the process.…”

Taking Constructivism One Step Further: Post Hoc Analysis of a Student-Created Wiki (Preprint)

“…The potential for students to interact with each other through the wiki to augment the teacher as a source of information serves both a social and educational role. Students can create a "Folksonomy" (folk-taxonomy) of information by tagging useful websites and resources for their peers, as opposed to a typical taxonomy of information bestowed in a top-down fashion from a lecturer or textbook [3]. A wiki can serve as part of a hybrid model between the traditional and constructivist learning environments by enabling students to self-organize and augment knowledge they receive from top-down teaching methods (Figure 1).…”