Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Matthew, Kathryn I.; Felvegi, Emese; Callaway, Rebecca

doi:10.1080/15391523.2009.10782541

Cited by 70 publications

(51 citation statements)

References 21 publications

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“…Another study of Matthew, Felvegi and Callaway (2009) was to implement a methodology in order to examine the benefits and challenges of contributing in a wiki applied to language arts classes. The results of this investigation indicated that the contribution to the Wiki promoted collaborative processes among students by creating shared knowledge strengthening the collective knowledge of the group [15].…”

Section: Collective Intelligence Educationmentioning

confidence: 81%

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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Section: Collective Intelligence Educationmentioning

confidence: 81%

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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“…Teniendo en cuenta el objetivo principal de este estudio: conocer la valoración que realizan los estudiantes universitarios de la wiki como herramienta de trabajo colaborativo entre iguales en entornos formativos no presenciales; y considerando ciertos estudios previos basados en el uso de dicho recurso en contextos universitarios (Montenegro & Pujol, 2010;Palomo, García, Palomo & Medina, 2010), podemos concluir que el correcto uso de la wiki en la formación universitaria como herramienta de trabajo colaborativo a distancia nos ofrece abundantes y diversas posibilidades académicas que los alumnos universitarios valoran de manera positiva.…”

Section: Discussionunclassified

“…A continuación, se procedió a la prueba de la validez y fiabilidad de los instrumentos. Se evidencia la validez de contenido a partir de la solidez del estudio teórico y de la información recogida por el instrumento en relación con otros estudios relacionados (Hazari, North & Moreland, 2009;Hester, 2011;Matthew, Felvegi & Callaway, 2009). En cuanto al estudio de la fiabilidad, al tratarse de variables dicotómicas, se procede al cálculo del coeficiente de Kuder-Richardson (1937), en concreto el KR20.…”

Section: Análisis De La Investigaciónunclassified

“…Debido a que el trabajo colaborativo promueve y mejora el aprendizaje (Barkley, Cross & Major, 2005;Dillenbourg, 1999) además del crecimiento personal y académico del estudiante (Montenegro & Pujol, 2009), la wiki debe ser considerada por todos los docentes como una de las mejores herramientas educativas que nos ofrecen las TIC, en la actualidad, para favorecer los procesos de enseñanza-aprendizaje dentro de la formación no presencial (e-learning) o semipresencial (b-learning).…”

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Valoración de la wiki como recurso educativo en e-learning.

Ramos¹,

Martínez‐Abad²,

Sánchez³

2014

Pixel-Bit

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“…The results suggested that the use of this tool can enhance learning and encourage collaborative learning skills. Another study of [13] applied a methodology that allowed examining the benefits and challenges of contributing to a wiki; this study was conducted on Language and Literature classes. The results of this research indicate that the Wiki contribution has promoted collaborative processes among students by creating shared knowledge and strengthening the collective knowledge of the group, besides, [17] presented a framework about collective intelligence education.…”

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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Wiki as a Collaborative Learning Tool in a Language Arts Methods Class

Cited by 70 publications

References 21 publications

Guess the Score, Fostering Collective Intelligence in the Class

Guess the Score, Fostering Collective Intelligence in the Class

Valoración de la wiki como recurso educativo en e-learning.

The ICT enhancing the creativity through collective intelligence

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