Wiki as a Teaching Tool

Parker, Kevin R.; Chao, Joseph T.

doi:10.28945/3131

Cited by 124 publications

(115 citation statements)

References 11 publications

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“…Web 2.0 refers to a collection of technologies such as wikis and podcasts that many teachers are exploring in hopes of helping students learn (Parker and Chao, 2007). In fact Web 2.0 technologies are only the most recent in a long line of tools used in education and to develop learning objects (Halverson and Smith, 2009;Krauss and Ally, 2005;Lerma, 2007).…”

Section: Background and Introductionmentioning

confidence: 99%

An Emerging Technology and Pedagogical Tool: Text-to-Movie

Kourik

2012

InSITE Conference

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Text-to-Movie (TTM) technology enables teachers to easily create multimedia learning objects. Typed dialog is converted into speech for animated characters in movies. As an emerging technology that rarely appears in the literature, text-to-movie capability holds great promise for use in teaching and learning. Text-to-Movie technology enables rapid creation of animated speaking characters in movie format. This paper reports on a novel learning object that was created using text-to-movie technology for a senior-level Information Systems (IS) course. The resulting proof-of-concept movie was successfully used in class to help students consider communication between systems analysts and their clients. After the introduction, the paper will cover the pedagogical constraints, design decisions, development and implementation of the learning object, as well as student response. Limitations and practical implications for educators will be discussed along with future directions.

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Section: Background and Introductionmentioning

confidence: 99%

An Emerging Technology and Pedagogical Tool: Text-to-Movie

Kourik

2012

InSITE Conference

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“…Blogs, wikis, and RSS feeds represent "social software" able to support users in developing Web content in a cooperative way (Tapscott & Williams, 2006). Furthermore, they are able to lead to positive interdependence of group members, future face-to-face meetings, individual accountability, and appropriate use of collaborative skills (Parker & Chao, 2007: Schaffert et al, 2006.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A methodological framework to monitor the performance of virtual learning communities

Corallo

Maggio

Grippa

et al. 2010

Hum Ftrs & Erg Mfg Svc

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This article presents a methodological framework developed to monitor the evolution of virtual learning communities intended as open communities of peers, tutors, and mentors from industry and academia. The proposed framework is described through an explorative case. It has been applied to observe and supervise a virtual learning community built around a Master's program intended to create "e-Business Solutions Engineers." The framework is based on two dimensions of analysis: individual growth and team growth. The first is a function of personal development and satisfaction, and the second depends on social networking dynamics and cooperative content creation. The analysis of data, collected during 10 months of exchanged e-mails and five monthly Web surveys, has been validated through interviews with key informants and through the involvement of academic and industrial partners in the formal assessment of the learners' performance. C 2010 Wiley Periodicals, Inc.

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“…The original design of the wiki was geared so that everyone can edit whatever whenever they want if they feel like the content does not fit for them (Richardson, 2006). Some wiki implementers have added additional concepts to the original principles that Cunningham created, including sharing, interaction, collaboration, and social network principles ("Wiki Design Principles," n.d. Wikis can be used to assist teaching and learning (Parker & Chao, 2007;Raman, Ryan, & Olfman, 2005). However, because of the specific needs of instruction, assignments, and evaluation, classroom wikis need to be designed and used in a different way from Cunningham's original wiki design, which allowed anyone to edit a wiki however and whenever they pleased, and to do so anonymously.…”

Section: Wiki Technologymentioning

confidence: 99%

Design Alternatives for a MediaWiki to Support Collaborative Writing

Kasemvilas¹,

Olfman²

2009

JIITO

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Web 2.0 technologies are having a considerable influence on the learning industry. Constructivist learning processes, such as collaborative writing, have emerged as a result of the development of Web 2.0 technologies. We define the term "mandatory collaborative writing" to describe a writing task where the group has a firm deadline. This article focuses on how a wiki can fully support mandatory group writing. The motivation of this design science research study emerges from a graduate Knowledge Management class assignment to write a wiki book. The main finding shows that the wiki instance used for the project, MediaWiki, could better facilitate the collaborative writing process with a set of extensions that support discussion and project management. We outline designs for these processes: 1) a discussion process that changes the way users discuss content on a wiki page and increases group awareness; and 2) a project management process that increases awareness of the status of each component of the writing project and provides an overall summary of the project. A demonstration of the principles to a focus group provided a basic proof of the validity of this design. The significant contributions of this study are these processes, which can facilitate group writing and constructivist learning processes. Contributions of the study to several streams of research are discussed.

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Wiki as a Teaching Tool

Cited by 124 publications

References 11 publications

An Emerging Technology and Pedagogical Tool: Text-to-Movie

An Emerging Technology and Pedagogical Tool: Text-to-Movie

A methodological framework to monitor the performance of virtual learning communities

Design Alternatives for a MediaWiki to Support Collaborative Writing

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