Download or read book Knowledge Building Using Wikis in a Computer supported Collaborative Writing Task written by Jeong Won Woo and published by . This book was released on 2011 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate how Scardamalia's (2002) socio-cognitive determinants of knowledge building emerge in a computer-supported collaborative writing task, and to understand students' perceptions of knowledge building experience and the use of tools, including wikis, to support the collaborative writing process. The setting of this study was a graduate level online course on Computer-Supported Collaborative Learning (CSCL), in which all course activities were conducted collaboratively in an online environment. Data sources included: transcripts of online inputs in the wiki areas; interviews with 15 participants; participants' reflective journals; transcripts of asynchronous online discussions and synchronous chats. Data were analyzed using content analysis for the transcripts of wiki areas and grounded theory approach (Strauss & Corbin, 1998) was used in the analysis of data from the interviews. Results of the data analysis indicated that the three groups in this study participated in the collaborative knowledge building activity in different ways. The three factors that influenced their participation in the activity included: group dynamics, collaborative writing task, and collaborative writing tools. These factors interacted with each another and impacted their knowledge building discourse in the following ways: improvable ideas, constructive use of authoritative sources, epistemic agency, and embedded and transformative assessment. As a result of their engagement in knowledge building discourse, participants successfully completed the collaborative writing project and shared a strong sense of community and co-ownership of the knowledge product. The findings of this study may shed light on the strategies and environmental factors that encourage knowledge building discourse as well as the synergetic combination of technology tools and knowledge building task. In addition, understanding the process of knowledge building in a computer-supported collaborative writing task and the participants perception of knowledge building and the use of tools may help instructor better prepare learners to become collaborative learners and effective knowledge workers.

Download or read book Using Wikis for Online Collaboration written by James A. West and published by John Wiley & Sons. This book was released on 2008-11-24 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can online instructors and course designers' instruction harness the popular Web 2.0 tool, the wiki, for successful collaboration and learning outcomes? This book focuses on using wikis in the active learning processes that are the hallmark of collaborative learning and constructivism. It provides both the pedagogical background and practical guidelines, tools, and processes for accomplishing these goals with special emphasis on wikis and other collaborative design tools. This book supports the effective design and delivery of online courses through the integration of collaborative writing and design activities.

Download or read book Wiki Writing written by Matthew Barton and published by University of Michigan Press. This book was released on 2009-12-10 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: When most people think of wikis, the first---and usually the only---thing that comes to mind is Wikipedia. The editors of Wiki Writing: Collaborative Learning in the College Classroom, Robert E. Cummings and Matt Barton, have assembled a collection of essays that challenges this common misconception, providing an engaging and helpful array of perspectives on the many pressing theoretical and practical issues that wikis raise. Written in an engaging and accessible manner that will appeal to specialists and novices alike, Wiki Writing draws on a wealth of practical classroom experiences with wikis to offer a series of richly detailed and concrete suggestions to help educators realize the potential of these new writing environments. Robert E. Cummings began work at Columbus State University in August 2006 as Assistant Professor of English and Director of First-Year Composition. Currently he also serves as the Writing Specialist for CSU's Quality Enhancement Plan, assisting teachers across campus in their efforts to maximize student writing in their curriculum. He recently concluded a three-year research study with the Inter/National Coalition for Electronic Portfolio Research and continues to research in the fields of computers and writing, writing across the curriculum, writing in the disciplines, and curricular reform in higher education. Matt Barton is Assistant Professor, St. Cloud State University, Department of English-Rhetoric and Applied Writing Program. His research interests are rhetoric, new media, and computers and writing. He is the author of Dungeons and Desktops: A History of Computer Role-Playing Games and has published in the journals Text and Technology, Computers and Composition, Game Studies, and Kairos. He is currently serving as Associate Editor of Kairosnews and Managing Editor of Armchair Arcade. "Wiki Writing will quickly become the standard resource for using wikis in the classroom." ---Jim Kalmbach, Illinois State University digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.

Download or read book Wikis as Tools for Computer supported Collaborative Learning and Knowledge Sharing in Schools written by Norhisham Mohamad Nordin and published by . This book was released on 2012 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: [Truncated abstract] This study explored the possibility of wikis to be used as tools for collaborative learning and knowledge sharing in schools. The social constructivist theory of Vygostsky was used as the foundation theory for the study. It was further extended to be used in conjunction with activity theory for the practical explanation of wikis use for collaborative learning. The classification of wikis as Computer-supported Collaborative Learning (CSCL) enabled them to be considered using three common collaborative learning approaches, namely: inquiry-based learning, problem-based learning and project-based learning. The thesis addresses three main research questions to see: whether wikis can be used as a tool for collaborative learning and knowledge sharing in schools; what collaborative learning approaches suit wiki-based learning; and lastly, success factors for wikis implementation in schools. A study was conducted with Form Four secondary school (16 year old) students in Malaysia who were taking Information and Communication Technology (ICT) as their elective subject, and their teachers. The study compared results from two categories of school: Smart Schools (participants in government initiatives to integrate ICT in the school system and teaching and learning) and normal schools (ordinary schools with limited ICT infrastructure). Altogether, there were 11 participating schools from five states in Malaysia: six Smart Schools and five normal schools. The study adopted design-based research (DBR) methodology, which is a relatively new research approach in education. The DBR followed four iterative phases: design wikis learning activities beginning with an initial design study, re-design after interviews with teachers before the start of the study and two more iterations of re-designing wikis learning activities in the middle and last phases of the study. Two modules from the ICT subject were integrated into the wikis learning design: ICT and Society, and Multimedia. Students used wikis for learning over four months. A mixed method approach was used to gather data. It included qualitative, quantitative and wikis artefact analysis in order to answer the research questions. Individual students were given questionnaires at the end of the study and group interviews were conducted to gather their perceptions of working with wikis. Teachers were also interviewed at the end of the study...

Download or read book Towards Ubiquitous Learning written by Carlos Delgado Kloos and published by Springer Science & Business Media. This book was released on 2011-09-09 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, held in Palermo, Italy, in September 2010. The 30 revised full papers presented were carefully reviewed and selected from 158 submissions. The book also includes 12 short papers, 8 poster papers, and 2 invited paper. There are many interesting papers on topics such as web 2.0 and social media, recommender systems, learning analytics, collaborative learning, interoperability of tools, etc.

Download or read book Design And Development Of A Wiki based Collaborative Process Writing Pedagogy Putting Technological Pedagogical And Content Knowledge Tpack In Action written by Xuanxi Li and published by World Scientific. This book was released on 2022-01-05 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an example of the capitalization of computer and wiki technology to support collaborative writing among Mainland Chinese upper primary school students. It presents the results of a study showing the application of the Design-Based Research (DBR) methodology to design a Wiki-based Collaborative Process Writing Pedagogy (WCPWP) to help students with their writing in the Chinese context. The WCPWP is designed and developed based on social constructivist theory and the social view of writing process theory, as well as in consideration of the Technological, Pedagogical, and Content Knowledge (TPACK) framework.Primarily aimed at researchers and practitioners in the fields of collaborative learning, TPACK, and Chinese writing, as well as Chinese language educators, this book will also deepen primary educators' understanding of the links among technology, pedagogy and content, and guide educators in the integration of social media, as well as the design of effective matching pedagogic strategies, in their teaching of writing.

Download or read book Handbook of Second and Foreign Language Writing written by Rosa M. Manchón and published by Walter de Gruyter GmbH & Co KG. This book was released on 2016-09-12 with total page 670 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.

Download or read book The International Handbook of Collaborative Learning written by Cindy Hmelo-Silver and published by Routledge. This book was released on 2013-03-05 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Collaborative learning has become an increasingly important part of education, but the research supporting it is distributed across a wide variety of fields including social, cognitive, developmental, and educational psychology, instructional design, the learning sciences, educational technology, socio-cultural studies, and computer-supported collaborative learning. The goal of this book is to integrate theory and research across these diverse fields of study and, thereby, to forward our understanding of collaborative learning and its instructional applications. The book is structured into the following 4 sections: 1) Theoretical Foundations 2) Research Methodologies 3) Instructional Approaches and Issues and 4) Technology. Key features include the following: Comprehensive and Global – This is the first book to provide a comprehensive review of the widely scattered research on collaborative learning including the contributions of many international authors. Cross disciplinary – The field of collaborative learning is highly interdisciplinary drawing scholars from psychology, computer science, mathematics education, science education, and educational technology. Within psychology, the book brings together perspectives from cognitive, social, and developmental psychology as well as from the cross-disciplinary field of the learning sciences. Chapter Structure – To ensure consistency across the book, authors have organized their chapters around integrative themes and issues. Each chapter author summarizes the accumulated literature related to their chapter topic and identifies the strengths and weaknesses of the supporting evidence. Strong Methodology – Each chapter within the extensive methodology section describes a specific methodology, its underlying assumptions, and provide examples of its application. This book is appropriate for researchers and graduate level instructors in educational psychology, learning sciences, cognitive psychology, social psychology, computer science, educational technology, teacher education and the academic libraries serving them. It is also appropriate as a graduate level textbook in collaborative learning, computer-supported collaborative learning, cognition and instruction, educational technology, and learning sciences.

Download or read book Researching and Teaching Second Language Writing in the Digital Age written by Mimi Li and published by Springer Nature. This book was released on 2022-01-10 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.

Download or read book Using Wikis for Collaborative Writing in the English for Tourism Classroom written by Anne Marie Zanatta and published by . This book was released on 2018 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent surge in studies and literature on the use of wikis and other Web 2.0 tools in language learning emphasizes the pedagogical benefits of using these tools for collaborative writing tasks in the Foreign Language classroom. Nonetheless, existing research regarding collaborative writing projects involving more than two writers is limited. This may, in part, be due to the fact that writing is a complex and challenging act which becomes even more so when it is collaborative and involves more than two people. Furthermore, the implementation of a wiki or any other digital collaborative writing tool may serve to complicate rather than facilitate it even more. This dissertation presents a mixed methods case study of the use of a wiki for a collaborative writing project carried out in the English for Tourism classroom at the higher education level. The subjects of the study, 63 first-year students enrolled in a 4-year degree program in Tourism Studies at a private institution in Barcelona, were participants of an English for Tourism language course divided into 3 different class groups based on language proficiency and led by 3 different teachers. A total of 18 small working groups of 3 or 4 students participated in the project known as Touripedia which took place over a 6 month period divided into 3 project phases. Findings from this study reveal how student use and perceptions of the wiki tool differ according to the three phases of the collaborative writing project. The overriding goal of this research is to provide understanding of how the wiki influences learner processes and perceptions when involved in a collaborative writing task. By offering insight and guidelines which increase learning opportunities and minimize the challenges of effective use of the wiki tool, this study also aims to assist language teachers considering the implementation of such activities into their own classrooms and may also help software designers to better understand the needs of both learners and teachers for the continued development of collaborative tools which specifically facilitate language learning processes. -- TDX.

Download or read book Writing for Professional Development written by Giulia Ortoleva and published by BRILL. This book was released on 2015-10-20 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: In their edited volume Writing for Professional Development, Giulia Ortoleva, Mireille Bétrancourt and Stephen Billett provide a range of contributions in which empirical research, instructional models and educational practice are used to explore and illuminate how the task and process of writing can be used as tools for professional development. Throughout the volume, two main perspectives are considered: learning to write professionally and writing to learn the profession, both for initial occupational preparation and ongoing development within them. The contributions consider a range of fields of professional practice, across sectors of education, starting from the premises that the role of writing as evolved in all occupational domains, becoming a key activity in most workplaces. Contributors are: Cecile M. Badenhorst, Elena Boldrini, Esther Breuer, Inês Cardoso, Alberto Cattaneo, Peter Czigler, Jessica Dehler, Pauline Glover, Terri Grant, Jean-Luc Gurtner, Jacqueline Hesson, Ashgar Iran-Nejad, Rhonda Joy, Ann Kelly, Merja Kurunsaari, Xumei Li, Laetitia Mauroux, Heather McLeod, Elisa Motta, Astrid Neumann, Julian Newman, Sigrid Newman, Sharon Penney, Luísa Alvares Pereira, Sarah Pickett, Iris Susana Pires Pereira, Anna Perréard Vité, Arja Piirainen, Elisa Redondi, Sabine Vanhulle, Ray Smith, Kirk P. H. Sullivan, Linda Sweet, Païvi Tynjälä, Dorothy Vaandering, Rebecca Woodard, and Gabrielle Young.

Download or read book Mass Collaboration and Education written by Ulrike Cress and published by Springer. This book was released on 2016-02-08 with total page 409 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mass collaboration on Internet platforms like Wikipedia and Scratch, along with wider movements like the maker space and citizen science, are poised to have profound impacts on learning and education. Bringing together researchers from such fields as: psychology, education, information technology, and economics, the book offers a comprehensive overview of mass collaboration, novel, cross disciplinary, theoretical accounts, and methodological approaches for studying and improving these massively collaborative enterprises. The book is aimed to serve as an information source for researchers, educators, and designers of platforms and learning environments.

Download or read book Working Collaboratively in Second Foreign Language Learning written by María del Pilar García Mayo and published by Walter de Gruyter GmbH & Co KG. This book was released on 2021-01-18 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the introduction of communicative language teaching, collaborative learning has played an important role in the second language (L2) classroom. Drawing from sociocultural theory, which states that human cognitive development is a socially situated activity mediated by language, studies in L2 pedagogy advocate the use of tasks that require learners to work together. Collaborative dialogue encourages language learning, and research shows that the solutions reached by students in this process are more often correct with a lasting influence on their language comprehension. This volume includes ten chapters that illustrate the benefits of collaborative dialogue in second foreign language classrooms. The volume considers key issues dealing with collaborative tasks and implications for language teaching.

Download or read book Recent Developments in Technology Enhanced and Computer Assisted Language Learning written by Zou, Bin and published by IGI Global. This book was released on 2019-12-06 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt: The pace at which technology changes has created unique challenges in the integration of such technologies into language teaching and learning. Innovative pedagogies and strategies must be developed that adapt to these changes and accommodate future technological changes. Recent Developments in Technology-Enhanced and Computer-Assisted Language Learning is an essential research publication that focuses on technological influences on language education and applications of technology in language learning courses including foreign and second language learning. Featuring an array of topics such as artificial intelligence, teacher preparation, and distance learning, this book is ideal for teachers, language instructors, IT specialists, instructional designers, curriculum developers, researchers, education professionals, academicians, administrators, practitioners, and students.

Download or read book Managing Knowledge for Global and Collaborative Innovations written by Samuel Chu and published by World Scientific. This book was released on 2010 with total page 431 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technological and knowledge diffusion through innovative networks / Beatriz Helena Neto, Jano Moreira de Souza and Jonice de Oliveira -- Knowledge flow networks and communities of practice for knowledge management / Rajiv Khosla [und weitere] -- A case study of knowledge sharing in Finnish Laurea lab as a knowledge intensive organization / Abel Usoro and Grzegorz Majewski -- The role of "BriDGE" SE in knowledge sharing : a case study of software offshoring from Japan to Vietnam / Nguyen Thu Huong and Umemoto Katsuhiro -- Factors influencing knowledge sharing in immersive virtual worlds : an empirical study with a second life group / Grzegorz Majewski and Abel Usoro -- Re-establishing grassroots inventors in national innovation system in less innovative Asian countries / C.N. Wickramasinghe [und weitere] -- Knowledge management & collaboration in steel industry : a case study / Chagari Sasikala -- Contingency between knowledge characteristics and knowledge transfer mechanism : an integrative framework / Ziye Li and Youmin Xi -- Emotionally intelligent knowledge sharing behavior model for constructing psychologically and emotionally fit research teams / R. Khosla [und weitere] -- Fundamental for an IT-strategy toward managing viable knowledge-intensive research projects / Paul Pöltner and Thomas Grechenig -- A new framework of knowledge management based on the interaction between human capital and organizational capital / Zheng Fan, Shujing Cao and Fenghua Wang -- Knowledge management of healthcare by clinical-pathways / Tomoyoshi Yamazaki and Katsuhiro Umemoto -- Factors affecting knowledge management at a public health institute in Thailand / Vallerut Pobkeeree, Pathom Sawanpanyalert and Nirat Sirichotiratana -- The influence of knowledge management capabilities and knowledge management infrastructure on market-interrelationship performance : an empirical study on hospitals / Wen-Ting Li and Shin-Tuan Hung -- Functional dynamics in system of innovation : a general model of SI metaphoric from traditional Chinese medicine / Xi Sun, Xin Tian and Xingmai Deng -- Collaborative writing with a wiki in a primary five English classroom / Matsuko Woo [und weitere] -- Cross-language knowledge sharing model based on ontologies and logical inference / Weisen Guo and Steven B. Kraines -- A study of evaluating the value of social tags as indexing terms / Kwan Yi -- Leadership 2.0 and Web2.0 at ERM : a journey from knowledge management to "knowledging" / Cheuk Wai-yi Bonnie and Brenda Dervin -- Motivation, identity, and authoring of the wikipedian / Joseph C. Shih and C.K. Farn -- Intellectual capital and performance : an empirical study on the relationship between social capital and R & D performance in higher education / Mohd Iskandar Bin Illyas, Rose Alinda Alia and Leela Damodaran -- Managing knowledge in a volunteer-based community / John S. Huck, Rodney A. and Dinesh Rathi -- Knowledge management practices in a not for profit organizations : a case study of I2E / Matthew Broaddus and Suliman Hawamdeh -- Personal information management tools revisited / Yun-Ke Chang [und weitere] -- Competencies sought by knowledge management employers : context analysis of online job advertisements / Shaheen Majid and Rianto Mulia -- Migration or integration : knowledge management in library and information science profession / Manir Abdullahi Kamba and Roslina Othman -- Evaluating intellectual assets in university libraries : a multi-site case study from Thailand / Sheila Corrall and Somsak Sriborisutsakul -- From for-profit organizations to non-profit organizations : the development of knowledge management in a public library / Kristen Holm, Kelly Kirkpatrick and Dinesh Rathi -- Network structure, structural equivalence and group performance : a simulation research on knowledge process / Hua Zhang and Youmin Xi -- Exploring the knowledge creating communities : an analysis of the linux kernel developer community / Haoxiang Xia, Shuangling Luo and Taketoshi Yoshida -- Systemic thinking in knowledge management / Yoshiteru Nakamori -- Study on the methods of identification and judgment for opinion leaders in public opinion / Liu Yijun, Tang Xi Jin and Gu Jifa

Download or read book Advances in Web based Learning ICWL 2012 written by Elvira Popescu and published by Springer. This book was released on 2012-08-23 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constitutes the refereed proceedings of the 11th International Conference on Web-Based Learning, ICWL 2012, held in Sinaia, Romania, in September, 2012. The 28 revised full papers presented together with 10 short papers were carefully reviewed and selected from about 105 submissions. The papers are organized in topical sections on Computer Supported Collaborative Learning, Web 2.0 and Social Learning Environments; Personal Learning Environments; Learning Objects’ Management and Ontologies; Game-Based Learning; Personalized and Adaptive Learning; Feedback, Assessment and Learning Analytics; Design, Model and Implementation of E-Learning Platforms and Tools; Pedagogical Issues, Practice and Experience Sharing.

Download or read book Computer Support Collaborative Learining Practices written by Claire O'Malley and published by Lulu.com. This book was released on 2009-01-01 with total page 688 pages. Available in PDF, EPUB and Kindle. Book excerpt: