"Wiki Pedagogy" Auteur(es) : Renée Fountain Abstract This article endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a "Wiki". An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexifies traditional notions of - as well as access to - authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental - if not radical - questions for both academic theory and pedagogical practice. The particular pedagogical challenge is one of control: wikis work most effectively when students can assert meaningful autonomy over the process.
This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Résumé Cet article décrit et promeut des expériences pédagogiques qui ont recours à une technologie libre et ouverte désignée sous le terme «wiki». Definition What is a wiki? . WordPress Wiki Plugin | Home of the WordPress Wiki Plugin. ISW: WikiSym '10, What did they do? ... Wikis have become a popular online collaboration platform. Their open nature can, and indeed does, lead to a large number of editors of their articles, who create a large number of revisions. These editors make various types of edits on an article, from minor ones such as spelling correction and text formatting, to major revisions such as new content introduction, whole article re-structuring, etc.
Given the enormous number of revisions, it is difficult to identify the type of contributions made in these revisions through human observation alone. Moreover, different types of edits imply different edit significance. A revision that introduces new content is arguably more significant than a revision making a few spelling corrections. By taking edit types into account, better measurements of edit significance can be produced.
Web 2.0 Learning Environment: Concept, Implementation, Evaluation. eLearning Technology. The wiki as knowledge repository: Using a wiki in a community of practice to strengthen K-12 education « A Teacher’s Writes. Note: The following article was published in the November/December 2008 issue of TechTrends (Volume 52, Number 6). The publication agreement allows me to publish it on my personal website, so here it is for you to enjoy. The concept of managing an organization’s knowledge has caught on in recent years (Sallis & Jones, 2002). Dubbed knowledge management, the field has grown as it addresses key characteristics of knowledge, like the concept that knowledge cannot be separated from a knower (Hilsop, 2002; Sallis & Jones, 2002) and the idea that there are two types of knowledge: tacit, which is intangible know-how, and explicit, which is objective and formal knowledge that can be communicated easily (Sallis & Jones, 2002).
One of the great challenges of the knowledge management field is sharing tacit knowledge in a way that passes it along to others or even converts it into something like explicit knowledge (Carroll et al., 2003; Santo, 2005). Communities of Practice Technology Implementation.