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随着社会的发展,新技术、新应用层出不穷,面对挑战与压力,及其自身的缺陷不足,wiki该如何发展, wiki技术的出路在哪里？本文浅谈wiki的发展之路。 相似文献
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本文讨论了wiki的含义及特点，对wiki技术已有的应用进行了总结归类，结合一些具体案例，阐述了对教育教学应用的启示。 相似文献
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曹瑞芹 《漯河职业技术学院学报》2011,10(4):150-151
Wiki作为Web2.0时代新的产物,是一种全开放的、有组织的快捷社区资源。文章介绍了wiki的概念和特点,探讨Wiki技术在图书馆参考咨询服务和资源共享中的应用,同时也指出目前wiki本身所存在的缺陷。展望未来,基于wiki的参考咨询服务新模式将为图书馆带来强大的作用和意义。 相似文献
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本文阐述了在虚拟社区及其它知识共享环境中知识管理的要求及可使用的工具。文章将传统意义上的论坛与两种新技术weblog、wiki应用在知识管理上的特点做了比较。目前不是很普遍的wiki技术显现出最利于知识管理的需要。 相似文献
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本文讨论了Wiki的含义及特点,对wiki技术已有的应用进行了总结归类,结合一些具体案例,阐述了对教育教学应用的启示。 相似文献
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wiki是在网络技术迅猛发展中涌现出来的一项创新技术,并逐渐地引起人们的注意。本文首先对wiki进行了概述,并给出了它的一些编辑语法;其次,论述了网络环境下基于问题的协作学习的有关理论;最后,给予wiki提出了问题协作式教学模式。 相似文献
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张耀辉 《宿州教育学院学报》2010,13(6):138-141
本文从wiki、blog的概念与发展入手,分析其不同之处,并且对wiki、blog用于企业知识管理优势以及企业协作与知识共享实施进行初步探讨。 相似文献
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wiki是在网络技术迅猛发展中涌现出来的一项创新技术，并逐渐地引起人们的注意。本文首先对wiki进行了概述，并给出了它的一些编辑语法其次，论述了网络环境下基于问题的协作芝羊习的有关理论最后，给予wiki提出了问题协作式教学模式。[编者按] 相似文献
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Dimitrios Roussinos 《Educational Media International》2013,50(4):306-324
The educational applications of wikis are becoming very popular among instructors and researchers and they have captured their attention and imagination. This paper reports on the investigation of a wiki project designed to support university students’ collaborative authoring and learning. The design framework of the wiki-based project is outlined and an analysis framework is proposed as the result of combining analysis of students’ collaborative actions, e.g. edits and posts in the wiki pages. The framework was applied to investigate students’ engagement, their contribution to the wiki content and the patterns of collaboration and content co-creation they followed during the project timeline. Our findings revealed different patterns of students’ contribution to their group wiki as well as their different roles. The paper concludes with suggestions for future development of the framework and research in the field of wiki learning design. 相似文献
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Gwendolyn Angela Lawrie Lisbeth Grøndahl Simon Boman Trish Andrews 《Journal of Science Education and Technology》2016,25(3):394-409
Recent examples of high-impact teaching practices in the undergraduate chemistry laboratory that include course-based undergraduate research experiences and inquiry-based experiments require new approaches to assessing individual student learning outcomes. Instructors require tools and strategies that can provide them with insight into individual student contributions to collaborative group/teamwork throughout the processes of experimental design, data analysis, display and communication of their outcomes in relation to their research question(s). Traditional assessments in the form of laboratory notebooks or experimental reports provide limited insight into the processes of collaborative inquiry-based activities. A wiki environment offers a collaborative domain that can potentially support collaborative laboratory processes and scientific record keeping. In this study, the effectiveness of the wiki in supporting laboratory learning and assessment has been evaluated through analysis of the content and histories for three consenting, participating groups of students. The conversational framework has been applied to map the relationships between the instructor, tutor, students and laboratory activities. Analytics that have been applied to the wiki platform include: character counts, page views, edits, timelines and the extent and nature of the contribution by each student to the wiki. Student perceptions of both the role and the impact of the wiki on their experiences and processes have also been collected. Evidence has emerged from this study that the wiki environment has enhanced co-construction of understanding of both the experimental process and subsequent communication of outcomes and data. A number of features are identified to support success in the use of the wiki platform for laboratory notebooks. 相似文献
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Hye Jeong Kim Heather R. Miller Bruce Herbert Susan Pedersen Cathy Loving 《Journal of Science Education and Technology》2012,21(4):440-452
In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers?? needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers?? perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers?? ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers?? knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers?? professional development. 相似文献
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Matsuko Mukumoto Woo Samuel Kai Wah Chu Xuanxi Li 《Educational technology research and development : ETR & D》2013,61(2):279-309
This study investigated the use of a wiki for collaborative writing among primary levels five (P5) and six (P6) students (n = 119) in a Chinese primary school in Hong Kong where English is taught as a second language (L2). Three classes of students and their English subject teachers participated in a three-month English language writing programme using a wiki. Quantitative and qualitative data were analyzed from activities recorded in the wiki system, including posted edits and comments, students’ group writings and student and teacher interviews. The wiki page history revealed information on the types of revisions that occurred, showing that different types of feedback elicited actual revisions, which may have resulted in better group writing. Findings from the study may shed light on how wikis can help provide support for students’ collaborative writing process with wikis, and how peer-feedback can influence this process. 相似文献
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On the basis of one teaching project carried out in a school, this article discusses collaborative writing in wiki platforms. It aims to find out what wiki reveals about pupils’ knowledge construction, creation, and division and their collaborative writing skills. In this project, wiki is treated as a useful tool for analyzing these processes because it gives us the possibility of studying those elements and stages of educative writing that are normally hidden from the teacher or researcher’s eye. Also, it shows us the interaction between pupils. The theoretical background of the project lies in collaborative writing and writing research. 相似文献
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《The Internet and Higher Education》2010,13(4):218-225
Web 2.0 communication tools have considerable promise for supporting collaborative learning. But there is a need for research examining learners' and teachers' experiences of the newer communication tools, such as wikis, in comparison with well-established tools, such as discussion forums. This paper reports on an initiative where distance learners used an in-house wiki for online tutorials which had previously taken place via forums. The perspectives of students and tutors on this experience were gathered via an online questionnaire to students and unstructured online feedback from tutors. Some students and tutors felt that the wiki was better than a forum for collaborating on shared documents. However, at that stage in the wiki's development it was found to be more difficult to use than a forum, and slower. Some tutors found the wiki to be too slow to use effectively. These findings highlight the importance of good usability in collaborative software. The research also revealed that some students were uncomfortable with the prospect of editing each others' work in the wiki. They had concerns related to ownership of contributions. This finding relates to the concept of ‘sociability’ in relation to online communication. The research therefore identifies both usability and sociability as key requirements for Web 2.0 communication tools. 相似文献
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Vicki Donne 《TechTrends》2012,56(2):31-36
The present study reports on action research conducted using a resource wiki. Participants included 48 certified teachers
and pre-service teachers enrolled in a face-to-face graduate course supplemented with online activities. Data collected include
student reflections that indicate the use of a wiki at the university level is a feasible means of online collaboration, facilitates
constructing new knowledge, and provides a medium of modeling technology integration into the classroom. 相似文献
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Steve Wheeler Peter Yeomans Dawn Wheeler 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):987-995
This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created 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’. 相似文献
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Scaffolding strategies for wiki‐based collaboration: Action research in a multicultural Japanese language program 
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下载免费PDF全文 Insung Jung Yoko Suzuki 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):829-838
Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki‐based multicultural Japanese language learning: worked examples, grouping and peer assessment. It was found that the use of a template explaining the learning objectives and expected learning process was more effective than detailed worked examples. It was also found that heterogeneous grouping and internal and external peer review were important factors and that wiki‐based collaborative learning can be culture laden and in conflict with traditional teaching and learning. 相似文献