“It was interesting to notice that Wikipedia’s ideas and principles did
not work (...) Almost none of the students edited the articles during a
period of three month.”

True of Wikipedia viewed on a global basis, less than .1% edit.

Fred


> Hello,
>
> I have already discussed this work on the mailing list two months ago.
> You may now find the preprint on Wikipapers:
> http://wikipapers.referata.com/wiki/File:Wikipedia_E-Learning_Model_Preprint.pdf
>
> The typo might be somehow hazardous; this is my first scholar
> publication in English and I still need to adapt to some unfamiliar
> formal norms.
>
> The original data will be disclosed in a shortwhile, probably on Meta-
> Wiki.
>
> Pierre-Carl Langlais
>
>
> –––––––––––––––––––––
>
> Abstract :
>
> This chapter gives a global appraisal of wiki-based pedagogic
> projects. The growing influence of Wikipedia on students’ research
> practices have actually made these a promising area for educational
> research.
> A compilation of data published by 30 previous academic case studies
> reveals several recurrent features. Wikis are not so easily adopted:
> most wiki learning programs begin by a slow initial phase, marked by a
> general unwillingness to adapt to an unusual environment. Some
> sociological factors, like age and, less clearly, gender may
> contribute to increase this initial reluctance.
> In spite of their uneasiness, wikis proved precious tools on one major
> aspect: they give a vivid representation of scientific communities.
> Students get acquainted with some valuable epistemic practices and
> norms, such as collaborative work and critical thought. While not
> improving significantly the memorization of information, wikis clearly
> enhance research abilities.
> This literature review can assist teachers in determining whether the
> use of wiki fits their pedagogic aims.
>
>
> _______________________________________________
> Wiki-research-l mailing list
> Wiki-research-l@lists.wikimedia.org
> https://lists.wikimedia.org/mailman/listinfo/wiki-research-l
>



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