The document discusses the complexity of online collaborative work using wikis. It describes wikis as dynamic, adaptive, open, non-linear, self-organizing systems that are sensitive to feedback. A study examined student collaboration on wiki essays and found that while tools can support collaboration, they do not guarantee it. Most groups produced individual contributions without real collaboration. Mindsets and habits may need to change for technologies to fully enable collective intelligence. Feedback could help groups improve as complex adaptive systems.
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
Slides from the Sarah Fielden Lecture in the Manchester Institute of Education, October 2017. Discussion of the SPIDER (Stewarding and Power In Digital Educational Resources) project: data from discussion boards showing how students negotiate information and digital practices through group work
Collaboration between teachers and teacher-librarians has always been a desirable and productive activity within schools. With the growing use of the Internet, collaboration is being extended to include collaboration between schools, teachers and teacher-librarians that may be geographically disparate. The processes required to undertake this form of collaboration often require a new set of skills, including the skills of communicating using electronic media. The presentation will demonstrate a developmental approach taken by teacher-librarian students at CSU.
Slides from the Sarah Fielden Lecture in the Manchester Institute of Education, October 2017. Discussion of the SPIDER (Stewarding and Power In Digital Educational Resources) project: data from discussion boards showing how students negotiate information and digital practices through group work
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
How do our work spaces impact our productivity? How can we enhance collaboration within (and across) geographically dispersed teams? This presentation merely poses these questions, provides some links to further information on the topics, and serves as a leaping-off point for discussion.
This will share best practices in using wikis and relate to Common Core standards as teachers learn essential skills. Note that some of this session is an online demo, but bullet points of what is shared is included in the presentation.
Exploring Web 2.0 to support online learning communities: where technology me...Jon Rosewell
A presentation to kick off a workshop at ICL2009 conference, given by Giselle Ferreira, Wendy Fisher, Jon Rosewell & Karen Kear, The Open University. http://www.open.ac.uk/blogs/terg/
How do our work spaces impact our productivity? How can we enhance collaboration within (and across) geographically dispersed teams? This presentation merely poses these questions, provides some links to further information on the topics, and serves as a leaping-off point for discussion.
Dr Z's Creative Cookbook for Collaborative Communication.Leigh Zeitz
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"Behaviours4Collaboration" is a group looking at the behavioural changes needed to support collaborative working in general, and BIM (building information modelling) in particular. This presentation was delivered (Pecha Kucha style) at GreenBIM in Leeds on 3 December 2014
Collaboration can be defined as the process whereby people work together. Traditionally this also meant being together, at the same time and place. Now, with new technology, connectivity and the ‘death of distance’, collaboration is being redefined as the experience of people working together, sharing ideas, data and analysis to develop collective solutions. What has changed is that people no longer need to sit together in the same space to undertake collaborative work.
Role Management In Privacy-enhanced collaborative environmentAnja Lorenz
Presentation at the IADIS international conference e-Society 2010, 18.03.2010, Porto
Find the full paper here: http://www.iadisportal.org/digital-library/role-management-in-a-privacy-enhanced-collaborative-environment
If people are given the right tools and the right environment, will hey spontaneously collaborate and share knowledge? Why do some people find it difficult to share and collaborate? Would incentives and rewards make a difference? These and similar issues are explored in this presentation given at the recent Knowledge and Innovation Network (KIN) Summer Workshop.
For many years, organizations that have been recognized as best places to work have received that recognition because they have cultures that create the conditions for people to thrive personally and professionally. Cultures in organizations that are good places to work develop environments in which people work together in support of the mission and vision.
Presentation accompanying the poster session "Web 2.0: It's Social, Can it be Critical Too?" at the Educause Learning Initiative 2010 annual meeting in Austin, TX, January 20, 2010
Wikipedia: A Tool for Teaching (Skeptical) Research Elizabeth Nesius
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Wiki tool for Knowledge Education
Presented to the actKM conference in 2008
Collaborative learning for both content and behavioural aspects of education. Interactive web2.0 learning with high quality outcomes
''Collaborative Blended Language Learning using WikiQuests: learning Italian as a FL''
ThoughtFest 2009
Pontydysgu - University of Salford
Manchester , UK
5-6 March 2009
Wiki-based Collaborative Writing: a Comparative Study on First and Second Lan...CITE
CHAN, Vanice Siu Yin (Student in MSc(LIM), Faculty of Education, HKU)
CHU, Samuel Kai Wah (Faculty of Education, HKU)
http://citers2013.cite.hku.hk/en/paper_612.htm
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Author(s) bear(s) the responsibility in case of any infringement of the Intellectual Property Rights of third parties.
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CITE was notified by the author(s) that if the presentation slides contain any personal particulars, records and personal data (as defined in the Personal Data (Privacy) Ordinance) such as names, email addresses, photos of students, etc, the author(s) have/has obtained the corresponding person's consent.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. WIKI: The
complexity
of online
collaborative
work
Vera Paiva
Federal University of Minas Gerais (UFMG)
National Counsel of Technological and Scientific
Development (CNPq)
Minas Gerais State Research Foundation (FAPEMIG)
2. A wiki is a Web page that
users can modify.
(Cummings, 2008: 5)
3. “Collaborative practices are increasingly
seen as keys to going beyond what we
know and developing the capacity to solve
complex problems that are typical of the
knowledge society but beyond the
capacity of the individual.” (Lund, 2008:36)
4. Wiki writing as a complex system
People writing together in a
A wiki platform make up a
complex adaptive learning
system and their joint
interactions produce
texts of higher qualities
than the sum of their
individual texts because
of the emergence of
a “collective intelligence”.
5. Some characteristics of a complex
system
ynamic
daptive
pen
onlinear
elf-organizing
ensitive to feedback
6. Dynamic
The writing process through dynamic interactions
is always in flux.
Wiki is “…an environment that to a great extent relies on
learner interdependence.” (Lund, 2008: 36)
7. Open
The system is far from
equilibrium because
new content comes and
others are deleted.
The system keeps
adapting.
8. Adaptive
“It would probably be wrong to ever see a wiki
implementation as "finished", because the
contexts in which it is used are always prone to
change.
People adapt. Wiki adapts.” (Bo and
Cunningham, 2001: 392)
9. Non-linear
ystems change and the
emergent behavior is not
proportional do the causes.
mall contributions can lead
10. Self-organizing
• The system evolves and adapts
in different ways and in
different paces.
• According to the sociocultural
theory, “people working jointly
are able to co-construct contexts in which expertise
emerges as a feature of the group” (Lantolf, 2000:17)
11. Sensitive to feedback
• Members learn from each other.
• They react to feedback. They change and adapt.
12. “However, the broader, collective assignment requires that learners seek to link
individual production to the dynamic and collective potential of the wiki. This
involves trusting others to contribute productively and developing sensitivity
towards the totality by relating one’s own contribution to those of others, that is,
we see the emergence of a collective ZPD.” (Lund, 2008:47)
13. But do students collaborate as
expected?
Participants: five groups of six undergraduate students enrolled in an online
course - Introduction to digital tools for language teaching – in a Brazilian
university in 2011.
Task: write essays in English about “the integration of technology in the English
Language classroom” using any wiki tool. Each student should use a different
color for his/her contribution so that the teacher could identify the dynamicity of
each group.
Duration: 2 weeks
Instructions: It was emphasized that they should not only add content, but also
edit their classmates’ contributions by correcting mistakes and adding further
information, exemplifications and new references.
Evaluation: content, quality of collaboration and participation.
14. “When working collaboratively, learners
realized that the analysis and critique of their ideas
enhanced not only the content but also the overall
quality of their essays. Learners became aware that
everybody brought to the projects a unique set of
skills and that often they could learn more from
correcting their partner’s grammar and critiquing
their ideas than from their own work. In addition,
structure and organization improved because the
discussions allowed learners to concentrate on a
thesis for their essays and support that thesis in a
more organized manner.” (Elola and Oskos, 2010)
My expectation
15. • The wiki tools did not attract the expected
collaboration.
• Although students had two weeks to develop a good
text, most of them did not invest enough time to write
a real collaborative essay.
• Most students limited themselves to their individual
contributions without any commitment to the final
product.
• One student sent her part by email, without revising
what others had written.
• Content was usually poor.
RESULTS
16. • In spite of using a tool that affords interaction
and collaboration, most groups just produced
patchworks as a result of juxtaposition of
individual texts.
• Real collaboration by means of editing,
corrections, and addition of relevant information
was detected in one group only.
RESULTS
17. • Expertise did not emerge as a feature of the
other groups.
• Visual representations of the pages showed a
sequence of paragraphs in different colors
instead of multi-colored paragraphs which
would represent real collaboration.
RESULTS
25. “It is essential to state here that while
the use of social technology tools can
reinforce student learning, they do not
always lead to positive learning results
(Lindblom-Ylänne & Pihlajamäki, 2003).
In any educational setting it is
important to evaluate carefully the
relationship between the properties of
these tools and how they are used to
assist learners (Kirschner, 2002).”
(Elola & Oskoz, 2010: 64)
Conclusions
26. Human complex adaptive systems can
exhibit unexpected behaviors and the wiki
technology was not enough to change habitual
group behaviors or enable the emergence of a
collective intelligence.
Wiki tools may mislead one into thinking that they
facilitate the emergence of wholes which are
greater than the sum of the individual
productions.
Conclusions
27. Some students do not like to
work in groups.
Some students do not want to have their
contributions edited, deleted or corrected.
Digital tools alone do not change students’
behavior
Mindsets must also change.
Conclusions
28. Limitation of the study
One limitation of the study was that, after
feedback, the students did not write
another essay in a wiki platform. Therefore,
we could not evaluate if the group, viewed
as a complex system, had learned through
teacher feedback.
29. Referências
Bo, Leuf and Ward Cunningham. The Wiki Way: Collaboration and Sharing on the Internet.
London: Addison Wesley, 2001.
Cummings, Robert E., and Matt Barton, eds. Wiki Writing: Collaborative Writing in the College
Classroom. Ann Arbor: University of Michigan P, 2008.
Cummings, Robert E. What Was a Wiki, and Why Do I Care? A Short and Usable History of
Wikis. In: Cummings, Robert E., and Matt Barton, eds. Wiki Writing: Collaborative Writing in
the College Classroom. Ann Arbor: University of Michigan P, 2008. p.1-16
Cunningham, Ward. Wiki Design Principles. Available at http://c2.com/cgi/wiki?
WikiDesignPrinciples. Access 04 May 2012.
Elola, Idoia, and Ana Oskoz. Collaborative Writing: Fostering Foreign Language and Writing
Conventions Development. Language Learning & Technology. v.14, n. 3. p.51-71. Oct, 2010.
Available at http://llt.msu.edu/issues/october2010/elolaoskoz.pdf . Access 15 May 2012
Lakeman, Will. Content and Commentary: Parallel Structures of Organization and
Interaction on Wikis. In: Cummings, Robert E., and Matt Barton, eds. Wiki
Writing: Collaborative Writing in the College Classroom. Ann Arbor:
University of Michigan P, 2008. p.144-159