Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate students’ perceptions of learning through the the collaborative creation and use of wikis. Method: Sixteen students from an interprofessional course module participated in the study. The thesis uses semi-structured interviews with a qualitative phenomenographic approach. Results: The informants’ perceptions of learning through the collaborative creation and use of wikis are described as a four category hierarchy that represents the outcome space: Course task oriented compilation of texts Preparatory exam compendium Representative knowledge artefact Knowledge artefact for future professional practice Conclusion: Students’ different perceptions of learning through the collaborative creation and use of wikis as presented as the outcome space can be understood as variations of how they perceive the resulting product, the process involved and the orientation of the wiki work, from a surface and task oriented work to deeper contextual learning. Well designed, wiki support problem based learning and assessment using portfolios as well as interprofessional learning for future professional practice.

Esta tesis doctoral reúne información relevante para validar el modelo educación piramidal aplicado en caso de estudio “Enseñanza de la ingeniería web en las carreras de Ciencias de la Computación en la Universidad Tecnológica de El Salvador”. En este documento se narra en que consiste el modelo Educación Piramidal y todos los aspectos que se deben tener en cuenta al aplicarlo en un programa académico. El objetivo principal de la investigación es proponer este modelo como una herramienta para el aprendizaje colaborativo por medio de la utilización de una plataforma tipo e-Learning. En el caso de estudio se propone aplicar el modelo para la enseñanza de la ingeniería web entendiéndose este término como la aplicación de metodologías sistemáticas, disciplinadas y cuantificables al desarrollo eficiente, operación y evolución de aplicaciones de alta calidad en la World Wide Web. El esfuerzo que se realiza en esta investigación propone aplicar el modelo educación piramidal en la enseñanza de la ingeniería web; permitiendo que los participantes tengan a su disposición el apoyo de un tutor para facilitar el proceso de aprendizaje en las diferentes temáticas que se abordan en estos programas de estudio, que representan un reto para el aprendizaje de los participantes. Para aplicar el modelo se desarrolló una plataforma tipo e-Learning a través de la cual se valida el modelo intercambiando en todo el proceso de formación los roles de discente y docente, la plataforma que se propone se denomina WIKS la cual ha sido desarrollada para realizar trabajo colaborativo y ejecutar las pruebas piloto que permita validar el modelo Educación Piramidal. El modelo está enfocado en trabajar de forma colaborativa entre los diferentes actores involucrados en el proceso de enseñanza aprendizaje; sigue los parámetros jerárquicos que intervienen en una pirámide, donde la parte más alta representa un nivel de privilegio mayor, los contenidos académicos se incorporan en una plataforma tecnológica a través de la cual los participantes intercambian los roles de “docente” y “discente”. A través de la plataforma WIKS se implementa el modelo educación piramidal, sin duda es una herramienta que sumará esfuerzos para enfrentar los nuevos desafíos de las sociedades. El 2020 fue un año atípico; la humanidad experimentó una pandemia que hizo que las políticas públicas de los países llevaran a varios confinamientos a su población cambiando completamente los esquemas tradicionales de trabajo. En todas las áreas los negocios se tuvieron que reinventar para operar, las empresas en muchas de sus operaciones migraron a teletrabajo, incluyen restaurantes los cuales realizaron cambios drásticos en su tradicional forma de trabajo, y en el caso de la educación tanto pública como privada, paso de la presencialidad a modalidad síncrona; donde muchas instituciones por no estar preparadas se vieron en la penosa situación de cerrar. Esta tesis doctoral es conformada por cinco capítulos, en cada uno se abordan temáticas que de forma gradual desarrollan los diferentes objetivos propuestos. El capítulo 1: Hace la introducción al contenido a desarrollar, así como describe la conjetura, los objetivos, el estado del conocimiento que a su vez tiene subtemas, este apartado finaliza con la metodología. El capítulo 2: Describe el modelo educación piramidal y su funcionamiento, enfatizando la metodología formal causal. El capítulo 3: Aborda la aplicación del modelo Educación Piramidal en el Caso de Estudio Enseñanza de la Ingeniería Web en las carreras de Ciencias de la Computación en la Universidad Tecnológica de El Salvador. El capítulo 4: Desarrolla todo el escenario de la plataforma tipo e-Learning propuesta, desde su funcionamiento, forma de trabajo y aplicación en el caso de estudio. El capítulo 5: Describe las conclusiones de la tesis doctoral en las cuales se hace una valoración del impacto en los cambios de paradigmas que el modelo Educación Piramidal genera, también se escriben las principales limitaciones y las líneas de trabajo futuro con respecto al modelo. Este documento resulta interesante y será una base fundamental para los cambios que deben hacerse en los sistemas educativos tradicionales.

In this demonstration (with supportive poster) we present the semantic data wiki OntoWiki, which was released in version 1.0 just recently. We focus on the changes introduced to the tool in the latest release and showcase the generic data wiki, improvements we made with regard to the documentation as well as three success stories where OntoWiki was adapted and deployed.

The purpose of this study was to examine students' representations of their literate identities in what Gee (2008) calls Discourse that developed among 105 high school students— 103 10th-grade and two 11th-grade students—using a wiki for class work, collaboration, and social interaction. The theoretical frame for the present study was drawn from of four bodies of literature. Through a reciprocal process of positioning self and others (van Langenhove & Harré, 1999), individuals come to form and display their literate identity (Heath, 1991) within a community of practice (Wenger, 1998). Their interactions reflect norms, values, and accepted ways of being within the Discourses to which they belong (Gee, 2008). Data analysis procedures employed in this study were similar to those commonly associated with qualitative data analysis. I used a recursive process of coding and searching for patterns and themes to analyze students' writing on the class wiki. Analysis of the wiki posts revealed that students employed 18 written devices within the Discourse of the wiki. In addition, within the online Discourse that emerged on the wiki, students occupied nine positions in relation to the others in the community. Findings of this study suggest that students developed a community of practice where norms for participation in the Discourse of the wiki were constructed by its members. Students represented their academic and social literate identities online through the combination of devices they used and the positions they enacted in the Discourse of the wiki.

Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.

No description available.

We report on the state of the field of algorithm visualization, both quantitatively and qualitatively. Computer science educators seem to find algorithm and data structure visualizations attractive for their classrooms. Educational research shows that some are effective while many are not. Clearly, then, visualizations are difficult to create and use right. There is little in the way of a supporting community, and many visualizations are downright poor. Topic distribution is heavily skewed towards simple concepts with advanced topics receiving little to no attention. We have cataloged nearly 400 visualizations available on the Internet. We have a wiki-based catalog which includes availability, platform, strengths and weaknesses, responsible personnel and institutions, and other data about each visualization. We have developed extraction and analysis tools to gather statistics about the corpus of visualizations. Based on analysis of this collection, we point out areas where improvements may be realized and suggest techniques for implementing such improvements. We pay particular attention to the free and open source software movement as a model which the visualization community may do well to emulate, from both a software engineering perspective and a community-building standpoint. / Master of Science

Voice is an integral part of writing instruction, and over half of state writing assessments include voice on scoring rubrics; yet, there is a dearth of research on voice and writing instruction with adolescents. Increasingly new literacies and digital tools are being used in the high school English classroom but with relatively little known about how these tools can teach voice during writing instruction. This qualitative single-case study examined how a public school, ninth-grade English teacher used new literacies to develop voice in students' writing and participants' perception of these instructional choices. The sample included the teacher and 14 students, and data collection included classroom observations, participant interviews, motivation inventories, reflective logs, state writing scores, students' writing folders, and wiki documents. An iterative process of inductive and deductive analysis led to key findings about instructional planning, purposeful writing assignments, teacher feedback, and participant response. Findings indicate that further attention is needed with respect to text structure development, writing pedagogy, and voice in writing; teachers' response to students' writing in digital environments; and motivation and adolescent writing. / Ph. D.

在網路發達的數位經濟時代，數位學習越來越普及，且大多是以非同步線上學習為主，但是非同步線上學習面臨即時互動性不高的問題，如此情形下，學習者無法立即獲得回應，會降低其學習意願與學習成效；以「參與體驗式個案教學」為例，參與體驗式個案教學法主張透過學生角色扮演，進行個案模擬和討論來增強個人成長與在組織中互動運作的應變能力。本研究透過探討並描述「參與體驗式個案教學法」課程的情境，了解課程在上課前、中、後教師與學生的需求，規劃並實作一個學習社群導向、結合顧客關係管理、網路客服中心概念與Ｗiki共筆為基礎的數位學習系統去支援參與體驗式個案教學，建立客製化服務，讓學習內容被網路的成員所共同創造、分享、重新混合、重新定義，並傳遞出去，以及運用即時通訊來實踐立即性互動，改善學習者無法即時獲得回應而降低學習意願的問題。 本研究所建用來支援參與體驗式個案教學的雛型系統，其操作介面簡單易上手，且功能符合參與體驗式個案教學情境所需，是一個因教學制宜的系統，並且提供了即時通訊於其中，實踐了客製化、即時互動與數位學習社群的概念，同時也補足非同步線上學習的缺點，讓數位學習系統確實成為學生自主學習參與體驗式個案教學的輔助工具。

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-04-04T15:30:23Z No. of bitstreams: 1 Jose B Damasceno Junior.pdf: 1891815 bytes, checksum: 03363a3789637e84b97afceb57e7fcb7 (MD5) / Made available in DSpace on 2017-04-04T15:30:23Z (GMT). No. of bitstreams: 1 Jose B Damasceno Junior.pdf: 1891815 bytes, checksum: 03363a3789637e84b97afceb57e7fcb7 (MD5) Previous issue date: 2016-02-26 / The subject lessons learned in projects has been more and more relevant nowadays, considering the adoption on institutions and a growing number of academic researches. Models for lessons learned management have been developed, supported by processes and tools such as social software (eg, Wikis, Blogs, Microblogging ...). Considering the software adoption problem or the lack of processes and tools for managing lessons learned in institutions and carrying on Rose’s research project (2015) whom developed a model for management of lessons learned, the Target 2.0, this study’s main objective is to validate such a model in action on a public safety government institution. A Wiki page has been developed to promote the management of lessons learned in a project at this institution. This work was developed based on the Design Science Research (DSR) paradigm and the Technical Action Research (TAR) method. The results suggests increments to the validated artifact on the lessons learned list of processes during the phases of the project’s life cycle, while the usefulness and ease of use of the Wiki were recognized by those involved they also pointed to the positive effect on the efficiency and effectiveness of the processes and project activities. This research presents itself as unique and useful. The uniqueness is because the Target 2.0 had not yet been validated on the field, so it is unprecedented. Its usefulness is shown by the fact that the public safety government institution will make use of this Wiki in the upcoming issues of the Quality Award project. The contribution to the theory happens as it is confirmed that investing into the adoption of tools and techniques is essential, and that it is also possible to innovate in the Brazilian’s public safety sector by using good practices, that keeping people aligned is fundamental to the lessons learned management in projects. It shows that: 1. the implementation phase of the project life cycle allows for a greater collection of lessons learned; 2. the perception of the existence of new tools can promote greater social collaboration of information about projects; and 3. beyond the importance of raising awareness, a lessons learned policy is needed. The practical contribution lies on the adoption of a model of lessons learned management in projects, which was pioneered in that institution. / Cada vez mais o tema lições aprendidas em projetos vem se fazendo presente, haja vista a sua abordagem nas instituições e a crescente produção de pesquisas acadêmicas. Modelos para gestão de lições aprendidas vêm sendo desenvolvidos, apoiados em processos e ferramentas como os softwares sociais (e.g. Wikis, Blogues, Microblogues...). Considerando o problema do desuso ou desconhecimento de processos e ferramentas para a gestão de lições aprendidas em instituições, e dando continuidade ao projeto de pesquisa de Rosa (2015), que desenvolveu um modelo Target para gestão de lições aprendidas, este trabalho tem como objetivo principal validar tal modelo na prática em uma instituição governamental de segurança pública. Uma página Wiki foi desenvolvida para promover a gestão de lições aprendidas em um projeto nesta instituição. Este trabalho foi desenvolvido baseado no paradigma de pesquisa Design Science Research (DSR) e no método de pesquisa Technical Action Research (TAR). Os resultados sugerem incrementos ao artefato validado nos processos de liçoes aprendidas por fase do ciclo de vida do projeto, enquanto a utilidade e facilidade no uso da Wiki foram reconhecidos pelos envolvidos que, também, consideram haver efeito positivo na eficácia nos processos e atividades do projeto. Este trabalho de pesquisa se apresenta como original e útil. A originalidade se caracteriza pelo fato que o Target não havia sido ainda validado na prática, portanto, inédito. Já a sua utilidade se comprova pelo fato que a instituição governamental de segurança pública fará uso da Wiki nas próximas edições do projeto no qual o Target foi validado. A contribuição para a teoria ocorre à medida que se confirma que investir na adoção de técnicas e ferramentas em projetos é fundamental, que é possível inovar na segurança pública brasileira por meio das boas práticas de projetos, que o alinhamento das pessoas é fundamental para a gestão de lições aprendidas em projetos, que a fase de execução do ciclo de vida do projeto permite uma maior coleta de lições aprendidas em projetos, que a percepção da existência de novas ferramentas podem promover uma maior colaboraçao social de informações sobre projetos e que além da importância do processo de conscientizar, uma política para a prática de lições aprendidas se faz necessária. Já a contribuição para a prática se apresenta na adoção de uma sistemática para gestão de lições aprendidas em projetos, inédita naquela instituição.