The purpose of this study was to explore the codependencies of the social and technical structures that yield Wikipedia the website and Wikipedia the community. In doing so, the research investigated the implications of such a sociotechnical system for the maintenance of the project and the emergence of collective intelligence. Using a theoretical framework informed by digital media studies, science and technology studies, and the political economy of communication, this study examined the material and ideological conditions in which Wikipedia has developed. The study's guiding research questions addressed the nature of Wikipedia's sociotechnical system and potential for collective intelligence, as well as the historical development of the project's technical infrastructure and the state of its technology-assisted collaboration. A mainly qualitative multi-method research approach was employed, including document analysis, semi-structured interviewing, and social network analysis. A plethora of documents were carefully selected and examined to explore how and why decisions were made, policies implemented, and technologies adopted on the site. Additionally, 45 interviews were conducted with members of Wikipedia's technical community to understand the relationships between social and technical aspects of the project and the motivations of programmers who contribute automated tools. Finally, social network measures and visualizations were used to interrogate notions of collaboration and make more transparent the centrality of technology to the content creation process. The study revealed that Wikipedia's technical development has been shaped by the dueling ideologies of the open-source software movement and postindustrial capitalism. Its sociotechnical system features the complex collaboration of human contributors, automated programs, social bureaucracy, and technical protocol, each of which conditions the existence and meaning of the others. In addition, the activity on Wikipedia fits established models of collective intelligence and suggests the emergence of a cyberculture, or culturally informed shared intelligence, unique to the digital media context. Software robots (bots) are central actors in this system and are explored in detail throughout this research.

Submitted by MARCIO LUIZ BESS null (marciobess@hotmail.com) on 2017-02-11T19:08:08Z No. of bitstreams: 1 CONSTRUÇÃO DE ESPAÇOS VIRTUAIS COLABORATIVOS VOLTADOS PARA A EDUCAÇÃO COM O SUBSIDIO DA WEB 2.0 - O CASO DE UM CURSO DE ARTES..pdf: 2282097 bytes, checksum: 7808548b21588b240a35449c0555e847 (MD5) / Rejected by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido está sem a ficha catalográfica e sem a folha de aprovação A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-02-15T18:01:42Z (GMT) / Submitted by MARCIO LUIZ BESS null (marciobess@hotmail.com) on 2017-03-03T11:20:10Z No. of bitstreams: 2 CONSTRUÇÃO DE ESPAÇOS VIRTUAIS COLABORATIVOS VOLTADOS PARA A EDUCAÇÃO COM O SUBSIDIO DA WEB 2.0 - O CASO DE UM CURSO DE ARTES..pdf: 2282097 bytes, checksum: 7808548b21588b240a35449c0555e847 (MD5) TESE DE DOUTORADO - CONSTRUÇÃO DE ESPAÇOS VIRTUAIS COLABORATIVOS VOLTADOS PARA A EDUCAÇÃO COM O SUBSIDIO DA WEB 2.0 - O CASO DE UM CURSO DE ARTES..pdf: 22252138 bytes, checksum: 67610c4d1e30568c8fbb4f06a4e2aa8b (MD5) / Rejected by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: Foram submetidos 2 arquivos PDF’s, apenas 1 arquivo deve ser submetido. O arquivo PDF não deve estar protegido e a dissertação/tese deve estar em um único arquivo, inclusive os apêndices e anexos, se houver. O arquivo submetido está sem a ficha catalográfica. O arquivo submetido não contém o certificado de aprovação. A versão submetida por você é considerada a versão final da dissertação/tese, portanto não poderá ocorrer qualquer alteração em seu conteúdo após a aprovação. Corrija estas informações e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2017-03-06T14:41:00Z (GMT) / Submitted by MARCIO LUIZ BESS null (marciobess@hotmail.com) on 2017-03-07T01:02:32Z No. of bitstreams: 1 TESE DE DOUTORADO - CONSTRUÇÃO DE ESPAÇOS VIRTUAIS COLABORATIVOS VOLTADOS PARA A EDUCAÇÃO COM O SUBSIDIO DA WEB 2.0 - O CASO DE UM CURSO DE ARTES..pdf: 22252138 bytes, checksum: 67610c4d1e30568c8fbb4f06a4e2aa8b (MD5) / Rejected by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo a orientação abaixo: O arquivo submetido não contém o certificado de aprovação e sem a ficha catalográfica Corrija esta informação e realize uma nova submissão com o arquivo correto. Agradecemos a compreensão. on 2017-03-07T16:58:08Z (GMT) / Submitted by MARCIO LUIZ BESS null (marciobess@hotmail.com) on 2017-03-09T23:06:32Z No. of bitstreams: 2 bess_ml_dr_rcla.pdf: 22252138 bytes, checksum: 67610c4d1e30568c8fbb4f06a4e2aa8b (MD5) Tese de Doutorado - Mácio Luiz Bess.pdf: 11907486 bytes, checksum: 1f0e6d7f9439c0dbc6cbdb65c24a3cf7 (MD5) / Rejected by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: Foram submetidos 2 arquivos PDF’s, apenas 1 arquivo deve ser submetido. O arquivo PDF não deve estar protegido e a dissertação/tese deve estar em um único arquivo, inclusive os apêndices e anexos, se houver. Corrija estas informações e realize uma nova submissão contendo o arquivo correto. Agradecemos a compreensão. on 2017-03-16T18:43:15Z (GMT) / Submitted by MARCIO LUIZ BESS null (marciobess@hotmail.com) on 2017-03-21T23:13:48Z No. of bitstreams: 1 Tese de Doutorado - Mácio Luiz Bess.pdf: 11907486 bytes, checksum: 1f0e6d7f9439c0dbc6cbdb65c24a3cf7 (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-23T13:02:28Z (GMT) No. of bitstreams: 1 bess_ml_dr_rcla.pdf: 11907486 bytes, checksum: 1f0e6d7f9439c0dbc6cbdb65c24a3cf7 (MD5) / Made available in DSpace on 2017-03-23T13:02:29Z (GMT). No. of bitstreams: 1 bess_ml_dr_rcla.pdf: 11907486 bytes, checksum: 1f0e6d7f9439c0dbc6cbdb65c24a3cf7 (MD5) Previous issue date: 2016-12-12 / Muitos dos modelos de ensino e práticas pedagógicas colocam o professor como único responsável pela formação do aluno, e o encarregam de oferecer uma educação que construa um sujeito capacitado para interagir com o mercado de trabalho e com a sociedade globalizada em que este está inserido, onde, uma grande quantidade de informações, saberes e competências são essenciais para o seu sucesso. Porém, o professor, em questão, não é subsidiado para tanto. O presente trabalho apresenta novas formas de interatividade entre os alunos e entre alunos e professores através de sistemas wikis. Tal ferramenta caracteriza-se como interativa e facilitadora do processo de aprendizado e disseminação de conhecimento por parte dos próprios estudantes no ciberespaço. Além de promover autonomia e reflexão proporciona que os educandos se tornem cidadãos mais conscientes da sociedade em que vivem e não meros expectadores. A pesquisa apresenta um histórico e convida a uma reflexão sobre o atual contexto e a problemática do ensino de Artes no Brasil, que foi construída historicamente e é reforçada até o presente pela falta de políticas públicas educacionais, por práticas educativas pouco agregadoras e pela falta de compreensão e desprestigio da arte ensinada e produzida na escola, dentre outros, que por sua vez promovem o descrédito e a invisibilidade da mesma. O trabalho também mostra as vantagens e desvantagem quanto ao uso de wikis como ferramentas para arte-educação, apontando possíveis resultados positivos para seu uso pedagógico, impulsionando para a criação de espaços colaborativos voltados para o ensino de Artes em formato de wiki. Dessa forma, são apresentados os resultados alcançados até o momento presente, focando no estudo e construção de um wikipara a arte-educação e diretrizes norteadoras para replicação de ferramentas educacionais semelhantes, visando melhorias nas práticas, processos, e nos resultados do aprendizado na arte-educação de forma coletiva e colaborativa. / Many of the teaching models and pedagogical practices place the teacher as the only responsible for the student's formation, and give to the teacher the responsibility to offer an education that builds a person capable of interacting with the labor market and with the globalized society, where, a lot of information, knowledge and skills are essential to their success. However, the teacher is not subsidized for that much. This study presents new forms of interactivity among students and between students and teachers through wikis systems. This tool is characterized as interactive and facilitating of the process of learning and dissemination of knowledge by students themselves in cyberspace. In addition to promoting autonomy and reflection, it allows the students to become more aware citizens of the society in which they live and not mere spectators. The research presents a history and invites a reflection on the current context and the problem of art education in Brazil, which has been built historically and until the current days there is a lack of public educational policies, and aggregating educational practices. There is also a lack of understanding and confidence on the art taught and produced at school, which in turn promote itsdistrust and invisibility. This study also shows the advantages and disadvantages of using wikis as tools for art education, pointing out possible positive results for their pedagogical use, encouraging the creation of collaborative spaces geared towards teaching Arts in wiki format. Therefore the results achieved are presented focusing on the study and construction of a wiki for art education and guiding guidelines for the replication of similar educational tools, aiming to improve the practices, processes, and results of learning in art education, in a collective and collaborative way.

Tese de mestrado integrado. Engenharia Electrotécnica e de Computadores (Major de Telecomunicações). Faculdade de Engenharia. Universidade do Porto. 2009

Technology is becoming an integral part of teaching and learning in schools. This thesis explored the use of a wiki, a collaborative editable webpage within physical education teacher education. An interpretive inquiry investigated the perceptions of a cohort of 28 final year physical education teacher candidates (PETC) through an online group project. The objective of the assignment was for PETC to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach. Information collected from reflective journals, writing samples and focus groups identified both enabling and constraining factors this wiki brought to the wiki project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one’s own ideas as well as those of others. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning. / October 2008

Notre projet consiste en la réalisation d'une machine à contenu accessible par le Web et permettant l'interaction de créateurs intéressés par le récit fictionnel ou la création collaborative d'une façon plus large. Essentiellement francophone, elle se particularise par ses deux modes de motorisation, blogue et wiki, permettant ainsi tous les degrés de collaboration d'une écriture à plusieurs mains. Dans son contenu elle se veut un tableau social contemporain et s'arrime à la production blogatoire actuelle. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Wikifiction, « Rue des plumes perdues », « Machine à contenu », Écriture, Création, Collaborative, Collective, Blogue, Wiki, Fiction, Récit, Poésie, Cinéma, Scénario, Vidéo, Forum, Cms, « Web 2.0 ».

La complexité est au premier rang des défis en gestion de projet. Un outil de collaboration issu des technologies du Web 2.0 appelé "wiki" offre de nouvelles pistes de réponses à cette problématique. L'objectif principal de cette recherche est de montrer comment le wiki peut nous aider à composer avec la complexité en gestion de projet. Plus précisément, il s'agit de s'appuyer sur les tremplins de la systémique et de la complexité pour proposer une modélisation du système wiki avant de tenter de le légitimer à partir de données recueillies sur le terrain. Pour ce faire, une étude de cas a été réalisée sur une période de cinq mois auprès d'une entreprise oeuvrant dans le secteur des télécommunications. Celle-ci a mis en place un wiki pilote pour servir de plateforme de collaboration au développement d'un logiciel de test interne. Cette recherche constructiviste, suit une approche exploratoire. Son cadre conceptuel se fonde sur une revue des notions théoriques dans les domaines de la systémique, de la complexité et du wiki. Sont explorés notamment les trois principes morinniens de la dialogique, de la récursion et de l'hologramme. La collecte des données s'est faite à partir d'entrevues préliminaires, d'un sondage intermédiaire, de documents internes et d'une observation directe participative. En définitive, cette recherche devrait apporter des contributions tant conceptuelles que managériales à la problématique de la complexité en gestion de projet. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Complexité, Gestion de projet, Systémique, Hologramme, Récursion, Dialogique, Wiki, Technologie, Web 2.0, Collaboration.

Current policies and traditions regulating the dissertation process are responsible for a devaluation of dissertations and fail to recognize the economic and technological developments wrought by the emerging Internet. Some of the problems with the current process involve ideology, such as the insistence that dissertations be single-authored, original, and owned by someone. Others involve adherence to traditions that no longer serve a useful purpose, such as forcing authors to conform to a format better suited to a printed book than an online project. Finally, economical considerations such as the costs involved with purchasing and training authors to use advanced technology and an overall resistance to technology are inhibiting the evolution of the dissertation and stifling progress.

Technology is becoming an integral part of teaching and learning in schools. This thesis explored the use of a wiki, a collaborative editable webpage within physical education teacher education. An interpretive inquiry investigated the perceptions of a cohort of 28 final year physical education teacher candidates (PETC) through an online group project. The objective of the assignment was for PETC to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach. Information collected from reflective journals, writing samples and focus groups identified both enabling and constraining factors this wiki brought to the wiki project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one’s own ideas as well as those of others. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning.

Enterprise Wikis werden nach und nach zum alltäglichen Bestandteil der Toollandschaft moderner Wissensarbeiter. Das Aufkommen der flexibel einsetzbaren Intranet-Plattformen geht einher mit der Forderung nach organisationalen Veränderungen wie flache Hierarchien, autonome Projetteams sowie einer dezentralen Selbststeuerung. Neben der reinen Technologiesicht werden damit auch Aspekte der Organisationsstruktur und -kultur unter dem Schlagwort „Enterprise 2.0“ adressiert. Der vorliegende Beitrag widmet sich der Erforschung der Einsatzszenarien und Einführungsbedingungen von Enterprise Wikis hinsichtlich unterschiedlicher organisationaler Strukturtypen. Hierfür wurden auf Basis eines Grounded Theory-Ansatzes Enterprise Wikis von 15 Organisationen mittels semi-strukturierter Interviews untersucht. Entlang der von Henry Mintzberg entwickelten Klassifikation organisationaler Strukturtypen (Konfigurationen) werden die Erkenntnisse der durchgeführten Unter-suchung beschrieben. Weiterhin wird auch die Rolle von Enterprise Wikis für interorganisationale Beziehungen und Netzwerke diskutiert. Es konnten abhängig vom organisationalen Strukturtyp unterschiedliche Einsatzszenarien für Enterprise Wikis gefunden werden. Die Mehrheit der Einsatzszenarien liegt dabei in der Unterstützung planerischer und konzeptioneller Tätigkeiten. Vor allen Dingen die Entwicklung von innovativen Lösungen sowie die Zusammenarbeit von Teams können effektiv durch Enterprise Wikis begleitet werden. Nicht in jedem organisationalen Strukturtyp können sich die Potentiale von Enterprise Wikis voll entfalten. Es wurde festgestellt, dass die Einführungsbedingungen für Enterprise Wikis sich ebenfalls je nach vorliegendem organisationalen Strukturtyp unterscheidet. So können starre Richtlinien und strikt definierte Arbeitsprozesse die Einführung und Nutzung von Enterprise Wikis behindern, z.B. bei der Maschinenbürokratie.

Technology is becoming an integral part of teaching and learning in schools. This thesis explored the use of a wiki, a collaborative editable webpage within physical education teacher education. An interpretive inquiry investigated the perceptions of a cohort of 28 final year physical education teacher candidates (PETC) through an online group project. The objective of the assignment was for PETC to develop deeper understanding of the Teaching Games for Understanding (TGfU) approach. Information collected from reflective journals, writing samples and focus groups identified both enabling and constraining factors this wiki brought to the wiki project. Data analyses confirmed that the wiki facilitated collaboration among group members, improved writing skills and enhanced deeper understanding through scaffolding of one’s own ideas as well as those of others. In their efforts to work collaboratively, the students realized that establishing roles and responsibilities and creating more opportunity for communication were necessary ingredients for learning.