Bevarande av kunskap är viktig på företag. På olika sätt dokumenteras denna kunskap, ofta med hjälp av olika IT-systemslösningar. Mycket kunskap finns också lagrade inom de människor som finns på ett företag. Ett problem är att få denna kunskap tillgänglig för andra människor.Hur denna lagrade kunskap delas mellan människor har vi undersökt. Vi har i vår undersökning tagit reda på hur kunskapsdelning går till mellan människor på företag. Vi har genomfört en intervju och delat ut enkäter på ett företag som använder en wiki. Till vår hjälp för att utforma frågorna i undersökningen har vi använt oss av Nonaka och Takeuchis SECI- modell som förklarar hur kunskapsdelning sker.Ett sätt att samla kunskap inom företag är att använda sig av en wiki. En wiki är en webbsida där flera personer kan vara delaktiga i att forma dess innehåll. Fördelar med att samla kunskap med en wiki är att de anställdas kunskaper blir tillgänglig för alla, wikin är lätt att uppdatera och sökfunktioner finns. Nackdelar med en wiki är att informationen inte säkert är korrekt eftersom informationen inte kontrolleras. Det kan också vara svårt att veta om det som söks finns på wikin och hur informationen hittas. Ett problem med en wiki är att människor inte alltid bidrar med sin kunskap till den. I resultatet av undersökningen visade det sig att det finns flera olika anledningar för om en person bidrar/ej bidrar med information till wikin. En anledning till att personer bidrar med information till en wiki är att de vill hjälpa sina kollegor. De känner att wikin hjälper dem i deras arbete och vill därför bidra till den. En anledning till att personer inte bidrar är att de inte tycker sig ha någon kunskap att dela med sig av. Andra anledningar är att användarna anser att de inte har tid och tycker det är krångligt att bidra till wikin.

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.:1 Einleitung 1.1 Motivation und Zielstellung 1.2 Stand der Forschung 1.3 Aufbau der Arbeit 2 Organisationale Strukturtypen 2.1 Zum Organisationsbegriff 2.2 Der Situative Ansatz in der Organisationstheorie 2.3 Die fünf Strukturtypen nach Mintzberg 2.4 Kritische Würdigung 2.5 Interorganisationale Beziehungen und Netzwerke 3 Die Rolle von Enterprise Wikis in verschiedenen Strukturtypen 3.1 Vorgehen und Methodik 3.2 Einfachstruktur 3.3 Professionelle Bürokratie 3.4 Maschinenbürokratie 3.5 Spartenstruktur 3.6 Adhokratie 3.7 Interorganisationale Beziehungen und Netzwerke 4 Zusammenfassung und Ausblick 4.1 Diskussion der Ergebnisse 4.2 Weitere Forschungspotentiale

This report describes the purpose, design, development and analysis of SQLTips, an online instructional delivery framework and set of instructional modules relating to advanced features and performance tuning of Oracle's Structured Query Language (SQL). SQLTips was developed using Wiki, server-side software that allows users to edit web pages with almost any browser. The report includes a literature review of existing SQL instructional materials and a review of instructional theory. The report also includes a description of the formative evaluation process and results. These results show that SQLTips is easy and enjoyable to use. Based on a scale of 1 to 7 with 7 being the most positive, the 10 modules comprising SQLTips averaged a 6.1 for ease of use and a 6.2 for enjoyability. Posttest results also showed an average increase of 46% upon completion of the instruction. The report also contains a critique of the project.

Traditionally, appeals for improving the teaching of psychology at the post-secondary level have focused on increasing teacher training and motivation. However, wide-scale success may be limited because both approaches involve significant demands on teachers' time. I describe two recommendations that may improve teaching while requiring minimal time investment from individual teachers. The first is the development of an end-of-major assessment taken by undergraduate psychology majors that would provide valuable feedback to teachers on which areas of the curriculum need improvement. The second recommendation is to create a new database of research on teaching and learning that focuses on streamlining relevant information and improving user-friendliness through the use of a wiki interface. The feedback from the end-of-major assessment would link to the sections of the database that might prove most beneficial for improvement of the curricular areas indicated. Suggestions are provided for immediate implementation of both recommendations.

Biological sciences literature can be extraordinarily difficult to understand. Papers are commonly filled with terminology unique to a particular sub-discipline. Readers with expertise outside that sub-discipline often have difficulty understanding information the author is trying to convey. The WikiPDF project that is the subject of this thesis helps readers understand the biological sciences literature by automatically generating a customized glossary for each page of any technical paper available in Adobe Portable Document Format (PDF) format. WikiPDF relies on the Wikipedia®, an on-line encyclopedia created and supported by a host of volunteers, as a source of definitions used in its glossaries. WikiPDF uses the National Institutes of Health (NIH) Medline/PubMed database of journal papers to organize, index, and locate WikiPDF glossaries. Design and implementation of this project relied exclusively on open-source software, including the Linux operating system, the Apache Tomcat web server, and the MySQL relational database system.

The overall aim of this thesis is to explore freedom of speech and aspects of credibility related to the Internet. The phenomenon freedom of speech is seen and examined principally from a communicative perspective. Theoretically the thesis is based on three key concepts: Internet, freedom of speech, and credibility. Four studies are included; each of them focuses on the main problem from different angles using different methods. In the first study, two websites on the Internet, both having reference to the Holocaust, are examined. The aim is to identify some kind of hypertextual dialogue between Living history [Levande historia], representing a serious project about human respect and democracy, and True history [Sann historia], a plagiator expressing a revisionist opinion. The second study examines a media debate about freedom of speech and censorship related to the Internet found in newspaper articles published during 1997-1999, to see which issues these newspapers emphasise, and how the role of the Internet is described. The third study focuses on how university students writing essays assess the credibility of scientific information in web-based environments. In a questionnaire, the students estimate the importance they attach to 24 different elements. The fourth study seeks to increase the understanding of the function and dynamics of Wikipedia as a collaboratively shaped wiki-encyclopaedia. In e-mail interviews, active users are asked about their impressions and experiences. Based on the studies, some reflections on what could be considered as special with the freedom of speech on the Internet are presented. These reflections, in terms of seven aspects, are referred to as the hypertext structure, the collage effect, boundless identities, shift in responsibility, parallel worlds and hyper reality, the compensating effect, and the leaching effect. A concept, denominated the hypertextual dialogue, has emerged during the work on this thesis. This concept has a technical, an intertextual and a discursive level. The discussion deals with the news media’s approach towards the Internet, what their possible agenda could be, and the impact they have on people. Internet’s pluralism and its consequences are discussed. Wikipedia could serve as a model by showing how committed individuals interact to create a competitive product. When users interact with and within the hypertextual structure, the construction of meaning, as well as the responsibility for the consequences, would move from the texts’ original authors to the users. Perhaps the Internet requires the involvement of some kind of homo navigare who is able to function within, outside and between digital arenas. / Avhandlingens övergripande syfte är att utforska yttrandefrihet och trovärdighet relaterat till Internet. Fenomenet yttrandefrihet betraktas och studeras ur ett kommunikativt perspektiv där Internet utgör arenan för kommunikationen som är möjliggjord av den digitala tekniken. Teoretiskt baseras avhandlingen på tre begrepp: Internet, yttrandefrihet och trovärdighet. Fyra studier ingår, var en har sitt specifika närmande och sin metod. Den första studien berör två webbplatser på Internet, båda går att hänföra till Förintelsen. Syftet är att identifiera en slags hypertextuell dialog mellan Levande historia, som är ett seröst projekt om demokrati och medmänsklighet, och Sann historia, som uttrycker ett revisionistiskt synsätt. Den andra studien undersöker en mediedebatt, förd i dagstidningsartiklar 1997-1999, relaterad till yttrandefrihet och censur på Internet. Avsikten är att urskilja de beskrivningar av innehållet på Internet som tidningarna lyfter fram samt att se hur Internets roll berörs. Den tredje studien undersöker uppsatsskrivande studenters bedömning av trovärdighet vid sökandet efter vetenskaplig information i webbaserade miljöer. En enkät där studenterna skattar 24 olika element har använts. Den fjärde studien avser att utifrån intervjuer med Wikipedias användare öka förståelsen för Wikipedias funktion och dynamik som wiki-uppslagsverk. I studierna framskymtar, på ett mer övergripande plan, aspekter av Internet som arena vilka gör att yttrandefriheten kan ses som förhållandevis speciell. Dessa aspekter diskuteras i termer av hypertextstruktur, collageeffekt, gränslösa identiteter, ansvarsförskjutning, parallellvärld och hyperrealitet, utjämnande effekt, samt urlakningseffekt. Ett egenkonstruerat koncept presenteras i den hypertextuella dialogen. Diskussionen tar upp nyhetsmediernas förhållningssätt till Internet, vad som kan tillskrivas den bakomliggande agendan, samt mediernas påverkan på människor. Dessutom berörs Internets pluralism och hur den kan inverka på sättet att se på ”sanning”. Wikipedia framhålls som en förebild genom att visa på hur engagerade användare tillsammans kan skapa en konkurrenskraftig produkt. På Internet sker interaktionen inom och med den hypertextuella strukturen vilket påverkar meningsskapandet och förskjuter ansvaret från texternas ursprungliga skapare till användarna. Möjligtvis behövs någon slags homo navigare som kan fungera inom, utom och emellan digitala arenor.

O desenvolvimento orientado a modelos (Model Driven Development - MDD) é uma abordagem que tem ganhado cada vez mais espaço na indústria e na academia, trazendo grandes benefícios, como o aumento de produtividade. Uma forma de se trabalhar usando MDD em equipe é usando uma IDE (Integrated Development Environment) associada a um sistema de versionamento. Entretanto, trabalhar colaborativamente usando uma IDE associada a um sistema de versionamento pode trazer algumas complicações para o desenvolvimento como: conflitos de modelos, documentação descontinuada, dificuldades por parte dos interessados em usar sistemas de versionamento, etc. Nesse contexto, este trabalho propõe uma abordagem de uso de wiki para desenvolvimento de MDD, de modo que o desenvolvedor seja capaz de criar modelos, gerar código fonte, compartilhar e versionar os modelos e ainda documentar colaborativamente, de maneira mais simples e fácil do que abordagens tradicionais. Isso possibilita que mais usuários não desenvolvedores possam participar mais no processo de desenvolvimento e ainda permite o aumento de produtividade. Para tentar evidenciar de que é possível uma wiki ser usada para desenvolver software, foi criada uma Domain Specific Language - DSL em uma wiki e foram realizados três estudos de caso: um com estudantes do ensino médio e que representam os não desenvolvedores, um com quatro alunos de pós-graduação com experiência de desenvolvimento na indústria e o último estudo de caso foi realizado com 48 participantes entre desenvolvedores e alunos de pósgraduação em Ciências da Computação. Os estudos de caso mostraram que é viável usar uma wiki para desenvolvimento, que não desenvolvedores se adaptam bem à abordagem e que 86% dos desenvolvedores usariam a abordagem proposta se tivessem que trabalhar com MDD. Os estudos de caso também levantaram as principais barreiras para aumentar a aceitação da abordagem. Com isso, este trabalho apresenta além de uma abordagem relativamente inédita na literatura, resultados sobre uso de sistemas de versionamento, de IDEs e de desenvolvimento colaborativo / The Model Driven Development (MDD) is an approach that has gained more space in industry and academia, bringing great benefits such as increased productivity. One way of working in teams with MDD is using an IDE (Integrated Development Environment) with a versioning system. However, to collaboratively work with an IDE and a versioning system may have implications and problems for the development as: conflicts of models, documentation discontinued, difficulties for stakeholders to use versioning systems, etc. In this context, this work proposes an approach to use a wiki to develop MDD, so that the developer is able to create models, generate source code, sharing and versioning models and also to collaboratively document, in a more simple and easy way than the traditional approaches. This enables non developers can participate more in the development process and also allows increasing productivity. To try to show that a wiki can be used to develop software, we created a Domain Specific Language (DSL) in a wiki and were performed three case studies: one with high school students and represent the non developers, another one with four graduate students with experience in software development in the industry, and the last case study was conducted with 48 participants among developers and graduate students in Computer Science. The case studies showed the feasibility of using a wiki for development, that non developers adapted well to the approach and 86 % of the developers would use a wiki to develop MDD. The study also raised the main barriers to increase the acceptance of the approach. Therefore, this work presents also a relatively new approach in the literature and results on the use of versioning systems, IDEs and collaboratively development

La gestion des connaissances permet d'identifier et de capitaliser les savoirs faires de l'entreprise afin de les organiser et de les diffuser. Cette thèse propose un système de gestion des connaissances hétérogènes et distribuées, appelé OCEAN. Basé sur les ontologies et sur un système multi-agents, OCEAN a pour but de résoudre le problème de la capitalisation et de réutilisation des connaissances provenant de plusieurs sources différentes, afin d’aider les acteurs métiers dans le processus de développement de produits mécaniques. Le système OCEAN repose sur un cycle de vie de quatre étapes Ce cycle de vie possède les phases : d’identification, d’extraction, de validation et se termine par la réutilisation des connaissances. Chaque phase constitue l’objectif d’une organisation d’agents.L’identification dans le système OCEAN consiste à définir les connaissances par un expert métier sous la forme d’une ontologie. Les ontologies sont utilisées dans notre système pour représenter les connaissances définis d’une façon structurée et formelle afin d’être compréhensible par les machines. L’extraction des connaissances dans OCEAN est réalisée par les agents de manière automatique à l’aide des ontologies créées par les experts métiers. Les agents interagissent avec les différentes applications métiers via des services web. Le résultat de cette phase est stocké dans une mémoire organisationnelle. La validation des connaissances consiste à permettre aux acteurs métiers de valider les connaissances de la mémoire organisationnelle dans un wiki sémantique. Ce wiki permet de présenter les connaissances de la mémoire organisationnelle aux acteurs pour les réutiliser, les évaluer et les faire évoluer. La réutilisation des connaissances dans OCEAN est inspiré de travaux antérieurs intégrés au sein d’OCEAN. Les quatre phases du cycle de vie des connaissances traitées dans cette thèse nous ont permis de réaliser un système apte à gérer les connaissances hétérogènes et distribuées dans une entreprise étendue. / Among the goals of Knowledge Management we can cite the identification and capitalization of the know-how of companies in order to organize and disseminate them. This thesis proposes a heterogeneous and distributed knowledge management system, called OCEAN. Based on ontologies and multi-agents system, OCEAN aims to solve the problem of capitalization and reuse of multi-sources knowledge in order to assist business actors in the development process of mechanical products. The OCEAN system is based on a knowledge life cycle composed by four steps. This knowledge life cycle begins with the identification then extraction, validation and finishes with knowledge reuse. Each step is the goal of an organization of agents.The identification in OCEAN system consists in the definition of knowledge by a business expert with an ontology. Ontologies are used in our system to represent the knowledge, defined by the business expert, in a structured and formal way in order to be understandable by machines. Agents according to the ontology defined by business experts realize knowledge extraction in OCEAN automatically. Agents interact with professional softwares via web services. The result of this extraction is stored in an organizational memory (OM). Validation of knowledge in OCEAN relies on business actors that validate the knowledge of the OM in a semantic wiki. This wiki allows also the presentation of this knowledge to business actors in order to reuse, evaluate or evolve it. Previous works, integrated within OCEAN, inspires the knowledge reuse step. The four steps lifecycle discussed in this thesis has enabled us to achieve a system that can manage heterogeneous and distributed knowledge in an extended enterprise.

Education in knowledge society is challenged with a lot of problems in particular the interaction between the teacher and learner in social networking software as a key factor affects the learners’ learning and satisfaction (Prammanee, 2005) where “to teach is to communicate, to communicate is to interact, to interact is to learn” (Hefzallah, 2004, p. 48). Analyzing the relation between teacher-learner interaction from a side and learning outcome and learners’ satisfaction from the other side, some basic problems regarding a new learning culture using social networking software are discussed. Most of the educational institutions pay a lot of attentions to the equipments and emerging Information and Communication Technologies (ICTs) in learning situations. They try to incorporate ICT into their institutions as teaching and learning environments. They do this because they expect that by doing so they will improve the outcome of the learning process. Despite this, the learning outcome as reported in most studies is very limited, because the expectations of self-directed learning are much higher than the reality. Findings from an empirical study (investigating the role of teacher-learner interaction through new digital media wiki in higher education and learning outcome and learner’s satisfaction) are presented recommendations about the necessity of pedagogical interactions in support of teaching and learning activities in wiki courses in order to improve the learning outcome. Conclusions show the necessity for significant changes in the approach of vocational teacher training programs of online teachers in order to meet the requirements of new digital media in coherence with a new learning culture. These changes have to address collaborative instead of individual learning and ICT wiki as a tool for knowledge construction instead of a tool for gathering information. / Bildung in der Wissensgesellschaft ist mit einer Vielzahl von Herausforderungen verbunden. Insbesondere die Interaktion zwischen Lehrenden und Lernenden ist in sozialen Netzwerken durch Software bestimmt, die als ein wesentlicher Faktor den Lernerfolg der Lernenden und ihre Zufriedenheit bestimmt (Prammanee, 2005), da “to teach is to communicate, to communicate is to interact, to interact is to learn” (Hefzallah, 2004, S. 48). Die Analyse der Art der Lehrer-Schüler-Interaktion auf der einen Seite und das Lernergebnis und die Zufriedenheit der Lernenden auf der anderen Seite, sind einige grundlegende zu diskutierende Herausforderungen hinsichtlich einer neuen Lernkultur mit Social-Networking-Software. Eine Vielzahl der Bildungseinrichtungen achten daher auf die Ausstattung mit Ausrüstungen und zugehörigen Informations- und Kommunikationstechnologien (IKT) zur Gestaltung von Lernsituationen. Sie versuchen die IKT in ihren Institutionen als Lehr-und Lernumgebungen zu integrieren, da sie damit einen positiven Effekt auf den Ausgang des Lernprozesses verbinden. Trotzdem sind die Lernergebnisse, die in den meisten Studien untersucht wurden, sehr begrenzt. Es zeigt sich, dass die Erwartungen der Lehrkräfte an selbstgesteuertes Lernen viel höher sind, als die Ergebnisse der Studien repräsentieren. Auf Grundlage dieser Ausgangssituation wurde eine empirischen Studie (Untersuchung der Rolle der Lehrer-Schüler-Interaktion durch neue digitale Medien Wiki in der Hochschulbildung und des Lernerfolgs und der Zufriedenheit der Lernenden) durchgeführt. Aus den Ergebnissen wurden Empfehlungen über die Notwendigkeit der pädagogischen Interaktionen zur Unterstützung von Lehr-und Lernaktivitäten in Wiki Kursen abgeleitet, um den Lernerfolg zu verbessern. Die Schlussfolgerungen zeigen die Notwendigkeit für deutliche Änderungen in der Herangehensweise der beruflichen Bildung der Online-Lehrer, um die Anforderungen der neuen digitalen Medien im Einklang mit einer neuen Lernkultur zu erfüllen. Diese Veränderungen beeinhalten im Kern kooperatives statt individuelles Lernen und den Einsatz von IKT-Wiki als ein Werkzeug für die Wissenskonstruktion statt für das Sammeln von Informationen.

The current scenario of education uses numerous technological tools to mediate and streamline teachinglearning processes. One of these tools, which has been gaining more space each day, are the collaborative production tools. The wiki tool, which belongs to the Moodle platform, for example, gives students of both face-to-face and non-face-to-face courses a collaborative and dynamic form of production. However, when presented to students, this tool, as occurs whenever we have contact with something new, causes different perceptions. This dissertation aims to verify cognitive processes regarding the use of the Moodle wiki and through the Technology Acceptance Model (TAM 3) to verify the acceptance of the same by students and alumni. As well as, list the factors that can generate lack of motivation and lack of participation in the proposed activities and, in this way, help in planning activities of more effective studies in Virtual Environments of Teaching-Learning and that mobilize the students to participate more actively . The research was carried out with a group of the Special Program of Graduation (PEG) Training of Professors for Professional Education of the UFSM, in addition to a group of PEG alumni. The choice of the participants was motivated by the fact that we believe it is important to know the perceptions, acceptance, and consequent motivation of future teachers in using the Moodle wiki. The results obtained in the TAM 3 adapted questionnaire show that the level of the average acceptance of the research participants is considered to be Moderate High. Their perceptions about the Wiki tool have provided data that confirm and validate the application of the questionnaire and elucidate the research objectives. / O cenário atual da educação utiliza inúmeras ferramentas tecnológicas para mediar e agilizar processos de ensino-aprendizagem. Uma destas ferramentas, que vem ganhando mais espaço a cada dia, são as ferramentas de produção colaborativa. A ferramenta wiki, pertencente a plataforma Moodle, por exemplo, proporciona aos estudantes dos cursos presenciais e não presenciais uma forma de produção colaborativa e dinâmica. Porém, quando apresentada aos estudantes, esta ferramenta, como ocorre sempre que temos contato com algo novo, provoca diferentes percepções. Esta dissertação tem como objetivo verificar processos cognitivos referentes a utilização da wiki do Moodle e através do modelo de aceitação tecnológica (Technology Acceptance Model-TAM 3) verificar a aceitação da mesma pelos estudantes e egressos. Assim como, elencar os fatores que podem gerar falta de motivação e falta de participação nas atividades propostas e, desta forma auxiliar no planejamento de atividades de estudos mais eficazes em Ambientes Virtuais de Ensino-Aprendizagem e que mobilizem os estudantes a participarem de forma mais ativa. A pesquisa foi realizada com uma turma do Programa Especial de Graduação (PEG) Formação de Professores para a Educação Profissional da UFSM, além de um grupo de alunos egressos do PEG. A escolha dos participantes foi motivada pelo fato de acreditarmos ser importante conhecer as percepções, a aceitação, e consequente motivação, de futuros professores em utilizar a wiki do Moodle. Os resultados obtidos no questionário adaptado TAM 3 mostram que o nível da média de aceitação dos participantes da pesquisa é considerado como Moderado Alto. As percepções dos mesmos acerca da ferramenta Wiki elencaram dados que confirmam e validam a aplicação do questionário, além de elucidarem os objetivos da pesquisa.