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41.
Wiki-IC是信息共享空间(IC)的Wiki化,是在虚拟层面建立信息共享空间的知识服务模式的创新。文章以Wiki为应用平台,在分析Wiki知识构建特征的基础上,研究Wiki-IC的构成要素、工作原理、知识服务内容等方面,最后对Wiki-IC存在的问题作出了探讨。 相似文献
42.
Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance. 相似文献
43.
Gerald J. Fabiano 《College Teaching》2013,61(2):105-107
In the following article, recent research in motivation is drawn upon to show how students' choice of courses may be more simply understood than might first be imagined. The author (A.B., M.A., Ph.D., Michigan) is associate professor in the psychology department of the University of Michigan. He contributed an earlier article to this journal, and is editor of a current volume on neuropsychology published by Harper &; Row. 相似文献
44.
This study investigates student interactions in a blog-based learning community in a university course. In addition, this study explores the dynamics of group interactions in individual blog-based environments compared with collaborative wiki-based educational activities. A learning community of 56 graduate students wrote individual blogs and weekly group summaries using a wiki environment. The posts were analyzed by identifying a post content type and explicit feedback promotions, and by counting the number of the blogger's own comments and the number of others’ comments per post, received from peers studying in the same versus the other offline group. The results show that choosing the appropriate type of post content (i.e., sharing experiences rather than providing information, explicitly calling for feedback, and providing the blogger's own comments) augments peer interaction in a blog environment, thus explaining 51.4% of variance in peer comments. Group interactions through comments in individual blogs, without the possibility of changing one another's content, seem to be non-intrusive and prompt interactions with offline as well as with online peers. In contrast, actual editing of texts through multi-authored collaborative wikis remained affected by student offline former acquaintance. The results are discussed in terms of social interactions and pedagogical beliefs. 相似文献
45.
On the basis of one teaching project carried out in a school, this article discusses collaborative writing in wiki platforms. It aims to find out what wiki reveals about pupils’ knowledge construction, creation, and division and their collaborative writing skills. In this project, wiki is treated as a useful tool for analyzing these processes because it gives us the possibility of studying those elements and stages of educative writing that are normally hidden from the teacher or researcher’s eye. Also, it shows us the interaction between pupils. The theoretical background of the project lies in collaborative writing and writing research. 相似文献
46.
wiki是一种新兴的网络交互形式,以其独特的沟通方式在班级资源库建设中得到初步应用。本文阐释了Wiki应用于班级资源库建设的作用与意义、并对wiki技术构建的班级资源库的特点进行分析、指出wiki技术特点在班级资源库建设中所具有的独特的作用和优势。 相似文献
47.
We investigated the collaborative writing actions carried out by 60 Open University of Israel graduate students as they built a wiki glossary of key course concepts. These actions were analysed using a taxonomy of collaborative writing actions (i.e. adding, editing and deleting information) in order to find out what students do and what they do not do when writing collaboratively. Two main findings were reported: in accord with previous research, students most frequently add content to a wiki rather than delete existing text; and contrary to previous research, students modify existing texts to a greater extent than previously reported. These findings may help teachers design collaborative learning activities. Teachers should be aware of the difficulties faced by students when writing collaboratively and should design collaborative learning activities in ways that overcome or circumvent these difficulties. 相似文献
48.
本文运用CiteSpace软件对近10年国内外关于维基的论文进行引文网络和关键词分析,总结当前的研究热点,构建了语义维基的通用体系结构,从基础理论、引擎软件、应用系统三方面对语义维基的研究现状进行阐述,并指出目前存在的问题及今后的发展方向。 相似文献
49.
融入竞争情报流程中的互联网新技术 总被引：2，自引：0，他引：2
通过介绍可以应用到竞争情报流程中的互联网新技术,探讨包括Google、RSS、网摘、个人门户、SNS、Wiki在内的互联网新技术/服务在竞争情报收集、整合、沟通、管理中的应用,说明互联网新技术应用在竞争情报界所产生的影响以及可能的发展趋势和方向。 相似文献
50.
通过分析传统词表的发展瓶颈和语义wiki的特征,讨论了语义wiki用作词表技术平台的可行性与具体实现思路。最后指出语义wiki作为一种技术手段,它为传统词表研究与当前的语义网应用搭建了一个互通的桥梁,使得传统词表能够以较低的成本和较快的方式融入到当前的信息环境中来,从而发挥其作为组织工具和术语资源的双重作用。 相似文献