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2006

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  • "Britannica Attacks." Editorial. Nature 440 (March 30, 2006): 582. ccessed on January 4, 2007 10:56 EST.
  • Buriol, L.S., Castillo, C., Donato , D., Leonardi , S., and Millozzi , S. (2006): Temporal Analysis of the Wikigraph." To appear in Proceedings of the Web Intelligence Conference (WI), Hong Kong 2006. Published by IEEE CS Press. [1]
  • Carvin, Andy. "Wiki Archive." learning.now (Various Dates). Accessed on January 04, 2007 17:35 EST.
  • Cummings, Robert E. "Open Writing: Wikis, Commons-Based Peer Production, and the Composition Classroom." Dissertation. 2006.
  • Abstract: Glogoff explains his use of Mediawiki in three courses since summer 2004, describes the students' experiences with the assignments and future plans for implementation. The author concludes that wikis are of value because they add hands-one experience. Even though many students in his classes had a willingness to learn technology, many had never used wikis before this time.
  • "The use of wikis is growing in the public and private sectors, and the tool lends itself well to a variety of learning styles and instructional applications. Assignments that I have had students do on the LTC wiki have been learner-centered, community-centered, and knowledge-centered. They have supported receptive information acquisition as well as guided discovery. Instructors who incorporate a wiki in their instruction will find that this tool affords students the opportunity to work collaboratively and improve skill sets through hands-on experience. A wiki is certainly a tool with great application for educators. Students who use a wiki will develop skills suitable for different work situations." Quoted from end of article.
  • Abstract: This page is a constantly evolving wiki page that offers brief statements on topics such as writings place and roles in society,, what makes an effective wiki writing topic, how people write on a wiki, what people need to know in order to take part in a wiki, and what people read and how. Though as of now, the topics are short, hopefully more will be added in the future.
  • Klobas, Jane. Wikis: Tools for Information Work and Collaboration. Oxford: Clandos Publishing, 2006.
  • Abstract: "In this connected society students are digital natives.3 They've grown up surrounded by technology as an integral part of everyday life, and are comfortable "speaking the language". In his seminal 2001 article Digital Natives, Digital Immigrants Marc Prensky says, "our students have changed radically. Today's students are no longer the people our educational system was designed to teach."4 Because many of its methods were developed before the rise of technology, education feels very much out of sync with the rest of the world digital natives are used to. Instructors who grew up learning in a step-by-step, lecture based, highly structured environment - the digital immigrants - have difficulty adapting to and seeing the value in the multitasking, fast-paced, highly collaborative and boundary-less way digital natives prefer to work.
    It is here that change must - and can - take place. Rather than blame students for not paying attention to long, theory-intensive lectures, and complain that students might not come to class anymore if technology is used, teachers should approach technology with an open-mind. By doing so, teachers can take advantage of the tools and language students are already using to build a better, more productive relationship with their students. Just as the ancient Sumerians used a stylus and tablet as their tools, and cuneiform as their language, and the Egyptians used papyrus as their tool and hieroglyphics as their language, so must we become fluent in the language of technology and use its various tools for greater connectedness, collaboration, and construction of knowledge." Quote from text.
  • WritingOnAWiki." Retrieved from Bemidji State University 16 Nov. 2006 at 12:35 EST.
  • Abstract:This page is a very short synopsis of what it means to write on a wiki.

2005

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  • Abstract: Short article giving explainations of these seven things about wikis: what is it, who's doing it, how does it work, why is it significant, what are the downsides, where is it going, and what are the implications for teaching and learning?
  • Allison, Paul. "High School Students (and Teachers) Write Collaboratively on a Wiki." Weblogs & Wikis & Feeds, Oh My! (Dec. 4, 2005) Accessed 11-16-2006.
    Abstract: Paul Allsion uses his experience teaching high schoolers in this case study of wiki implementation. The article demonstrates the evolution of a class wiki project in latino cultural diversity.
  • Abstract: Andrus, besides working for the CIA, writes about Chaos Theory and how the US must adapt with wiki and blog technology if it is to combat the ever-changing technological global community. The author explains how wikis and blog can fulfill the tenets and suppositions behind chaos theory.
  • Abstract: US policy-makers, war-fighters, and law-enforcers now operate in a real-time worldwide decision and implementation environment. The rapidly changing circumstances in which they operate take on lives of their own, which are difficult or impossible to anticipate or predict. The only way to meet the continuously unpredictable challenges ahead of us is to match them with continuously unpredictable changes of our own. We must transform the Intelligence Community into a community that dynamically reinvents itself by continuously learning and adapting as the national security environment changes. Recent theoretical developments in the philosophy of science that matured in the 1990’s, collectively known as Complexity Theory, suggest changes the community should make to meet this challenge. These changes include allowing our officers more autonomy in the context of improved tradecraft and information sharing. In addition, several new technologies will facilitate this transformation. Two examples are self-organizing knowledge websites, known as Wikis, and information sharing websites known as Blogs. Allowing Intelligence Officers and our nonintelligence National Security colleagues access to these technologies on SIPRNet, will provide a critical mass to begin the transformation." Quoted from article.
  • Challborn, Carl and Teresa Reimann. "Wiki Products: A Comparison." The International Review of Research in Open and Distance Learning 6.2 (July 2005)ISSN: 1492-3831.
  • Abstract: "Report #27 in this series discussed the 'wiki' method of online information-sharing, and its educational uses. A wiki is browser-based collaborative writing environment, in which a community may amass and exchange information on a particular topic, and to which anyone may contribute without having Web programming skills. In the current study, seven wikis are reviewed: EditMe, MediaWiki, seedwiki, Socialtext, Swiki.net, and WikkiTikkiTavi/ InterWiki. The educational potential of each is discussed."Quoted from article.
  • Clyde, Laurel A. "Wikis." Teacher Librarian 32.4 (April 2005): 54-56.
  • Abstract: Focuses on wiki, a type of interactive Web site in which users are allowed to contribute. Comparison of its engine or its software; Development of a wiki; Use of wikis as sources of inoformation literacy supplement." Quoted from EBSCOHost.
  • Désilets, Alain et al. "Are Wikis Usable?." International Symposium on Wikis, 2005. In this paper, we studied the usability of a wiki through observation and problem-solving interaction with several children who used the tool to collaboratively author hypertext stories over several sessions. The children received a minimal amount of instruction, but were able to ask for help during their work sessions. Despite minimal instruction, 5 out of 6 teams were able to complete their story. See also Other ISW 2005 papers
  • Ebersbach, Anja, Markus Glaser, and Richard Heigl."Wiki: Web Collaboration." New York: Springer-Verlag, 2005.
  • Abstract: This article endeavours to denote and promote pedagogical experimentations concerning a Free/Open technology called a "Wiki". An intensely simple, accessible and collaborative hypertext tool Wiki software challenges and complexifies traditional notions of - as well as access to - authorship, editing, and publishing. Usurping official authorizing practices in the public domain poses fundamental - if not radical - questions for both academic theory and pedagogical practice. The particular pedagogical challenge is one of control: wikis work most effectively when students can assert meaningful autonomy over the process. This involves not just adjusting the technical configuration and delivery; it involves challenging the social norms and practices of the course as well (Lamb, 2004). Enacting such horizontal knowledge assemblages in higher education practices could evoke a return towards and an instance upon the making of impossible public goods” (Ciffolilli, 2003).
  • Abstract: Garza’s articles is given as a wiki on Kairos. This integration of the software is the first breakthrough in this article. Furthermore, the article is a pioneer article for research in the newly emerging field of wikis in writing instruction. The author discusses the social implications of using wikis in writing by studying the collaborative effects and uses of wikis. The three fundamental assumptions of this text are that a) writing is messy, b) writing is a socially collaborative act, and c) Wiki technology is a toll that enables writers to get into the mess and the social nature of writing. The required collaboration inherent in wikis provides a better understanding of the socially forces which underly the collaborative activity.
  • Read, Brock. "Romantic Poetry Meets 21st-Century Technology: With Wikis, the New Web Tool, Everybody’s an Editor and a Critic." The Chronicle of Higher Education 51.45 (July 2005).
  • "Wiki's Wild World." Editorial. Nature 438 Page 890 (15 Dec. 2005). Accessed on 14 December 2005 14:39 EST.

2004

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  • Augar, N., Raitman, R. & Zhou, W. (2004). "Teaching and Learning Online with Wikis." In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December.HTML Accessed on 04 Dec. 2006.
    Abstract: "Wikis are fully editable websites; any user can read or add content to a wiki site. This functionality means that wikis are an excellent tool for collaboration in an online environment. This paper presents wikis as a useful tool for facilitating online education. Basic wiki functionality is outlined and different wikis are reviewed to highlight the features that make them a valuable technology for teaching and learning online. Finally, the paper discuses a wiki project underway at Deakin University. This project uses a wiki to host an icebreaker exercise which aims to facilitate ongoing interaction between members of online learning groups. Wiki projects undertaken in America are outlined and future wiki research plans are also discussed. These wiki projects illustrate how e-learning practitioners can and are moving beyond their comfort zone by using wikis to enhance the process of teaching and learning online." Quoted from article.
  • Barton, M. (2004). "Wiki Ethics: Political Public Sphere or Panopticon?" In Conference on College Composition and Communication, 2004..
  • Boyd, Stowe. "Social Commentary: Wicked (Good) Wikis." Darwin, October 2004.
  • Burrow, Andrew Lincoln. "Negotiating Access within Wiki: a System to Construct and Maintain a Taxonomy of Access Rules." in Proceedings of the fifteenth ACM conference on Hypertext and hypermedia, 2004.
    Abstract: "A wiki hypertext is typically accessible and editable by all. While this removes impediments to collaboration, it often deters participants who would rather incubate ideas before bringing them to the group. This is especially the case where creative ideas are at stake." Quoted from article.
  • Elrufaie, Elharith. "A Wiki Paradigm to Manage Online Course Content." Masters Thesis prepared in Partial Fulfillment of the Requirements for the Degree Master of Science in Computer Science, California State University, San Bernardino, Department of Computer Science, Technical Report, 2004.
  • Fernando, Angelo. "Wiki: The New Way to Collaborate." Communication World 22.3 (May/June 2005): 8-9.
  • Abstract: An article that lays out some of the basic definitions of wiki. A short, but worthwhile article.
  • Abstract: With the rapid growth of the Internet in the 1990ies due to the WWW, many people’s hopes were raised that the spirit of egality, the emancipatory power of the medium then, would be brought to the masses. With the increasing commercialization, the net became and is becoming more and more a one-way medium for advertising. Against this development, a new form of web pages has emerged and is becoming increasingly popular: the Wiki. Its distinctive feature is that any web page can be edited by anyone. Participants attribute the success to this openness and to the resulting collective production of content. In his 1970 article “Constituents of a theory of the media”, Enzensberger developed a list of seven criteria that qualify, in his opinion, the use of a medium as emancipatory. These are used to investigate the question: Can wikis be thought of as a new form of emancipatory use of the medium? Quoted from article.
  • Abstract: The author discusses her failure with wiki use due to using the wiki for purposes it was not really intended and not using its potential. James laments the failure but it positive that with evaluating pedagogy, wikis can be effective for teachers.
  • Abstract:"A pilot project by the University of British Columbia utilizing the online environments known as “wikis” began modestly, but an enthusiastic response across campus has rapidly increased the scope of its use. The radical simplicity and versatility of wikis has encouraged individuals and groups to develop novel uses for the technology, producing impressive results with minimal resources. However, the very qualities that make wikis so successful as a grassroots-oriented pilot can also create corresponding challenges as the project grow. It will prompt difficult decisions about suitable use by the institution and users."
  • "As with any new technology, there’s bound to be growing pains as wiki adoption grows in academic settings. But there is no denying that the simplicity and flexibility of wiki environments offer tantalizing possibilities along with the challenges. Just like the spaces they foster, the future for wikis is wide open." Quoted from article.
  • Abstract:Lamb's article provides a concise and excellent overview of wikis. He defines his terms, states the objections, counters objections, and show application to education and practice.
  • Abstract:"This report discusses the educational uses of the ‘wiki,’ an increasingly popular approach to online community development. Wikis are defined and compared with ‘blogging’ methods; characteristics of major wiki engines are described; and wiki features and selection criteria are examined." Quoted from article.
  • Abstract: The authors developed a tool for creating a visual record of multiple document versions in wikis. The goal of this tool is “to make broad trends in revision histories immediately visible, while preserving details for closer examination” (577). Wikipedia served as their research site. The visual maps produced remarkable indications of cooperation and conflict as content was negotiated and vandalism occurred and was fixed. Results were presented in two versions: with revisions equally spaced, and with revisions spaced according to date. When the space-by-date protocol was used, instances of vandalism virtually disappeared from the record because they were repaired so quickly (often within 2-3 minutes). Five common types of vandalism were identified:
1. Mass deletion: deletion of all contents on a page
2. Offensive copy: insertion of vulgarities or slurs
3. Phony copy: insertion of text unrelated to the page topic
4. Phony redirection: often pages contain only a redirect link to a more precise term (e.g. “IBM” redirects to “International Business Machines”), but redirects can also be malicious, linking to an unrelated to offensive term.
5. Idiosyncratic copy: adding text that is related to the topic of the page but which is clearly one-sided, not of general interest or inflammatory; these may be long pieces of text (578-579).
The article also briefly discusses authorship within Wikipedia, noting the usual issues. They discuss familiarity among Wikipedians working on the same pages, and point to inconsistencies between pages regarding anonymous user contribution. (Some have heavy anonymous contribution, some not.) There seems to be no clear connection between anonymity and vandalism. Interestingly, the first version posted of a page seems to remain more intact than sequential edits, a phenomenon the authors term first-mover advantage (580). Problems were encountered in attempts to measure the stability of Wikipedia pages because of the amount of time needed to develop and run a fine-grained differencing algorithm on all page versions and the fact that, when the research was done in 2003, Wikipedia was very new (581). Researchers therefore “focused on size change as a simple measure of change in content.” Little evidence for stability existed, and many pages with more than 100 versions demonstrated steady growth. Three possible reasons for Wikipedia’s success were posited as a result of the study
1. watchlists, which are unique to Wikipedia, “provide a mechanism for community surveillance,” and may be responsible for the rapid repair of vandlism.
2. Backchannels (talk pages, list servs) remove meta conversations from the main content.
3. The Neutral Point of View (NPOV) policy provides “both common ground and rough guidelines” for dispute resolution.
While these reasons seem quite evident now, two years ago they were not. Time has proven them correct.source
  • Wang, Chien-min and David Turner, "Extending the Wiki Paradigm for Use in the Classroom" in ITCC 2004 : International Conference on Information Technology: Coding and Computing : April 5-7, 2004, Las Vegas, Nevada : Proceedings, edited by Pradip K. Srimani, 255-261. Los Alamitos, CA.: IEEE Computer Society, 2004.
  • Abstract: "Ward Cunningham talks with Bill Venners about complexity that empowers versus complexity that creates difficulty, simplicity as the shortest path to a solution, and coding the simplest thing when you're stuck." Quoted from text.
  • Abstract: "Ward Cunningham talks with Bill Venners about using the programming language, rather than the whiteboard, to design and communicate ideas." Quoted from text.
  • Abstract: "Ward Cunningham talks with Bill Venners about the flattening of the cost of change curve, the problem with predicting the future, and the program as clay in the artist's hand." Quoted from text.

2003

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  • Ciffolilli, Andrea (2003): Phantom Authority, Self–selective Recruitment and Retention of Members in Virtual Communities: The Case of Wikipedia. In: First Monday, 8(12).
  • Abstract:"Language professionals have embraced the world of collaborative opportunities the Internet has introduced. Many tools -- e-mail, discussion forums, chat -- are by now familiar to many language teachers. Recent innovations -- blogs, wikis and RSS feeds -- may be less familiar but offer powerful opportunities for online collaboration for both language professionals and learners. The underlying technology of the new tools is XML ("extensible markup language") which separates content from formatting, encourages use of meta-data, and enables machine processing of Internet documents. The latter is key in the ability to link automatically disparate documents of interest to individuals or groups. The new collaborative opportunities this enables have led some to consider the growing importance of XML as the signal of the arrival of the second-generation Web." Quotes from article.
  • Metz, C. (2003, December 30). Take Back the Net. PC Magazine, 101-102.
  • Weinberger, David. "Commentary: Wikis" All Things Considered (National Public Radio), July 21, 2003. [2] <tt>[Wikipedia, Communities]
  • Abstract: "Ward Cunningham talks with Bill Venners about how he designed wiki to be a model for collective code ownership, collective incentives for pride of ownership, and how to deal with disagreements by eliminating the cost of making mistakes." Quoted from text.
  • Abstract: "Ward Cunningham talks with Bill Venners about using wiki for collaborative exploration and the tradeoff between wiki authors and readers. . . In this initial installment, Cunningham discusses using wiki for collaborative exploration and the tradeoff between wiki authors and readers."Quoted from text.


2002

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  • Bergin, Joseph. "Teaching on the Wiki Web." Annual Joint Conference Integrating Technology into Computer Science Education archive. Proceedings of the 7th annual conference on Innovation and technology in computer science education. Year of Publication: 2002 ISBN:1-58113-499-1
  • Mark Guzdial et. al., "When Collaboration Doesn’t Work." 2002. Our surveys of faculty and students point to a variety of causes for the lack of collaboration, including too much competition, a sense of learned helplessness, and faculty issues.

2001

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Date Unknown

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  • Delacour, Jonathon. "Wiki Epiphany." Jonathon Delacour Weblog. Accessed 11-16-2006 at 9:41 EST.
  • Abstract: Delacour talks about how he went from disdaining wikis to enjoying them and even seeing them as potentially necessary and practically useful.
  • Abstract:"While we acknowledge some important deep changes have transformed our practices (e.g., various electronic peer review tools or online research or peer-group reviews of student papers), we believe too few changes have been made to account for the major transformations in literacy practices. Since the 1990s, compositionists have faulted our overreliance on a solitary, Platonic, Romantic view of the isolated writer in the garret. According to Lunsford and Ede, "collaborative learning theory has from its inception failed to challenge traditional concepts of radical individualism and ownership of ideas" (431).
  • However, change is afoot. Below we outline some exciting social networking tools that are transforming literacy practices, and we demonstrate how these tools could be used by writing programs and writing teachers to better prepare students for the literacy challenges they will face as citizens and knowledge workers." Quoted from article.
  • Tepper, M. The Rise of Social Software. "netWorker", 7, 18-23.

Wiki Bibliographies


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