Please visit my web site at http://people.emich.edu/lchizek1/ to read about some of the other projects I am working on.

Annotated Bib. Part 2

Here is a list of my second set of sources for my wiki research:

Bold, Mary. "Use of Wikis in Graduate Course Work." Journal of Interactive Learning Research 17 (2006): 5-14.
This article offers an understanding of how wikis can be used in the classroom. In this particular context, the focus is on the use of educational wikis for an online Master’s program at Texas Woman’s University. The article brings up important concerns about the current state of distance education in that there is still a lack of emphasis on collaborative learning in an online environment. This article aims to highlight how an online degree program can utilize the concepts of collaborative learning more and rely less on curriculum delivery of information.

Faigley, Lester. "Nonacademic Writing: the Social Perspective." Professional Writing and Rhetoric. Comp. Tim Peeples. New York: Addison Wesley Educational, Inc., 2003. 47-60.
Though wikis are not specifically referenced in this chapter of “Professional Writing and Rhetoric” the core ideas Faigley discusses are applicable to the concepts driving the popularity of online educational tools like wikis. Faigley places a heavy emphasis and examination on social perspectives in writing and adds to the idea that knowledge is shared and created. The term social in writing applies to wikis as students are able to contribute and share knowledge in a public, purposeful way.

Godwin-Jones, Robert. "Blogs and Wikis: Environments for on-Line Collaboration." Language Learning and Technology 7 (2003): 12-16.
This article provides an examination into how blogs and wikis can be used for collaborative purposes. Beyond listing various information about blogs, wikis and RSS one of the more helpful aspects of this piece is the end in which Godwin-Jones provides a comprehensive lists of links. Though the links offer extended information on blogs and RSS the links on wikis were especially helpful because he guides the reader to sites on how to create a wiki, additional information about wikis, and an example of a wiki used for educational purposes.

Gokhale, Anuradha A. "Collaborative Learning Enhances Critical Thinking." Journal of Technology Education 7 (1995): 22-30.
A case study conducted with undergraduate students at Western Illinois University, “Collaborative Learning…” provides fundamental properties of collaborative learning with a primary emphasis on critical thinking. The study consisted of two groups of students, one that worked independently and one that worked collaboratively. The results suggest that the learners who worked together harbored a higher level of critical thinking. This article provides a useful foundation of what collaborative learning means and what benefits students may receive through working together toward a shared goal.

McKay, Martha. "One Million to Put Heads Together to Write, Edit Business Book." Global News Wire 17 Nov. 2006. LexisNexis Academic. Halle Library, Ypsilanti. 3 Apr. 2007. Keyword: Wikis.
This article published online describes a recent project by a book publishing company who are aiming to create one of the biggest collaborative projects yet to date. The group is creating a book titled “We Are Smarter Than Me” in which a goal of one million participants are requested to help author the book. The content of the book focuses on current technology uses such as social networks, blogs and wikis and will eventually be published online. The concept behind this project creates many parallel questions about how something similar to this could happen within an educational system. Questions such as would it be possible to have students using wikis to communicate across schools, colleges, grades, etc.? Could students be sharing and creating knowledge with other students around the globe? The fact that such a book can be created with thousands of participants emphasizes the future of technological impacts on life and certainly creates more questions and discussions about how schools can take advantage of such changes lending wikis as one tool to do so.

Richards, Merle, Anne Elliott, Vera Woloshyn, and Coral Mitchell. Collaboration Uncovered. Westport: Bergin & Garvey, 2001.
In this book solely about collaborative learning, the author’s cover a wide range of issues central to collaboration. Some topics that are covered are negotiation in collaboration from what it is to how to create it. Additionally, cultural issues are addressed in terms of collaboration and a distinction is made between cooperative and collaborative learning. Other areas of the book examine if collaboration is possible within the classroom and how it may help in professional development. Overall, this book provides a large and extensive background on important issues surrounding collaborative learning and offers thinking points for what to consider in trying reformulating a classroom to be conducive to collaborative purposes.

Sorensen, Elsebeth K., and Eugene S. Takle. "Collaborative Knowledge Building in Web-Based Learning: Assessing the Quality of Dialogue." The International Journal of E-Learning (2002). 3 Apr. 2007 .
Sorensen and Takle take an interesting approach to the topic of collaborative learning by exploring and assessing the quality of dialogue that is produced during collaborative activities. The premise of this article focuses on a web-based course though much of the information can extend to the use of wikis. For example, what type of dialogue exists in collaborative wikis in the classroom? What counts as dialogue? What type of dialogue is expected and how much? Does the quality of dialogue impact the results of collaborative learning? I had not considered how dialogue may contribute or hinder the collaborative efforts on a wiki space and this article helped place into context for me that dialogue is one of the key issues in an online space of collaboration, particularly when the dialogue is assessed in an educational environment.

Wagner, Christian. "Wiki: a Technology for Conversational Knowledge Management and Group Collaboration." Communications of the Associations for Information Systems 13 (2004): 265-289.
This article’s focus is primarily in the work force and how wikis can enable businesses to better operate open lines of communication through the use of wikis. Despite wikis being a recently accepted notion in the business world, there still seems to be resistance in terms of using wikis for educational purposes. Though highlighting the professional angle of wikis, this article raises important questions about the value, results and overall performance of wiki use. Specifically, the article encourages wikis because they promote conversational knowledge in which sharing and creating knowledge is the core purpose. Similarly, this is how wikis have been used in the classroom and is a continuing argument for why wikis should be adopted into the classroom more. If successful businesses are benefiting from the use of wikis, why can’t similar ideas and usage be transformed and reshaped into the classroom? The convincing benefits of wikis outlined in this article suggest that they can.

Warschauer, Mark. "Computer-Mediated Collaborative Learning: Theory and Practice." The Modern Language Journal 81 (1997): 470-481. JSTOR. Halle Library, Ypsilanti. 3 Apr. 2007. Keyword: collaborative learning.
Though this article is dated ten years ago, I chose to include it as part of my research because of the extensive conceptual framework Warschauer lays out. He covers the history of collaboration and cooperative communication in the classroom, narrowing in on Krashen’s Input Hypothesis and places a large emphasis on Vygotsky’s work. Though much of what Vygotsky published was in the 1960s, he provides one of the early voices in the field concerning collaboration. Beyond providing a groundwork of theory about collaborative learning, this article also addresses computer-mediated collaborative learning. Interesting to note is that although this article was written ten years ago, many of the arguments about how to use collaboration with technology still resonates today. This article is an excellent reference if seeking a historical and theoretical background on collaborative learning.

Wei, Carolyn, Brandon Maust, Jennifer Barrick, Elisabeth Cuddihy, and Jan H. Spyridakis. "Wikis for Supporting Distributed Collaborative Writing." Tools and Technology (2005): 204-209.
This article covers basic information about wikis, provides advantages and disadvantages of using wikis for collaborative purposes then addresses the impact wikis may have on information design. Many wikis can be created in a matter of seconds, with little thought of design, lay out and no real underlying visual purpose. For these reasons, the article addresses information design and questions how wikis may influence design processes. Wikis are now created by anyone, anywhere and are no longer limited to a technical communicator with design training and experience. Important questions stemming from this reading that may influence my final project are: Does design matter in an educational wiki? How much emphasis should be placed on design? How does information design impact the overall effectiveness of collaborative learning? And finally, how will design influence my final presentation of this project as it will be in wiki format?

Research Project Update

I am well into my research now and for the most part I am making significant progress though I am struggling with finding theoretical, in-depth sources on wikis that I can really sink my teeth into. After talking with Steve, I think it makes sense for me to focus some of my research on collaboration and perhaps even social networking as a way to embed my ideas in theory. I have collected most of my sources with a few more to go and hope to start writing my project this weekend. Some good advice from Steve: if you keep reading the same ideas and keep coming back to the same place it’s time to start writing. I’ve also set up a wiki through pbwiki which is how I will display my final project. Although it is fairly simple to use, I’ve spent some time experimenting with layouts and preliminary organizing what I think will be the major sections of my project. Overall, the process is going well and I’m looking forward to putting my research into action.

Annotated Bibliography Part 1

Below is an initial gathering of research for my exploration into collaborative learning through classroom wikis. Several of the sources below focus on historical and technical aspects of wikis, including pros and cons, in order to give context to the argument that wikis help promote collaborative learning. The next set of sources that I will post will offer greater detail and specific references to wikis and collaborative learning.

Bowman, Cindy, and Renn Edenfield. "Becoming Better Together Through Collaboration and Technology." The English Journal 90 (2000): 112-119.
While this article does not focus on the use of wikis in particular, it does discuss with extended examples issues of collaboration and technology. Though there is no direct connection to wikis, it provides a framework for technology oriented collaboration through mediums such as email, online journals and other computer collaborative activities. A large focus of this article is on a seventh grade classroom who are described as “working better together,” (113).

Jakes, David. "Wild About Wikis." Technology and Learning 27 (2006): 6.
A brief but informative overview of how wikis work, educational benefits of wikis, available wiki tools, supporting and maintaining wikis and concerns surrounding wikis. Beyond providing a broad scope of information about wikis, this article also includes eleven wikis to watch ranging from personal wikis to educational wikis. Additionally, a list of wiki resources are offered with detailed explanations about the cost, operation and user-friendliness of a variety of different wiki options.

Locke, Thomas, and Dixie Andersen. "Wiki Skills are Essential in Academics and Life?" American Teacher 91 (2006): 4.
A point/counterpoint approach to the uses of wikipedia and scholarship are examined by two teachers in this article. The positive stance on wikis argues that students could benefit from classroom wikis because it promotes many aspects of traditional scholarship such as publication, challenging and questioning ideas, and defending opinions amongst peers. The opposing point of view offers up issues of credibility and accountability of authors since wikis can often be written anonymously.

Oatman, Eric. "Make Way for Wikis: Easy-to-Use Software That Lets Students Collaborate is Heading to Your School." School Library Journal 5 (2005): 52-54.
Targeted toward teachers, “Make Way for Wikis…” offers anecdotal experiences of teachers currently using classroom wikis while blending historical facts for contextual purposes. Mentions of various schools across the country using classroom wikis, including a school in Bloomfield Hills, Mi., provides a backdrop to the benefits wikis can offer students and teachers. Issues such as authentic audience, enhanced learning through social interactions, and improving writing skills are discussed.

Raman, Murali. "Wiki Technology as a "Free" Collaborative Tool Within an Organizational Setting." Information Systems Management 23 (2006): 59-67.
“Wiki Techonology…” discusses how wikis operate as a collaborative tool within academic and professional environments and provides a list of benefits from using wikis. Reference to the use of wikis in the classroom is mentioned as well as wikis used for administrative purposes. A specific case example from Claremont University Consortium puts into perspective a real-life instance of wiki success.

Seitzinger, Joyce. "Be Constructive: Blogs, Podcasts, and Wikis as Constructivist Learning Tools." Learning Solutions: Practical Applications of Technology for Learning 31 July 2006. 15 Mar. 2007 .
The primary argument in this piece is that current technology (note that the author states that wikis, blogs and podcasts are no longer emerging technology) offers viable tools focused on constructivist learning. A definition by Jackie Miers sums up in simplistic terms what constructivist learning is and a connection is made between Miers’ definition and the use of wikis, blogs and podcasts through seven core content areas: problem-based learning, learner-centeredness, collaborative learning, social presence, interactivity, support, and cognitive tools.

Shareski, Dean, and Carol Ann K. Winkler. "Are Wikis Worth the Time? Collaborative, Anonymous Collections of Online Information, Such as Wikipedia, Hold Promise and Peril for Young Researchers." Learning and Leading with Technology 33 (2005): 6-8.
Similar to the article “Wiki Skills are Essential in Academics and Life?” this article offers a point/counterpoint interpretation questioning the worth of wikis. While there is not a heavy focus on scholarship from either side of the argument, important issues are raised such as an exploration into how wikis are changing the world of knowledge and learning. In rebuttal, concerns of fake writing and vandalized wikis are examined to discredit the value of wiki use in the classroom.

Spek, Sander. "Knowledge Management by Wikis." Institute for Knowledge and Agent Technology. .
Sander’s exploration into wikis focuses primarily on the use of wikis in professional settings though many of the benefits (and downfalls) to wiki usage that he writes about correlate to academic wikis. “Knowledge Management by Wikis” introduces positives of wiki use through such areas like collaboration, connectivity, organic development and self-healing and pairs positive attributes with concerns such as authority issues and motivational concerns.

Taylor, Chris. "It's a Wiki, Wiki World." Time 29 May 2005. 17 Mar. 2007 .
A mainstream article found in Time magazine, this piece covers historical aspects of Wikipedia and the current use of wikis. A strong emphasis is placed on Ward Cunningham, a programmer who originally created wikis and highlights other areas of his career such as Nupedia (which failed rather quickly). A brief exploration into pros and cons of wiki use is examined, but lacks in-depth analysis. “It’s a Wiki, Wiki World” serves as an outline of historical aspects of wiki usage and the people behind its creation.


Walker, Jr., John P. Identifying and Overcoming Barriers to the Adoption and Use of Wikis in Collaborative Knowledge Management. Diss. Univ. of North Carolina At Chapel Hill, 2006.
A dissertation about wikis, Walker approaches this subject by identifying problems and offering solutions. The initial part of the dissertation covers a useful literature review which provides a platform for other works written about wikis. Beyond the literature review, other pertinent sections provide a history of wikis, the benefits, and the barriers (divided into four sections: social, epistemological, technical, and cultural). Walker’s investigation into barriers of wiki use is central to the conversation on wikis because it provides insight on issues concerning wikis that are currently not operating in the best manner in which they could be. Recognizing the worth and values in wikis is abundant in literature, but Walker offers a piece of the conversation on obstacles that may inhibit wikis from producing strong collaborative efforts.

Research Proposal- It's a Wiki World: Using Wikis to Prommote Collabortive Learning

I have always considered myself a little behind the times when it comes to technology. I know enough to get by, but have never fully taken the time to understand the benefits certain technology can offer. Last semester I took a technical writing class in which we operated a large portion of the class through a class wiki. Up until that moment I had never heard of a class wiki and while I was familiar with wikipedia, I had never actually used it. When I first learned that I would be required to post my ideas, papers and feedback to my peers on our class wiki I immediately disliked the idea. At the time I believed that putting my work on a wiki was not only more public than I wanted to be, but the fear of learning the new technology and how to manage my wiki space caused fear that it would be much more difficult that what I currently knew how to do on the computer. However, as the semester rolled on and each day the wiki became more a part of our class I realized that the initial fears I had about wikis were actually what I grew to value about them. The sense of publicly sharing my work on the class wiki allowed for my peers and I to view what everyone was working on, generate ideas from this open forum, and share and respond to each others writing in a positive, easy-to-use environment. Beyond the benefits I experienced by having my peers view my wiki, the technical aspect of functioning a wiki was not difficult at all; even for me, someone who typically does not extend beyond her box when it comes to technology. The result was that I walked away from this classroom experience with vital experience outside the classroom as well, in an online environment conducive to sharing and collaborating. If I had not been exposed to such an experience through my education, I may have never understood the value that rests within publicly shared online writing spaces and how a class wiki can encourage a greater sense of community by offering a forum for communication and collaboration. For this reason, I want to explore the use of wikis further and research in detail how they encourage collaborative learning and sustain an environment centered on shared and created knowledge. As was the case with me, I needed to be forced outside of my box in my educational world to learn and appreciate the value of online public spaces. I think this is also true with many other students and because of this it is my hope that by examining the ways in which wikis benefit classroom experiences, more teachers and students will recognize the value they may contribute not only to a writing classroom, but to all classrooms. I think it is important for educational practices to always consider the future as far as technology goes so that students gain the knowledge they need to enter an increasingly digital world. The use of a class wiki provides one outlet where teachers can promote a positive learning experience and allow expose to students to new multimedia processes.

My working thesis so far is to focus on an argument that classroom wikis within a writing class lead to greater collaborative learning and provide a space for students to create shared knowledge both with each other but with the teacher as well . While my angle on wikis sits in a positive light right now, I have discovered several readings discouraging the use of wikis in the classroom. While I have not read through this information extensively yet there are certainly valid points bought up in them that illustrate the negative aspects of classroom wikis (i.e. no censorship, could be unreliable, etc.). I am interested in understanding what doesn’t work with wikis as much as what does work so that I have a clearer understanding of what I want my argument to be. But as of now, I want to concentrate on wikis being a positive attribute to writing classrooms, as a form of collaborative learning.

While I am still in the initial stages of research, I have discovered more on the topic of wikis than I originally thought I would. I began with Google Scholar which unearthed many helpful articles. Some of the more colorful titles include “Wiki While You Work,” “Wild About Wikis,” and “Make Way for Wikis.” Much of the information I have gathered so far addresses wikis in general and do not go into detail specifically relating to collaborative learning. However, I have discovered a few that are directly relatable including a book titled “Wiki Web Collaboration.” I have also explored other online resources such as ERIC and the EMU databases. My method for continuing research is to investigate more intensely my internet sources, locate any additional books that may be relevant, scour recent articles (I’m thinking mainstream articles here—I believe I just read one in TIME magazine not that long ago about the emergence of wikis), and find journal articles. Ideally the content I want to find specifically concentrates on the use of wikis in the classroom (even as narrow as the writing classroom) and how it has the power to lead to collaborative learning. Beyond looking for this specific information, I also want to focus my research on studying the use of wikis in general so that I can become more aware of how they function and research values embedded within collaborative learning. My hope is that by touching upon these three primary areas of research I will be able to develop some of my own conclusions about how wikis promote collaborative learning in the writing classroom. Additionally, I would like to interview several teachers who currently use wiki in their writing classrooms to gain a personal sense of how shared knowledge is occurring through the medium of wikis. I may even go so far as questioning students what their experiences using wiki in a writing classroom were and may draw some reference to my experience as a student user.

So far I feel I am off to a good start on my research. Once I read more of the works I’ve collected, my argument may become more defined or may be subject to change. For now, I plan to continue on focusing on positive elements of wikis in the writing classroom with particular emphasis on shared knowledge and collaboration.

Welcome

Welcome to my blog page for English 516. Hopefully this blog will be filled with useful information by the end of the semester. That's all for now!