Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
Network-based classrooms
Community Support for Constructionist Learning
Computer Supported Cooperative Work - Special issue on interaction and collaboration in MUDs
Constructional design: creating new construction kits for kids
The design of children's technology
Proceedings of the 7th annual conference on Innovation and technology in computer science education
ACE '03 Proceedings of the fifth Australasian conference on Computing education - Volume 20
Open source: a conceptual framework for collaborative artifact and knowledge construction
Open source: a conceptual framework for collaborative artifact and knowledge construction
Extending the Wiki Paradigm for Use in the Classroom
ITCC '04 Proceedings of the International Conference on Information Technology: Coding and Computing (ITCC'04) Volume 2 - Volume 2
Automated use of a Wiki for collaborative lecture notes
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Mindstorms: children, computers, and powerful ideas
Mindstorms: children, computers, and powerful ideas
The Wisdom of Crowds
Proceedings of the 2005 international symposium on Wikis
TWiki-based facilitation in a newly formed academic community of practice
Proceedings of the 2005 international symposium on Wikis
Wikis: a rapidly growing phenomenon in the German-speaking school community
Proceedings of the 2005 international symposium on Wikis
Is there a space for the teacher in a WIKI?
Proceedings of the 2006 international symposium on Wikis
From Wikipedia to the classroom: exploring online publication and learning
ICLS '06 Proceedings of the 7th international conference on Learning sciences
Computer
Using blogs to support participative learning in university courses
International Journal of Web Based Communities
Understanding learning: the Wiki way
Proceedings of the 5th International Symposium on Wikis and Open Collaboration
Ludoliteracy: defining understanding and supporting games education
Ludoliteracy: defining understanding and supporting games education
ThinkSpace: the collaborative process of designing new technologies for the classroom
WikiSym '08 Proceedings of the 4th International Symposium on Wikis
Visualizing wiki-supported knowledge building: co-evolution of individual and collective knowledge
WikiSym '08 Proceedings of the 4th International Symposium on Wikis
Wiki-based collaborative learning: incorporating self-assessment tasks
WikiSym '08 Proceedings of the 4th International Symposium on Wikis
A taxonomy of Wiki genres in enterprise settings
Proceedings of the 6th International Symposium on Wikis and Open Collaboration
When students speak, who listens?: constructing audience in classroom argumentation
ICLS '10 Proceedings of the 9th International Conference of the Learning Sciences - Volume 1
Trust-based peer assessment for virtual learning systems
SocInfo'10 Proceedings of the Second international conference on Social informatics
Task modeling for collaborative authoring
Proceedings of the 29th Annual European Conference on Cognitive Ergonomics
Group note taking in mediawiki, a collaborative approach
Proceedings of the 14th annual ACM SIGITE conference on Information technology education
Computers in Human Behavior
International Journal of Information Technology and Management
Hi-index | 0.00 |
Writing a book from which others can learn is itself a powerful learning experience. Based on this proposition, we have launched Science Online, a wiki to support learning in high school science classrooms through the collaborative production of an online science resource. Our approach to designing educational uses of technology is based on an approach to education called constructionism, which advocates learning by working on personally meaningful projects. Our research examines the ways that constructionism connects to collective models of knowledge production and learning such as Knowledge Building. In this paper, we explore ways that collaboration using wiki tools fits into the constructionist approach, we examine learning goals for youth growing up in a read-write culture, and we discuss preliminary findings in an ongoing year-long study of Science Online in the classroom. Despite the radically open collaboration afforded by wiki, we observe that many factors conspired to stymie collaborative writing on the site. We expected to find cultural barriers to wiki adoption in schools. Unexpectedly, we are also finding that the design of the wiki tool itself contributed barriers to collaborative writing in the classroom.