基于Wiki的协作学习实践

当前Web2.0技术在教育中的应用日益广泛,使网络环境下的自主学习、协作学习成为现实。Wiki作为Web2.0的产物,将我们的学习理念由个体学习逐渐向团队协作学习转变。本文阐述了协作学习及Wiki的概念,提出了Wiki环境的解决方案,探讨了基于Wiki的协作学习实践过程。     

基于Blog&Wiki的本科开放协作式教学应用研究

当前网络技术在教育中的应用日益广泛和深入,特别是Internet与校园网的接轨,为教育提供了丰富的资源,使网络环境下的学习真正成为现实。本文阐述了Blog&Wiki在本科教学中应用的可行性分析,然后建立一个基于Blog&Wiki的开放协作式教学模型。     

新一代网络语言Wiki

在国外,新一代网络语言Wiki已经广泛应用于建立网络知识库,但国内的研究和应用刚刚起步,出现了如维基百科、天下维客等网络知识库。首先介绍了Wiki语言的来源、发展历史;然后详细叙述了Wiki语言的实现机制,并与HTML语言作了简单的比较;最后列举了主流的Wiki语言的实现平台———Wiki引擎,并给出了基于现有Wiki引擎的Oracle网络知识库示例。     

新一代网络语言Wiki

在国外，新一代网络语言Wiki已经广泛应用于建立网络知识库，但国内的研究和应用刚刚起步，出现了如维基百科、天下维客等网络知识库。首先介绍了Wiki语言的来源、发展历史；然后详细叙述了Wiki语言的实现机制，并与HTML语言作了简单的比较；最后列举了主流的Wiki语言的实现平台——Wiki引擎，并给出了基于现有Wiki引擎的Orade网络知识库示例。     

Wiki平台在教师培训中的应用

●选用Wiki平台的初衷与目标 选用Wiki作为网络研修的一种探索模式,是由Wiki的特点、义务教育的理念和"知识云"理念的实施共同决定的.力求通过Wiki打造一个长期的培训平台,开辟教师互动的空间,缩小教师素质差距.     

发掘Wiki的教育价值

本文介绍了Wiki在学校教学中的可行性,以及一些应用模式与实现方法。为Wiki在教育中的广泛应用起一个抛砖引玉的作用。     

基于教育博客下校本教研的实践与思考

《基于教育博客下的教师专业发展研究》是宁波市江东区2006年度的教育科研重点规划课题,这一课题主要是从教育博客环境下的教师专题研讨、集体备课、视频案例分析、教育叙事案例研究等几方面来考察其对教师专业成长所起到的作用.     

基于Wiki的教学资源平台的研究与设计

分析了Wiki应用于教学资源平台建设的作用和意义,梳理了基于Wiki的教学资源平台所应当具有的内容.以Wiki的开源思想和开源平台为基础,构建了包含资源管理、学习交流、系统管理和系统帮助四个主要功能模块的基于Wiki的教学资源平台,以有效地支持教学资源共享和网络协同学习.     

以课题做引领 以技术为依托 以实践论教育──访深圳市笋岗中学云伟潮校长

《国家中长期教育改革和发展规划纲要(2010-2020》的第四章明确提出了对义务教育的未来发展需求和努力方向,城乡的差距不能阻碍基础教育的发展、教育质量的差异不能阻碍基础教育发展、学生的自主学习更应该成为基础教育发展的推动力。而现在,借助这样一个平台──Wiki,教师们为基础教育做的点点滴滴都让我们感动。为此,我们走访了一些中小学校,拜访了一些教师,现将部分Wiki平台教育教学应用的具有代表性参与者的心得、体会、实践进行展示,希望能为基础教育注入更多的活力,激起更多美丽的浪花。     

应用Wiki技术构建新型课堂

第13期,我们通过“专题”的方式,从概念、应用、问题与解决等几个方面,介绍了Wiki这种新型教育技术的功能、特点和在教育应用中的优、劣势,受到了广泛的关注。应读者要求,本期将继续用一组文章,阐述Wiki在新型课堂中的作用、模式和应用实例,期望能对有志于此的教师朋友有所启发。     

基于网络社交的高校教师科研互动管理平台的研究与设计

本文阐述了基于开源Wiki、Blog项目和内容管理系统CMS开发包,研究和设计基于网络社交的高校科研管理互动品台,利用oracle数据库的设计方法及其实现的关键技术,解决系统中对论文、项目成果、科研奖励、合作、科研人员、校级课题等管理的要求。根据网络社交关系理论建立比较稳定的学术合作关系,以促进高校教师学术科研能力的提高,保持高校教师与相关学科的前沿保持一致。在次基础上,将一些未涉密的科研项目及其内容予以公开,以吸引更多的学者、学生关注和到本校学习和工作,促进本校学术科研和教学研究氛围的形成。     

基于Web2.0的Wiki系统的研究与应用

目前互联网Web2.0的广泛应用和Wiki系统的发展已经成为人们广泛关注的焦点。介绍了新一代互联网Web2.0的特征和应用。概要地介绍了Wiki的来源、发展历史以及具体应用系统。详细研究了Wiki语言的实现机制和Wiki系统的实现机制及其功能,包括Wiki页面编辑、版本比较、知识分类、系统管理等。给出了具体应用实例。     

Using Wiki in teacher education: Impact on knowledge management processes and student satisfaction

The current study reports on the use of Wiki as an online didactic tool to develop knowledge management (KM) processes in higher education. This study integrates social constructivist principles to learning where learners are pro-active and collaborative through higher order cognitive processes. The study was administered in two countries, namely Egypt and Italy, to close a gap in the literature with an aim to introduce KM processes in teacher educational programmes. These processes are seen as necessary for teachers’ professional skills. Such processes are claimed to enable teachers and therefore schools to evolve in a networked information-driven global society, especially as the complexity of subject knowledge is increasing. It is also a learning experience where teachers learn how to provide their students with educational settings where technology is enabled.     

Wiki as a corporate learning tool: case study for software development company

In our study, we attempted to further investigate how Web 2.0 technologies influence workplace learning. Our particular interest was on using Wiki as a tool for corporate exchange of knowledge with the focus on informal learning. In this study, we collaborated with a multinational software development company that uses Wiki as a corporate tool since 2001. For our research, we used three different sources for acquisition of data. Primarily, we did an interview with top management. Next we acquired the data on usage statistics from the company Wiki. And finally we distributed a questionnaire in order to acquire users' feedback. Analysis provided many interesting results. One of the main conclusions is that Wiki is successfully used in this company, and large majority of employees finds it useful. Additionally, Wiki did aid informal learning, but there is still plenty of room for improvement.     

基于教学交流的Wiki平台的构建与应用探讨

Wiki平台是师生用户共创的教学资源平台.其丰富了教学资源,提高了教与学模式,改善学习与工作环境,改变传统教学方法.文章介绍了如何构建Wiki平台与研究平台应用于教学模式.     

Using Wiki technology to support student engagement: Lessons from the trenches

This paper reports on a failed experiment to use Wiki technology to support student engagement with the subject matter of a third year undergraduate module. Using qualitative data, the findings reveal that in an educational context, social technologies such as Wiki’s, are perceived differently compared with ordinary personal use and this discourages student adoption. A series of insights are then offered which help HE teachers understand the pitfalls of integrating social technologies in educational contexts.     

基于UML的Wiki系统设计与实现

目前Wiki系统处于初始发展阶段，各种应用系统具有不同的功能和特点，并没有统一的标准。为了建立标准的Wiki系统，本文将面向对象建模语言UML引入Wiki系统的设计和实现过程中，采用Rational Rose2003建立其功能需求模型、数据模型和Web模型。建模语言的标准化和Wiki系统模型，提高了Wiki系统的软件重用和开发效率，并有利于Wiki系统的标准化和多样性。     

Preservice and inservice teachers' pedagogical reasoning underlying their most-valued technology-supported instructional activities

We examined teachers' pedagogical reasoning for and the technological knowledge underlying their most-valued technology-supported activities for teaching and learning. Data from 140 preservice and 100 inservice teachers included open-ended, narrative responses to survey questions. Qualitative research methods guided analysis of the data that identified (a) the technology-supported activities and (b) the technical tools, target users, types of uses, rationales for use, and the TPACK underlying each activity. Preservice teachers described mostly teacher-focused and fewer student-focused techno-activities, and their reasoning for use focused on the technology's presentational and engagement effects. A majority of inservice teachers' techno-activities were student-focused, and their reasoning highlighted the technology's support for knowledge acquisition of higher-order cognitive skills and collaborative learning. The knowledge underlying all teachers' techno-activities was predominantly technological pedagogical knowledge (TPK), but inservice teachers also evidenced technological content knowledge (TCK). These results may reveal differences in the teachers' respective learning experiences in teacher education and professional development or reflect a professional maturation process in that it takes teachers time in the field as professionals to broaden their techno-activity repertoires to prioritize student-focus. Sharing the reasoning patterns in this study with teachers may assist them in developing deeper justifications for their technological work in the classroom.