No 14 - Journal of Social Informatics / Revista de Informatica Sociala
No 14 - Journal of Social Informatics / Revista de Informatica Sociala No 14 - Journal of Social Informatics / Revista de Informatica Sociala
spice them up with videos, photos, your own creations, favourite music/books/movies etc, quotes,technology experience etc.), assignments; (2) synchronous (chat widget) and asynchronous (pagediscussion tab) communication for teacher/student feedback on current assignments and issuesrelated to wiki activity; (3) page history and notifications.Figure 3 Student page3. WIKI-BASED ENGLISH FOR ACADEMIC PURPOSES COURSE:A FEW STATISTICAL FACTSIn the first year of implementation, we focussed on finding out whether the wiki environment canfoster individual work and knowledge building with a minimum (no compulsory) participation inthe face-to-face course meetings. The results our study will be described below.The group consisted of 38 enrolled students out of which 35 created accounts on Wikispaces andjoined Socio12009 as shown in the graph:11%11%8%8%8%54%FebruaryMarchAprilMayJuneJulyFigure 4 Accounts created in the interval February-July 2010 (%)The majority of the students created their accounts and joined the wiki in March (54%).
100%90%80%70%60%50%40%30%20%10%0%Academic ReadingAcademic WritingCours rationaleCV European modelEasy topicsCitations and copyrighthomeFood for ThoughtFeedbackSample Student PageWeb 2.0 TutorialsWikiquetteWork ScheduleWriting_Frequently …SharingCurrent newsGlossaryJulyJunMayAprilMartieFebruaryFigure 5 Wiki page views during the interval February-July (%)The frequency of wiki page views helps to follow the dynamics of the course attendance, namely:1. in the first part of the semester (February-March) students viewed mainly pages related tocourse organisation, Web 2.0 technology, frequently asqued questions, wiki rules and thesample student page containing information required to build their individual pages;2. in the second part of the semester (April-May) students viewed pages with informationrelated to course materials and assignments, namely academic reading and academicwriting;3. finally, in June, when the exam session began, all page views increased significantly theirfrequency.All in all, the most visited pages in all interval were the home page, the reading and writing pages.Unfortunately, this interest was not matched by editing activities since wiki usage statistical datashow low figures in terms of page edits. Out of the 35 registered members, 19 edited their allocatedpage whith average editing 22 per total. We consider this mainly a consequence of the lack offeedback/interaction such as messages, which registered very low figures in both students’ andteacher’s activity. This weakness definitely needs more attention in the future.According to the number of page views on the wiki platform, there are 3 categories of students,namely with low activity (below 15 page views), with average activity (between 15 and 30 pagevisits) and high activity (over 30 page visits). We applied the Kurskal-Wallis test for independentand unequal samples. The null hypothesis of the test is that there are differences in the capacity toassimilate information among the three studied groups.In terms of wiki activities, we noticed three categories of students: low activity students (below anaverage of 15 views/month), medium activity students (average of page views between 15 and30/month) and high activity (more than 30 page views/month). We applied the Kurskal/Wallis testfor independent and unequal samples. The null hypothesis is that there are differences between thethree categories in terms of information processing. The resulting statistical result is 27,94 based ona p value
- Page 10 and 11: THE TRANSITION FROM OLD TO NEW MEDI
- Page 12 and 13: 30252023.420.325.11510500.85.5Never
- Page 14 and 15: Overall, we can therefore sum up on
- Page 16 and 17: n.a.I often use itI seldom use it6.
- Page 18 and 19: - Traditional web use: searching th
- Page 20 and 21: 19. Kvavik R.B., Caruso J.B. and Mo
- Page 22: IntroductionIn 1995, Bernie Dodge o
- Page 25 and 26: The Web-Inquiry Project [WIP] is a
- Page 27 and 28: and even orally. The teacher will a
- Page 29 and 30: environment in which the teacher gu
- Page 31 and 32: Transformation Through Online Learn
- Page 33 and 34: INTRODUCTIONLeading practitioners a
- Page 35 and 36: learning. We also describe how the
- Page 37 and 38: Some of these transformations are b
- Page 39 and 40: Recently, Twigg has received suppor
- Page 41 and 42: Stage III: Unbundled Learning, Mark
- Page 43 and 44: perhaps using Second Life-like virt
- Page 45 and 46: performance. Indeed, Stage V will l
- Page 47 and 48: Free-Range Open LearningOver time,
- Page 49 and 50: New communities, tools and services
- Page 51 and 52: Embed enterprise-wide predictive an
- Page 53 and 54: In collaboration with Strategic Ini
- Page 55 and 56: Wiki Tools and English for Academic
- Page 57 and 58: eality. Besides being an additional
- Page 59: StudentPage 1StudentPage nTeacher
- Page 63 and 64: 200Correlation View/Page Edits150Vi
- Page 65 and 66: 14. http://eacea.ec.europa.eu/llp/s
- Page 67 and 68: Simularea şi comunicarea electroni
- Page 69 and 70: RespondenţiRăspunsuriLa nivelul
- Page 71 and 72: RespondenţiRăspunsuriLa nivelul
- Page 73 and 74: Respondenţii au fost rugaţi să i
- Page 75 and 76: Itemul 9 doreşte să identifice ti
- Page 77 and 78: Identificara opţiunii, chiar şi p
- Page 79 and 80: EşantioaneRăspunsuri/Ranguriagita
- Page 81 and 82: modalităţile practice prin care u
- Page 83 and 84: 1. INTRODUCEREÎn prezent, complexi
- Page 85 and 86: Figura 1. Analiza grafică a evolu
- Page 87 and 88: Faţă de această situaţie se deg
- Page 89 and 90: variabilele acesti noi culturi cybe
- Page 91 and 92: INTRODUCEREÎncă din anul 2000 am
- Page 93 and 94: după tipul lecţiei: prezentare de
- Page 95 and 96: Funcţiile oferite de AEL asigură
- Page 97 and 98: • elevi/studenţi, beneficiari di
- Page 99 and 100: Se poate folosi cadrul formal de co
- Page 102 and 103: Evaluarea formativă este comentari
- Page 104 and 105: Rezultatele elevilor, pe itemi:Diag
- Page 106 and 107: Nr. Denumirea activităţii AEL MOO
- Page 108 and 109: SEMNAL EDITORIALLaura MALITA, Vanna
spice them up with vi<strong>de</strong>os, photos, your own creations, favourite music/books/movies etc, quotes,technology experience etc.), assignments; (2) synchronous (chat widget) and asynchronous (pagediscussion tab) communication for teacher/stu<strong>de</strong>nt feedback on current assignments and issuesrelated to wiki activity; (3) page history and notifications.Figure 3 Stu<strong>de</strong>nt page3. WIKI-BASED ENGLISH FOR ACADEMIC PURPOSES COURSE:A FEW STATISTICAL FACTSIn the first year <strong>of</strong> implementation, we focussed on finding out whether the wiki environment canfoster individual work and knowledge building with a minimum (no compulsory) participation inthe face-to-face course meetings. The results our study will be <strong>de</strong>scribed below.The group consisted <strong>of</strong> 38 enrolled stu<strong>de</strong>nts out <strong>of</strong> which 35 created accounts on Wikispaces andjoined Socio12009 as shown in the graph:11%11%8%8%8%54%FebruaryMarchAprilMayJuneJulyFigure 4 Accounts created in the interval February-July 2010 (%)The majority <strong>of</strong> the stu<strong>de</strong>nts created their accounts and joined the wiki in March (54%).
Change language