Regional Languages on Wikipedia. Venetian Wikipedia’s user interaction over time

Given that little is known about regional language user interaction practices on Wikipedia, this study analyzed content creation process, user social interaction and exchanged content over the course of the existence of Venetian Wikipedia. Content of and user interactions over time on Venetian Wikipedia exhibit practices shared within larger Wikipedia communities and display behaviors that are pertinent to this specific community. Shared practices with\ud other Wikipedias (eg. English Wikipedia) included coordination content as a dominant category of exchanged content, user-role based structure where and most active communicators are administrators was another shared feature, as well as socialization tactics to involve users in online projects. While Venetian Wikipedia stood out for its geographically-linked users who emphasized their regional identity. User exchanges over time spilled over from online to offline domains. This analysis provides a different side of Wikipedia collaboration which is based on creation, maintenance, and negotiation of the content but also shows\ud engagement into interpersonal communication. Thus, this study exemplifies how regional language Wikipedias provide ways to their users not only to preserve their cultural heritage through the language use on regional language Wikipedia space and connect through shared contents of interest, but also, how it could serve as a community maintenance platform that unifies users with shared goals and extends communication to offline realm

The anatomy of a collaborative writing tool for public participation in democracy

Two approaches to online collaborative writing for the formulation of norms (laws, bills) are discussed: a Wikipedia-like approach and a structured approach

Wikis in elearning and student projects

The paper presents a study which was based on the hypothesis that wikis that are initiated bottom up by students might be used more deliberately than wikis which are introduced top down by teachers. Therefore it examines the specific effects observed in nine different wiki projects at the university of Frankfurt ranging from student wiki projects up to wikis used in seminars and as information tool for institutions

Cultural Diversity and Participatory Evolution in IS: Global vs. Local Issues

A core issue in communication, culture should thus have considerable weight in IS as communication technologies. We review research documenting the importance of diverse cultural elements – including those identified by Hall and Hofstede – to IS design and usage if these are to be successful. An analysis of emerging participatory approaches facilitated by ICTs, including recent research on community networks and how users from diverse languages and cultures participate differently in Wikipedia, further highlights specific aspects of culture and language essential to successful IS design and implementation. We argue that participatory approaches and user-centric technologies appear to play increasingly important roles in diverse cultures and societies: this suggests IS research should take advantage of both extant and emerging frameworks for analyzing culture, technology, and communication – especially if IS is to continue to play a key role in the cultural (re)evolution ICTs facilitate

A Research Agenda for OER: discussion highlights

This report summarises a UNESCO-IIEP OER Community discussion conducted in March and April 2006 to brainstorm a research agenda for Open Educational Resources. Over 500 participants from around the world provided a rich diversity of perspectives. Topics discussed included existing OER initiatives, current levels of use, collaborative authoring, technology, learning from other open initiatives, quality assurance, dissemination and access. Participants put forward over 100 questions

Design for the contact zone. Knowledge management software and the structures of indigenous knowledges

This article examines the design of digital indigenous knowledge archives. In a discussion of the distinction between indigenous knowledge and western science, a decentred perspective is developed, in which the relationship between different local knowledges is explored. The particular characteristics of indigenous knowledges raise questions about if and how these knowledges can be managed. The role of technology in managing indigenous knowledges is explored with examples from fieldwork in India and Kenya and from web-based databases and digital archives. The concept of contact zone is introduced to explore the space in which different knowledges meet and are performed, such as indigenous knowledge and the technoscientific knowledge of the database. Design for the contact zone, this article proposes, is an intra-active and adaptive process for in creating databases that are meaningful for indigenous knowers. The meta-design approach is introduced as a methodology, which may provide indigenous knowers tools for self-representation and self-organisation through design

Collaborative authoring and the virtual problem of context in writing courses

Since the 1980s, the field of rhetoric and composition has embraced the idea of collaborative writing as a means of generating new knowledge, troubling traditional conceptions of the author, and repositioning power within the student-teacher hierarchy. Authors such as David Bleich, Kenneth Bruffee, and Andrea Lunsford and Lisa Ede have written about, and advocated for, teachers' engagement with collaboration in the composition classroom. Yet in discussions of collaborative writing, scholars have tended to ignore an important element: the limitations placed upon student agency by the institutional context in which students write. We can ask students to work together in the classroom, but limitations on their choice of collaborators, their time together, and their ability to determine the outcome of their work result in an unproductive simulacrum of collaboration in which students write together but do not engage deeply with each other in the ways scholars describe. Ignoring the fact that classroom collaborative writing is embedded in different fields of power than writing done by scholars working outside institutional limitations results in a conception of collaborative writing as little more than an element of pedagogy, one that can be added to a syllabus without significantly changing the structure, goals, or ideology of the course. Rather than approaching collaborative writing as a means of pushing against the limits of institutional writing, the context in which collaboration takes place is naturalized. As a result, the assessment and disciplinary structures of the academy, the physical division of the student body into class sections, and the tools available to support (or undercut) collaborative work vanish in the scholarship. To counter this trend, I explore how the denial of context and the resulting disconnection between theory (the claims for collaborative writing) and practice (the twenty-first-century composition classroom) promote not collaboration, but a simulacrum of collaboration: academic work that mimics the appearance of true collaboration while failing to enact the liberatory possibility of working with other writers. This project explores collaborative theory on three levels: the personal, in which collaborative writing is illustrated via specific business, public, and academic contexts; the pedagogical, in which current collaborative theory and practice is deployed and analyzed to understand its limitations; and the disciplinary, in which current collaborative theory and practice is questioned, critiqued, and remediated to propose an alternative collaborative classroom praxis. The structure of the dissertation, which uses interchapters to draw connections between larger theoretical issues and my ethnographic research, interviews, and analysis, reflects these three strands as a means of illustrating the interdependence of the personal, pedagogical, and disciplinary conceptions of and engagements with collaborative writing