39,958 research outputs found
Proof in Context -- Web Editing with Rich, Modeless Contextual Feedback
The Agora system is a prototypical Wiki for formal mathematics: a web-based
system for collaborating on formal mathematics, intended to support informal
documentation of formal developments. This system requires a reusable proof
editor component, both for collaborative editing of documents, and for
embedding in the resulting documents. This paper describes the design of
Agora's asynchronous editor, that is generic enough to support different tools
working on editor content and providing contextual information, with
interactive theorem proverss being a special, but important, case described in
detail for the Coq theorem prover.Comment: In Proceedings UITP 2012, arXiv:1307.152
Wikis supporting authentic, collaborative activities: lessons in usability
The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams
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Wikis supporting authentic, collaborative activities: lessons from distance education
The Open University delivers distance learning to its students. Traditionally, its students work independently of each other. Looking to enhance their students learning, two postgraduate courses have introduced authentic, collaborative activities. This is easier to achieve now because of the availability of wikis: a lightweight, web-based collaborative authoring environment. This paper examines the effect of the wikis’ functionality on the students’ use of the tool, and the consequences for the students’ engagement with the activities and learning opportunities. This is a relatively large scale study involving 56 wikis produced by over 250 students. The data was drawn from the two courses using a variety of methods. A qualitative inductive analysis was used to look for emergent themes. These were validated by cross referencing, to match recorded comments with wiki content. We found that the limited functionality of wikis influenced how students engaged with the collaborative activities. While all groups were able to collaboratively author the documents required for assessment, they were not always produced in the way intended by the course teams. This meant the expected benefits of collaborative learning were not always realised. This paper will be of interest to academics aspiring to employ wikis on their courses and to practitioners who wish to realise the potential of wikis in facilitating information sharing and fostering collaboration within teams
Lirolem: A virtual studio/Institutional Repository for the University of Lincoln
Gives an account of the Lirolem project at the University of Lincoln which was to build a repository capable of handling multimedia material as well as providing a repository for the University's research output
Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions: supplementary materials
These supplementary materials accompany the report ‘Web 2.0 technologies for learning: the current landscape – opportunities, challenges and tensions’, which is the first report from research commissioned by Becta into Web 2.0 technologies for learning at Key Stages 3 and 4. This report describes findings from the commissioned literature review of the then current landscape concerning learner use of Web 2.0 technologies and the implications for teachers, schools, local authorities and policy makers
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