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Am I Still Wiki? The Creeping Centralization of Academic Wikis PROCEEDINGS

, E-Learning Design Lab, University of Kansas, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Communally published websites, or wikis, are often touted as a vehicle for introducing radical changes to the modern classroom. The open source model of wikis seems to promise a new pedagogy based on decentralized discovery learning and collaboration. However, the open source model of wikis is rarely preserved in the academy. Student concern for individual grades lowers the motivation for collaboration, and instructors require bureaucratic measures to ensure quality control. This paper frames this centralization of wikis by provided a case study of an academic wiki conducted over a six month period. Over the course of this time, student requests and teacher concerns transformed an open source wiki into a closed system with explicit formatting instructions, incentives, and mandatory assignments. While these changes may have created a more useful academic tool, they also contradict some of the basic characteristics of a wiki. Student perceptions of the wiki, as well as implications for future wiki use in classrooms, are also discussed.

Citation

Moshirnia, A. (2007). Am I Still Wiki? The Creeping Centralization of Academic Wikis. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 7297-7304). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 13, 2018 from .

Keywords

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