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-==- Communication for CIDUI International Conference - http://cidui.upc.edu (5-7 July 2006), Barcelona -==- {DIV(float=>right)}{toc}{DIV}{maketoc} -=Title=- "Writing documents collaboratively in Higher education using Traditional vs. Wiki methodology (I): QUALITATIVE results from a 2-year project study" -=Authors=- Xavier de Pedro * (1, xavier.depedro@ub.edu), Maria Rieradevall (1, mrieradevall@ub.edu), Pilar López (1, marilopez@ub.edu), Dolors Sant (2, dsant@ub.edu), Josep Piñol (3, josep.pinol@uab.es), Lluïsa Núñez (4, 5, lluisanunez@ub.edu), Miquel Llobera (6, millobera@ub.edu) ''(~np~* corresponding author~/np~)'' (1) Dept. d'Ecologia, University of Barcelona (UB). Avda. Diagonal 645, 08028 Barcelona (2) Dept. de Fisiologia Vegetal (UB). Avda. Diagonal 645, 08028 Barcelona (3) Dept. de Biologia Animal, Biologia Vegetal i Ecologia, Autonomous University of Barcelona. Edifici C (Campus UAB). 08193 Bellaterra (4) Dept. de Biblioteconomia i Documentació (UB). C/ Melcior de Palau 140. 08014 Barcelona (5) Aplicacions, Àrea de Tecnologies (UB). C/ Melcior de Palau 140. 08014 Barcelona (6) Dept. de Bioquímica i Biologia Molecular (UB). Avda. Diagonal 645, 08028 Barcelona -=Three keywords=- Group collaboration, Wiki, Cooperative learning. -=Summary of the experience=- ''(up to aproximately 200 words)'' Students currently have to invest much time doing group assignments, and it is expected that they will have to invest some more with the European credits system (ETCS). As they do not always take enough profit of their time working in group, we tried a new methodology of group work using a fairly new computer tool in teaching and learning environments, called Wiki (Cunningham 1998, Schneider 2004). After two years of use in the auspices of some projects related to innovation in teaching, we collected a list of advantages and disadvantages of the new methodology from the opinions of the teaching staff who had used it. Besides, we collected opinions from surveys to students using traditional methodology of group work and to others using Wiki methodology. Three main conclusions arose from the qualitative results of the experience: (1) teaching staff appraised in Wiki methodology the easiness and speed of access, version control, registry of who, when and what changed in each document, even if some minor disadvantages were also noted, (2) students from all subjects using Wiki methodology showed in surveys less negative comments than students with traditional methodology, and (3) letting others to see or modify your work is worth, even when it's not finished and you fear that others read your "work in progress" which may be messy or with important gaps. -=Full Text=- {INCLUDE(page=>aw1l 1 Objectives)}{INCLUDE} -==- {INCLUDE(page=>aw1l 2 Description of the work)}{INCLUDE} -==- {INCLUDE(page=>aw1l 2.1 Introduction)}{INCLUDE} -==- {INCLUDE(page=>aw1l 2.2 Methodology)}{INCLUDE} -==- {INCLUDE(page=>aw1l 3 Results and Conclusions)}{INCLUDE} -==- {INCLUDE(page=>aw1l 3.1 Results)}{INCLUDE} -==- {INCLUDE(page=>aw1l 3.2 Conclusions)}{INCLUDE} -==- {INCLUDE(page=>aw1l 3.3 Aknowledgements)}{INCLUDE} -==- {INCLUDE(page=>aw1l 4 Bibliography)}{INCLUDE} -==- !- Notes from the journal --------------------------------------------------------------------------- Journal of Educational Technology & Society http://www.ifets.info/ Peer review manuscript preparation guidelines --------------------------------------------------------------------------- (These guidelines apply to all full length papers, short papers, critiques and case studies) Word length of submission * Full paper: 4000 to 7000 words * Short paper: up to 3000 words * Critique: up to 3000 words * Case study: up to 3000 words General guidelines Each article should have at least following items: * title (up to 10 words) * complete communication details of all authors * an informative abstract (75 to 200 words) presenting the main points of the paper and the author's conclusions * four - five descriptive keywords * main body of paper * conclusion * references Submissions should be single spaced. Footnotes and endnotes are not accepted, all such information should be included in main text. The paragraphs should not be indented. There should be one line space between consecutive paragraphs. There should be single space between full stop of previous sentence and first word of next sentence in a paragraph. The keywords (just after the abstract) should be separated by comma, and each keyword phrase should have initial caps (for example, Internet based system, Distance learning). Do not use 'underline' to highlight text. Use 'italic' instead. Headings Articles should be subdivided into unnumbered sections, using short, meaningful sub-headings. Please use only two level headings as far as possible. Use 'Heading 1' and 'Heading 2' styles of your word processor's template to indicate them. If that is not possible, use 12 point bold for first level headings and 10 point bold for second level heading. If you must use third level headings, use 10 point italic for this purpose. There should be one blank line after each heading and two blank lines before each heading (except when two headings are consecutive, there should be one blank like between them). Tables Tables should be included in the text at appropriate places and centered horizontally. Captions (maximum 6 to 8 words each) must be provided for every table (above the table) and must be referenced in the text. Figures Figures should be included in the text at appropriate places and centered horizontally. Captions (maximum 6 to 8 words each) must be provided for every figure (below the figure) and must be referenced in the text. The figures must NOT be larger than 500 pixels in width. Please provide all figures separately in GIF or JPEG (JPG) formats besides embedding them in the text. References All references should be listed in alphabetical order at the end of the article under the heading 'References'. All references must be cited in the article using "authors (year)" style e.g. Merrill & Twitchell (1994) or "(authors1, year1; authors2, year2)" style e.g. (Merrill, 1999; Kommers et al., 1997). Do not use numbering style to cite the reference in the text e.g. "this was done in this way and was found successful [23]." It is important to provide complete information in references. Please follow the patterns below: Journal article Laszlo, A. & Castro, K. (1995). Technology and values: Interactive learning environments for future generations. Educational Technology, 35 (2), 7-13. Newspaper article Blunkett, D. (1998). Cash for Competence. Times Educational Supplement, July 24, 1998, 15. or Clark, E. (1999). There'll never be enough bandwidth. Personal Computer World, July 26, 1999, http://www.vnunet.co.uk/News/88174. Book (authored or edited) Brown, S. & McIntyre, D. (1993). Making sense of Teaching, Buckingham: Open University. Chapter in book/proceedings Malone, T. W. (1984). Toward a theory of intrinsically motivating instruction. In Walker, D. F. & Hess, R. D. (Eds.) Instructional software: principles and perspectives for design and use, California: Wadsworth Publishing Company, 68-95. Internet reference Fulton, J. C. (1996). Writing assignment as windows, not walls: enlivening unboundedness through boundaries, retrieved July 7, 2002 from http://leahi.kcc.hawaii.edu/org/tcc-conf96/fulton.html
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