many eyes looking at a problem all problems are shallow, infomation contained is more robust the larger the community
however the infomation may not be correct, but contains primer infomation about almost any subject - therefore the sheer volumn makes wikis useful, so various forms of robustness
Mathworld vs. Plantmath, able to replace a propriety tool that was lost with an open tool
can create comunity extending to facebook
anyone can edit from anywhere
danger of wiki becoming a battleground
the wisdom of crowds
There is no evidence that one can become expert in something as broad as decision-making, policy, or strategy...or perhaps even management. ... Large groups of diverse individuals will make more intelligent decisions than even the most skilled decision-maker."
groupthink and how it biases groups' decisions and gives collective wisdom a bad name, The tendency of groups to excessively rationalize away minority views as improbable, the shyness of individuals to voice the first opposing view in the face of an apparent consensus, the tendency to accept consensus of a small number as inherent 'proof' of that consensus' validity, bandwagon tendency of groups to be infected by what Gladwell in The Tipping Point called an 'epidemic'
Requiring students to make their work public (we do not post their grades publicly) evokes concerns about whether a future employer might go back and see how someone fared. Intermediate measures might be to subsequently delete work, or to insist upon a form of identification known only to the professor.
Assessment, Computer skills, we cannot assume students are ‘tech-ready’ ” (Duncan & Wallace, 2002, p. 29)., Learning styles, Available resources, do they have a PC?, Learner’s desired outcomes, motivation?, Prior learning experiences, web based learning been done before?, The Student Needs Assessment Process, Define the purpose, Choose the assessment methods, Develop a timeline for data collection, Conduct the student needs assessment, Analyze the data, Match student needs with the learning environment
Fear of how the message will be received inhibits critical expression.
Wikis complicate the evaluation of writing
The non-hierarchical decision-making about what counts (or what will remain published) can occur between students, whether within a given course or across extended periods of time (Holmes et al, 2001) .
Wikis permit the creation of “publics, not masses” (Barton, 2004a). Arming a public to edit means that “an armed society is a polite one” (References, Category Wiki-1). Wikis make texts intensely public and potentially durable. Work is placed for the wider community to see and edit, both in the present and in the future. Writing for a “real” audience seems to be highly motivating, leading towards the desire to attain better language skills, including expression (Fountain, 2005b). It may also lead people to be more thoughtful in terms of content and structure (Godwin-Jones, 2003). Yet, while expression is important, “being heard” may be more so. When one “goes public”, receiving no response can be as troublesome as receiving a bad response. The relationship between “listen” and its anagram “silent” merits considerable reflection. As Oscar Wilde said, “There is only one thing in the world worse than being talked about, and that is not being talked about.” Feedback then, at least in an educational context, is key.
feedback is therefore key
Educators can insist that students read and respond to others. The elaboration of what constitutes appropriate feedback, and the creation of guidelines for its equitable distribution, are two fundamental issues in educational contexts.
Uses and Potentials of Wikis in the Classroom by S. Pixy Ferris and Hilary Wilder
Jason Scott (2004) Scott, J. 2004. The great failure of Wikipedia. http://ascii.textfiles.com/archives/000060.html (accessed May 24, 2006).