Wikipedia − Störfaktor oder Impulsgeber für die Lehre?

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Wikipedia − Störfaktor oder Impulsgeber für die Lehre?
Authors: Klaus Wannemacher [edit item]
Citation: Sabine Zauchner, Peter Baumgartner, Edith Blaschitz, Andreas Weissenbäck (ed.): Offener Bildungsraum Hochschule. Freiheiten und Notwendigkeiten  : 147-156. 2008. Waxmann Verlag.
Publication type: Conference paper
Peer-reviewed: Yes
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Google Scholar cites: Not available
Link(s): Paper link
Added by Wikilit team: No
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Wikipedia − Störfaktor oder Impulsgeber für die Lehre? is a publication by Klaus Wannemacher.


[edit] Abstract

Due to their interactive and collaborative aspects, web 2.0 applications have become a common element of online-based forms of university teaching. University departments, service units and university projects increasingly apply wikis, weblogs or podcasts as information and communication media. Only seldomly have web 2.0 communities actively tried to establish networking structures with higher education institutions, though. The Wikipedia community forms an exception from this. Regardless of significant problems with the use of free contents in the university sector (e.g. problems with student plagiarism in term papers), lecturers increasingly tend to assess Wikipedia and other Wikimedia projects on their suitability within new forms of university teaching. This contribution addresses the question how university lecturers at German-language universities overcome widespread academic resentments against Wikipedia and in which way they make use of the online encyclopedia in their teaching practices.

[edit] Research questions

"Web 2.0 applications have become a common element of online-based forms of university teaching. University departments, service units and university projects increasingly apply wikis, weblogs or podcasts as information and communication media. Rarely do web 2.0 communities actively try to establish networking structures with higher education institutions, though. The Wikipedia community forms an exception from this. This contribution addresses the question how university lecturers at German-language universities overcame widespread academic resentments against Wikipedia and made use of the online encyclopedia in their teaching practices."

Research details

Topics: Contributor engagement, Deliberative collaboration, Participation trends, Cross-domain student readership [edit item]
Domains: Education [edit item]
Theory type: Analysis [edit item]
Wikipedia coverage: Main topic [edit item]
Theories: [edit item]
Research design: Phenomenology, Typology/taxonomy [edit item]
Data source: Documents, Wikipedia pages [edit item]
Collected data time dimension: [edit item]
Unit of analysis: Missing unit_of_analysis [edit item]
Wikipedia data extraction: Missing wikipedia_data_extraction [edit item]
Wikipedia page type: Missing wikipedia_page_type [edit item]
Wikipedia language: German [edit item]

[edit] Conclusion

"In the teaching practice at German-language universities currently an impartial and pragmatic use of the online encyclopedia Wikipedia seems to be developing similar to the practices at U.S. universities as described by American biology professor Martha Groom from the University of Washington-Bothell. Since 2006 Groom has provided her students with Wikipedia assignments. She offered Wikipedia related in-class training sessions and encouraged her students to participate in Wikipedia article work according to her rule of thumb: "If you can’t beat ‘em, join ‘em"."

[edit] Comments


Further notes[edit]

English translation of title: "Wikipedia - disturbing factor or trigger for innovations in university teaching?" (Wikipedia as a tool for university teaching)