Stop Reinventing the Wheel : Using Wikis for Professional Knowledge Sharing

Journal of Web Librarianship, Vol. 1, No. 1. (2007), pp. 27-44.

This article details the development of the Library Instruction Wiki (http://instructionwiki.org): an effort to develop a web-based, knowledge sharing resource. Though some library instruction is specific to a given institution or class, much of what instruction librarians teach is similar. Library instructors have repeatedly expressed the desire to share resources, ideas and expertise. With the increasing presence of social software applications, the options for technology-enabled knowledge sharing have grown dramatically in recent years. The success of Wikipedia illustrates how wikis can be used to build collective knowledge-building projects. The authors describe the process of using a wiki to build such a resource. Drawing on research connecting communities of practice, information and communication technology and knowledge management, the authors also examine the social and cultural challenges they faced trying to use communication technology with a dispersed network of practitioners. Implementation details including software selection and installation, customization, and marketing are discussed. A year after its initial launch, contributions to the wiki have slowed despite consistent and enthusiastic support for the concept. The authors examine possible reasons for this limited activity, and suggest next steps for this wiki and for further research.

cell 2

[abstract from<https://ir.library.oregonstate.edu/dspace/handle/1957/7927>

Download article (Word document) <https://ir.library.oregonstate.edu/dspace/bitstream/1957/7927/1/collabwiki_final_2.doc> from ScholarsArchive at Oregon State University

Cite as:
Deitering, A.M, & Bridgewater, R. (2007). Stop reinventing the wheel: Using wikis for professional knowledge sharing. Journal of Web Librarianship 1:1, 27-44.

Advances in e-learning: experiences and methodologies

by Francisco J. Garcia Penalvo (2008 – 397 pages)

“This book explores the technical, pedagogical, methodological, tutorial, legal, and emotional aspects of e-learning, considering and analyzing its different application contexts, and providing researchers and practitioners with an innovative view of e-learning as a lifelong learning tool for scholars in both academic and professional spheres”– Provided by publisher.

View this eBook

Education for a digital world: advice, guidelines, and effective practice from around the globe

Co-published by BCcampus and Commonwealth of Learning, 2008

“Education for a Digital World contains a comprehensive collection of proven strategies and tools for effective online teaching, based on the principles of learning as a social process. It offers practical, contemporary guidance to support e-learning decision-making, instructional choices, as well as program and course planning, and development.

Practical advice, real-life examples, case studies, and useful resources supply in-depth perspectives about structuring and fostering socially engaging learning in an online environment. A plethora of e-learning topics provide insights, ideas, and usable tools. Tips and evidence-based theory guide administrators, program and course developers, project teams, and teachers through the development of online learning opportunities.” — provided by publisher.

Click here to access the eBook.

The tortoise and the hare enigma in e-transformation in Japanese and Korean higher education

by Colin Latchem, Insung Jung, Kumiko Aoki, Ali Ekrem Ozkul. British Journal of Educational Technology. London: Jul 2008. Vol. 39, Iss. 4; pg. 610

Abstract (Summary)

Japan and Korea have highly developed information and communications technology infrastructures and have recently reformed their higher education systems and encouraged e-transformation.  However, Japanese universities have not embraced e-learning as wholeheartedly as their Korean counterparts.  The paper concludes that this is due to governmental and institutional failure to develop a cogent vision and
strategic plan for e-learning, to recognise the need for fundamental shifts in organisational cultures and structures and pedagogy and to provide training, funding, recognition and reward for such development.
It attributes this to differences in the cultural perspectives, values and customs of the two countries’ policy makers, managers and faculty members.  The findings are seen to hold important lessons for other
countries embarking on e-transformation.

Book: Challenging E-learning in the University: a Literacies Perspective

Goodfellow, Robin and Lea, Mary (2007) Challenging E-Learning in the University: a Literacies Perspective. McGraw Hill, Society for Research into Higher Education, Open University Press, Maidenhead & New York. ISBN 0-335-22087-8 & 978-0-335-22087-8

Abstract
This book examines some of the underlying principles and approaches which underpin e-learning in today’s higher education. It takes a critical lens to both policy and practice at the micro and macro level, exploring how e-learning and its association with broader agendas concerning teaching and learning in higher education is reconfiguring what counts as learning in today’s university. This provides a backdrop for challenging some of the more dominant approaches in the field of e-learning and presenting a unique perspective drawn from studies of language, literacies and learning. In so doing, the volume raises questions about the ways in which theories of social constructivism, collaborative learning and learning communities have tended to take centre stage in the field. It suggests that this has resulted in very little attention to the production and negotiation of the specific and contextualised texts and practices which are central to these learning environments. Through single and joint-authored contributions the authors develop a case for locating the concept of e-learning within a language and literacies based account of teaching and learning which foregrounds the social practices of the university, its literacies and discourses, and the ways in which these interplay with technologies. The authors contrast their approach, which pays attention to the broader institutional context of learning, with those which focus only on the individual learner’s engagement with the technologies. The book explicates the principles being explored through detailed case studies which are designed to help practitioners think through how they might be able to adopt such an approach in their own work. It also looks forward to how the literacies perspective that is being proposed will be particularly appropriate in the light of developments in the use of social media for learning.

eBook: Future directions in distance learning and communications technology

Future Directions in Distance Learning and Communication Technologies

by Timothy K. Shih and Jason C. Hung, editors

“This book summarizes theoretical studies and practical solutions for engineers, educational professionals, and graduate students in the research areas of e-learning, distance education, and instructional designs. Readers will find solutions and research directions in this interesting book”

Published 2007 | 297 pages | 1599043785 (electronic book) | View eBook!

eBook: Computer-supported Collaborative Learning: Best Practices and Principles for Instructors

By Orvis, Kara L. Lassiter, Andrea L. R. (editors)

“This book answers the demand for a thorough resource on techniques to facilitate effective collaborative learning in virtual environments. This book provides must-have information on the role of the instructor in computer-supported collaborative learning, real-world perspectives on virtual learning group collaboration, and supporting learning group motivation” Published 2007 | 336 pages| ISBN: 9781599047553 (electronic bk.) | View this eBook

Student expectations-Report

JISC (Joint Information Systems Committee, UK) has published a research report entitled Great expectations of ICT: How Higher Education institutions are measuring up that investigated first year students’ experiences of ICT use and provision in Higher Education, particularly in light of the expectations which emerged from JISC’s first study in June 2007 and examined whether there is a mismatch between expectations and reality. The research re-visited a cohort of the school and college students who participated in phase one of the research in June 2007 to explore how their current experiences of ICT in their first year of higher education match up with their expectations. A representative sample of first year students from across the UK was also surveyed to identify whether findings emerging from the cohort were reflected across the wider student population. Over 1,000 students were researched using quantitative and qualitative techniques.

Overall, higher education institutions are perceived as providing a basic level of Information and Communications Technology to a good standard. The first study revealed that many students come to higher education with a set of inherent expectations; the follow-up study has showed that these are generally being met.

However, the research identifies that although students (and academics) understand the benefits technology can bring to learning and teaching, not all opportunities are being fully exploited which presents a number of implications for institutions.

Download the full report (pdf)