How Is That Wiki Working For You?

Wikis – Uses, Applications, Concerns
Patrick D. Huff


19 October 2011
Pepperdine University, EDOL 714.20
Dr. Kathleen Plinske

Abstract
This paper addresses an assignment provided by Dr. Kathleen Plinske in Forum-7 regarding a reflective blog post on the subject of Wikis. Specifically Dr. Plinske directed the cohorts to conduct research and reflect the following assessments: 1) Wikis as a learning tool, 2) Wikis as an application or tool related to e-learning, and 3) Cite concerns or reservations regarding the use of Wikis as an e-learning tool. As a result, the focus of this paper is primarily that of the use of Wikis in the domain of education. After completing research on this subject, this author supports an assessment that Wiki websites are relevant real-world and projective knowledge based learning tools residing within the semiotic domains of the internet and intranet(s). These types of websites facilitate collaborative learning and the creation of innovative methods of instruction with a focus on augmenting or increasing self-paced learning. Over time, these websites have increased collaborative security, contribution rules, contributor notices or alerts, and legal restrictions in such a way as to significantly improve the relevancy of the knowledge being presented. In fact, due to the efforts of actively involved (and impassioned) subject matter experts working within different semiotic domains that follow each knowledge subject, their continuing oversight of posted information serves to significantly thwart vandalism and reduce erroneous edits. Such postings are almost immediately corrected or eradicated serving to maintain and sustain the viability of the information (data) provided leaving Wikis in a state of being well vetted sources of knowledge.

Introduction
Wikis are collaborative software designed to run on wiki systems. The software allows web pages to be created and continually edited using a web browser. Content may be created and stored in various locations however the concept of Wiki systems supports running the software application on several web servers for quick access and easy use. Several forms of Wiki applications and uses have been developed since the system’s initial launch on the internet in 1995. This paper will limit its focus on the use and application of wikis as an e-learning tool in the semiotic domain of educational tools.

Problem Statement
After conducting research on Wikis, a finding or reflective assessment is to be made regarding Wikis as a tool. Next, this paper will assess Wikis as an application(s) or tool(s) in the context of e-learning. Finally, this paper will cite concerns or reservations regarding the use of Wikis as an e-learning tool and provide an assessment.

Exploring the Problem
Prior to discussing findings and assessments pertaining to Dr. Plinske’s inquiry it would serve us to elaborate on or provide specific definitions used in this paper. The following word and term definitions are provided:

1. Wiki: (wiki/wik-ee) is a website that allows the creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor. A wiki is essentially a database for creating, browsing, and searching through information. A wiki allows for non-linear, evolving, complex and networked text, argument and interaction. (Black, Delaney, & Fitzgerald, 2007) Ward Cunningham, the developer of the first wiki software, WikiWikiWeb, originally described it as "the simplest online database that could possibly work. Examples include community websites, corporate intranets, knowledge management systems, and note services. The software can also be used for personal note taking. "Wiki" is a Hawaiian word meaning "fast" or "quick". Today companies use wikis as their only collaborative software as a replacement for static intranets; and some schools and universities use wikis to enhance group learning. There may be greater use of wikis behind the firewalls of intranets than on the public Internet.

2. Wiki page: A single page in a wiki website; or an entire collection of pages, usually interconnected by hyperlinks which form "the wiki".

3. Wikiversity: is a Wikimedia Foundation project, (Wales, 2006) which supports learning communities, their learning materials, and resulting activities. It offers a series of tutorials (or courses) designed to foster learning.

Relevant scholarship
Wikis have been the subject of close scrutiny by developers, publishers, academicians, scholars, educators, private & public business individuals and corporations for many years. In fact, many well known researchers, information & technology scientists, learning and social behaviorists have undertaken and maintained a close watch in the development and maturation of wikis in general. Among those most intrigued and concerned with wikis are the following scholars: Olsen, J (Olsen, 1994) and Heller, S, (Heller & R, 2010, pp. PP. 871-PP. 875). Although both are from completely different semiotic domains, each are keen critics and contributors in the continuing development of educational wikis. Special note should be made that wikis positioned behind firewalls are increasing at a rapid pace to include new collaborations with traditional scholarly works and publications on the internet. As an example, in 2007, wiki launched the Oxford English Dictionary online. (Diamond)

Hypotheses
This writer offers the following hypotheses: 1) Wikis are among the most powerful learning tools currently accessible within the internet and intranet semiotic domain of education, 2) This type of software is greatly assisting the education community as not only an e-learning tool, but as a proven research, administrative, and creative product develop application supporting collaborative project work. 3) Concerns or reservations pertaining to the software application as a tool have been continually addressed since its launch in 1995.

Today, Wiki software has advanced in its development to the point that it has embedded functionality, operation rules, security, and legal controls for users making it reasonably safe to access, open and use. Most importantly, impassioned online subject matter experts continuity monitor Wiki content for acts of vandalism, accuracy of posted information and related citations.

Discussion

General
Wikis are powerful collaborative software(s) that offer the semiotic domain of education tools to communicate, share ideas, develop learning strategies and knowledge. In fact, the number of publicly available wikis such as Wikiversity (Lund, 2007, pp. pp 37-pp 46) being developed and offered educators and students alike is rapidly increasing. These Wikis offer access to quick and easy web-based knowledge that is inspiring and motivational to learners. Best of all, Wikis support self-education platforms (tools) in “real, virtual and projective” (James Paul Gee, 2011) classrooms offering knowledge that is within a learner’s “regime of competency” (James Paul Gee, 2011). In the context of education and private industry training the amount of support and interest in the continued development of wiki systems is driving an ever increasing software functionality and presence within the internet and intranet domains of educational institutions and public corporations alike.

E-learning Tool Assessment
Wikis can be used as an effective knowledge tool in the service of education. However, as with any tool its effectiveness is controlled by the amount of effort that is put into it. As Dr. Plinske keenly points out, what drives a Wiki is the collaborative passion of those that share common interests in the semiotic domain of the subject that is being presented.

Open Source Learning Products
In the case of Wikiversity, impassioned collaborators are activity developing open source learning tools to include: 1) Teaching aids, 2) Lesson plans, 3) Curricula, 4) Links to off-site resources, 5) Course notes, 6) Sample and problem sets, 7) Computer simulations, 8) Reading lists, 9) Peer reviewed textbooks, and 10) Other advanced learning materials and software applications. (Ben-Zvi, 2004) As Dr. Plinske observed, “Imagine the power of actively updated textbooks in a classroom”. The increased “real-world” relevancy of up to date information would surely serve to further increase and inspire students with the knowledge that they are participating in. Such real-world knowledge tools “moving at or closer to the speed of thought” (Gates, 1999) offers learning to students that is directly transferable to business and employment opportunities in the workplace. This type of relevant knowledge would increase the immediate value of learning.

Concerns and Reservations
As my old Command Sergeant Major (CSM) would say, “Sir, it’s all good! Since the launch of Wikis and Wikipedia (the collaborative electronic encyclopedia website) Wikis have continually developed and refined their concept of operation and functionality. Wikis have increased and improved their focus on input and editing rules, site security, legal, edit notifications, and other system controls and functions.

Finally, there is the subject of content accuracy. Concerns and or reservations related to the accuracy of Wiki information are minimal. Considering the large numbers of active subject matter contributors and given Wiki website change notification capabilities, it is becoming less and less lightly that the web-based content is subject long-term damage or creditability due to malicious acts of vandals or simply the well meaning ill-informed. This added with the fact Wikis are regularly posted by subject matter experts in real-time serves to keep the content credible. That being said, one should always remember to thoroughly cross-check all information and resources cited when conducting research, learning, and the use of such tools and applications.
 
References
Ben-Zvi, D. (2004). Using wiki to promote collaborative learning in statistics education. Retrieved from http://eScholarshipuniversityofcalifornia.com
Black, P., Delaney, H., & Fitzgerald, B. (2007). Legal issues for wikis: The challenge of user-generated and peer-produced knowledge, content and culture. Retrieved from http://elaw.com
Diamond, G. (2007). March 2007 new words oed. Oxford University Press.com
Gates, B. (1999). Business @ the speed of thought. New York: Prentice Hall.
Heller, S., & R. (2010). Electronic publishing of scientific manuscripts-Encyclopedia of computational chemistry (pp. PP. 871-PP. 875). Boston: Wiley & Sons.
James Paul Gee. (2011). Video games and learning: Teaching and participatory culture in the digital age: Technology, education--connections: the TEC series. New York: Teachers College Press.
Lund, A. (2007). Is there a apace for the teacher in a WIKI? (pp. pp 37-pp 46). University of Oslo: InterMedia.
Olsen, J. (1994). Electronic journal literature - implications for scholars. Westport: Mecklermedia.
Wales, J. (2006). Welcome speech. Retrieved from http://Wikimania.com