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CiteULike: Tag wiki

CiteULike: Tag wiki


A systemic and cognitive view on collaborative knowledge building with wikis


International Journal of Computer-Supported Collaborative Learning, Vol. 3, No. 2. (1 June 2008), pp. 105-122, doi:10.1007/s11412-007-9035-z

Wikis provide new opportunities for learning and for collaborative knowledge building as well as for understanding these processes. This article presents a theoretical framework for describing how learning and collaborative knowledge building take place. In order to understand these processes, three aspects need to be considered: the social processes facilitated by a wiki, the cognitive processes of the users, and how both processes influence each other mutually. For this purpose, the model presented in this article borrows from the systemic approach of Luhmann as well as from Piaget’s theory of equilibration and combines these approaches. The model analyzes processes which take place in the social system of a wiki as well as in the cognitive systems of the users. The model also describes learning activities as processes of externalization and internalization. Individual learning happens through internal processes of assimilation and accommodation, whereas changes in a wiki are due to activities of external assimilation and accommodation which in turn lead to collaborative knowledge building. This article provides empirical examples for these equilibration activities by analyzing Wikipedia articles. Equilibration activities are described as being caused by subjectively perceived incongruities between an individuals’ knowledge and the information provided by a wiki. Incongruities of medium level cause cognitive conflicts which in turn activate the described processes of equilibration and facilitate individual learning and collaborative knowledge building.
Ulrike Cress, Joachim Kimmerle

What's in Wikipedia ? Mapping Topics and Conflict Using Socially Annotated Category Structure


Chi (2009), pp. 1509-1512, doi:10.1145/1518701.1518930

Wikipedia is an online encyclopedia which has undergone tremendous growth. However, this same growth has made it difficult to characterize its content and coverage. In this paper we develop measures to map Wikipedia using its socially annotated, hierarchical category structure. We introduce a mapping technique that takes advantage of socially-annotated hierarchical categories while dealing with the inconsistencies and noise inherent in the distributed way that they are generated. The technique is demonstrated through two applications: mapping the distribution of topics in Wikipedia and how they have changed over time; and mapping the degree of conflict found in each topic area. We also discuss the utility of the approach for other applications and datasets involving collaboratively annotated category hierarchies.
Aniket Kittur, Ed Chi, Bongwon Suh

Evaluating the use of a social media tool for collaborative group writing of secondary school students in Hong Kong


Computers & Education (March 2017), doi:10.1016/j.compedu.2017.03.006

Wikis support collaborative group writing of secondary school students. Revision tracking history is a novel and effective method of quantifying levels of cooperative/collaborative group writing. The number of collaborative revisions is positively associated with quality of group writing output. The rapid development of social media tools has increased interest in their pedagogical value. It has been suggested that social media tools such as wikis can promote online collaborative and interactive learning. This study investigated the value of wikis in supporting collaborative group writing quality among secondary school students in Hong Kong. Students from a local secondary school engaged in group writing projects using Pbworks, a popular wiki tool. Data were gathered from (1) the revision tracking history, (2) a questionnaire on the perceived pedagogical value of the wiki, and (3) group interviews with students. Findings showed that students who made more collaborative revisions on the wiki produced higher-quality writing output. In general, students reported a moderately positive attitude towards the pedagogical value of the wiki. The findings suggest that wikis promote collaborative writing, but teachers need to adopt pedagogical strategies that would equip students to use wikis.
Samuel Chu, Catherine Capio, Jan van Aalst, Eddie Cheng

A Wiki-Based Solution to Managing Your Institution's Imaging Protocols


Journal of the American College of Radiology, Vol. 13, No. 7. (July 2016), pp. 822-824
Timothy Szczykutowicz, Nicholas Rubert, Daryn Belden, Amanda Ciano, Andrew Duplissis, Ashley Hermanns, Stephen Monette, Elliott Janssen

Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting


System, Vol. 38, No. 2. (20 June 2010), pp. 185-199, doi:10.1016/j.system.2010.03.006

This paper examines the effectiveness of three different online writing activities in formal university education: forums, blogs, and wikis. Constructivism – reflective and collaborative learning fostered by scaffolding – provides a main support for their use in education. Prior research regarding the use of blogs and wikis, especially in language education, is reviewed. The lack of detailed examination to determine learning outcomes, the absence of an evaluation mechanism, and the special difficulty language education holds for their appreciation are noted. The latter half of the paper presents exploratory research executed by the authors on the usage of forums, blogs, and wikis in an English as foreign language (EFL)-blended learning course in a university in Tokyo, Japan. A mixed-method approach was applied with survey, interview, and text analysis used for triangulation. The survey revealed students' positive perceptions of the blended course design with online writings – wikis being the most favorable, followed by blogs and forums. Qualitative text analysis of forum and wiki writings showed progress in their ability to differentiate English writing styles. The interview script analysis clarified the different merits students perceived from each activity. The variations provided by the blended course design served well in meeting challenges and were fun for them.
Terumi Miyazoe, Terry Anderson

The Wiki Way: Quick Collaboration on the Web



An abstract is not available.
Bo Leuf, Ward Cunningham

Wikis as a knowledge management tool


Journal of Knowledge Management, Vol. 13, No. 4. (17 July 2009), pp. 64-74, doi:10.1108/13673270910971833
Tay Pei Lyn Grace

Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education


BMC Medical Education, Vol. 6, No. 1. (1 December 2006), pp. 41-8, doi:10.1186/1472-6920-6-41

BACKGROUND:We have witnessed a rapid increase in the use of Web-based 'collaborationware' in recent years. These Web 2.0 applications, particularly wikis, blogs and podcasts, have been increasingly adopted by many online health-related professional and educational services. Because of their ease of use and rapidity of deployment, they offer the opportunity for powerful information sharing and ease of collaboration. Wikis are Web sites that can be edited by anyone who has access to them. The word 'blog' is a contraction of 'Web Log' - an online Web journal that can offer a resource rich multimedia environment. Podcasts are repositories of audio and video materials that can be "pushed" to subscribers, even without user intervention. These audio and video files can be downloaded to portable media players that can be taken anywhere, providing the potential for "anytime, anywhere" learning experiences (mobile learning).DISCUSSION:Wikis, blogs and podcasts are all relatively easy to use, which partly accounts for their proliferation. The fact that there are many free and Open Source versions of these tools may also be responsible for their explosive growth. Thus it would be relatively easy to implement any or all within a Health Professions' Educational Environment. Paradoxically, some of their disadvantages also relate to their openness and ease of use. With virtually anybody able to alter, edit or otherwise contribute to the collaborative Web pages, it can be problematic to gauge the reliability and accuracy of such resources. While arguably, the very process of collaboration leads to a Darwinian type 'survival of the fittest' content within a Web page, the veracity of these resources can be assured through careful monitoring, moderation, and operation of the collaborationware in a closed and secure digital environment. Empirical research is still needed to build our pedagogic evidence base about the different aspects of these tools in the context of medical/health education.SUMMARY AND CONCLUSION:If effectively deployed, wikis, blogs and podcasts could offer a way to enhance students', clinicians' and patients' learning experiences, and deepen levels of learners' engagement and collaboration within digital learning environments. Therefore, research should be conducted to determine the best ways to integrate these tools into existing e-Learning programmes for students, health professionals and patients, taking into account the different, but also overlapping, needs of these three audience classes and the opportunities of virtual collaboration between them. Of particular importance is research into novel integrative applications, to serve as the "glue" to bind the different forms of Web-based collaborationware synergistically in order to provide a coherent wholesome learning experience.
Maged Boulos, Inocencio Maramba, Steve Wheeler

WEB 2.0 implications on knowledge management


Journal of Knowledge Management, Vol. 13, No. 1. (20 February 2009), pp. 120-134, doi:10.1108/13673270910931215
Moria Levy

A unique web resource for physiology, ecology and the environmental sciences: PrometheusWiki


Functional Plant Biology, Vol. 37, No. 8. (2010), pp. 687-693, doi:10.1071/FP10097

PROtocols, METHods, Explanations and Updated Standards Wiki (PrometheusWiki, http://www.publish. is a new open access, fully searchable web resource that contains protocols and methods for plant physiology, ecology and environmental sciences. Contributions can be uploaded by anyone in the community, with attributed authorship, and are open for wiki-style comment. This resource allows the gathering in one place of methods, links to published methods and detailed protocols used by leading laboratories around the world, with annotation. As a web resource, PrometheusWiki is continually evolving and updatable, easily and rapidly searchable and highly accessible. It will also enhance communication, allowing multimedia description of protocols and techniques, with spreadsheet tools, slide shows and video files easily integrated into the text. This resource is anticipated to lead to strong benefits in standardising methods, improving access to training for students and professionals, promoting collaborations and expanding the cutting edge of research
Lawren Sack, Will Cornwell, Louis Santiago, Margaret Barbour, Brendan Choat, John Evans, Rana Munns, Adrienne Nicotra

The Process of Family Waiting During Surgery


Journal of Family Nursing, Vol. 16, No. 4. (1 November 2010), pp. 435-461, doi:10.1177/1074840710385691

In 2006, there were 46 million surgical procedures performed in the United States, all of which would have typically included waiting by the family and/or friends. A grounded-theory approach was used to examine the experiences of waiting family members during surgery of a loved one. A convenience sample of 32 family members of patients undergoing surgery were interviewed in two surgical waiting rooms. Constant comparison of the data was performed until saturation of categories was achieved. The resulting middle-range theory, maintaining balance during the wait, described the family member’s struggle for balance during the surgical wait. Four domains were identified: focusing on the patient, passing the time, interplay of thoughts and feelings, and giving and/or receiving support. Study findings showed that understanding this struggle for balance during a surgery is imperative for nurses who often interact with family members and need to address their needs.
Donna Trimm, Julie Sanford

Investigating the determinants of contribution value in Wikipedia


International Journal of Information Management, Vol. 33, No. 1. (February 2013), pp. 83-92, doi:10.1016/j.ijinfomgt.2012.07.006

The recent prevalence of wiki applications has demonstrated that wikis have high potential in facilitating knowledge creation, sharing, integration, and utilization. As wikis are increasingly adopted in contexts like business, education, research, government, and the public, how to improve user contribution becomes an important concern for researchers and practitioners. In this research, we focus on the quality aspect of user contribution: contribution value. Building upon the critical mass theory and research on editing activities in wikis, this study investigates whether user interests and resources can increase contribution value for different types of users. We develop our research model and empirically test it using survey method and content analysis method in Wikipedia. The results demonstrate that (1) for users who emphasize substantive edits, depth of interests and depth of resources play more influential roles in affecting contribution value; and (2) for users who focus on non-substantive edits, breadth of interests and breadth of resources are more important in increasing contribution value. The findings suggest that contribution value develops in different patterns for two types of users. Implications for both theory and practice are discussed.
Sesia Zhao, Kem Zhang, Christian Wagner, Huaping Chen

A Wiki Instance in the Enterprise: Opportunities, Concerns and Reality


In Proceedings of the 2008 ACM Conference on Computer Supported Cooperative Work (2008), pp. 495-504, doi:10.1145/1460563.1460642

We describe the design and deployment of a wiki-based application that supports yearly planning work by members of a globally distributed, 900-member research organization. The goal of the ResearchWiki is to enable greater transparency in the work of the organization and to provide a basis for broader collaboration among researchers. We motivate the design based on results from 40 interviews and discuss two cycles of usage of the ResearchWiki based on analyses of logs and an additional 20 interviews. We conclude with a discussion of the interplay of technology, work practice and organizational change and with design recommendations.
Catalina Danis, David Singer

Network analysis of collaboration structure in Wikipedia


In WWW '09: Proceedings of the 18th international conference on World wide web (2009), pp. 731-740, doi:
Ulrik Brandes, Patrick Kenis, Jürgen Lerner, Denise van Raaij

Us vs. them: Understanding social dynamics in Wikipedia with revert graph visualizations


Proc. IEEE VAST (2007), pp. 163-170
B Suh, EH Chi, BA Pendleton, A Kittur

Temporal Motifs Reveal the Dynamics of Editor Interactions in Wikipedia


In Proc. 6th International AAAI Conference on Weblogs and Social Media (ICWSM'12) (2012)
D Jurgens, TC Lu

Movie recommendation with DBpedia


In Proc. 3rd Italian Information Retrieval Workshop (IIR 2012) (2012)
R Mirizzi, T Di Noia, A Ragone, V Ostuni, E Di Sciascio

Learning to link with wikipedia


In Proc. 17th ACM conference on Information and knowledge management (2008), pp. 509-518
D Milne, IH Witten

An effective, low-cost measure of semantic relatedness obtained from Wikipedia links


In Proceeding of AAAI Workshop on Wikipedia and Artificial Intelligence: an Evolving Synergy (2008), pp. 25-30
IH Witten, D Milne

MJ no more: Using Concurrent Wikipedia Edit Spikes with Social Network Plausibility Checks for Breaking News Detection


ArXiv e-prints (March 2013)
T Steiner, S van Hooland, E Summers

Automatic Summarization of Events from Social Media


In Proc. 7th International AAAI Conference on Weblogs and Social Media (ICWSM'13) (2013)
Freddy Chua, Sitaram Asur

Wiki-based Knowledge Engineering: Second Workshop on Semantic Wikis


In Proceedings of the 2006 International Symposium on Wikis (2006), pp. 133-134, doi:10.1145/1149453.1149480

Wikis are collaborative environments for authoring Web content. This workshop explores the role of semantic wikis in knowledge engineering. Semantic Wikis try to combine the strengths of semantic (machine processable, data integration, complex queries) and Wiki (easy to use and contribute, strongly interconnected, collaboration) technologies.
Max Völkel, Sebastian Schaffert, Elena Bontas, Sören Auer

Towards effective management of soft-ware knowledge exploiting the semantic wiki paradigm


In Software Engineering 2008 - Workshopband : Fachtagung des GI-Fachbereichs Softwaretechnik, 18. - 22.02.2008 in München, Vol. 121 (2008), pp. 183-197
Walid Maalej, Dimitris Panagiotou, Hans-Jörg Happel

On-line collaborative software development via wiki


In Proceedings of the 2007 International Symposium on Wikis, 2007, Montreal, Quebec, Canada, October 21-25, 2007 (2007), pp. 177-183, doi:10.1145/1296951.1296970
Wenping Xiao, Chang Chi, Min Yang

Using Wikis for Learning and Knowledge Building: Results of an Experimental Study


Educational Technology & Society, Vol. 14, No. 4. (2011), pp. 138-148
Joachim Kimmerle, Johannes Moskaliuk, Ulrike Cress

Wiki-based rapid prototyping for teaching-material design in e-Learning grids


Computers & Education, Vol. 51, No. 3. (November 2008), pp. 1037-1057, doi:10.1016/j.compedu.2007.10.007
Wen-Chung Shih, Shian-Shyong Tseng, Chao-Tung Yang

Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud?


Computers in Human Behavior, Vol. 46 (May 2015), pp. 218-227, doi:10.1016/j.chb.2015.01.025
Jaap Walhout, Saskia Brand-Gruwel, Halszka Jarodzka, Martin van Dijk, Renate de Groot, Paul Kirschner

Einführung in die Netzdidaktik: Lehren und Lernen in der Wissensgesellschaft


(31 March 2008)
Heinz Moser



SGEM2014 Conference on Psychology and Psychiatry, Sociology and Healthcare, Education, Vol. 3, No. SGEM2014 Conference Proceedings, ISBN 978-619-7105-24-7/ ISSN 2367-5659, September 1-9, 2014, Vol. 3, 1011-1018 pp. (2014), pp. 1011-1018 pp, doi:10.5593/sgemsocial2014/B13/S3.131

Social media, including blogs, wiki, social networking, YouTube, virtual social worlds and virtual game worlds, provide their users the most modern way of communication. Instant interaction and feedback as well as low costs are the advantages that enable learning through many-to-many communication. This paper questions are aimed at theoretical definitions of online communication and social media. The hypotheses are verified through an independent research. The aim of this research was to determine how students perceive the impact of social media on education in the educational system in Slovakia. The research highlights the benefits of using social media and the negative impacts that may affect the learning process. Learning becomes more personal and with a larger potential for connected, collaborative activities. Social media use the full potential of virtual mobility in education to provide international learning experiences, without the need for physical mobility. It is expected that a good use of ICT will provide solutions to current challenges of international education. Differences in language, customs, culture, in comparison with a good connectivity and electricity access, and familiarity with ICTs and self-directed learning approaches means that social media will be a viable education model for many people around the world.
H Kajanova



SGEM2014 Conference on Psychology and Psychiatry, Sociology and Healthcare, Education, Vol. 3, No. SGEM2014 Conference Proceedings, ISBN 978-619-7105-24-7/ ISSN 2367-5659, September 1-9, 2014, Vol. 3, 1011-1018 pp. (2014), pp. 1011-1018 pp, doi:10.5593/sgemsocial2014/B13/S3.131

Social media, including blogs, wiki, social networking, YouTube, virtual social worlds and virtual game worlds, provide their users the most modern way of communication. Instant interaction and feedback as well as low costs are the advantages that enable learning through many-to-many communication. This paper questions are aimed at theoretical definitions of online communication and social media. The hypotheses are verified through an independent research. The aim of this research was to determine how students perceive the impact of social media on education in the educational system in Slovakia. The research highlights the benefits of using social media and the negative impacts that may affect the learning process. Learning becomes more personal and with a larger potential for connected, collaborative activities. Social media use the full potential of virtual mobility in education to provide international learning experiences, without the need for physical mobility. It is expected that a good use of ICT will provide solutions to current challenges of international education. Differences in language, customs, culture, in comparison with a good connectivity and electricity access, and familiarity with ICTs and self-directed learning approaches means that social media will be a viable education model for many people around the world.
H Kajanova

Support and Synthesis - JISC Learner Experience Phase 2 - Brookes Wiki


Rhona Sharpe, Ellen Lessner, Greg Benfield, Helen Beetham, Eta De Cicco, Fiona Smith

Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance


Research in Learning Technology, Vol. 22, No. 0. (5 August 2014), doi:10.3402/rlt.v22.22797
Tom Stafford, Herman Elgueta, Harriet Cameron

Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance


Research in Learning Technology, Vol. 22, No. 0. (2014)

We introduced voluntary wiki-based exercises to a long-running cognitive psychology course, part of the core curriculum for an undergraduate degree in psychology. Over 2 yearly cohorts, students who used the wiki more also scored higher on the final written exam. Using regression analysis, it is possible to account for students’ tendency to score well on other psychology exams, thus statistically removing some obvious candidate third factors, such as general talent or enthusiasm for psychology, which might drive this correlation. Such an analysis shows that both high- and low-grading students who used the wiki got higher scores on the final exam, with engaged wiki users scoring an average of an extra 5 percentage points. We offer an interpretation of the mechanisms of action in terms of the psychological literature on learning and memory.Keywords: learning technology; writing; wiki; collaborative learning; interactive learning environments; higher education(Published: 5 August 2014)Citation: Research in Learning Technology 2014, 22: 22797 -
Tom Stafford, Herman Elgueta, Harriet Cameron

Using Prediction Markets to Incentivize and Measure Collective Knowledge Production


(30 Jun 2014)

We present a mechanism design, coupling an online collaboration software and a prediction market, which allows tracking down the very roots of individual incentives, actions and how these behaviors influence collective intelligence in terms of knowledge production as a public good. We show that the incentive mechanism efficiently engages users without further governance structure, and doesn't crowd out intrinsic motivation. Furthermore, it enables a powerful and robust creative destruction process, which helps quickly filter out irrelevant knowledge. While still at an early stage, this mechanism design can not only bring insights for knowledge production organization design, but also has the potential to illuminate the fundamental mechanisms underlying the emergence of collective intelligence.
Thomas Maillart, Didier Sornette

Wikigramming: A Wiki-based Training Environment for Programming


In Proceedings of the 2Nd International Workshop on Web 2.0 for Software Engineering (2011), pp. 7-12, doi:10.1145/1984701.1984703
Takashi Hattori

Wikigramming: A Wiki-based Training Environment for Programming


In Proceedings of the 2Nd International Workshop on Web 2.0 for Software Engineering (2011), pp. 7-12, doi:10.1145/1984701.1984703
Takashi Hattori

A wiki for the life sciences where authorship matters


Nature Genetics, Vol. 40, No. 9. (27 August 2008), pp. 1047-1051, doi:10.1038/ng.f.217

WikiGenes is the first wiki system to combine the collaborative and largely altruistic possibilities of wikis with explicit authorship. In view of the extraordinary success of Wikipedia there remains no doubt about the potential of collaborative publishing, yet its adoption in science has been limited. Here I discuss a dynamic collaborative knowledge base for the life sciences that provides authors with due credit and that can evolve via continual revision and traditional peer review into a rigorous scientific tool.
Robert Hoffmann

Algorithm Visualization: The State of the Field


Trans. Comput. Educ., Vol. 10, No. 3. (August 2010), doi:10.1145/1821996.1821997
Clifford Shaffer, Matthew Cooper, Alexander Alon, Monika Akbar, Michael Stewart, Sean Ponce, Stephen Edwards

WikiSensing: An Online Collaborative Approach for Sensor Data Management


Sensors, Vol. 12, No. 10. (01 October 2012), pp. 13295-13332, doi:10.3390/s121013295

This paper presents a new methodology for collaborative sensor data management known as WikiSensing. It is a novel approach that incorporates online collaboration with sensor data management. We introduce the work on this research by describing the motivation and challenges of designing and developing an online collaborative sensor data management system. This is followed by a brief survey on popular sensor data management and online collaborative systems. We then present the architecture for WikiSensing highlighting its main components and features. Several example scenarios are described to present the functionality of the system. We evaluate the approach by investigating the performance of aggregate queries and the scalability of the system.
Dilshan Silva, Moustafa Ghanem, Yike Guo

‘I DON’T CARE DO UR OWN PAGE!’ A case study of using wikis for collaborative work in a UK secondary school


Learning, Media and Technology, Vol. 34, No. 2. (1 June 2009), pp. 105-117, doi:10.1080/17439880902923564

Alongside other forms of social software, wikis have been heralded as supporting more collaborative and democratic teaching and learning practices. This paper explores, through a case study approach, the use of wikis to support a collaborative research project undertaken in a UK secondary school. Findings are analysed in the context of research on social and collaborative learning, using theories of Communities of Practice and Knowledge?Building Networks. The study identifies tensions between views of learning and knowledge?creation as collaborative and learner?driven, with students? views of learning, drawn from their experience of the broader economy of education. The role of assessment, the importance of authentic activities, and the teacher?s role are all seen as important factors in the facilitation or otherwise of a collaborative classroom. Rather than asking how schools can make best use of social software, this study raises the question of how social software prompts a debate about the value of collaborative learning and ways to cultivate attitudes and organise education that may be more conducive to such collaborative practices.
Lyndsay Grant

Using Edit Sessions to Measure Participation in Wikipedia


In Proceedings of the 2013 Conference on Computer Supported Cooperative Work (2013), pp. 861-870, doi:10.1145/2441776.2441873

Many quantitative, log-based studies of participation and contribution in CSCW and CMC systems measure the activity of users in terms of output, based on metrics like posts to forums, edits to Wikipedia articles, or commits to code repositories. In this paper, we instead seek to estimate the amount of time users have spent contributing. Through an analysis of Wikipedia log data, we identify a pattern of punctuated bursts in editors' activity that we refer to as edit sessions. Based on these edit sessions, we build a metric that approximates the labor hours of editors in the encyclopedia. Using this metric, we first compare labor-based analyses with output-based analyses, finding that the activity of many editors can appear quite differently based on the kind of metric used. Second, we use edit session data to examine phenomena that cannot be adequately studied with purely output-based metrics, such as the total number of labor hours for the entire project.
Stuart Geiger, Aaron Halfaker

Network Analysis of Collaboration Structure in Wikipedia


In Proceedings of the 18th International Conference on World Wide Web (2009), pp. 731-740, doi:10.1145/1526709.1526808

In this paper we give models and algorithms to describe and analyze the collaboration among authors of Wikipedia from a network analytical perspective. The edit network encodes who interacts how with whom when editing an article; it significantly extends previous network models that code author communities in Wikipedia. Several characteristics summarizing some aspects of the organization process and allowing the analyst to identify certain types of authors can be obtained from the edit network. Moreover, we propose several indicators characterizing the global network structure and methods to visualize edit networks. It is shown that the structural network indicators are correlated with quality labels of the associated Wikipedia articles.
Ulrik Brandes, Patrick Kenis, Jürgen Lerner, Denise van Raaij

Who Integrates the Networks of Knowledge in Wikipedia?


In Proceedings of the 6th International Symposium on Wikis and Open Collaboration (2010), doi:10.1145/1832772.1832774

In the study presented in this article we investigated two related knowledge domains, physiology and pharmacology, from the German version of Wikipedia. Applying the theory of knowledge building to this community, we studied the authors of integrative knowledge. Network analysis indices of betweenness and closeness centrality were calculated for the network of relevant articles. We compared the work of authors who wrote exclusively in one domain with that of authors who contributed to both domains. The position of double-domain authors for a knowledge building wiki community is outstanding. They are not only responsible for the integration of knowledge from a different background, but also for the composition of the single-knowledge domains. Predominantly they write articles which are integrative and central in the context of such domains.
Iassen Halatchliyski, Johannes Moskaliuk, Joachim Kimmerle, Ulrike Cress

Bipartite Networks of Wikipedia's Articles and Authors: A Meso-level Approach


In Proceedings of the 5th International Symposium on Wikis and Open Collaboration (2009), pp. 1-10, doi:10.1145/1641309.1641318

This exploratory study investigates the bipartite network of articles linked by common editors in Wikipedia, 'The Free Encyclopedia that Anyone Can Edit'. We use the articles in the categories (to depth three) of Physics and Philosophy and extract and focus on significant editors (at least 7 or 10 edits per each article). We construct a bipartite network, and from it, overlapping cliques of densely connected articles and editors. We cluster these densely connected cliques into larger modules to study examples of larger groups that display how volunteer editors flock around articles driven by interest, real-world controversies, or the result of coordination in WikiProjects. Our results confirm that topics aggregate editors; and show that highly coordinated efforts result in dense clusters.
Rut Jesus, Martin Schwartz, Sune Lehmann

Beyond Wikipedia: Coordination and Conflict in Online Production Groups


In Proceedings of the 2010 ACM Conference on Computer Supported Cooperative Work (2010), pp. 215-224, doi:10.1145/1718918.1718959

Online production groups have the potential to transform the way that knowledge is produced and disseminated. One of the most widely used forms of online production is the wiki, which has been used in domains ranging from science to education to enterprise. We examined the development of and interactions between coordination and conflict in a sample of 6811 wiki production groups. We investigated the influence of four coordination mechanisms: intra-article communication, inter-user communication, concentration of workgroup structure, and policy and procedures. We also examined the growth of conflict, finding the density of users in an information space to be a significant predictor. Finally, we analyzed the effectiveness of the four coordination mechanisms on managing conflict, finding differences in how each scaled to large numbers of contributors. Our results suggest that coordination mechanisms effective for managing conflict are not always the same as those effective for managing task quality, and that designers must take into account the social benefits of coordination mechanisms in addition to their production benefits.
Aniket Kittur, Robert Kraut

Measuring Wiki Viability: An Empirical Assessment of the Social Dynamics of a Large Sample of Wikis


In Proceedings of the 4th International Symposium on Wikis (2008), pp. 1-5, doi:10.1145/1822258.1822294

This paper assesses the content- and population-dynamics of a large sample of wikis, over a timespan of several months, in order to identify basic features that may predict or induce different types of fate. We analyze and discuss, in particular, the correlation of various macroscopic indicators, structural features and governance policies with wiki growth patterns. While recent analyses of wiki dynamics have mostly focused on popular projects such as Wikipedia, we suggest research directions towards a more general theory of the dynamics of such communities.
Camille Roth, Dario Taraborelli, Nigel Gilbert

The Ulwazi Programme: A Case Study in Community-Focused Indigenous Knowledge Management


In Knowledge Management for Development, Vol. 35 (2014), 215-232, doi:10.1007/978-1-4899-7392-4_13
Niall McNulty

Tell Me More: An Actionable Quality Model for Wikipedia


In Proceedings of the 9th International Symposium on Open Collaboration (2013), doi:10.1145/2491055.2491063

In this paper we address the problem of developing actionable quality models for Wikipedia, models whose features directly suggest strategies for improving the quality of a given article. We first survey the literature in order to understand the notion of article quality in the context of Wikipedia and existing approaches to automatically assess article quality. We then develop classification models with varying combinations of more or less actionable features, and find that a model that only contains clearly actionable features delivers solid performance. Lastly we discuss the implications of these results in terms of how they can help improve the quality of articles across Wikipedia.
Morten Wang, Dan Cosley, John Riedl

Wikipedia and Medical Wikis


In Social Media in Clinical Practice (2013), pp. 87-94, doi:10.1007/978-1-4471-4306-2_9

A wiki is a web page or collection of web pages designed to enable anyone with access to that to contribute to or modify its content via a web browser using a simplified markup language. Wikis are powered by wiki softwares. Wikis serve as platforms for online collaboration, knowledge management and notetaking [1]. Entries can be created, edited or deleted, as well as categories, templates or pages.
Bertalan Meskó

Spillovers in Networks of User Generated Content – Evidence from 23 Natural Experiments on Wikipedia


Social Science Research Network Working Paper Series (19 November 2013)

Endogeneity in network formation hinders the identification of the role social networks play in generating spillovers, peer effects and other externalities. This paper tackles this problem and investigates how the link network between articles on the German Wikipedia influences the attention and content generation individual articles receive. Identification exploits local exogenous shocks on a small number of nodes in the network. It can thus avoid the usually required, but strong, assumptions of exogenous observed characteristics and link structure in networks. This approach also applies if, due to a lack of network information, identification through partial overlaps in the network structure fails (e.g. in classrooms). Exogenous variation is generated by natural and technical disasters or by articles being featured on the German Wikipedia’s start page. The effects on neighboring pages are substantial; I observe an increase of almost 100 percent in terms of both views and content generation. The aggregate effect over all neighbors is also large: I find that a view on a treated article converts one for one into a view on a neighboring article. However, the resulting content generation is small in absolute terms.
Michael Kummer