Kendall

1. Need EBI factors and reference
2. Read JRTE Article (Knowledge building)

Rob

1. Read JEMH, JECR & JRTE (Knowledge building) articles
2. JEMH Journal of Educational Multimedia
3. JECR Journal of Educational Computing Research
4. JRTE Journal of Research on Technology in Education (ISTE)

1. Match pre and post data

Both

Data analysis - initial correlations

1. Wikis are widely used.
2. Powerful tool for collaboration.
3. Tremendous potential for education.
4. Little research exists.

• Investigate the impact of scaffolding on Wiki development
• Investigate the impact of individual characteristics such as epistemic beliefs, need for cognition and computer attitudes.

• Scardamalia and Bereiter - CSILE - students seem to be better at this than adults
• Johnson and Johnson - collaboration
• SITE - Wiki paper - resistance to edit
• Nussbaum - Arguments and scaffolding
• Winne / Beisinger / Muis - trace methods

• Wiki Background

• Students building their own Wiki is one option. However, as I think this through, I wonder if it doesn't make more sense to contribute to Wikipedia. For example, while Wikipedia has a brief page for Robert M. Gagne it is incomplete and leads to empty containers for the Conditions of Learning and Events of Instruction.
• Innovate Article Ferris & Wilder
• Review of Educational Research 74(4). Paavola, Lipponen and Hakkarainen, Models of innovative knowledge communities and three metaphors of learning.

• Instructional Architect - Mimi Recker
• Wiki as a Professional Development Tool - Brian J. Foley (California State University-Northridge), Tae Chang (California State University-Northridge)
  1. Abstract: This paper examines how wiki technology can be used to support teacher professional development. . .
  2. Cite CSILE, and Borko (2004).
  3. Web sites include Tapped In and ILF from Indiana.
  4. Bonk paper on discussion analysis
  5. 2006 Bonk article with Wikibooks

Resta Ed Psych review

Students enrolled in two introductory graduate level courses were invited to participate in this study. The first course introduced the students to the use of the in education. Topics in this course include using search engines, evaluating web sites and developing web pages. The second course introduced students to design concepts such as typography, page layout and the effective use of color. The courses are similar in that they each require a major 'knowledge building' project that tasks the students (or groups) with developing a personal model based upon the course content. In the internet for education course, students must develop an instruction model that incorporates internet resources into the different components. The design concepts course requires students to develop a best practices of design model to share with their colleagues.

• Need for cognition - 18 item eval - initial article
• Epistemic beliefs inventory - 98 article (Bendixen, Schraw & Dunkle)
• Computer attitude scale - Selwyn article with factors

Enrollees in the course will be invited to particpate in the study at the beginning of the term. Participants will be asked to complete XXXXXX. Participants will be randomly assigned to either a scaffolding group or the control group. The scaffolding group will receive . . . The control group will receive . . . At the conclusion of the term, participants will be asked to complete the XXXX exit survey.

Quality of Wiki

• pages
• depth
• accuracy?

Perception (attitude) towards experience

• exit survey