Wikiography+-+Good+Copy

Wikiography Kevin Renso, Doug Engh, & Abdulkadir Abdalla University of Calgary

Inquiry and ICT EDER 679.14 L20 Dr. William J. Hunter

**Abstract** The Course wiki is part of the EDER679.14 Spring 2011 course requirement. In addition to a request to contribute to the Course wiki on a regular basis over the six weeks of the course, there was also a request that students work together collaboratively. Abdul, Kevin, and Doug decided to set up a collaborative group to work on the wiki. Meetings were held after Elluminate sessions, email was used, and Skype contact was also made. These were to determine areas of interest for the group which settled on work in the Help section of the Course wiki. The three members have designed, created, and worked on 33 separate pages in the Help: Contents area of the wiki and have attempted to maintain a consistent look and feel for these pages. Members have individually set up Home pages and set up Theorist pages. Group members have also actively edited other pages in the Course wiki such as Theorists, Theories, and terminology.

**Introduction** The U of C EDER679.14 Spring 2011 course has an external Course wiki in which the students were asked to contribute. This paper (an assignment for the course) included the building of a wikiography relating to the experiences of students in the Course wiki. One of the requirements was to build and contribute in the Course wiki but also to collaborate with other students. There were three of us who decided to form a group to collaborate and contribute to the Course wiki. The group included Kevin Renso, Abdulkadir Abdalla, and Doug Engh. The group looked at missing sections in the wiki and chose the Help: Contents area as we all have experience in creating technology help pages for inexperienced people. We planned to create a number of standalone help pages and wanted to have a consistent look and feel.

**Body**


 * Collaborating team**

The first group step was to decide with whom to collaborate and who in the sub group would best deal with the ideas that we had for the Course wiki. The Elluminate session on May 24th gave Adbul, Doug, Kevin, Heather, and Jeannette a chance, after the session, to chat and ask for more information about the collaboration aspect of the wiki project. Kevin took the names and emailed them to ask for interest in forming a collaborative group.

Kevin, Doug, and Abdul corresponded and agreed that the Course wiki could use a section that would walk contributors through self-help items. The pages could include such things as how to embed photos and how to use search options. We were also interested in other areas such as adding to the history, theories, and theorists to the Course wiki. On May 24th, our team asked Dr Hunter if a self-help section could benefit the Course wiki. He advised this was certainly an option and contribution to the Course wiki would be beneficial. Abdul, Kevin, and Doug began to brainstorm via email on what exactly the help menu should look like, what do we want to incorporate in it, and how to layout the menus.

Doug had the idea to create an external wiki where we could collaborate and draw up ideas. Each person’s data was colour coded in the external wiki so there wouldn’t be a duplication of work or working at cross purposes. The team took advantage of the extra time available after the Elluminate session on May 26th to plan for Skype meetings and the delivery expectations of each member. The team met on May 29th on Skype in order to clarify the layout of each of our page developments as we felt that consistency was important for the benefit of future contributors.

Our regularly scheduled course readings gave us ideas which assisted with collaboration as indicated by Bransford, Brown, & Cocking (2000) in that the internet was a great way for students to give feedback on each other’s work. Our group used the external wiki regularly to post new ideas and changes that were made to the current menu structure which would improve our section. The external wiki was used to leave notes for each other in case we decided to cross-paths into another area of our agreed work aligning/determinations. This is supported in the text as noted "An added advantage of networked technologies for communication is that they help make thinking visible” (Bransford et al, 2000, p. 220).

The group, as admitted visual learners, wanted our visual instructions easy to follow and understand, and according to Grant (2006) "Looking at the functional affordances of wiki software and considering the multiple uses of wikis in educational and wider contexts, it can be seen that wiki software could have the potential to support knowledge-building networks, and to be a useful tool in the shared repertoire of communities of practice engaged in collaborative learning" (p. 10). We used the external wiki to demonstrate what we each thought the menus should look like so our ideas became visible to each other.

Our team enjoyed working on the layout and the collaboration process in this project which was reinforced by the course text which stated that teachers can browse the historical data of the contributions of the wiki, and note if the contributor had “emerging understanding of key concepts and their interaction skills (Bransford et al, 2000, p. 221)." We assumed that Dr. Bill Hunter will use the wiki posting history mixed with our wikiographies to determine our marks for participation and this assignment.


 * Originality and creativity**

We understood future classes would add, delete, or edit what we have done in our help section. Thus, we wanted our section to be helpful for future students. They could learn from what we have established and could build on our expertise. Other students may have great additions or changes that we haven’t thought about for the new help menu. This novel concept brought us into contact with a broader community and contributing for future students who could benefit from our thought processes, organization, and menu structure ideas.

We decided to include “how to” instructions, “why” facts about wikis, higher level theories about why wikis exist, and why they are important to society. Thus, a user may want informal procedural notes (i.e. how to insert a picture). However, a user could also find information about wiki etiquette or a description on how to assist wiki beginners. The help section gives the new user great recommendations on where to start with resources such as Wikispaces or Wikidot. It even helps the user invite/attract members. Our group felt our structured help pages are unique and our menus could provide future contributors with ideas for other menus that the wiki may be missing.


 * Accuracy of information**

The three people in this group have been through numerous university courses and are aware of the need for quoting directly or referencing an author or work when considering content. An author's text may be included in the process of writing content and if specific works are used there needs to be a reference. If one is quoting, it needs to be referenced by page with quotation marks. All of the work presented by the group in the course wiki has been looked at to make sure that there is no plagiarism. Our intent is to attribute any author's content as accurately as possible. We also looked at each other’s contributions and noted where some more referencing could have been clearer.

One of the outstanding questions from this process was the inconsistent way on-line wikis reference other materials. Some wikis use Chicago style while others use APA. We felt that as this is a formal university assignment we should stick to APA. It was noticed that there were other contributions which used other styles.


 * Kevin’s contribution to the wiki**

Kevin had little prior experience working with wikis and felt he needed to catch up. He did this by learning about the objectives of wikis in order to know where to begin and contribute. Kevin started his wiki contribution by creating his own Author’s page. This allowed him to introduce himself, give some background, and upload a picture for future reference. Kevin also contributed to the external collaborative wiki by creating a rough outline for the final paper and putting everyone’s contribution pieces together in an APA style final paper for the group.

He diligently emailed the team to make sure everyone was on the same page and agreed on team member wiki assignment contributions. Kevin began to track everyone’s early contributions and collaborations in regards to what, when, and how each member contributed. Kevin’s portion of the help section was really specialized on explaining what a wiki was, industry standards protocol for creating and moderating, some tips and tricks for programs, and links to help someone get started.

Kevin began on the section entitled ‘Purpose of wikis’ which provides facts about wikis and their importance to society. The explanation of a wiki section is a place where someone could begin, and the expectations are that future users contribute and revise the brief description. Kevin included an appropriate internal link that explains the history of wikis, and connections to constructivist theory. This wiki section is focused on educational benefits for collaborating on-line and the posting of uncensored material with no underlining media or marketing slant. The Issues with wikis section is intended to show a contributor possible problems that may occur when creating your wiki. It also describes issues with wikis as a whole (i.e. they are not censored or people can change what you've posted, etc.). The Reasons for starting a wiki create a contribution area for a class, team, group, or company and multiple people to update information. The Wikileaks facts page brings today’s news into our wiki project. It shows what a wiki stands for, allowing anyone to post anything, and allowing uncensored collaboration.

Kevin believed that a section was required for collecting facts such as tips and direction for beginning your own wiki, for users who want to start a unique wiki about a new topic, or new group collaboration. The Where to Begin page has useful external links and summaries or descriptions of (usually free) options available on-line. Also, it explains information you need to brainstorm for your wiki. Kevin added an internal link back to the Explanation of a wiki page for people looking for more information about wikis. The Creating a template page explains the importance of having a formatting template for your wiki to keep things consistent.

Kevin also set up a Creating a template page with example links within the wiki. The Inviting members page explains why and how to collect more members to collaborate on a wiki. It helps to have reasonable number of contributors to enhance a wiki. Kevin included a useful external link for Wikidot, which has a great explanation for how to invite people to your wiki via email. The Creating log-ins section looks at why you would want to create a private wiki, or make member only updating access. This section also talks about the dangers of having non-private wikis on-line for children. There is an important external link about past happenings and present occurrences on-line as warnings for teachers and parents. Kevin has also set up an internal link to the Where to Begin page that explains about private wikis.

Kevin felt that a section about moderating a wiki would be important for visitors who want a run/control a wiki themselves. The Deleting access to members page explains situations and why you would ever need to kick someone off your wiki. The page on Keeping the content clean states that you should keep your wiki professional looking so you are not in danger of offending a visitor. The Advocating for copyright laws section explains the concept of a Creative Commons and how to give people the proper acknowledgement for their work you are adding, or even manipulating on your wiki post. Kevin included an external link to more information for Creative Commons if a visitor wanted to read more. Finally, Kevin added a page Avoiding web vandalism which explains what web vandalism is and what to do when you notice someone defacing a wiki. Kevin included an external link to another wiki description of hacking, as hacking's definition changes all the time with web 2.0.

For the rest of the class, Kevin has been jumping in and out of other areas in the wiki modifying and adding what he feels is missing in the Theorists and Definition areas. Kevin has also been jumping into other areas where his teammates are contributing, just so he can give them a second set of eyes reading going over their work, making spelling and grammar corrections. Kevin took the external wiki member contribution notes and placed them in an APA formatted document after Doug had emailed Dr Hunter about the look of the final paper. This was to make sure we can run spell checks, and format with proper APA guidelines.


 * Doug’s contribution to the wiki**

Doug created a Course wiki account to determine how it operates and look at created pages. It operates differently than two other wikis in which he had created content. One difference is the restriction of options on the html editor. A second difference is the type of coding needed to prepare a page. Doug checked with Dr. Hunter regarding changing account names and the same evening created another account using his first name and last name. He went to the Navigation section to check the Community portal link, the Recent events link, and the Random page link to see a sampling of what other people have done.

The class was advised of the Stampede group name in the Course wiki. A review of the page resulted in Doug creating a Home page with a picture and content. A Theorist page check resulted in minor sentence structure edits to Piaget Development Theory and Enactivism. Doug created an Andrew S. Gibbons theorist page and added content. The image set up didn't operate as expected in the editor (i.e. image icon) as it uses an embed button to show code. The code was deciphered to see how to bring in an image. The image upload was simple but placement in the page didn't function as expected. However, there was no permission for photo use so it isn’t in the Course Wiki.

Doug checked with Dr. Hunter, in the Elluminate session on bringing in images, and Abdul suggested using the code functions from another page which subsequently worked. Doug asked about Templates and Dr. Hunter suggested copy and paste from a template to a word document, working in Word, and pasting detail in a Course wiki page.

Kevin sent around an email indicating he and Abdul were starting a group to build the Help area in the Course wiki. Doug indicated interest and the team concluded via email to start a group of three. Kevin thought Jeannette and Heather were a group and Doug suggested possible collaboration for common areas. Doug set up an external Wikispaces wiki called Inquiry and ICT and invited Abdul and Kevin. The team could try different approaches and the best way to put content in the Course wiki which was accomplished after collaborating via email.

Skype was used to collaborate and Abdul suggested options such as presenting screen captures with videos to demonstrate tasks, do images with text, or use a combination. Doug preferred the second approach but was okay using short videos to accomplish the same result.

Doug tried to add Andrew S. Gibbons to the Theorist page but discovered that any change in the title would not link but start a new page. He copied content to the new page and put up a redirect. He then sent Dr. Bill an email indicating one of the pages wasn't accurate but couldn't delete it and could Dr. Bill or a server admin remove it. Doug further experimented with and set up an external link in his Home page and it works well. Doug discovered, via Dr. Hunter’s email, that it was extremely difficult to remove pages. Dr. Hunter suggested redirecting the old page to a newly created page and copying over content.

Communication with Abdul and Kevin determined they were okay with using graphics and text for Help pages. Doug suggested, via email, that the Help link in the Navigation area had no information or editable pages. Kevin advised that there was a wiki information section at the bottom of the Main page. A check indicated general information and code akin to Dreamweaver which a beginner or someone not familiar with the Course wiki would find difficult. Doug suggested that the pages be more basic with information a person could use even if not familiar with wikis. The links could be set up on the editable Help: Contents page. Doug had set up a page on the external wiki showing them how it might look. They both came back indicating that it would work. Doug suggested placing other page link options in the External wiki.

Doug had emailed about the kind of material (in addition to that in the page) we might want to use in setting up pages. This included the look, how many pages to consider, and how much material could be added in the course time frame. Doug suggested the group meet via Skype to select parameters. Doug had created, on the Help: Contents page in the Course wiki, a Getting Started section and with a Login to wiki link that went to a page of the same name with content and asked the others to comment on it. Jing was used to capture images and text to explain the login process for anyone unfamiliar with wikis. Doug had to make at least one assumption and that was the person was on the site without account access.

Doug figured the page could be used as a template to maintain consistency. The group discussed (prior to the Elluminate session) getting an okay to meet after. Dr. Hunter was okay with it and we decided to use the external wiki for organizing thoughts prior to putting material in the Course wiki. Doug added structured headings and links in the external wiki which arose from the prior evening discussion. It looks pretty good with headings for areas of concern and links to topics of interest being developed by team members with different strengths.

Doug added headings such as Browser tune-up and Wiki behaviour links and pages under the Getting Started heading in the Course wiki. Doug considered and added links in all pages to get back to the Help: Contents page. Doug went into the external wiki where work was taking place adding headings and potential links for new pages. Doug went into the Help: Contents page of the Course wiki and placed a banner in all linked pages for the sake of consistency. Doug visited [|MediaWiki] for code information and did work in the Search Option and Formatting text pages.

Doug used the Random link in the Navigation bar to look at pages such as Danika's Home page and teaching website. He went in the Theorist page and added Howard Gardner as a link. Someone had already created that page and it linked up so that worked out well. Doug later checked his email and Kevin and Abdul had responded that they were making changes and adding content on the external wiki and in the Course wiki. It looks better than the empty space and we have some pretty decent pages for anyone needing information while in the wiki.

Doug went to the Garbage page from the EDER679.14 Course Wiki (2011) which was originally created as an example by Dr. Hunter. Doug altered the text in the page so it became a test page where participants could try experimenting before putting material in a working page. He changed the subtitle to Testing and Comments and added a subtitle called Programming Changes Needed. This can operate as a comment page for suggestions such as the need for a back button and forward button on any screen, and an alter page name option without creating floating redirected pages.

Doug made changes to the Issues with Wiki page, added information to the Random Page option page, added reasons for using a wiki on the Reasons page, added behaviours to the Wiki Behaviour page and added reasons to start on the Starting a Wiki page. Doug then edited the Add an Image page and made cosmetic changes to a number of Help pages by adding edit headers. Doug updated his Home page with edit headers and content on learning management systems. He altered the Wiki behaviour page by changing names of edit headers. He edited the Stampede page to include the course name and timelines for the spring of 2011.

Doug edited the Wiki Basics page, and adjusted the return to Help: Contents link on numerous help pages. Doug discovered that the html code in a wiki doesn't always respond exactly the way one assumes it will and previewed a number of Random pages to determine if there was anything that we might have missed in order to improve the Help pages. Doug determined it is getting notably easier to work in the Course wiki and is getting more comfortable with the WikiMedia code.

Doug edited three Help pages to match the purpose of the pages including the Reasons for Starting a Wiki, Issues with Wikis, and Benefits of a Wiki. Doug located a wiki from the University of Saskatchewan (2011) which required an account before making changes to the pages. He could leave comments at the bottom of a page but not alter the pages. This might be something that could be considered for the Course wiki. Doug edited the size of the graphics in the Search option and Random page option pages. It is amazing how quickly one can forget code if not in it regularly and how the Add an External Link page was helpful for code details.

Doug placed an edit section called Reference in the Search Option page. He had to adjust the code as it wouldn't show up where expected. He took the table code from another page to make the change so it is now working. Doug set up a Create a Home page in the Help: Contents page under the Create pages in a wiki section. He inserted points of information to assist a newbie when in need of a template to create their own Home page. He checked the external wiki and discovered Abdul had figured out and written up how to change a page name. Abdul had copied it to the Course wiki, but the old page remains in limbo with a redirect.

Doug set up a Test Section link in the Help: Contents and moved the Garbage page to a new link and name called Comment in a Test Page. It was misspelled and came up red which meant no connection to a page. He altered the page name (after checking it again) and this time it connected properly. The banner and return link had been added as well. Doug set up forward links to the next page in the Help: Contents section, for each page, so one can move forward to the next page in the menu and back from each one to the Help: Contents page.

Doug checked all pages for forward and back links. Doug then edited spelling in the Bloom's Taxonomy, Theory page. He discovered something interesting while using the Random page link as he saw an orphaned Links page that was no longer in the Help: Contents list. He recreated the Links page link in the menu. This was disconcerting as it appears pages can be orphaned easily. He altered the forward link and set up a back link but saw altered link positions for two pages in the Help: Contents page resulting in a necessitated repair to the pages. He placed a note in the Help: Contents content page asking people to check and adjust code in pages if they move links.

Doug altered a Donald Schon page to provide edit header options (i.e. References). He went to the Theorist page and clicked on a Donald Schon link. A different Donald Schon page appeared with extensive detail. A duplication notice was set up on the recent Donald Schon page. Doug edited the Deductive Reasoning Theory page to provide edit header options for future work. He edited the Tables page by setting up edit option headers.

Doug edited the Help: Contents page moving the NOTE comment to the discussion tab. He edited the Donald Schon duplicate page and copied that information to the Discussion area. The intent is to have discussions about the stated issues. This change occurred due to new information presented by Jeannette Elsie Jackson (2011) in the Discussion Forum (Bill's Office) about the discussion tab on any given Course wiki page. It occurred to him that this may be a helpful page for the Help: Contents page. Doug set up a page called The Discussion Tab and edited it to fit the structure of the Help: Contents page.

Doug read this paper, and was inspired by Kevin’s earlier comments on the Inquiry and ICT (2011) external wiki Accuracy of Information section where he discussed irregularities in the Course wiki about use of different References such as APA versus Chicago style. Doug created a Proper Reference link and page for the Help: Contents section of the Course wiki.


 * Abdul’s contribution to the wiki**

Abdul started by creating his own information page inside the Stampede page on the Course wiki and spent quite a bit of time navigating the course wiki environment. He explored functions such as how to add a new page, the specific tags required to create a bullet list, and how to add an image to a wiki page.

Abdul then edited Piaget’s Developmental Theory page. He indicated the influence on development section was created to share the different stages that are at play, according to Piaget, as we develop from birth to maturity. Future students of Inquiry and ICT are more than welcome to contribute and revise the brief descriptions below. Piaget affirmed that our thinking processes change radically, though slowly, from birth to maturity because we constantly strive to make sense of the world using biological maturation. This is the unfolding of the biological changes that are genetically programmed in each human being at conception. Piaget mentioned activity, which is the development of abilities to act on the environment and learning from them during the process of maturing physically. Social experiences are the learning that occurs from interacting with people during development (Wollfollk et al., 2000).

Abdul embedded YouTube videos under the Four Stage Model section. He indicated that the videos provide viewers with a visual perspective of what to look for in each stage. Abdul edited the blogs page and added a Blogs in Plain English video under the Description section. The text description was well done while, the video did a great job explaining what blogs are and the reason for creating one. Abdul included examples of how blogs are been utilized by classroom teachers in the Classroom Applications section. Abdul added Kathy Cassidy's blog link. Kathy is a 3rd grade teacher who talks about how her students have a global audience (This example is of how teachers can start to use blogs to allow their students to interact with the greater community). Abdul, in addition to classroom application examples, has also added the different types of blog programs available on the web.
 * Edublogs - specifically created for teachers and students
 * Blogsome - fast, easy and free to publish on the internet.
 * WordPress - free, easy to use blogging platform.
 * Tumblr - easy to use and has RSS feeds for quick updates.
 * Moveabletype

Abdul read, and replied to the email exchange between him, Doug, and Kevin on how to go about on the sections we were planning to develop on the course wiki. Discussions on the format of the Help: Contents have been happening in the external wiki. Abdul added Alfie Kohn under the 'Theorists' section of the Course wiki. This entry was created to introduce Alfie Kohn and share the contributions he has made to the field of education and his views on what schools should be about. Abdul included Alfie Kohn since he is an American author and lecturer who has extensively written about human behaviour, parenting, and education. Kohn is a leading force and a candid critic of the American educational system. Abdul has also posted "There is a time to admire the grace and persuasive power of an influential idea, and there is a time to fear its hold over us. The time to worry is when the idea is so widely shared that we no longer even notice it, when it is so deeply rooted that it feels to us like plain common sense. At that point, when objections are not answered anymore because they are no longer raised, we are not in control: we do not have the idea; it has us” (Kohn, 1999, p. 3).

Abdul included under the biography section that Alfie Kohn was born October 15, 1957 in Miami Beach, Florida. He is a former teacher that has a B.A. from Brown University and an M.A. in Social Sciences from the University of Chicago. Abdul created a separate section of Kohn’s belief that a school’s main job is to produce students who have critical thinking skills. The schools should place more emphasis on the growth of the individual student and not solely on academics. According to Kohn (1993) schools should be a place where students can question, instead of just going along with the status quo. It is a place where teaching and learning matter most rather than sorting and selecting students. Kohn (1993) suggests that schools should eliminate extrinsic forms of motivation and they should move toward a model of education that is based on a community of learners.

Abdul created some of the links for our potential pages (inside the Help: Contents page) that our group has agreed to on the external wiki. Abdul worked on Creating a new page section. This section was developed to aide current students and anybody else who will be using the course wiki, in the future, to create a new page. Step by step instructions along with screen shots were used to assist wiki participants to create a new page. Abdul edited the Format a page link which was later modified to Formatting a text link. He continued working on the Formatting text page as this page includes several of the common formatting notations. The page displays a symbol of each notation as well as what the final product will look like.

Abdul edited the Add an Image page. This page displays step-by-step instruction along with screen shots on how to upload an image file in to the course wiki pages. Abdul edited the Reasons for Starting a Wiki page to add concepts including the playing of different roles when people start using wikis. The roles can include that of a reader and/or of a writer. A person can start their own wiki which allows them to communicate with people across geographical barriers. Abdul created the Adding an Interwiki link page in order to provide step-by-step direction on how to insert an Interwiki link inside a wiki page. Interwiki links are very useful in creating a link to other wiki projects. Abdul developed the Adding an External link page. This page explained the steps for inserting an external link to another web page or wiki page on the internet. Abdul created the Add Tables page in order to show the different HTML tags used to create a table within a wiki. The page highlights the common attributes that are used inside table tags. Abdul edited the List of works by Alfie Kohn section and posted links to Alfie Kohn's books, audio, video selections, as well as a list of spotlight articles written by Kohn. Abdul added the Rename a page section so that Inquiry-ICT students can rename or move a page within a wiki. Abdul edited Reasons for starting a wiki page and posted information on how using a wiki can help you keep information up to date and accurate. He has added details on the Comments section for extending the edit toolbar for both IE and Firefox browsers which will be beneficial for insert functions such as tables.

**Conclusion** The development of new wiki pages in an unfamiliar environment requires some effort but the learning curve is not necessarily steep unless one hasn't worked in a wiki of any kind. In this case, two of the three members of the team have some background in wikis and this has been useful for the Help: Content information pages. The third member was able to get up to speed quite quickly. We found it helpful to have the Help pages set up so new participants can check there for information versus having to re-create the wheel.

The Help: Contents information pages and the contributions that our team made are just the start for this on-going collaborative process. We expect the next batch of graduate students to add to, update this section with new ideas and concepts as technology improves, critique our section, and change it to something a little more user friendly. Although we only had a six week time frame for completing our project, our team is happy with the beginning of the help section. We are confident that others will not only find it useful for their understanding of wiki contributions and their knowledge of what a wiki can do for group collaboration on-line.

The group’s external Wikiography – Good Copy link has the same material as this paper but limited in formatting due to wiki restrictions. The rough recording of the working and thought process of the group members for the Course wiki can be located at the external Wikiography – Work Copy link.

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