Wikiography+-+Work+Copy

Hi guys, this looks great, I will start to post what I have contributed to the course wiki thus far. Thanks Kevin.

**June 16** **Hey Kevin, I have written up paragraphs for the abstract, intro, plagiarism, and partial conclusion. If you need/want to modify them feel free. The reference section looks pretty good. If you think my two entries, using my name, are a little much feel free to take them out.**

**Appreciate your offer to do a first draft of the paragraphs.** **Doug**

=Wikiography = > ** Paragraph Style ** > 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 wiki. The three members have worked on 31 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. > > > > ** Paragraph Style: ** > The U of C EDER679.14 Sprig 2011 course has an external Course wiki in which the students were asked to contribute. 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 chose to work in the Help: Contents area as we all have some experience in creating technology help pages for inexperienced people. We planned to create a number of assistance pages with separate headings for common concerns. The group will also be working in the Course wiki with the intent to keep the pages as consistent as possible. > >>
 * Abstract**
 * Introduction**
 * The U of C EDER679.14 Sprig 2011 course has an external Course wiki in which the students were asked to contribute. 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 chose to work in the Help: Contents area as we all have some experience in creating technology help pages for inexperienced people.
 * We planned to create a number of assistance pages with separate headings for common concerns.
 * The group will also be working in the Course wiki with the intent to keep the pages as consistent as possible.
 * Body**
 * **Collaboration facts working in our group:**
 * During the Elluminate session on Tues., May 24th, Abdul, Doug, Kevin, Heather, and Jeanette stuck around to ask questions about the wiki assignment. Kevin emailed the other four, and Doug, Abdul, and Kevin decided to team up, to collaborate on a new section together.
 * During the Elluminate sessio non Tues., May 24th, our team bounced questions off Dr. Bill Hunter, and asked if a section on the benefits and threats of wikis, included in a "help" or "how to" section would be beneficial to the ongoing wiki collaboration.
 * Abdul, Doug, and Kevin brainstormed via email about what the wiki was missing, and how we could contribute to it based on our own personal education, experience, and knowledge.
 * Doug created an external wiki, where we put our ideas together, and worked on making the material good enough to move over to the class wiki.
 * On May 26, Abdul, Doug, and Kevin stuck around after the Elluminate session, and asked Dr. Bill Hunter to allow us to communicate in a breakout room, and plan this weekends Skype meeting and some of the menu planning for the class wiki.
 * Abdul, Doug, and Kevin met on May 29th via Skype for about an hour and a half, just to clarify what out main page link of "Help" on the left hand side should include, the sub-menus to use, speak about consistency, and to break-up work for the three members.
 * **"Collaborate" references from the textbook:**
 * Page 220: "the internet is increasingly being used as a forum for students to give feedback to each other"
 * Our group was using the external wiki to put up menus and topics that should be brought into our menu, and we gave feedback on what worked, and what did not work within the menu.


 * Page 220: "An added advantage of networked technologies for communication is that they help make thinking visible."
 * 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, and it made our ideas visible to each other.


 * Page 221: "Teachers can browse the database to review both their students' emerging understanding of key concepts and their interaction skills."
 * Dr. Bill Hunter will use the wiki posting history mixed with our wikiographies to determine our marks for participation and this assignment.


 * Page 224: "Bringing students and teachers in contact with the broader community can enhance their learning."
 * In this wiki, we're working with other classes to build a wiki that not only we are contributing to, but also learning from past wikiographers.
 * **Originality/Creativity**
 * Our group found that the wiki site was lacking a help menu. We decided to include both "how to" instructions, and also "why" facts about wikis. So if a user wants informal procedural notes for how to insert a picture (for example) they will find it in the help section, however a user can also find information about wiki etiquitte or a description for what a wiki is (for beginners). The help section also gives the user great recomendations for where to start, places like wikispaces, or wikidot, and helps the user invite/attract members.
 * Our group feels that our menu structure in the help section is very unique, and our menus them

>> > ** Paragaph Style ** > > The three people in this group have been through a number of university courses and are aware of the need for quoting directly or referencing an author or work when considering the use of content. An author's text may be included in the process of writing content as part of the work and if specific works are used there needs to be a reference. If one is quoting from a work, it needs to be referenced by page with quotation marks. All of the work that is 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. >
 * **Accuracy of Information**
 * ** The three people in this group have been through a number of university courses and are aware of the need for quoting directly or referencing an author or work when considering the use of content. An author's text may be included in the process of writing content as part of the work and if specific works are used there needs to be a reference. If one is quoting from a work, it needs to be referenced by page with quotation marks. All of the work that is presented by the group in the Course wiki has been looked at to make sure that there is no plagiarism.
 * We wish to attribute any author's content as accurately as possible.
 * Kevin has a concern about the use of multiple styles in the Course wiki when participants set up pages. there doesn't appear to be a standard as the contributing person could use APA, Chicago, or a number of other styles. It might be handy to set up a help page for maintenance of one style in the Course wiki.
 * **What each of us worked on**
 * **Kevin**
 * Kevin started with creating his own information page in the authors section
 * Kevin created a rough outline for the wikiography
 * Kevin tracked what our team collaborated on, how, and when
 * Kevin worked on the following sections:
 * Purpose of wikis section (really, just a place for someone to learn about wikis in general)
 * Explanation of a wiki (a place where a user can get a brief rundown or description of what a wiki is) - This section was created by Kevin, and expects future users to contribute and revise the brief description. Kevin included an appropriate internal link that explains the history of wikis, and explains connections to constructivist theory.
 * Benefit of a wiki (this section is focused on educational benefits of wiki, really for collaborating on-line, and posting uncensored material that doesn't have underlining media or marketing thought).
 * Issues with wikis (this section is intended to show some issues that may occur when creating your wiki, and issues with wikis as a whole, like they are not censored or people can change what you've posted, etc).
 * Reasons for starting a wiki (really, wondering why you should start your wiki? Here's a great place for info).
 * Wikileaks facts (wikileaks really emcompasses what a wiki stands for, allowing anyone to post anything, and allowing uncensored collaboration).
 * Starting a new wiki (for users that want to start a unique wiki about a new topic, or new group collaboration).
 * Where to begin - this section gives useful external links and summaries/descriptions of (usually free) options are available on-line. Also, it explains what information you need to brainstorm for your wiki. Kevin added an internal link back to the 'Explanation of a wiki' page for people who are looking for more information about what a wiki is.
 * Creating a template (this section explains why it's important to have a template for your wiki, just to keep things consitent.) Kevin also included an internal link to an example of a template within the wiki.
 * Inviting members (this section explains why and how to collect more members to collaborate into your wiki, really, the more people at a party the better!). Kevin included a useful link for Wikidot, which has a great explanation for how to invite people to your wiki via email.
 * Creating log-ins (this section looks at why you would want to create a private wiki, or make some sections only update-able by members). This section also talks about the dangers of having non-private wikis on-line for children, and an important external link talking about what has happened in the past, and what is occuring today on-line as a warning to teachers and parents. Kevin has also set up an internal link to the Where to Begin section that talks about private wikis.
 * Moderate a wiki (some tips and suggestions for moderating a wiki yourself)
 * Deleting access to members (this section explains why you sometimes you would have to delete members from your wiki).
 * Keeping the content clean (you really don't want to offend anyone, this section explains why (and how) you'd want to keep the content professional)
 * Advocating copyright laws (this section explains what creative commons is, and how to properly give people the proper attribution for their work that you are either adding, or even manipulating on your wiki post). Kevin included an external link to more information for Creative Commons if a visitor wants to read more.
 * Avoiding web vandalism (this section really 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.

>> May 17, 2011 >> May 19, 2011 >> May 24, 2011 >> May 25, 2011 >> May 26, 2011 (this was a long day of discussions and work on the Course wiki) >> May 27, 2011 >> May 30, 2011 >> May 31, 2011 >> June 06, 2011 >> June 07, 2011 >> June 08, 2011 >> June 09, 2011 >> June 12, 2011 >> June 13, 2011 >> June 14, 2011 >> June 15, 2011 >> June 16, 2011 >>> >>> >>
 * **Doug**
 * Doug created an account and went into the wiki using that account name. He spent a period of time going through the Course Wiki to see how it operated and what kind of pages had previously been created. The Course Wiki operates differently from a couple of other wikis in which he had created content. This Course wiki doesn't have the more extensive html editor with a number of options. There is more coding needed to prepare a page.
 * Doug checked with Dr. Hunter as to changing the accounts and that evening went into the wiki and created another account using his first name last name. Doug spent a bit of time in the Navigation section using the Community portal, the Recent events link, and the Random page option to see a sampling of what other people have done.
 * Doug went into his email and discovered we now had a Stampede group in the Course wiki.
 * Doug went on the Stampede page and clicked on his name and edited the resulting page in terms of putting in a picture and background detail.
 * Doug checked theorist pages and did some minor edits on the Piaget Development Theory Page.
 * Doug made minor edits to the Enactivism page in the use of sentence structure.
 * Doug created a theorist page on Andrew S. Gibbons and added content. He attempted to set up an image in the page but it didn't operate as he expected with a click on the editor image icon as there was an embed button instead which pops up code. He then had to decipher the code to determine how it worked to bring an image into the wiki. It was no problem uploading an image into the wiki but placing it on a page was a different process which he discovered didn't function as he had assumed they would. However, he didn't have permission to use the photo so it hasn't been placed in the Course Wiki.
 * The icons operate differently from other html editors and he expected to have the editor operate much more like Dreamweaver than what he encountered.
 * Later in the day, Doug checked with Dr. Bill in the Elluminate session and Abdul had checked it out so gave the code functions from another page. It now works.
 * Doug asked about Templates and Dr. Bill suggested doing a copy and paste from the template to a word document, work in the word document, and then paste that detail into the Course wiki page.
 * Kevin had sent around an email to a number of people indicating that he and Abdul were thinking about starting a group to work in the Help area that had little in it. Doug responded indicating that he was interested. We concluded via email to start up a group of three. Kevin thought Jeannette and Heather were starting a group and we entertained the idea of collaborating with their group as well.
 * Doug set up an outside wiki on Wikispaces called Inguiry and ICT and invited Abdul and Kevin to the wiki. Here we could try out different approaches and pick up the best presentable and most efficient way to put content into the Course wiki.
 * The three of us had been communicating via email and we were considering the best approach to do the work in the Course wiki. Abdul suggested some 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 Doug is not adverse to using short videos to accomplish the same result and advised the other two of his thoughts.
 * Later in the day, Doug attempted to add the Theorist name, Andrew S. Gibbons to the Theorist page but it wouldn't link but rather started a new page. Doug then altered the new page so it had the same information as the original and was able to delete content from the original page but couldn't make any other modifications. He found this editor somewhat difficult to work in as he had had better luck with other wikis and the extent of detail that can be changed. He figured he was more familiar with Dreamweaver and its ability to use copied text from an html page which he can alter using the split screen so he can see the code as well as what it looks like in a page. Doug found that handy as sometimes you need to get into the code to make changes as it doesn't always work the way you want or expect it to in the Design area. Doug had the feeling that some folks, who aren't familiar with code, might find it a rather frustrating place to work.
 * Doug messed up on the original Gibbons page as he had used the term and had misspelled his name so it wasn't a huge issue to change the new page from the Theorist page. He sent Dr. Bill an email indicating that one of the pages wasn't accurate but couldn't delete it and could Dr. Bill or a server admin remove it. A search every time via the Search option or going to content pages for Theorists or Theories, might be made easier if there was an option to set up Favourites for commonly used pages.
 * He managed to set up an external link in his Home page and it works pretty slick.
 * Doug received a response from Dr. Bill's email indicating extreme difficulty in removing pages so Dr. Bill suggested going in to suggest a page created in error. Doug had removed the content on the previous day and left a comment indicating the page had been created in error. He figured out that you could do a redirect on the page to the new page.
 * Doug received an email from Abdul indicating he was okay with using graphics and text. Kevin was also okay with the process. Emails continued throughout the day and Doug suggested that the Help link in Navigation area had no information on the editable page. Kevin advised that there was a wiki information section at the bottom of the Main page. A check in it indicated that it was 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 the person wasn't familiar with wikis. The links could be set up on the editing Help 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 we come up with other link options in the External wiki for pages with which we had some familiarity.
 * Doug had asked in an email about the kind of material (in addition to that in the page) we might want to use in setting up pages. This included how they should look, how many pages were we going to consider, how much material do we think we can add in the time frame of the course, Doug suggested we get together via Skype to make sure what parameters we wanted to set up
 * Doug had placed a Getting Started heading and under it I placed a Login to wiki link on the Help: Contents page of the Course wiki The Login page now has some content and he wanted the other two to comment on it. It shows up as a bullet with a link: Login to wiki. You reach the Editable Login to Wiki page in which Doug used Jing to capture images and added text with the images to explain the login process for someone totally unfamiliar with this wiki. Doug had to make at least one assumption and that was the person was on the site without account access. He figured this page could be used as a template for other pages in an effort to maintain consistency.
 * Doug took a copy of the code and may want to run it through Dreamweaver as it appears to not be amenable to certain types of alterations in the Course wiki.
 * The three of us had a discussion at the start of the Elluminate session about getting an okay from Dr. Bill about meeting afterward. He was okay with it and we initially thought we would use the external wiki for just organizing our thoughts prior to putting material into the Course wiki. Jeannette was still in the session and she left as we started talking. I may have offended her and also might have missed the opportunity to have her collaborate with us in this process.
 * Doug had sent off an email to Jeannette early this morning just to let her know that we weren't trying to exclude her from the process.
 * Doug went into the external wiki and added some structure which was from our discussion the prior evening. It should look pretty good as there are headings for areas of concern and links to topics of interest.
 * Each of the three people in this group have different strengths so we should end up with a fairly well rounded product. We may want to do more than is feasible given the time constraints.
 * Doug went into the Course wiki and added a couple of headings such as Browser tune-up and Wiki behaviour under the Getting Started heading.
 * Doug sent out an additional invite to the external wiki
 * Doug went back into the Course wiki and while looking at it tried to figure how one could get back to the main page. He then added a live link to each of the existing pages in the Course wiki. At this point, there were other links appearing on the Contents page.
 * This afternoon, Doug had gone into the external wiki and the other guys have been at work placing headings and potential links for new pages.
 * Doug went back into the Course wiki and placed a banner in a number of the linked pages. He will be putting a banner in all of the linked pages for the sake of consistency.
 * Doug checked out MediaWiki for code information and did some work in the Search Option and the Foramtting text page s.
 * Doug went back into the Help: Contents pages and ensured that all of the new pages also had a banner and a return option.
 * Doug had an opportunity to use the Random link in the Navigation bar. He was able to check out Danika's Home page and the link to her teaching website.
 * Doug also went into the Theorist page and added Howard Gardner as a link to the list. Someone had already created that page and it linked up so that worked out well.
 * Doug later checked his email and both Kevin and Abdul had responded. He also noted that they were trying out new things on the external wiki and in the Course wiki, they were making changes and adding content. It certainly looks better than the original empty space. Doug thinks we are putting together some pretty decent pages for anyone who may need information right in the wiki.
 * Doug went into the page that was labeled Garbage and tested out a couple of things so this may become a test page for people to try new experiments before they put material in a working page. He had changed the subtitle to Testing and Comments. He has also added another subtitle called Programming Changes Needed and have placed the following suggestions: The wiki needs a back button on any screen, a forward button on any screen, and an option to alter page names without creating floating redirects.
 * Doug made changes to the Issues with Wiki page.
 * Doug added information to the Random Page link.
 * Doug added reasons for using a wiki on the Reasons page.
 * Doug added behaviours to the Wiki Behaviour page.
 * Doug added reasons for to the Starting a Wiki page.
 * Doug edited the setting up an Image page.
 * Doug made cosmetic changes to a number of Help pages by adding editable headers.
 * Doug updated his Home page with editable headers.
 * Doug altered the Wiki behaviour page by changing headings of editable areas.
 * Doug altered his Home page to include work on learning management systems.
 * Doug set up Edit ableoptions on his Home page.
 * Doug edited the Stampede page to include the course name and timelines for the spring of 2011.
 * Doug edited the Wiki Basics page.
 * Doug 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.
 * Doug 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 advises that 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 Regina and was required to have an account before being able to change any of the pages. He could leave comments at the bottom of a page but not alter the pages.
 * Doug edited the size of the graphics in the Search option and Random page option pages.
 * Doug indicates that it is interesting how quickly one can forget code if you aren't working with it all the time. It was handy that the Add an External Link page was up and running.
 * Doug adjusted the Help pages, specifically The Search Option page and set up a Reference section but needed to adjust the code as it wouldn't show up where it was expected. He had to adjust the code as it was from another page that had a table in it and thus the placement was altered. He made the necessary changes and 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 and set up points to help a newbee easily use the page and use it as a template (if s/he wished) to create their own Home page.
 * Checked the external wiki and discovered that Abdul had written up how he had figured out (in the Course wiki) how to change a page name. Unfortunately, it still leaves the old page in limbo with a redirect.
 * Doug set up a Test Section in the Help: Contents page and then went to the Garbage page and moved the page to the name Comment in a Test Page. He then went into the Help: Contents page and changed the link in the Test Section but it wasn't exactly the same name as the moved/changed page and the new page came up in red which meant that it had nothing in it. He went back into the Test Section area and altered the page name (after checking it again) and this time it connected up properly. The banner and return link have been added as well.
 * Doug set up a forward link to the next page, for each page in the Help: Contents section so people don't have to go back to the Contents page and then forward again.
 * Doug edited the new Linking Page to Horizontal Menu page and altered the forward option to reflect the next page in the series. He also altered the prior page so it will now go to the Linking Page versus the next page on the list.
 * Doug edited the Theory page, Bloom's Taxonomy.
 * Doug discovered something interesting today. He was clicking on the Random page link and came across a Links page that was no longer in the Help: Contents list. He had not thought about it as there are numerous other pages there. He had some concern as it appears that pages can be 'orphaned' quite easily.
 * Doug edited the Help inventory page and linked up the page to the Help: Contents page. He then looked at the forward links at the bottom of each of the page before and after the Links page (as he had set up connecting links). Someone had moved the position of the above two pages so the pages had to have the links adjusted in each of them. He will be putting up a note in the Help: Contents content page asking people to check the links and amend them if the pages are being moved around. The note also asks editors to not delete page links without a good reason.
 * Doug edited the Donald Schon theorist page to provide edit options such as References. He then went into the Theorist page and found a Donald Schon link; however, when he clicked on it a different Donald Schon page came up with an extensive amount of detail on it. A duplication notice has been set up on the most recent Donald Schon page.
 * Doug edited the Deductive Reasoning Theory page to proved editable options for future work on this page.
 * Doug edited the Tablet page to move an extra link to the bottom of the page which goes to a blank link page. He also set up an editable option at the beginning and set up specified names on two links.
 * Doug edited the Help: Contents page to move the request: NOTE: not to alter pages without checking to which other pages they were connected and then linking them up appropriately or not deleting a page without due cause.
 * Doug edited the Donald Schon duplicate page and copied that information to the Discussion area as a means to get people discussing this type of issue and making sure there wasn't already an existing page before creating a new one on the Course wiki.
 * Doug did this on the basis of new information which was presented by Jeannette Elsie Jackson in the Discussion Forum (Bill's Office) about the discussion tab on any given Course Wiki page. Doug was in the process of copying content and suggesting a discussion process on why you would check to make sure you weren't duplicating a page when it occurred to him that this may be a helpful page for the Help: Contents page.
 * Doug proceeded to set up a page called The Discussion Tab and edit it so it would fit into the structure of the Help: Contents page.
 * Doug went into the Course wiki and updated the links on the 32 Help: Content pages so a viewer could go through the list by going back or forward. When he finished the work, he realized that he had done it without logging in and thus all that showed up in the recent activity page was the IP: 142.110.227.99

Note: Hi guys, I will start off with the other wiki contributions that I have made prior to starting our group work. Followed by my contributions to our group project.
 * **Abdul**


 * May 15, 2011
 * Abdul created his own information page inside the Stampede page on the course wiki.
 * Abdul spent quite a bit of time navigating the course wiki environment and exploring functions such as how to add a new page, the specific tags required to create a bullet list, how to add an image to a wiki page.
 * May 20, 2011
 * Abdul edited Piaget’s Developmental Theory page.
 * Abdul indicates that 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 welcomed 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, which 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 is the learning that occurs from interacting with people during development (Wollfollk et al., 2000).
 * May 21, 24, 2011
 * Abdul embedded the following youtube videos under the four stage model section. Abdul indicated that the videos provide viewers with a visual perspective of what to look for in each stage.
 * Abdul added the video link, sensorimotor: object permeance video - []
 * Abdul added the video link, pre-operational stage video - []
 * Abdul added the video link, concrete operational video - http://tinyurl.com/5s4vauz
 * Abdul added the video link, formal operational video - [|http://tinyurl.com/6a82j]
 * May 23, 25, 2011
 * Abdul edited the blogs page and added ‘Blogs in Plain English’ video under the description section. The text description was well done, the video does a great job of explaining what blogs are and the reason for creating one.
 * Abdul included the following examples of how blogs are been utilized by classroom teachers, these entries were added under the 'Classroom Applications':
 * Abdul created the link, Applied Math blog - []
 * Abdul created the link, Dan Meyer’s Math blog - []
 * Abdul created the link, Let’s Play Math! - []
 * Abdul added Kathy Cassidy's blog link. Kathy is a 3rd grade teacher who talks about how her students have a global audience (This is an example 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]
 * May 26, 2011
 * 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 begun using 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. His views on what schools should be about.
 * Abdul included, Alfie Kohn is an American author and lecturer who has extensively writing about human behaviour, parenting and education. He 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. " - Alfie 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, an M.A. in social sciences from the University of Chicago.
 * Abdul created a separate section of what Alfie Kohn believed that school should be about. He believed that schools main job is to produce students that have critical thinking skills. That schools should put 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. A place where teaching and learning matters most rather than sorting and selecting students. Kohn (1993) suggests that schools should eliminate extrinsic forms of motivation, and that they should move toward a model of education that is based on a community of learners.
 * May 27, 2011
 * Abdul created some of the links for our potential pages (inside the Help:Contents) that our group has agreed to on the external wiki.
 * May 28, 2011
 * Abdul worked on Creating a new page section. This section was developed to aide current students, and anybody else that will be using the course wiki in the future on how to create a new page. Step by step instructions along with the screen shots were used to assist users in creating a new page.
 * Abdul edited the Format a page link, which was later modified to Formatting a text link.
 * May 29, 2011
 * Abdul continued with working on the Formatting text page. 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.
 * May 31-June 1, 2011
 * Abdul edited the Add an Image page. This page displays a step-by-step instructions along with the screen shots of how to upload an image file in to the course wiki pages.
 * June 7, 2011
 * Abdul edited the Reasons for Starting a Wiki page in order to add that when people start using wikis they play different roles, they can play the role of the reader or the role of the writer. Starting your own wiki allows you to communicate with people across geographical barriers.
 * June 9, 2011
 * Abdul created the Adding an Interwiki link page in order to provide a step-by-step directions on how to insert an interwiki link inside a wiki page. Interwiki links are very useful in creating a link to other wiki projects.
 * June 10, 11, 2011
 * Abdul developed theAdding an External link page. This page explains the steps of inserting an external link to another web page on the internet in to a wiki page.
 * 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 and video selections as well as list of spotlight articles written by Kohn.
 * June 12, 2011
 * Abdul added the Rename a page section so that Inquiry-ICT students can rename or move a page within a wiki.
 * June 13, 2011
 * Abdul edited Reasons for starting a wiki page and posted that using a wiki can help you keep information up to date and accurate. Abdul has added on the Comments section, that extending the edit toolbar for both IE and Firefox browsers will be beneficial for insert functions such as tables.

> ** Paragraph Style ** > 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, the three members of the team have some background in wikis and this has been useful for the Help: Content information pages. 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. (This is unfinished). >
 * 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.
 * It is helpful to have the Help pages set up so new participants can check there for information versus having to re-create the wheel.


 * References**

> > Bransford, J., Brown, A., Cocking, R., (2000). How People Learn; Brain, Mind, Experience, and School. //Committee on Developments in the Science of Learning// Retrieved from: http://www.nap.edu/openbook.php?record_id=9853&page=R1 (This one can be used as it is a reference). > > > > > >
 * 1) amplify (2011). //Web 2.0 and social media in education 2.0//. Retrieved from []
 * 2) Aune, S., (2008). //30+ solutions to start your own wiki//. Mashable.com//.// Retrieved from, []
 * 3) Boulos, M., Maramba, I., Wheeler, S., (2006). //Wikis, blogs and podcasts: a new generation of web-based tools for virtual collaborative clinical practice and educatio//n. BMC Medical Education, 6(41). Retrieved from, []
 * 4) CreativeCommons.org (2011). //FFAQ for Creative Commons for wikis.// Creative Commons. Retrieved from, []
 * 5) Educational Development Centre (2010). //Getting started with wikis//. Carleton University. Retrieved June 09, 2011 from, []
 * 6) EDER679.14 Course Wiki. (2011). //EDUC5001 - SEP10//. Faculty of Education, The University of Ontario Institute of Technology.[].
 * 7) Engh, D., (2011). //Building a homepage//. Inquiry and ICT, EDER679.14, Spring 2011.
 * 8)  Engh, D., (2011). //Create an account and login page on the course wiki//. EDER679.14 Spring 2011 Course Wiki, May 19, 2011
 * 9) Faculty of Education (2011). //Graphics//. Faculty of Education, University of Ontario Institute of Technology, Oshawa, ON.
 * 10) Gibbons, A. S., (2001). //Model-centered instruction//. Wikipedia. Retrieved June 14, 2011 from, []
 * 11) Grant, L. (2006). //Using Wikis in Schools: a Case Study//. United Kingdom: Futurelab. Retrieved from, http://rhazen.edublogs.org/files/2008/01/wikis_in_schools_futurelab.pdf.
 * 12) Hampton, R., (2009). //Multiple intelligences//. Retrieved from, [].
 * 13) Image Source (2011). //Graphics//. Flickr.com. Retrieved from, []
 * 14) Jackson, J. E., (2011). //''AHA, A discussion thread'//'. Bill's Virtual Office, Discussion Forum, EDER679.14 Spring 2011, June 14, 2011 at 6:04 PM.
 * 15) Jean Piaget. (2008). //Jean Piaget//. Wikipedia, The Free Encyclopedia. Retrieved May 20, 2011 from, []
 * 16) Kohn, A. (2011) //Theorist and Biography//. Retrieved from []
 * 17) Kohn, A. (1993). //Punished by Rewards.// (pp. 49-67). Houghton Mifflin. New York.
 * 18) Leuf, B., Cunningham, W., (2001). //The wiki way: Quick collaboration on the web//. Addison-Wesley Professional; 1 Edition.
 * 19) Levy, M., (2009). //Web 2.0 implications on knowledge management//. Journal of Knowledge Management, 13(1), (120-134). Retrieved from, []
 * 20) lib20 (2010). //resources-blogging//. Retrieved May 25, 2011 from, []
 * 21) MediaWiki (2011). //Help: links.// Retrieved June 14, 2011 from, http://www.mediawiki.org/wiki/Help:Links#How_to_avoid_auto-links
 * 22) New Parenting On-line (2010). //Protecting our children from cyber threats//. New Parenting Online, Preparing for the Transformation//.// Retrieved from, []
 * 23) noupe (2010) //Better ui design//. Retrieved from []
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 * 25) SEOdiva.net (2009). //Web site vandalism on the rise//. SEO Tips and Tricks – Online Marketing Strategy. Retrieved from: []
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Assignment matrix from course outline:
 * 1) __ Learning Theory Wikiography __ 30% Due: 21 June

There is a course Wiki at[]. The building of this Wiki is an ongoing collaborative project; students at UOIT did considerable groundwork on the wiki in the fall of 2010. Your assignment is to submit a brief personal wikiography that summarizes, explains and assesses your contributions to the course Wiki.

An __average__[1]____ contribution might consist of
 * two substantial contributions to entries about a learning theory (behaviorism, humanistic psychology, connectivism, etc.),
 * two original entries about a learning theorist or researcher or a technology, and
 * three additions, revisions or other major edits to entries made by others

The personal wikiography is meant to document your contributions to the course Wiki in terms of quantity and to make a case for the quality of your contributions. Indicators of quality include Your individual entries to the course Wiki will not be marked (only the wikiography will be marked); however, you may include links to course Wiki entries in the wikiography (and other links if they help to make your case).
 * clear comprehensible prose
 * accuracy of information
 * originality
 * inclusion of appropriate internal links
 * inclusion of useful external links
 * documentation of sources (and use of high quality sources, e.g., primary source material, refereed journal articles, and self-constructed illustrations that clarify concepts).

Please note that Wiki contributions are an ongoing responsibility. Part of the case for your contribution should include a review of the timeframe in which the contributions were made. Massive contributions in the last week, no matter how good, fail to show engagement in the social constructivist activity of building the course Wiki. The course Wiki is both a collective project and a kind of public scholarship. I intend to use this Wiki with future courses and I invite and encourage your continued participation in the community after course completion. Hopefully, you will meet some past students in the process of wiki-making.