'If It Is Not in Wikipedia, Blame Yourself:' Edit-a-thons as Vehicles for Computer Supported Collaborative Learning in Higher Education

Autor/in	Di Lauro, Frances
Titel	'If It Is Not in Wikipedia, Blame Yourself:' Edit-a-thons as Vehicles for Computer Supported Collaborative Learning in Higher Education
Quelle	In: Studies in Higher Education, 45 (2020) 5, S.1003-1014 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Di Lauro, Frances)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1750191
Schlagwörter	Cooperative Learning; Collaborative Writing; Gender Differences; Web Sites; Editing; Teaching Methods; Summative Evaluation; Encyclopedias; Academic Language; Females; Higher Education; Medical Research; Epistemology; Schemata (Cognition); Sex Fairness + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Geschlechterkonflikt; Web-Design; Redaktion; Textbearbeitung; Teaching method; Lehrmethode; Unterrichtsmethode; Encyclopedia; Enzyklopädie; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Erkenntnistheorie; Cognition; Schema; Kognition; Sexualaufklärung
Abstract	This paper brings to light the notable contributions of Wikipedian Adrianne Wadewitz (1977-2014) who enlisted her peers and students to help reduce the gender imbalance by participating in mass collaborative initiatives like edit-a-thons to increase the stock of knowledge about and of interest to women. Such projects, and the edit-a-thons that continue to be convened in Wadewitz's honour, help to reconcile the imbalance and simultaneously present pedagogical opportunities. Drawing upon scholarly literature, this paper also illustrates how Wikipedia editing supports and reinforces the principles of both academic and public writing and represents an open and sustainable platform for formative and summative assessment. Moreover, the paper emphasises the superiority of digital informative texts created by mass-collaboration and participation over those compiled by individuals or through small group collaboration, both of which delimit the homogeneity of networked knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01