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AbstractWeb 2.0 networks have provoked a revolution in the last years due to their capacity to modify human relationships, particularly in business contexts. Social capital, as a crucial intangible asset embedded in Web 2.0 networks, can be extremely helpful to build and optimize personal and organizational performance. The study analysed the influence of web 2 adoptions on the organisational performance of MTN Ghana with perceived ease of use playing a moderating role. The study adopted a quantitative approach and explanatory research design. Data were collected via structured questionnaires from 367 conveniently sampled customers from the 16.2 million active subscribers who had successfully linked their Sim cards with their Ghana cards as of June 30, 2022. The study obtained a valid data set of 272 with a response rate of 74.1% which was then processed via IBM SPSS (v.26) and SmartPLS3 software. The study found that web 2 adoption comprising wikis, blogs, social networking sites, and file sharing has a significant positive effect on MTN’s overall performance. It was concluded that perceived ease of use plays a significant moderating role in the link between web 2 adoption and MTN-Ghana performance. The study, therefore, recommended that policy makers including the management of MTN-Ghana should continue to adopt and invest in its web 2 technologies in order to attain higher performance levels and become more competitive.

As educational systems design and build new spaces aimed for learning in the digital age, small group configurations around large screens have become a highly popular spatial feature in classrooms and libraries. In this paper, we introduce the idea of intermediate indexing as occurring in the space between the knot of intertwined resources at the fine-grained level of interactions and the public knowledge building effort at the community level. Arguing that these intermediate processes occur in these configurations, we explored a classroom community that studied within a learning space designed to support knowledge building between individuals, small groups, and the community. In this paper, we report on our interaction analysis of a small group of students around a large screen as they negotiate a set of ideas that they want to make public to their community. The results of this study elucidate how collective monitoring of artifacts and documents, inclusive participation structures, and fluid turn-taking transitions in these configurations ultimately contribute to the knowledge building effort. [ABSTRACT FROM AUTHOR]

The program of information and communications technologies has been implemented in all the institutions belonging to the health sector in Cuba, because it favors the training through the teaching and learning environments in function of development and academic perspectives, by means of technological platforms to facilitate the exchange of information. In this work the necessity to increase the wiki use as educational tool in enhanced, that favors the collaborative learning as a process of knowledge creation through the web 2.0, where contents are not only published but also contributes to develop cooperation abilities in the training processes of public health. [ABSTRACT FROM AUTHOR]

This study investigated whether repetitions of a wiki-mediated collaborative writing task with the intervention of consciousness-raising could enhance learners' attention to past-counterfactual conditional in English and their explicit and implicit knowledge development. Sixty learners worked in pairs to complete the same essay-writing task four times within a 5-week time frame. One group received deductive consciousness-raising after the initial task performance (TR + DCR); a second group engaged in inductive consciousness-raising (TR + ICR); and a third group only repeated the task (TR, control condition). Explicit and implicit knowledge gains were measured via an untimed grammaticality judgment test (UGJT) and an oral production test (OPT), respectively. On the UGJT, the TR + ICR led to significant immediate and delayed knowledge gains, while the TR + DCR only resulted in immediate enhancement. The TR + ICR resulted in gains in OPT and had some advantage over the TR + DCR and TR. These findings contribute towards our understanding of the effectiveness of consciousness-raising as a focus on form intervention activity between repeated collaborative task performances with respect to explicit and implicit knowledge at relatively higher levels of second language acquisition. [ABSTRACT FROM AUTHOR]

An innovative series of dissections of the canine abdomen was created to facilitate social distancing in the dissection room following COVID‐19 restrictions imposed in the UK. In groups of six, first‐year veterinary students took turns dissecting selected parts of the canine abdomen while maintaining social distancing and documenting their work with video and photographs. Here, students learned about the canine abdominal anatomy by dissecting, recording the dissections of others in their group, and compiling the recorded material into a collaborative electronic media portfolio (Wiki). An online formative multiple‐choice test was created to test students' knowledge of the canine abdominal anatomy. The result analysis showed that although students achieved the learning outcomes only by studying the Wiki, they had better performance in the anatomical areas where they learned through the dissection (p < 0.05). Student performance was very similar in the areas in which they were present in the dissection room and participated in recording the dissection compared with the areas that they effectively dissected (p > 0.05). A qualitative thematic analysis was developed to understand students' opinions via their feedback on this dissection approach. Our results showed that student collaboration and the development of practical skills were the most valued aspects of this dissection teaching initiative. Moreover, these results show that developing a group Wiki has a positive impact on student achievement of learning objectives, with a practical hands‐on dissection being fundamental for the optimal learning of the canine abdominal anatomy. [ABSTRACT FROM AUTHOR]

The current study aimed to identify the effect of WIKI as a teaching tool on the development of critical thinking and the level of kata Empi performance among karate Youth. and that is through designing a wiki space using participatory web editors to identify their impact on developing the level of kata Empi performance and critical thinking among karate Youth. Sample from the youth of Al-Arish Sports Club under (16) years old, and it consisted of (20 youths) representing a percentage (87%) of the research community as the basic research sample, and they were divided into two groups, one of which was experimental and consisted of (10 youth). and a control group consisting of (10 youth), and the exploratory study was conducted on a sample of (6 youth) representing a percentage (23%), to conduct the scientific transactions for the tests under discussion, and the researcher excluded the players who mastered the performance of kata (Empi) and their number reached (4 youth). Statistical analyses showed that: Significant Difference between the experimental group and control group in cognitive achievement, critical thinking, and the level of skill performance of Kata Empi for post-tests to the experimental group. Under the conditions of our article, the researcher's conclusion that: the use of participatory web editors increases cognitive achievement; the method of explanation and presentation affects the level of skilful performance of kata Empi; the use of participatory web editors has a significant impact on improving the level of skill performance. [ABSTRACT FROM AUTHOR]

El programa de las tecnologías de la información y las comunicaciones se ha implementado en todas las instituciones pertenecientes al sector de la salud en Cuba, pues favorece la formación a través de los entornos de enseñanza y aprendizaje en función del desarrollo y las perspectivas académicas, mediante plataformas tecnológicas para facilitar el intercambio de información. En el presente artículo se destaca la necesidad de incrementar el uso de la wiki como herramienta educativa, que favorece el aprendizaje colaborativo como un proceso de creación de conocimiento a través de la web 2.0, donde no solo se publican contenidos sino que contribuye a desarrollar habilidades de cooperación en los procesos formativos de la salud pública.

Christopher Alexander was often characterized—and sometimes seemed to characterize himself—as “sui generis,” a radical and perhaps even eccentric thinker on architecture, technology, culture, and nature. That perception in turn has led many to dismiss Alexander’s work as too idiosyncratic to be operationalized in the pragmatic world of planning and building. Here we show, however, that Alexander’s core ideas have strong parallels in contemporary network science, mathematics, physics, and philosophy, and in the pragmatic world of technological design (including computer software). We highlight a remaining gap in translating Alexander’s work into practical tools and strategies for implementation—a gap that is tantalizingly near to being bridged.

Christopher Alexander, who died in March 2022, was undeniably one of the most influential, if sometimes controversial, urban thinkers of the last half-century. From Notes on the Synthesis of Form, his first book and Harvard PhD thesis, to the landmark “A City is Not a Tree,” to the classic best-sellers A Pattern Language and The Timeless Way of Building, to his more difficult and controversial magnum opus, The Nature of Order, Alexander has left a body of work whose breadth and depth is only now coming into view. Yet Alexander’s legacy is also the subject of intense debate and critique within the planning and design fields. This introduction provides an overview of the thematic issue of Urban Planning titled “Assessing the Complex Contributions of Christopher Alexander.” Its purpose is to provide greater clarity on where Alexander’s contribution is substantial, and where there are documented gaps and remaining challenges. Most importantly, the thematic issue aims to identify fruitful avenues for further research and development, taking forward some of the more promising but undeveloped insights of this seminal 20th-century thinker.

Procrastination is one of the issues affecting more than half of the student population and is known to impact them negatively. It is also one of the major reasons for failure and dropout. Therefore, several studies have been conducted in this domain to understand when and why students procrastinate. The existing studies use self-reported procrastination scales and/or digital traces of student interactions recorded in learning environments to identify procrastination behavior. The majority of the extant studies leverage individual tasks such as assignments submission, quizzes attempted, course materials assessed by a student, etc., to study such behavior. This paper uses group-based collaborative wiki activity to explore the procrastination behavior among the students. This study will help us explore student behavior in a group activity. The results would help us investigate if the student's behavior changes when it comes to a group activity. The results would be beneficial for instructors, practitioners, and educational researchers to know if group activity could be utilized to overcome procrastination behavior. [ABSTRACT FROM AUTHOR]

Christopher Alexander, who died in March 2022, was undeniably one of the most influential, if sometimes controversial, urban thinkers of the last half-century. From Notes on the Synthesis of Form, his first book and Harvard PhD thesis, to the landmark "A City is Not a Tree," to the classic best-sellers A Pattern Language and The Timeless Way of Building, to his more difficult and controversial magnum opus, The Nature of Order, Alexander has left a body of work whose breadth and depth is only now coming into view. Yet Alexander's legacy is also the subject of intense debate and critique within the planning and design fields. This introduction provides an overview of the thematic issue of Urban Planning titled "Assessing the Complex Contributions of Christopher Alexander." Its purpose is to provide greater clarity on where Alexander's contribution is substantial, and where there are documented gaps and remaining challenges. Most importantly, the thematic issue aims to identify fruitful avenues for further research and development, taking forward some of the more promising but undeveloped insights of this seminal 20th-century thinker. [ABSTRACT FROM AUTHOR]

Christopher Alexander was often characterized--and sometimes seemed to characterize himself--as "sui generis," a radical and perhaps even eccentric thinker on architecture, technology, culture, and nature. That perception in turn has led many to dismiss Alexander's work as too idiosyncratic to be operationalized in the pragmatic world of planning and building. Here we show, however, that Alexander's core ideas have strong parallels in contemporary network science, mathematics, physics, and philosophy, and in the pragmatic world of technological design (including computer software). We highlight a remaining gap in translating Alexander's work into practical tools and strategies for implementation--a gap that is tantalizingly near to being bridged. [ABSTRACT FROM AUTHOR]

The 5G mobile Internet facilitates contents generation for online communities and platforms through human-to-human collaboration. Wikipedia, a well-known online community, uses wiki technology to build an encyclopedia through collective intelligence and collaboration. Mainstream wiki systems adopt a centralized implementation, and while existing studies have optimized the efficiency of the wiki systems' centralized implementation, these systems still suffer from a lot of problems, for example, opacity and distrust. Over the years, blockchain has brought a flurry of fervour and decentralization to the system architecture, meanwhile giving users a sense of trust and participation. Thus, an innovative blockchain-enabled wiki framework called DecWiki is proposed to build one transparent, truthful, collaborative and autonomous encyclopedia. After several participatory design iterations, we present DecWiki's detailed architecture and its implementation in the form of a smart contract and use the interplanetary file system to complement the big data storage. Meanwhile, we use the trusted execution environment to secure sensitive information in the wireless scenario. Finally, the system overhead and the acceptance of the prototype are evaluated. Extensive experiments present its significant performance.

Adapting to the information age, providing #liveintelligence to costumers, PC-mediated interaction and collaborative platforms for collecting, storing, labelling, analysing and capitalizing on national security information are major changes, difficult to implement when resistance to change is very high. The change is so profound that some perceive it as an affront to their education (because their parents did not (mis)educate them). In reality, the new technologies are user friendly, they have a lot of technology based on intuition, meaning you know what to do if you know how the product of your own creation should turn out. Moreover, the introduction of modern concepts of communication and public relations such as the blog and wiki platforms, software dedicated to data analysis, can bring an unsuspected benefit, which we present below.

Abstract Background The use of Open Educational Resources (OER) and Social Media (SM) for academic information seeking is common among undergraduates nowadays. There is limited data on OER and SM use for education in Sri Lanka. This study was aimed at evaluating the OER and SM use for education among the medical students at the Faculty of Medicine, University of Kelaniya, Sri Lanka. Methods A cross-sectional study was conducted at the Faculty of Medicine, University of Kelaniya. Stratified random sampling was used to select students from the first year to the final year. A self-administrated questionnaire was used to collect data. Results The study included 257 responses (response rate: 89.5%), of which 185 (72.0%) were females. The OER and SM use for educational purposes at least once a month among students was 96.1% (95%CI: 93.7–98.5%) and 88.3% (95%CI: 84.4–92.3%) respectively. There was no gender difference in OER and SM use. The main reasons for accessing OER were the availability of information at any time (36.1%) and ease of information access (31.5%). Wiki sites (84.4%) and Facebook (79.8%) were the highest accessed OER and SM platforms. The majority of students were in view that the information on wiki sites (51.4%) and results of general non-specific web searches (56.0%) were reliable. Only 33.9% of students searched information from educational and government-related sources and 18.7% had accessed e-journals. Through SM, 79.0% joined educational groups and 77.0% followed the medical-related sites, pages and people. More than one-third of students (35.8%) could not find academic information from SM due to the information overload and 31.1% mentioned that SM distracted their education. Conclusion The majority of the students used OER and SM for education; however, only a minority accessed reliable information. Students accepted information available in wiki sites and general non-specific web searchers without considering the credibility of sources. The majority of the students did not refer to e-journals. Distractions to academic work and the difficulty to access accurate information were major concerns of using SM. This study highlights the importance of improving information literacy among medical students.

Background: The use of Open Educational Resources (OER) and Social Media (SM) for academic information seeking is common among undergraduates nowadays. There is limited data on OER and SM use for education in Sri Lanka. This study was aimed at evaluating the OER and SM use for education among the medical students at the Faculty of Medicine, University of Kelaniya, Sri Lanka. Methods: A cross-sectional study was conducted at the Faculty of Medicine, University of Kelaniya. Stratified random sampling was used to select students from the first year to the final year. A self-administrated questionnaire was used to collect data. Results: The study included 257 responses (response rate: 89.5%), of which 185 (72.0%) were females. The OER and SM use for educational purposes at least once a month among students was 96.1% (95%CI: 93.7–98.5%) and 88.3% (95%CI: 84.4–92.3%) respectively. There was no gender difference in OER and SM use. The main reasons for accessing OER were the availability of information at any time (36.1%) and ease of information access (31.5%). Wiki sites (84.4%) and Facebook (79.8%) were the highest accessed OER and SM platforms. The majority of students were in view that the information on wiki sites (51.4%) and results of general non-specific web searches (56.0%) were reliable. Only 33.9% of students searched information from educational and government-related sources and 18.7% had accessed e-journals. Through SM, 79.0% joined educational groups and 77.0% followed the medical-related sites, pages and people. More than one-third of students (35.8%) could not find academic information from SM due to the information overload and 31.1% mentioned that SM distracted their education. Conclusion: The majority of the students used OER and SM for education; however, only a minority accessed reliable information. Students accepted information available in wiki sites and general non-specific web searchers without considering the credibility of sources. The majority of the students did not refer to e-journals. Distractions to academic work and the difficulty to access accurate information were major concerns of using SM. This study highlights the importance of improving information literacy among medical students. [ABSTRACT FROM AUTHOR]

In the Taiwan EFL context particularly, little attention has been given to investigating the effects of wikis on EFL writing performance. Therefore, this study suggests a wiki-based collaborative writing activity in the writing process of creative English writing. In addition, the students' perceptions of wiki collaborative writing were also measured. In this one-group pretest-post-test study, 32 learners at a public university in central Taiwan were invited to participate. The participants were selected using convenience sampling, a non-probability sampling technique. Instruments used to collect the data were online student background questionnaires, writing pre- and post-tests, and a student online questionnaire on wiki collaborative writing. The data from the wiki collaborative writing questionnaire were analyzed using descriptive statistics. The result of the study is expected to be able to enhance students' writing performance and to encourage them to have strong motivation and good attitudes toward English writing. The students enjoyed being involved in online collaborative writing and learned to give comments and receive feedback in groups. It is thought to be a useful practice to enable students to socially interact to gain more knowledge, insights, and experience. [ABSTRACT FROM AUTHOR]

This study was designed to promote students' engagement with course material through use of a wiki and to assess students' perceptions of and experience with wikis. Students used a wiki to complete course assignments. A post-survey evaluated their experience and measured four constructs related to use of the wiki: perceived learning, communication and reflection, satisfaction, and frustration. Previous experience, demographic information, and comments regarding benefits and drawbacks were also recorded. Descriptive statistics and Cronbach's alpha were used to evaluate data. Thematic analysis was used to evaluate open-ended responses. Twenty out of 68 (29.4%) students participated in the study. Mean scores for attitude constructs were: perceived learning (mean = 4.0, SD = 1.3); communication and reflection (mean = 3.9, SD = 1.2); satisfaction (mean = 3.7, SD = 1.4); and frustration (mean = 4.2, SD = 1.6). Thematic analysis revealed students' feelings that the wiki was useful for collaborating, was helpful for keeping information organized, and created a valuable study tool. In contrast, students felt the wiki was not user friendly, and collaboration was limited. Students felt the wiki encouraged collaboration and was a useful way to organize and study course information. However, students reported low satisfaction with wiki assignments. Choosing a wiki that enhances course material is necessary to successfully support student learning. [ABSTRACT FROM AUTHOR]

Learning analytics (LA) and group awareness tools are regarded as top priorities for research in the field of computer-supported collaborative learning. As such, this study investigated whether LA-enabled group awareness information facilitates wiki-supported collaborative learning in secondary education. We proposed an analytic framework of measures for assessing collaboration quality in a wiki-based collaborative learning environment, covering student contribution, participation, transactivity, and social dynamics. Based on this framework, we designed an LA-enabled group awareness tool, Wikiglass, for use by both teachers and students in K-12 schools for visualizing statistics of students' input and interactions on wikis at the class, group, and individual levels. Adopting a naturalistic design, this study allowed teachers and students to decide whether and how often to use the tool. System logs from wikis and Wikiglass and interview data were collected from 440 students and six teachers involved in semester-long wiki-supported group inquiry projects in a secondary school. Regression analyses of quantitative data and thematic content analysis of interview responses showed relationships between the frequencies of teachers' and students' use of Wikiglass and measures of students' collaboration quality at both the individual and group levels. These results indicate that teachers' scaffolding, students' collaboration styles, and ethical issues must all be considered when implementing collaborative learning approaches for secondary education. We also discuss the implications of our results for research and practice in the application of LA and group awareness tools for enhancing wiki-supported collaborative learning in K-12 education. [ABSTRACT FROM AUTHOR]

Fast-moving changes to society as part of the digital age are posing new educational challenges that require students to be flexible, adaptive, and growth-oriented. Humanistic knowledge building communities (HKBCs) are a growth promoting pedagogy, suitable to address these challenges. Yet, the way that students' identities as knowledge builders are transformed remains undertheorized. In this study, we rise above existing frameworks of fixedness versus fluidity to elucidate how students develop growth orientations. Using a grounded approach, we examined a graduate course, coding 322 relevant utterances that were expressed by the course participants over the semester. This resulted in a five dimensional framework of fixedness versus growth that was used to describe the personal transformation of students within the HKBC. The changes that students made over time were shown to occur at statistically significant levels. This study suggests that learning communities should focus on the complementary nature of collective idea-advancement and personal growth promotion if they are to address the challenges of preparing students for life in a rapidly changing world. [ABSTRACT FROM AUTHOR]

Citizen science (CS), "citizen science" or "participatory science", refers to the participation and active involvement of citizens in scientific research activities. While CS includes natural sciences, such as biology, chemistry and physics, and citizen social science deals with societies, citizen humanities apply to historical, literary, linguistic and philosophical disciplines. Digital public history, due to its public, participatory and collaborative vocation in a digital context, presents itself as one of the privileged fields of application of citizen humanities. The added value of citizen humanities depends primarily on two conditions underlying the digital public history: the participation of historians who do not come from the academy in the creation of collaborative projects and the communication of the results of historical research to the public on the network. The article intends to reflect on how collaborative writing, made possible by wiki tools, can be an excellent starting point for a participatory democracy that is located in the wake of citizen humanities.

Harnessing the potential of wikis in teacher education is a significantly challenging task. Researchers suggest that incorporating wikis in the educational process requires a proper design rationale. This paper extends the previous research scope by proposing a wiki-based framework for organising collaborative Learning Design (LD) activities in teacher education. Aiming to exploit wiki's functionalities to foster collaborative LD tasks, cultivate LD knowledge and promote collaborative learning behaviour, the innovation of the particular framework stands in two elements. The first one is setting a blended learning context organised around five stages by adapting Salmon's model to gradually familiarise student teachers with wiki functionality, collaboration, and the LD process. The second one involves balancing individual and collaborative tasks through the five stages to cultivate trust and promote work-sharing among groups of student teachers. The proposed framework's effectiveness has been explored in an empirical study conducted in a professional graduate diploma in education offered by a Greek Higher Education Institution. Following a convergent mixed-method research design, we collected quantitative and qualitative data such as the preservice teachers' perceptions gathered through a survey questionnaire, the wiki logs and the wiki pages developed. Initial evidence is promising for the proposed framework's potential to effectively utilise a wiki for collaborative LD and LD knowledge development. Also, a quite welcome finding regarding the potential of the proposed framework is the well-accepted collaborative writing among preservice teachers showing their commitment to author their learning designs and revise the content created by their peers. [ABSTRACT FROM AUTHOR]

It is possible to ensure this talk into the "open" philosophy tout-court and not on a specific issue. As it will read only, only during the last year did ArcheoFOSS officially bring the "golden road" for its proceeding publication. The paper aims to get the public up to date as a brief guide to speed with Open Access applications and smartly understand the value of Open Access in the research world. The paper consists of four sessions: during the first, titled "The project," we will recognise the previous situation in ArcheoFOSS publication, and we will define why it was essential to decide to publish from 2020 on all the proceedings in an Open Access way. The second called "Open Access Basics", shows the fundamental rules to remember when discussing this theme. In the third session, we can find how to "Publish in Open Access", and the last one, a "Smart introduction in the Wiki-world", is a practical chapter. [ABSTRACT FROM AUTHOR]

İngilizce öğretmek için hevesli olan öğretmenleri yetiştiren eğitmenler olarak, öğrencilerimizin genel olarak şiir öğretme fikrinden korktuğunu görüyoruz. Ayrıca, şiirin onların gönderildikleri okullarda kendi alanlarında öğretmeleri istenen en yaygın tür olduğunu da görüyoruz. Kanada ve İngiltere'deki mesleğe yeni başlayan öğretmenleri bir Wiki'de bir araya getiren bu projeye onların şiir öğretme konusunda hissettikleri bazı gerilimleri araştırmak için giriştik. Projeye dahil olan 56 öğretmen adayı tarafından ifade edilen yedi önyargı belirledik: Öğrenciler şiiri sıkıcı bulmakta ve ona direnç göstermekteydiler; okul hayatları boyunca öğretmen adaylarının tecrübe ettiği şekliyle şiir seçkinci ve çoğu zaman erişilemezdi; şiir çoğu sınıfta yüzeysel olarak vardır ve zaman kısıtlamaları söz konusu olduğunda İngilizce programlarından kolayca çıkartılabilen bir süs olarak kabul edilir; öğrenciler tarafından yazılan şiiri değerlendirmek zordur; analize aşırı vurgu yapmak şiir öğretiminin çoğu zaman merkezinde yer alır; ve şiir tek başına yapılan bir sanattır. Bu makalenin geri kalanında bu ön yargıların etrafındaki bazı yorumları ve öğretmen adaylarının sözlerinin kendilerinin yaptığı öğretim ve genel olarak şiir öğretimi üzerindeki olası etkilerini ele alacağız.

This article aims at presenting a didactic sequence developed for aprehension and collaborative writing of the review genre and its results. The theoretical framework of this research includes the online collaborative writing in higher education (PHILIPSON, 2008; PEJIC-BACH et al., 2016; ARAÚJO, 2019) and the re-elaborated review genre (ARAÚJO et al., 2018). Seventeen students majoring in English at a public university participated in this research. We also used, in the investigation, two modules from a module-constituted wiki project (an online course) developed in the PBworks platform. The results indicate that the students had some notion about review genre, however, they had difficulties in identifying rhetorical movements in reviews. In addition, the collaborative writing showed rhetorical movements called floating, because they move through different stages of the writing process. Finally, we conclude that reviews are re-elaborated due to their production support, bringing transformations into this genre and new ways of interaction. [ABSTRACT FROM AUTHOR]

Urban information not only makes a city, it composes a society, forms an urban landscape with its own identity that results from the participation of its inhabitants. This generation, which does not possess a systematization and socialization process that protects it, needs an easy access Wiki space; WikiBarrio, where in a democratic and participative way, information about local settlements. In a locality near the university, with a representative number of neighborhoods of informal origin, the historical retrieval was advanced, establishing interdisciplinary laboratories, with the goal of accompanying integral improvement processes. Two neighborhoods were linked and two others are planned, publishing the first issue, in alliance with some public entities, such as the District Archive. It is concluded that self-management, as a component of governance, deserves to be registered and reported in a particular way, so that it accounts for multiple forms of resistance, within the framework of the dialogue of knowledge. [ABSTRACT FROM AUTHOR]

Adapting to the information age, providing #liveintelligence to costumers, PCmediated interaction and collaborative platforms for collecting, storing, labelling, analysing and capitalizing on national security information are major changes, difficult to implement when resistance to change is very high. The change is so profound that some perceive it as an affront to their education (because their parents did not (mis)educate them). In reality, the new technologies are user friendly, they have a lot of technology based on intuition, meaning you know what to do if you know how the product of your own creation should turn out. Moreover, the introduction of modern concepts of communication and public relations such as the blog and wiki platforms, software dedicated to data analysis, can bring an unsuspected benefit, which we present below. [ABSTRACT FROM AUTHOR]

The Encyclopedia about Nosivka raion is an object of the article. This regional encyclopedia was founded in 2019. It is an open-ended online encyclopedia built on the model of Wikipedia. The similarities with Wikipedia, features of the structure and content of encyclopedia articles, as well as authors and those who contribute to the encyclopedia textual corpus are highlighted.

Dictionaries provide language learners and language users with lexical information and serve as mediating, supporting tools during language learning. Online dictionaries in the form of wikis can be assembled by dictionary users themselves. Their construction (selection of terminology and content of descriptions) in the home language class facilitates learning. During the learning process, dictionary users (university students, in this case) construct new knowledge and meaning based on their own experiences and motivations. The article is based on reflective feedback from a dictionary project undertaken in a faculty of education at a university in the Western Cape. Senior home language students were guided to collaboratively develop an online dictionary of language for specific purposes, thereby improving their communicative skills in addition to their lexical and academic subject vocabulary knowledge. Technology-enhanced language learning was mediated through a task-based language learning process. Data were generated by means of questionnaires that presented students with an opportunity to critically reflect on the use of technology as well as their own construction of knowledge by describing different scaffolding strategies in the selection of vocabulary employed during the process of wiki compilation. Positive results from the study highlight the benefits of appropriate, collaborative use of technology during language learning in a home language class. A new scaffolding model for learning content knowledge in the home language in a technology-enabled environment is proposed in the article.

Debido al interés que reviste la enseñanza de la escritura, este estudio tiene como objetivo describir el subproceso de revisión que realiza un equipo de estudiantes chilenos en la escritura colaborativa de un ensayo en un wiki. Para realizar esta investigación de carácter exploratorio se utilizó un cuestionario de tipo mixto, se hizo un análisis de contenido del historial del proceso de escritura realizado en el wiki y se entrevistó a los participantes. Los resultados indican que los alumnos reconocen que la revisión debe contemplar principalmente la presencia de coherencia y cohesión. No obstante, no hay un proceso recursivo de escritura en el que vuelvan a subprocesos previos. Por esta razón, se requeriría de pautas que inciten a evaluar en la revisión, generando de este modo autonomía y autorregulación en el proceso de aprendizaje.

Aquest article aborda la situació actual i futura de la Viquipèdia, el rol i el pes específic de la comunitat catalanoparlant i les oportunitats i els riscos tecnològics, així com una proposta de possibles línies de treball futures.