Visualizing Co-Evolution of Individual and Collective Knowledge

Kimmerle, Joachim; Moskaliuk, Johannes; Harrer, Andreas; Cress, Ulrike

doi:10.1080/13691180903521547

Cited by 47 publications

(34 citation statements)

References 26 publications

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“…In contrast, as the history of the Philippines has multiple alternative scholarly interpretations, its Wikipedia record reflects conflicting perspectives and resorts extensively to quoting historiographical sources to record different views. Kimmerle et al (2010) visualized the evolution of Wikipedia articles and that of the authors contributing to them. They observed that the pattern of evolution of both articles and authors are the same, affirming co-evolution of the Wikipedia social system and the individuals' cognitive systems.…”

Section: Other Content Topicsmentioning

confidence: 99%

The People’s Encyclopedia Under the Gaze of the Sages: A Systematic Review of Scholarly Research on Wikipedia

et al. 2012

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Wikipedia has become one of the ten most visited sites on the Web, and the world's leading source of Web reference information. Its rapid success has inspired hundreds of scholars from various disciplines to study its content, communication and community dynamics from various perspectives. This article presents a systematic review of scholarly research on Wikipedia. We describe our detailed, rigorous methodology for identifying over 450 scholarly studies of Wikipedia. We present the WikiLit website (http://wikilit.referata.com), where most of the papers reviewed here are described in detail. In the major section of this article, we then categorize and summarize the studies. An appendix features an extensive list of resources useful for Wikipedia researchers.

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Section: Other Content Topicsmentioning

confidence: 99%

The People’s Encyclopedia Under the Gaze of the Sages: A Systematic Review of Scholarly Research on Wikipedia

et al. 2012

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“…Dette eksempel demonstrerer at laering, som kommer frem ved at få ens faglige forståelse til at svare til et tilsvarende litteraturgrundlag og omvendt, kan fortolkes som en type assimilation/akkommodation i Piagets forstand (Cress & Kimmerle, 2008;Cubric, 2012;Fibiger & Jensen, 2004;Kimmerle, Cress, Held, & Moskaliuk, 2010); det er isaer tydeligt, at selve den faglige forståelse på akkommodativ vis modificeres (praeciseres, …) i informationshåndterende aktiviteter og gennem dialogen mellem brugeren og maskinen, idet vores studerende fx tilegner sig en del faglige begreber i søgeprocessen og relativerede eller udvidede sin egen forståelse af dem. Her forudsaettes fagligt kendskab og engagement, ligesom der implicit saettes faglige laereprocesser i gang, uden at vores bruger overhovedet skulle vaere sig bevidst om det.…”

Section: At Laere Med En Tesaurus: En Case Af Assimilativ/akkommodatiunclassified

Kan forskningsbibliotekernes e-materialer være e-læringsmaterialer? – tilgængeliggørelse og formidling i elektroniske læreomgivelser

Engerer¹

2013

LOM

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Artiklen er et forsøg på at koble de studerendes informationshandlinger (at søge og håndtere videnskabelig information) til deres læringsaktiviteter som læsning af tekster og diskursiv forarbejdning af stoffet. Der tages udgangspunkt i e-læringens hybride sammenknytning af ressourcer af forskellige type i én læringsplatform, herunder primære ressourcer (især videnskabelige artikler og bøger) og sekundære som bibliografiske baser og andet hjælpemateriale. At disse ressourcer er organiseret i ét virtuelt læringsrum, er en vigtig forudsætning for, at også disse sekundære ressourcer, som almindeligvis forbindes med biblioteksdomænet, kan få status af læringsobjekter på lige fod med de traditionelle, primære dokumenter. – På baggrund af e-materialernes integrationsgrad i virtuelle læringsomgivelser introduceres begrebet ”læringspotentiale”, som undersøges i form af klassiske emneredskaber (tesaurus og klassifikation) i hybride materialetyper, både primære (fx e-bogspakker) og sekundære (bibliografier). Der kan bl.a. konkluderes, at biblioteker i vid udstrækning har den viden, der hører til for at formidle disse ressourcer i de virtuelle læringsmiljøer.Abstract in EnglishThis paper is an attempt to connect students’ information activities (to seek, to handle scientific information …) to their learning activities like text reading and the discursive processing of learning contents. Starting point is a, for e-learning typical linking of resources of different type on one learning platform, hereunder primary resources (scholarly articles and books in the first place) and secondary ones like bibliographical databases and other supporting material. The fact that these resources are organized in one virtual learning space is an important precondition that secondary materials, being as a rule associated with the library domain, can acquire the status as learning objects as well, on equal bar with traditional, primary documents. – On the background of virtual integration of e-materials the notion of “learning potential” is introduced, analyzed empirically in the form of classical topical search tools (thesauri and classification systems) realized in hybrid types of material, including both primary (for example, e-book packages) and secondary material (bibliographies). One practical consequence of this is that libraries do have the right competence to mediate these resources in virtual learning environments.

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“…The occurrence of references to Wikipedia in scholarly research raises questions about how the collaborative knowledge building that takes place on this relatively open platform 'co-evolves' (Kimmerle et al 2010) with the knowledge building that is going on within more traditional structures in academia. Langlois and Elmer (2009) have suggested that more research is needed on how the content on Wikipedia is circulated within, and incorporated into, other settings and how such appropriations might change the role of such content.…”

Section: Wikipedia In Academia: General Mappingmentioning

confidence: 99%

Crowdsourcing Knowledge Interdiscursive Flows from Wikipedia into Scholarly Research

Lindgren

2014

Cult. Unbound

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Information increasingly flows from smart online knowledge systems, based on 'collective intelligence', and to the more traditional form of knowledge production that takes place within academia. Looking specifically at the case of Wikipedia, and at how it is employed in scholarly research, this study contributes new knowledge about the potential role of user-generated information in science and innovation. This is done using a dataset collected from the Scopus research database, which is processed with a combination of bibliometric techniques and qualitative analysis. Results show that there has been a significant increase in the use of Wikipedia as a reference within all areas of science and scholarship. Wikipedia is used to a larger extent within areas like Computer Science, Mathematics, Social Sciences and Arts and Humanities, than in Natural Sciences, Medicine and Psychology. Wikipedia is used as a source for a variety of knowledge and information as a replacement for traditional reference works. A thematic qualitative analysis showed that Wikipedia knowledge is recontextualised in different ways when it is incorporated into scholarly discourse. In general, one can identify two forms of framing where one is unmodalised, and the other is modalised. The unmodalised uses include referring to Wikipedia as a complement or example, as a repository, and as an unproblematic source of information. The modalised use is characterised by the invocation of various markers that emphasise -in different ways -that Wikipedia can not be automatically trusted. It has not yet achieved full legitimacy as a source.

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Visualizing Co-Evolution of Individual and Collective Knowledge

Cited by 47 publications

References 26 publications

The People’s Encyclopedia Under the Gaze of the Sages: A Systematic Review of Scholarly Research on Wikipedia

The People’s Encyclopedia Under the Gaze of the Sages: A Systematic Review of Scholarly Research on Wikipedia

Kan forskningsbibliotekernes e-materialer være e-læringsmaterialer? – tilgængeliggørelse og formidling i elektroniske læreomgivelser

Crowdsourcing Knowledge Interdiscursive Flows from Wikipedia into Scholarly Research

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