Weathering wikis: net-based learning meets political science in a South African university

dc.contributor.authorTony Carren_ZA
dc.contributor.authorMorrison, Andrewen_ZA
dc.contributor.authorCox, Glendaen_ZA
dc.contributor.authorDeacon, Andrewen_ZA
dc.date.accessioned2014-10-28T14:07:00Z
dc.date.available2014-10-28T14:07:00Z
dc.date.issued2007en_ZA
dc.descriptionThis is the author's version of a work that was accepted for publication in Computers and Composition. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Computers and Composition, Volume 24, Issue 3, 2007. DOI: 10.1016/j.compcom.2007.06.001.en_ZA
dc.description.abstractWikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators' in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjo Engestrom argued are central to his model of expansive learning: multi-voicedness and contradictions [Engestrom, Yrjo. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Yrjo. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1), 133–156.]. We add a third principle, transparency, to more fully capture what we observed.en_ZA
dc.identifier.apacitation, Morrison, A., Cox, G., & Deacon, A. (2007). Weathering wikis: net-based learning meets political science in a South African university. <i>Computers and Composition</i>, http://hdl.handle.net/11427/8855en_ZA
dc.identifier.chicagocitation, Andrew Morrison, Glenda Cox, and Andrew Deacon "Weathering wikis: net-based learning meets political science in a South African university." <i>Computers and Composition</i> (2007) http://hdl.handle.net/11427/8855en_ZA
dc.identifier.citation, Morrison, A., Cox, G. & Deacon, A. 2007. Weathering wikis: net-based learning meets political science in a South African university. <i>Computers and Composition.</i> http://hdl.handle.net/11427/8855en_ZA
dc.identifier.issn 8755-4615en_ZA
dc.identifier.ris TY - Journal Article AU - Tony Carr AU - Morrison, Andrew AU - Cox, Glenda AU - Deacon, Andrew AB - Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators' in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjo Engestrom argued are central to his model of expansive learning: multi-voicedness and contradictions [Engestrom, Yrjo. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Yrjo. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1), 133–156.]. We add a third principle, transparency, to more fully capture what we observed. DA - 2007 DB - OpenUCT DP - University of Cape Town J1 - Computers and Composition KW - Wiki KW - collaborative learning KW - multi-voicedness KW - contradiction KW - transparency KW - mediating artifacts LK - https://open.uct.ac.za PB - University of Cape Town PY - 2007 SM -  8755-4615 T1 - Weathering wikis: net-based learning meets political science in a South African university TI - Weathering wikis: net-based learning meets political science in a South African university UR - http://hdl.handle.net/11427/8855 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8855
dc.identifier.vancouvercitation, Morrison A, Cox G, Deacon A. Weathering wikis: net-based learning meets political science in a South African university. Computers and Composition. 2007; http://hdl.handle.net/11427/8855.en_ZA
dc.language.isoengen_ZA
dc.publisherElsevier Ltd.en_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceComputers and Compositionen_ZA
dc.source.urihttp://dx.doi.org/10.1016/j.compcom.2007.06.001en_ZA
dc.subjectWikien_ZA
dc.subjectcollaborative learningen_ZA
dc.subjectmulti-voicednessen_ZA
dc.subjectcontradictionen_ZA
dc.subjecttransparencyen_ZA
dc.subjectmediating artifactsen_ZA
dc.titleWeathering wikis: net-based learning meets political science in a South African universityen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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