A3.2: 7 Things You Should Know About Collaborative Editing

Ashley Pence

September 6, 2007

7 things you should know about collaborative editing. (2005, July).  Retrieved September 5, 2007, from http://www.educause.edu/ir/library/pdf/EL17004.pdf

TAP:  The topic of this article is basically to gain an understanding of collaborative editing.  The author explains what collaborative editing is, who’s doing it, how it works, why it is significant, what the downsides are, where it is going and what the implications for teaching and learning are. (2005)  The article is directed to students for the most part because it lists several beneficial things that collaborative editing does that pertains to note taking and group projects.  The purpose of this article is to encourage the use of collaborative editing, not because the author gains anything, but because the user will gain something.

Claim:  The claim of this article is that by using collaborative editing you can “collaborate” with others to combine what you know, what they know and perfect it by using the groups strengths to make up for the one persons weakness.  This can make the notes or project that you are doing more complete than it would be if you were to do it alone. (2005) 

Evidence:  The evidence that supports this articles push to use collaborative editing is noted in each of the 7 things we should know.  In the section explaining what it is we see that it is a useful device because we can edit simultaneously, in real time so the other editors can see the changes as they are made.  The “who’s doing it” section describes how collaborative editing is effective for anyone by giving the example of software developers who used collaborative editing to program and write codes together so they could cross-check and brainstorm as a team.  By explaining how it works this article shows that it is impossible to overwrite what someone else has done while they are in the process of editing it.  This is because of the real-time nature of collaborative editing.  With a wiki it could be possible to overwrite what another editor is writing at the current time.  When explaining why collaborative editing is significant this article explains that this can build a sense of community and while working simultaneously.  The downsides of collaborative editing like everything else that has a downside, is counteracted by the positives of collaborative editing.  I also found that it’s significance is in the  section about the implications for teaching and learning.  Collaborative editing has special applicability for distance learning, where students may be separated by time and space but are still expected to work together on projects and to develop a sense of community. (2005)

Connections:  The connection that I have made with this article is the significance of working together through distance and time.  Group projects are always a struggle for me because of this reason and with the ability to work as a team even though we’re apart is an excellent alternative to traveling far distances or staying late after school.  To connect with other texts I see a resemblance to the articles about wikis.  Both wikis and collaborative editing can be edited by multiple people, but I also recognize the differences as well seeing that their purposes are different.  As I prepare for my future in Speech Language Pathology I can use the information that I gained from this article as a reference on how to connect with fellow students and one day co-workers.

A3.3: Framing Essential Questions

Ashley Pence

September 5, 2007

Framing Essential Questions

This article explains the importance of coming up with an essential question for your research which is a lot like the first article I read about developing a research question.  Essential questions are those that gear more towards the unique individuals thinking rather than researching a topic that means nothing to us.  Essential questions no longer just require us going to the library, finding out about the topic then regurgitating it back onto paper.  I learned that essential questions are related to Bloom’s Taxonomy.  This gives us three ways to use in which we will perform our research.  The first is evaluating, second is synthesizing and the last is analyzing.  With these options we can now satisfy our curiosity about things that really matter to us rather than some boring topic.

Something that surprised me about this article is the statement about answering essential questions.  The answer is they can’t be found.  We as researchers have to invent them and for me that is something that I struggle with.  I’ve always been jealous of my sister because she absolutely loves research and it is probably my least favorite thing to do, besides math.  I am beginning to see why she loves it and I have always hated it.  She is able to take the information she finds, put meaning to it and create insight to what she has gathered.  However, I have never experienced research in that way.  I am always in fear of thinking something wrong, therefore messing up the information I have found.  With the information I have gathered from this article I think that I will be able to do more effective research and not be afraid to think for myself.  

A3.3: Developing a Research Question

Ashley Pence

September 4, 2007

Developing a Research Question

Based on the article I just read about developing a research question I can see that it is not an easy process.  Before when I have done research projects I was given a topic and didn’t consider a question to research.  Now that I am free to choose topics I can see that there is more to it than looking through encyclopedias and searching the internet.  First of all I learned that the topic/question should be something that I am interested in.  That should be obvious, because if you are interested in something the less painful it is to research and write about it.  I also learned that a topic/question can be too broad or too narrow.  Something too broad could be how many people like pizza and corn for lunch?  Something too narrow could be how many 1st graders in Carter County, Kentucky like pepperoni on their pizza?  These questions are a little outlandish, but they get the point across.  Another important aspect of creating a topic/question is can it be researched?  Some questions are factual and can be answered while others are based on opinions and cannot be researched unless defined by another means. 

I think something that surprised me about this article is the statement that if I don’t think I know much about the topic, I would be surprised at how much that I actually do know.  The example given was about the Babylonian families.  I don’t think I know much about this, but when when I relate it to the knowledge I already have about family life, I find out I know much more than I thought.

This information has geared me up for planning my research question.  I have one main thought in my mind right now, but I plan on doing several searches to see if my subject is too narrow or too broad.  This article has prepared me well for my questions development. 

A3.2: 7 Things You Should Know About Wikis

Ashley Pence

September 4, 2007

7 things you should know about wikis (2005, July).  Retrieved September 4, 2007, from http://connect.educause.edu/library/abstract/7ThingsYouShouldKnow/39381

TAP:  The topic of this article is dealing with 7 things that the author thinks we should know about wikis.  Those consist of what it is, who’s doing it, how it works, why it is significant, what the downsides are, where it is going and what the implications for teaching and learning are.  Those that may be interested in this article are people who are interested in using wikis as a teaching tool, collaborating ideas and knowledge or for research.  The purpose of this article is to express ways in which to teach, collaborate and gain from the use of wikis.

Claim:  The claim of this article is that wikis enable us to publish knowledge, have it edited by ourselves or others, fine-tune it until we as the editors are happy with it and by doing so we enhance the teaching and learning experiences of ourselves and others. (2005)

Evidence:  The first piece of evidence that supports this article is that using a wiki is easy.  There is no special software or training that we must endure to be successful with a wiki.  To support the collaboration aspect of wikis I can see from the scenario that was included in the article that all the members of the team are able to edit and add at anytime from anywhere.  This is such a convienience for those oh, so dreaded group projects.  The project can then be edited, if the team so desires, by experts in the field of their particular research only to make their research better.  Their end result was that they now have created this base of knowledge that not only got them their grade, but also contributed to their field. (2005)

The evidence for the downsides of wikis is evident just given the definition of a wiki.  It is something that anyone has access to.  However the downsides are counteracted by the fact that wikis are monitored to ensure that inappropriate language, spam, and incorrect content are not allowed.

Collaboration is such a huge positive for wikis. This article tells us that faculty can use wikis to collaborate on projects, whether editing a textbook, preparing a journal article, or assembling a syllabus or reading list.  This shows us that learning and teaching can reach far beyond the classroom and that statement we all know, two heads are better than one.

Connections:  To connect this article to myself I look at the simplicity of a wiki.  First of all I never imagined being someone who could be literate in this area.  When I realize the ease of a wiki and its helpfulness I can see that I should have taken notice of it long before now.  To connect to other texts I think of chapter 4 in the Richardson text.  My main concern was and still is about the accuracy and privacy of the wiki.  However, both the chapter and this article are changing my views of the wiki’s downsides.  To relate this text to my future I can see that this type of resource is one that can take me far beyond the clinic or one day my own office.  I am the type of person who likes to have confirmation that I am right or wrong and with the help of a wiki I can publish my thoughts and hopefully have them edited or confirmed.

A3.2: Chapter 4 – Richardson

Ashley Pence

September 4, 2007

Richardson, W. (2006) Blogs, wikis, podcasts, and other powerful web tools for classrooms.  Thousand Oaks, CA: Corwin Press.

TAP:  The topic of this chapter is to discuss wikis, how they work and the benefits they can have for collaboration efforts in the classroom, at work or any other area they may benefit from collaborating.  This chapters audience is mainly geared toward teachers in an effort to help them realize that wikis are very helpful and quite easy to operate as well. 

Claim:  The claim of this chapter is stated in the first quote by Jimmy Wales who is the founder of Wikipedia.  “Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge.  That’s what we’re doing.”  This is the claim of the article but also the claim of wikis as a whole.  This chapter examines the positives and negatives of wikis and tries to counteract the negatives with different routes that wikis provide.

Evidence:  The evidence provided in this article begins with explaining what a wiki is.  It is knowledge of anything that anyone at anytime can edit.  This makes everyone who uses a wiki the editor and chief and gives us the job of collecting the sum of human knowledge. (2006)  By using wikis real collaboration occurs and we all know that everyone together is smarter than anyone alone. (2006)  The evidence that supports the negative aspects is the fact that anyone can edit this wiki.  This makes it hard to trust what you read here.  To counteract that negative side this chapter makes us aware that, thankfully there are more editors that want to make the information right than those who want to make it wrong.  (2006)  This means that if there is someone out there who wants to publish false information, it is likely to be edited to a correct version within hours.  Each post is edited over and over and can be brought to a neutral point where no bias or emotion exists and it is mainly facts. (2006)  Evidence that supports the push for teachers to use wikis is in abundance within this chapter.  A wiki is an oppurtunity for students to contribute what they learn and know to a larger audience, they are not only learning how to publish content, but they are learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more.  If teachers are still leary of the privacy of wikis, there are versions that are available that give passwords only to those permitted to edit. (2006)  Not only is a wiki a plus for students, but teachers can gain huge benefits using this collaborative tool.  Teachers are now able to share information like the lesson plans that were shared with a high school curriculum in South Africa.  This wikis goal is to make it easy for teachers to share information on how to diliver certain lessons or achieve certain goals with their students. (2006) 

Connections:  This text connects with me in a variety of ways.  As I read the chapter title I was relieved to finally find out what a wiki is.  I had heard of wikipedia before because I use it on a regular basis, but not the shortened version of it.  I learned so much about wikis that I found to be extremely helpful as a student and future professional.  I never knew that you could edit a wiki and didn’t know that the information included in the wiki is not always accurate.  I am very relieved to know this fact, because when I have used wikipedia before I just took the information to be true.  This text connects with other things that I have read that deal with weblogs.  Weblogs are a way to post what you know about a subject, but does not allow others to add to that knowledge.  A wiki is a form of a weblog that expands it into “the sum of all human knowledge” (2006)  As a future speech language pathologist I can see that wikis could be very helpful, just like blogs, to create a broader knowledge base for myself as well as other speech language pathologist.  Just like the school in South Africa who based their entire curriculum from a wiki that included lesson plans, I can do the same whether it is from South Africa or my neighbor.