User:Kukkurovaca/WikiGogy

pedagogy 1. The function, profession, or practice of a pedagogue; the work or occupation of teaching; the art or science of teaching, pedagogics.

2. fig. Instruction, discipline, training; a means or system of introductory training. (In 17th c. frequently used of the ancient Jewish dispensation, in reference to Gal. iii. 24: cf. PEDAGOGUE 1b.)

--OED (etym: (Boy+leader))

wiki The terms wiki (pronounced "weekee", /wiki/ in SAMPA) and WikiWiki are used to identify either a specific type of hypertext document collection or the collaborative software used to create it...

"Wiki wiki" means "super fast" in the Hawaiian language, and it is the speed of creating and updating pages that is one of the defining aspects of wiki technology. Generally, there is no prior review before modifications are accepted, and most wikis are open to the general public or at least to all persons who also have access to the wiki server. In fact, even registration of a user account is not often required. --wikipedia

Wikigogue: a leader of wikis?

Am I wrong in thinking that the dominant assumption here is that the wikiversity would function either as (1) a wikified version of a traditional school or (2) a tool to augment or supplement such schools? Because it might also be worth considering forwarding a decentralized teaching model (Wikigogy? From Wikigogue, leader of the quick?) wherein the production and distribution of knowledge is not assumed to be dependent on the one-to-many relationship of traditional pedagogy, but a more wikilike many-to-many relationship. (Hmm. I need to go re-read my Philosophy of education.)

Of course, the whole reason one might desire a Wikiversity is that people want to acquire sophisticated knowledge they don't have yet, and need to acquire it from those who have it, but this role could be played by whole communities of those who are in the know, including, increasingly, the "students" as they learn. This would comprise a sort of journeyman's rebellion, with everybody getting together to boostrap themselves and each other along...Kukkurovaca 00:47, 7 Apr 2004 (UTC)

Freire?
One essential question is how radical a divergence wikigogy should be from pedagogy. (Or should it be Pedawiki? That just sounds like an openly editable tool for pedophiles. QuicklyQuicklyBoy?) Theoretically, Wikigogy could be the perfect platform for implementing Freirian de-teacherized pedagogy...

In fact, problems arise when we try to conceive the role of a teacher in a wiki scenario; how does authority enter into the picture? Grades??

One solution might be to simply grade the wiki as a whole, and have all students abide by it. Or to have students grade collaboratively.

If we conceive the wiki simply as a way of organizing student writing and written discussion, what sort of structures do we have in mind?

1. A vaguely wikipedia-style knowledge-base 2. Something like a WikiJournal with peer review 3. A combination: a network of npov, broadly enduring, general purpose entries and resources, around which are built perennial clusters of temporary, topical nodes, some of which will get slowly incorporated into either (a) the base itself or (b) an archive of featured past contributions.

This would involve a hierarchy of

(resulting in cross-indexing and         evolving assignments)
 * . Subject or issue or author or text page
 * . Essay/assignment on this page
 * . Discussion of each assignment
 * . Discussion of this page
 * . Essays and assignment analyzing and replying to group discussions

Obviously the simplest case is group work; that begs for a simplistic and immediate implementation...

Software-side issues
http://edtech.coedit.net/EducationalWikiProject

Lists, meta, etc.
http://coedit.net/

http://edtech.coedit.net/EducationalWikiList

http://edtech.coedit.net/WikiNorm

http://www.usemod.com/cgi-bin/mb.pl?WikiSchool

http://134.210.177.221/teachingwiki/WikisInTeaching

Examples
http://ferret.bemidjistate.edu/~morgan/cgi-bin/blogsandwiki.pl?Entry_Point

Implementations
School_and_university_projects

Clippings
http://meta.wikipedia.org/wiki/History_of_Wikipedia
 * On July 15, 2003, Andrew Lih ("Fuzheado") set 80 Hong Kong University students loose on Wikipedia, with an assignment to write articles on Hong Kong related topics. The students were well received, and quickly found their work being edited and discussed by regular Wikipedians. On August 4, CNN aired a report on the experiment, on their TechWatch segment.

Pardigm 1: traditional-ish classroom

 * WikiPedia-style database of student-generated and edited entries on topics. These would be aimed at the particular needs of students (current and future) in the class, but would not be utterly parochial. These would be expected to evolve relatively slowly. [Flux: low. Authorship: low]
 * This would, of course, involve discussion pages comparable to WikiPedia discussion pages. These would fluctuate constantly, and be archived routinely. [Flux: High. Authorship: High]


 * Readings: the readings would, wherever possible, be posted to the wiki. Students might be assigned to each generate a certain number of links off the page, and begin conversation there. And/or they could be assigned to create links to the database. This would either be fixed [Flux: Moderate. Authorship: Low] or perennial [Flux: High. Authorship: low]


 * Individual papers: to be treated largely as the readings are?


 * Reflection-pieces: Students would be asked to generate, over the course, several pages where they reflect on what's going on in the class. These would be below the students' organizing pages in the hierarchy, and would link to the Pedia, to the readings, to other students' reflections, and to all discussion pages. They could also constitute informal discussion pages in their own right. These would not be issued on a purely time-centered basis as is traditional; they would be evolving. [Flux: Moderate. Authorship: Moderate-to-high]


 * Group project: Students would be asked to work in small groups (self-selected, assigned, whatever) on producing an appropriate paper. This is straightforward. [Flux: None. Authorship: Mod-to-low]


 * Class project: Students would be asked to co-author, as a class, a paper (or possibly two) on the subject. (Topic: fixed at outset? chosen democratically? Possibly conflit would emerge; allow for forking of drafts.) [Flux: High. Authorship: Mod-to-low]


 * Self-distribution: (1) Students generate a list of interesting topics. (2) TeacherSay: At least 50% of these topics must be fleshed out in proper papers (of such-and-such-length). (3) Students self-identify working groups, cross-tinker, etc. [Flux:high. Authorship: Mod-to-low]

Pardigm 2: neo-Freirean non-classroom

 * Resource-side
 * WikiPedia
 * Used as general reference
 * WikiBooks
 * Used like a library? Used like a campus bookstore? (Ideally, would be comparable in scope to Gutenberg, and similarly broad)
 * Sources.Wikipedia.org
 * WikiJournal
 * 1: Collates public-domain journal articles and public-domain journal-level materials by existing scholars
 * 2: Provides forum for WikiGogues to submit their own articles, and apparatus for evaluating and improving these.
 * A: Authorship: Rather than WikiPedia-like anonymity, have serious contributors to an article sign a register of some kind. Disputes could result in forks, trolling could be mediated by some kind of established mediation system.
 * B: Review process: panels of experts (could easily be self-appointed, with relatively little loss in quality) could review articles and designate them with varying levels of progress.
 * For example, L0=outline; L1=tentative, article in early composition phase and/or data collection/research; L2=Substantial premises and argumentation with support, but rough around the edges; L3=Publish-equivalent
 * Instruction-side
 * WikiCourses as the organizing unit
 * Fixed or semi-fixed
 * Syllabus would provide readings taken from Wikibooks, sources.wikipedia, WikiJournal, and outside public domain stuff.
 * Local experts (="teacher") would generate FAQ's, walk-throughs, do-it-yourself guides, etc. Learners would be encouraged to add their questions and do general tweaking to calibrate for their educational needs.
 * Could also include multimedia lectures, "labs" with the sorts of interactivity found in, say, electronic statistics textbooks, etc.
 * Correspondence and discussion
 * Talk: pages and the equivalent, archived regularly, for each course, and gradually assimilated into the FAQ's.
 * Possibly some more traditional threaded discussion forum
 * Real-time
 * IRC-or-what-have-you-based lectures, later archived.
 * And/or small-group tutorials
 * And "study group" venues were students can discuss topics amongst themselves.

Also: WikiJournal is a dumb name. WikiReview? WikiProceedings?