Visualizing relative wiki contributions

Analyzing Social Media Networks with NodeXL, 2020

Nordic Journal of Digital Literacy, 2012

Learning from digital resources requires different competences compared to learning from textbooks. Such competences cannot be fostered without support; social and material. However, assessment of such practices is not well accounted for. We analyse data from a four year intervention study where teachers and researchers collaborated in developing a wiki to afford relevant tasks and assessment of students’ activities. Our findings show that material tools may afford and make visible ideas for future assessment practices, but that such practices have not materialized beyond ‘what might be’.

The study of collaboration patterns in wikis can help shed light on the process of content creation by online communities. To turn a wiki's revision history into a collaboration network, we propose an algorithm that identifies as authors of a page the users who provided the most of its relevant content, measured in terms of quantity and of acceptance by the community. The scalability of this approach allows us to study the English Wikipedia community as a co-authorship network. We find evidence of the presence of a nucleus of very active contributors, who seem to spread over the whole wiki, and to interact preferentially with inexperienced users. The fundamental role played by this elite is witnessed by the growing centrality of sociometric stars in the network. Isolating the community active around a category, it is possible to study its specific dynamics and most influential authors.

2008

ABSTRACT One of the major issues facing socially-driven content and collaborative work on the Web (such as Wikipedia) is the lack of tools to measure at large scale the evolution of content (in terms of quality and quantity), to reduce the dropout rate of active contributors or to detect vandalism in a timely manner.

With the increasing popularity of Web 2.0 tools, it only follows that these technologies are adapted to our foreign language classroom practices. Research shows their numerous advantages as participatory tools that foster communication and collaboration. This study focuses on one such tool, the wiki, and describes the implementation of three different wiki projects (micropedia, branching story, and pre-reading)

npo-consulting.net

Wiki is a one of the most effective collaborative authoring tool which comes with Web 2.0. They bring about new vision to group work and help to take place in online learning environments rapidly. Although there is a great potential for learning environments, ...

2020

Public discussions on digital technology and the Internet tend generally to be framed in epochalist terms and to be rife with utopian and dystopian projections of our imminent digital futures (Du Gay 2003; Henningsen and Larsen, this volume). As many observers have noted, in recent years a shift in the tone of such discussions has occurred, as the optimism that accrued to the Web 2.0 and social media 10-15 years ago has waned, with darker visions being brought to the fore. Today, a probing of the role of social media as vehicles of misinformation, commoditization, and mass surveillance looms large in popular and scholarly discussions alike (Fuchs et al. 2012; Van Dijck 2013). However, there is one notable exception to this trend in the current flora of social media: since the turn of the century, Wikipedia and platforms based on the wiki-technology have been a constant source of positive wonder among commentators. This relates to the democratic nature of the Wikipedia organization, to the deliberative aspect of content production, and to the platforms' persistent avoidance of commercialism (Firer-Blaes and Fuchs 2014; Van Dijck 2013; Wright 2010).¹ Prosumers (Ritzer et al. 2012; Toffler 1980) have contributed millions of articles for Wikipedia and other wiki-platforms. The true wonder of wiki-platforms is their capacity to mobilize contributors in great numbers and to incite them to write and edit articles. Based on a case study of the Norwegian local history wiki platform lokalhistoriewiki.no, we seek to understand what motivates contributors to engage in wiki work, and how this can be specified theoretically. We argue that wiki work is an avenue for the exertion of craftsmanship (Sennett 2009), and that it involves psychological processes of flow (Csikszentmihalyi 2008[1991]) and social processes of self-externalization (Elster 1989). 1 Others present accounts of Wikipedia in a less enchanted tone, pointing to the challenges posed by "Wikipedia trolls" (Shachaf and Hara 2010) and "editorial wars" on the site (Yasseri et al. 2012).

Proceedings of The Asist Annual Meeting, 2007

Sponsored by: SIG-SI; SIG-BWP This panel focuses on trends in research on Wikis. Wikis have become prevalent in our society and are used for multiple purposes, such as education, knowledge sharing, collaboration, and coordination. Similar to other popular social computing tools, they raise new research questions and have attracted the attention of researchers in

Proceedings of the 4th …, 2008

Collaborative writing through wikis has become increasingly popular in recent years. When users contribute to a wiki article they implicitly establish a co-authorship relationship. Discovering these relationships can be of value, for example in finding experts on a given topic. However, it is not trivial to determine the main co-authors for a given author among the potentially thousands who have contributed to a given author's edit history. We have developed a method and algorithm for calculating a co-authorship degree for a given pair of authors. We have implemented this method as an extension for the MediaWiki system and demonstrate its performance which is satisfactory in the majority of cases. This paper also presents a method of determining an expertise group for a chosen topic.