Dear Pierre-Carl<div><br></div><div>I&#39;ve seen you reference my paper on AssessMediaWiki. Perhaps this other reference could be of your interest: <a href="http://www.researchgate.net/publication/225107564_Assessment_of_collaborative_learning_experiences_by_graphical_analysis_of_wiki_contributions" target="_blank">http://www.researchgate.net/publication/225107564_Assessment_of_collaborative_learning_experiences_by_graphical_analysis_of_wiki_contributions</a></div>

<div><br></div><div>It basically introduces a previous quantitative approach that is fully-operative. AssessMediaWiki tries to complement it.</div><div><br></div><div>Best regards,<br><br><div class="gmail_quote">2013/4/27 Pierre-Carl Langlais <span dir="ltr">&lt;<a href="mailto:langlais.qobuz@gmail.com" target="_blank">langlais.qobuz@gmail.com</a>&gt;</span><br>

<blockquote class="gmail_quote" style="margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1ex"><div style="word-wrap:break-word">Hello,<div><br></div><div>I have already discussed this work on the mailing list two months ago. You may now find the preprint on Wikipapers: <a href="http://wikipapers.referata.com/wiki/File:Wikipedia_E-Learning_Model_Preprint.pdf" target="_blank">http://wikipapers.referata.com/wiki/File:Wikipedia_E-Learning_Model_Preprint.pdf</a></div>

<div><br></div><div>The typo might be somehow hazardous; this is my first scholar publication in English and I still need to adapt to some unfamiliar formal norms.</div><div><br></div><div>The original data will be disclosed in a shortwhile, probably on Meta-Wiki.</div>

<div><br></div><div>Pierre-Carl Langlais</div><div><br></div><div><br></div><div>–––––––––––––––––––––</div><div><br></div><div>Abstract :</div><div><br></div><div><span style="font-size:13px;line-height:19px;font-family:sans-serif"><div style="margin-top:0.4em;margin-right:0px;margin-bottom:0.5em;margin-left:0px;line-height:1.5em">

This chapter gives a global appraisal of wiki-based pedagogic projects. The growing influence of Wikipedia on students’ research practices have actually made these a promising area for educational research.</div><div style="margin-top:0.4em;margin-right:0px;margin-bottom:0.5em;margin-left:0px;line-height:1.5em">

A compilation of data published by 30 previous academic case studies reveals several recurrent features. Wikis are not so easily adopted: most wiki learning programs begin by a slow initial phase, marked by a general unwillingness to adapt to an unusual environment. Some sociological factors, like age and, less clearly, gender may contribute to increase this initial reluctance.</div>

<div style="margin-top:0.4em;margin-right:0px;margin-bottom:0.5em;margin-left:0px;line-height:1.5em">In spite of their uneasiness, wikis proved precious tools on one major aspect: they give a vivid representation of scientific communities. Students get acquainted with some valuable epistemic practices and norms, such as collaborative work and critical thought. While not improving significantly the memorization of information, wikis clearly enhance research abilities.</div>

<div style="margin-top:0.4em;margin-right:0px;margin-bottom:0.5em;margin-left:0px;line-height:1.5em">This literature review can assist teachers in determining whether the use of wiki fits their pedagogic aims.</div></span></div>

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