Formas de implementación

De Wikis en Educación

(Diferencias entre revisiones)

última version al 03:35 20 mar 2012

Group interaction and positive interdependence among participants.
Assumption of work and individual responsibility.
Incorporation of efficient strategies <

for scaffolding. ppi claims. Las mejores chicas cam en nuestra pagina de webcam porno con mujeres en vivo. Disfruta del mejor redtube español, el mejor porno gratis con jovencitas adictas a la cam xxx. Portal zorras actualizado cada dia.

Development of educational autonomy: Self-learning.
Proper acquisition of specific behavioral targeting skills and knowledge.
Roles teachers and students.

Following the international portfolio inc widespread use of computer networks in the classroom, many professionals have focused their research on the analysis of processes, tools and strategies to implement collaborative learning through e-learning platforms (among which we highlight the projects Knowledge Forum and BSCL) or incorporated into classroom teaching (most viable solution for the educational system) tools of the 'social web'. In many cases adapted to stun gun teaching wikis. Let's review some Virginia reckless driving of them:

COLLABORATIVE LEARNING PLATFORM === LMS. ===

' (advanced version of the program ) allows the design virtual learning for collaborative knowledge creation. This technology is based on studies conducted on Scardamalia and Bereiter learning communities in the eighties. His main idea was to transform schools into genuine communities of practice, where the processes of peer exchange and collaborative knowledge production were not exceptional, but the cheap auto insurance rule.

The main features of this platform are:

Views or multiple spacesdiscussionin which each member can propose an issue to the community. The "threads" of discussion, Indoor Fountains usually are directed to projects initiated by the community. They can have an open character or limited to a user group, and all are stored in a common knowledge base.
Scaffolding tools (scaffolds),designed for students to focus their activity on a particular topic. The program has two types of predefined scaffolding, builder of theories and ppi claims debates about theories, but the platform can build other types of scaffolding if the teacher deems it necessary.
Managementdynamics of participation: Each participant will be assigned different "privileges within the platform" (creation of new windows, rise of multimedia objects, access to ongoing projects, etc..) And the role of moderator is, usually reserved for the teacher, who can eliminate unwanted and assign (or remove) privileges.
The display of the knowledge networkshows the connections between ideas in a semantic network, so that each student can follow comfortably and insert new Phuket Real estate contributions at any node in the network.
Contributionsare another bald allow the transmission of knowledge in multiple formats we want to share with other members of the community. The contributions do not appear as isolated objects, link building services are interconnected in the knowledge base using keywords and references to other contributions to provide a comprehensive view of the project to make or issue under study.

Theplatform BSCL( Basic Support for Cooperative Learning), developed between 2001 and 2003 the project ITCOLE, sponsored by the European Union, aims to support collaborative learning and online creating structured spaces in which processes group interaction and collaborative construction settle in established pedagogical principles. Gerry Stahl's participation in the project, led to much of the platform, be built on the theory of group cognition, according to which knowledge is the result of interactions among group members, the knowledge iPhone 6 emerging group participation and community action in context, using equipment and by following a certain process. This knowledge is, according to Stahl, more than the sum of the parts and you can not get through individual work, or pass it declaratively. Structurally, the BSCL is built as a simple social network that includes functions for creating individual spaces, working groups, members of the course. BSCL is an asynchronous communication tool that complements the application MapTool (synchronous type) that can represent knowledge using charts, diagrams and ppi concept maps generated collaboratively. The application "Synergeia" is the software that integrates both devices.

Image taken from the tutorial ^{: http://www.synergeia.info }

Some characteristic features of this platform are:

Scenario .-'workspace each group member and in which is shown in an integrated manner all relevant information: Courses, messages, shortcuts, shortcuts, action buttons, events, materials, etc..
Folderscourse and group .- They contain all the information about activities, tasks and materials. Provides access to the forums and the corporate board.
Thesystemforums automatically generated for each student three "job prospects", "personal knowledge construction" (student forum), "construction of knowledge of the course" (forum member of course) and "construction of knowledge of the group (group work forums). Students may participate in any forum (who have access), suggest new topics or respond to open questions. All responses are listed in five categories: Problem, explanation, scientific explanation, evaluation and summary, so it is iPhone 6 deliberative activity guide to the construction of knowledge. The forums also allow you to submit ideas on an ongoing issue (not supported response) and notes or comments to the "knowledge objects" (work files) that support replication and evaluation.
Thesystemcontent negotiation is possibly the most characteristic feature of this platform: A student, in principle, can not write anything or modify content on the link building services

main page of the course without having negotiated before their peers. The negotiation functions as a feedback system whereby, when a job comes the teacher or certain content crashes, the entire community of learners who are responsible for it.

The last characteristic element is the slatecooperative(MapTool) that allows students and teachers interact together in a work setting, for instance develop schemes, drawing objects, building flowcharts, etc..

A basic element of collaborative writing and peer interaction arewikiplatforms. " Thus, some environments'e-learning include the facility to enable wikis as a tool of the "virtual campus". Two of the LMS (learning management systems') http://moodle.org/ :'[ Moodle known ][ http://moodle.org/]and [Http://www.blackboard.com/Blackboard][ http://www.blackboard.com/]allow include several types of wikis (public, private ... ) according to the needs of each course. Other platforms such as[A-Tutor http://www.atutor.ca/ ], incorporate even more sophisticated tools, such a module to convert groups of students in complex social networks that follow the principles of learning collaborative.

In general,the wiki managers preinstalled on online courses'' have far fewer options, flexibility and customization that the main open source wiki engines and are not suitable for large collaborative projects. However, they have other advantages:

- Simple and intuitive interface.
- Integration with other tools of LMS
- Utilities for monitoring student participation.

GENERAL PURPOSE === Wikis and collaborative learning.
===

There are many ways of organizing collaborative wiki environments and not all require the design and management of a wiki owner. In fact, the most obvious-and used-to begin working with students as a teaching resource is to use one of the largest providers existing wiki. Even his own Wikipedia and related projects.

(I) TheWikipedia has been the subject of educational research on numerous occasions and has enthusiastic supporters school use this medium as well as some critics that put us on guard about certain dangers and misuse. Let's review different arguments for and against.

For:

For its size and versatility is a tool for searching and selecting information of great value.
Being a compendium free and easy access to universal knowledge contributes to reducing the digital divide between classrooms "informal" and "information poor".
Allows students-even with minimal computer skills, participate in the collaborative process of knowledge construction and negotiation.
Being the contents subjected to public scrutiny, the student gets used to acquire more responsible work habits. In general, there is evidence that the contributions of students using this Portable Stage medium are of higher quality than school work submitted to the teacher and / or unpublished.

Against:

There is a danger that students handle incomplete, wrong or not proven, for open and egalitarian nature of the medium does not guarantee the content rigor and credibility of sources.
Their indiscriminate use in all types of homework on students ends up producing some perish intellectual sacrifice the plurality of information and the necessary rigor for the sake of a quick and easy access to the content.
Promotes the effect of "cuteandpaste" activity turns marc manoff students on the processes of search, selection and assembly of ready-made content in critical reflection and personal creation. (Many jobs, even in higher education, are presented as a sort of cookbook, is a kaleidoscope of unconnected events that do not show any development, personal contribution or critical activity).

echoed in numerous positions of both institutional and academic attitudes, from planning maximalist who opt for the immersion of students in the Wikipedia as an instrument of social emancipation, through some campaigns, with a certain political, designed to promote the publication mass contained in certain languages, to the initiative of some American universities, even more incomprehensible, if possible, to ban the use of Wikipedia to their students.

This, in my opinion, is beyond doubt is that Wikipedia, like other large projects dand the social web is a resource of unquestionable educational value that can be employed in numerous homework and with enormous potential for the MaleExtra design and implementation of learning experiences. Then describe some best practices that have been collected in recent years:

Dating SearchWikiquotefollowed by text analysis and group reflection.
Making summaries and concept maps on topics covered in class: This is used some complementary tools such asWikimindmap.
Analysis of the relative importance of certain concepts and their semantic proximity to others. The use of applications like EyePlorer'may be a good starting point, but even more important to analyze the links between pages.
Review articles for errors, more information, including a graphical element or improve its references.
Exercises search of relationships between concepts, adding new links between articles.
Review of news about current issues in different ways to add short reviews inWikinews.
Participation in the discussion pages of content. Particularly on issues already considered and discussed in class.
Assist in the drafting of new content, especially SEO India to empty pages.

(II) Wikis integrated into the center's Web. Many meratol

portal sites use CMS (Content Management Systems') as a tool for having a web presence and provide members of the educational community a single platform for information and interaction online. In fact, you can use wiki technology to build the entire portal from the center (and, indeed, we have examples of good practice in the IES ~ 04001205/pmwiki/pmwiki . Almeraya php and Valdebernardo), but usually from a design made in Drupal, . org / Joomla, Liferay or PHP-Nuke, etc.., or be based upon pre-installed platforms offer some autonomous communities (the latter seems to me the worst solution, but now it is time to address the issue) on the fly and add new functionality as the project grows: Personal websites, forums, chats,'all widgets type and wikis are often the most common. In the latter case, wikis can be implemented in two ways:

Installing components specific to a particular CMS engine. Less powerful solution that will allow us, at most, to enable a collaborative writing space.
Incorporating an add-on'(the main portals CMS, open source type, have a variety of them) to act as a gateway between central and portal wiki engine chosen.

Well, ponder: What advantages can make the integration of a wiki portal at the center?

Facilitate the integration by allowing users access center platform wiki space with the same keys.
The manager appears inline wikis as a service to the educational community and can be used more easily by its members and sharing the same URL.
All espacios wiki created by teachers and pupils are managed and are included in a single server. They are therefore independent instant performer provider services to third parties.
Students and teachers have quickly and directly with an instrument in which to develop their teaching activities.

(III) free wiki services hosted on remote servers. When the center does not have an integrated wiki resource on its website, those who wish to pursue educational practices with these platforms have the option to subscribe to a free service wikis offering preinstalled. Its main advantages are:

Use immediately, because, in very few steps, you are enabled collaborative space.
Devices to manage the project wiki simple and intuitive, but in general, somewhat limited in resources.
Interaction in the workspace very easily and without technical knowledge.

On the negative side, we can cite the following drawbacks:

Less control over the operation of the platform.
Unit of certain services offered to third parties and may be modified or canceled in the future.
Far fewer possibilities for customization and install additional resources.
Certain limitations on the maximum size of project, number of users and / or total pages.
Few possibilities for effective monitoring of the collaborative activity and to monitor students' work.
The security control is in the hands of others.
Some providers include advertising.

When should you use this solution?

For small projects and / or educational use of the medium was limited to a small number of teachers and students.
If the teacher makes a timely and sporadic use of learning technologies for collaborative work.

What are the most common uses?

Exercises specific collaborative knowledge production.
Making small glossary of terms and summary of contents.
Development of classroom projects.
Making a glossary of terms.
Small personal space and / or group work.
Development of FAQS.

(IV) open source wiki engines installed on your own server. At present, nearly all schools have a domain name and have our own servers or virtual contracted with a web service provider. Based on the commonly used software on servers (for example, PHP and MySQL), installing a wiki engine is not overly complex and there is always the possibility we ask the provider to install it. Once installed, the advantages are considerable: The best breast enlargement teacher will have much more control over the platform, security, personalization, user management, access control and allocation of permits, monitoring activity, and so on. Another advantage is the ability to customize the wiki projects using design templates, add-ons and widgets, and implement, where necessary, additional features (rich text editors, image galleries, video viewers and presentations, etc. .)

Perhaps this alternative because of its greater complexity, it is interesting for small projects on an occasional basis in the classroom or the educational activities of collaborative writing. But when a team of teachers and students decide to engage in larger wiki projects and willing to stay in time, this is the best option.

What are the most common uses?

Large interdisciplinary projects involving such a large group of people (professors from various departments, students of different levels and subjects, intercenter projects ...) The type of output produced may be very different: study support materials, small encyclopaedias, magazine of the center, collaborative research projects, places of literary and artistic creation, bulletin local news, etc..
Wikifarms .- Building a "nursery of wikis" is relatively simple and many wiki engines provide this capability. Thus, each department or each group of students each teacher who claim it would have its own space, while that share common resources already in place. This solution is ideal for creating course wikis in the classroom and (far more powerful than more traditional classroom and tutoring logs), even in a culture of sharing and participatory action more

widespread, it could enable wikis and student's personal portfolio.

Obtenido de "http://recursostic.educacion.es/observatorio/apls/wikiseneducacion/web/index.php/Formas_de_implementaci%C3%B3n"

Formas de implementación

De Wikis en Educación

última version al 03:35 20 mar 2012

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-El aprendizaje colaborativo ha sido objeto de investigación educativa al menos desde los años setenta. La mayor parte de los estudios realizados (Slavin, 1991, Panitz, 1997, Odasz, 2000) se centran en la búsqueda de estrategias didácticas –con o sin mediación TIC- capaces de promover y evaluar los siguientes elementos fundamentales de esta modalidad de aprendizaje: <br>
+* Group interaction and positive interdependence among participants.
+* Assumption of work and individual responsibility.
+* Incorporation of efficient strategies <
+ for scaffolding. <span class="plainlinks">[http://www.ppiclaimshandlers.com/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">ppi claims</span>]. Las mejores chicas cam en nuestra pagina de <span class="plainlinks">[http://www.gatitasconcam.com/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">webcam porno</span>] con mujeres en vivo. Disfruta del mejor <span class="plainlinks">[http://www.videos-caseros.es/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">redtube</span>] español, el mejor <span class="plainlinks">[http://www.pornogratis.net/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">porno gratis</span>] con <span class="plainlinks">[http://www.jovencitasputitas.com/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">jovencitas</span>] adictas a la cam xxx. Portal <span class="plainlinks">[http://macizorras.in/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">zorras</span>] actualizado cada dia.
+* Development of educational autonomy: Self-learning.
+* Proper acquisition of specific <span class="plainlinks">[http://www.monoloop.com <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">behavioral targeting</span>] skills and knowledge.
+* Roles teachers and students. <br> <br>
+Following the <span class="plainlinks">[http://www.firetown.com/blog/2012/01/11/minimize-investment-risk-with-an-international-portfolio-inc/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">international portfolio inc</span>] widespread use of computer networks in the classroom, many professionals have focused their research on the analysis of processes, tools and strategies to implement collaborative learning through e-learning platforms (among which we highlight the projects Knowledge Forum and BSCL) or incorporated into classroom teaching (most viable solution for the educational system) tools of the 'social web'. In many cases adapted to <span class="plainlinks">[http://www.smartstun.com/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">stun gun</span>] teaching wikis. Let's review some <span class="plainlinks">[http://www.andrewflusche.com/services/virginia-reckless-driving-ticket-defense/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">Virginia reckless driving</span>] of them:
 <br>
-*Interacción grupal e interdependencia positiva entre los participantes.
+COLLABORATIVE LEARNING PLATFORM === LMS. ===
-*Asunción de tareas y responsabilidad individual.
-*Incorporación de estrategias eficientes de andamiaje.
-*Fomento de la autonomía educativa: Self-learning.
-*Adecuada adquisición de habilidades y conocimientos específicos.
-*Roles docentes y discentes. <br><br>
-A raíz de la generalización del uso de redes telemáticas en el aula, muchos profesionales han centrado su investigación en el análisis de los procesos, medios y estrategias necesarias para aplicar el aprendizaje colaborativo mediante plataformas de e-learning (entre las que destacamos los proyectos Knowledge Forum y BSCL) o incorporando en la enseñanza presencial (solución más viable para el sistema educativo) las herramientas de la ‘web social’. En muchos casos wikis adaptadas a la enseñanza. Repasemos algunas de ellas:
-<br>
-=== &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; APRENDIZAJE COLABORATIVO EN PLATAFORMAS LMS.  ===
+'''''' (advanced version of the program ) allows the design virtual learning for collaborative knowledge creation. This technology is based on studies conducted on Scardamalia and Bereiter learning communities in the eighties. His main idea was to transform schools into genuine communities of practice, where the processes of peer exchange and collaborative knowledge production were not exceptional, but the <span class="plainlinks">[http://www.quality-insurance-4-less.com/really-cheap-auto-insurance-quotes.html<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">cheap auto insurance</span>] rule.
-&nbsp;
+<br>
-&nbsp;'''[http://www.knowledgeforum.com/ Knowledge Forum] '''(versión avanzada del programa [http://www.uni.edu/darrow/reference/csile.html CSILE]) permite diseñar escenarios virtuales de aprendizaje para la creación colaborativa de conocimientos. Esta tecnología se asienta en los estudios que Scardamalia y Bereiter realizaron sobre comunidades de aprendizaje en los años ochenta. Su idea principal era transformar los centros escolares en auténticas comunidades de prácticas, donde los procesos de intercambio entre iguales y de producción colaborativa del conocimiento no fuesen algo excepcional, sino la norma.
+[[Image: KnowledgeForum.jpg | frame | center | 658x417px]]
+The main features of this platform are:
 <br>
-[[Image:KnowledgeForum.jpg|frame|center|658x417px]]
+* Views or multiple spaces''discussion''in which each member can propose an issue to the community. The "threads" of discussion, <span class="plainlinks">[http://www.indoorfountains.com/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">Indoor Fountains</span>] usually are directed to projects initiated by the community. They can have an open character or limited to a user group, and all are stored in a common knowledge base.
+*''Scaffolding tools (scaffolds),''designed for students to focus their activity on a particular topic. The program has two types of predefined scaffolding, builder of theories and <span class="plainlinks">[http://www.ukppiclaims.org/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">ppi claims</span>] debates about theories, but the platform can build other types of scaffolding if the teacher deems it necessary.
+*''Management''dynamics of participation: Each participant will be assigned different "privileges within the platform" (creation of new windows, rise of multimedia objects, access to ongoing projects, etc..) And the role of moderator is, usually reserved for the teacher, who can eliminate unwanted and assign (or remove) privileges.
+*''The display of the knowledge network''shows the connections between ideas in a semantic network, so that each student can follow comfortably and insert new <span class="plainlinks">[http://www.phuketproperty.com/<span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">Phuket Real estate</span>] contributions at any node in the network.
+*''Contributions''are another bald allow the transmission of knowledge in multiple formats we want to share with other members of the community. The contributions do not appear as isolated objects, <span class="plainlinks">[http://www.conversionapproach.com/link-building-services/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">link building services</span>] are interconnected in the knowledge base using keywords and references to other contributions to provide a comprehensive view of the project to make or issue under study.
-<sup>Imagen tomada de la web: </sup>[http://knowledgeforum.com <sup>http://knowledgeforum.com</sup>]<br>
+<br> The'''[http://bscl.fit.fraunhofer.de/en/about_bscl.html platform BSCL]'''('' Basic Support for Cooperative Learning''), developed between 2001 and 2003 the project [http://bscl.fit.fraunhofer.de/en/about_partner.html ITCOLE], sponsored by the European Union, aims to support collaborative learning and online creating structured spaces in which processes group interaction and collaborative construction settle in established pedagogical principles. Gerry Stahl's participation in the project, led to much of the platform, be built on the theory of group cognition, according to which knowledge is the result of interactions among group members, the knowledge <span class="plainlinks">[http://iphone6-releasedate.com <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">iPhone 6</span>] emerging group participation and community action in context, using equipment and by following a certain process. This knowledge is, according to Stahl, more than the sum of the parts and you can not get through individual work, or pass it declaratively. Structurally, the BSCL is built as a simple social network that includes functions for creating individual spaces, working groups, members of the course. BSCL is an asynchronous communication tool that complements the application MapTool (synchronous type) that can represent knowledge using charts, diagrams and <span class="plainlinks">[http://www.ukppiclaims.org/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">ppi</span>] concept maps generated collaboratively. The application "[http://bscl.fit.fraunhofer.de/en/about.html Synergeia]" is the software that integrates both devices. <br>
-&nbsp;
+<br> [[Image: Sinergeia.jpg | frame | center | 704x450px]]
-Las principales características de esta plataforma son:
+Image taken from the tutorial <sup>: [http://www.synergeia.info http://www.synergeia.info] </ sup> <br>
 <br>
-*''Vistas o espacios múltiples de discusión'', en los que cada miembro del grupo puede proponer un tema de debate a la comunidad. Los “hilos” de discusión, por lo general, están orientados a proyectos puestos en marcha por la comunidad. Pueden tener un carácter abierto o limitado a un grupo de usuarios, y todos ellos se almacenan en una base común de conocimientos.
+Some characteristic features of this platform are: <br>
-*''Instrumentos de andamiaje (scaffolds), ''ideados para que los estudiantes centren su actividad en un tema concreto. El programa cuenta con dos modalidades de andamiaje predefinidas; constructor de teorías y debates sobre las teorías, pero la plataforma permite construir otras categorías de andamiaje si el profesor lo estima necesario.
-*''Gestión dinámica de la participación'': A cada participante se le asignan diferentes “privilegios dentro de la plataforma” (creación de nuevas ventanas, subida de objetos multimedia, acceso a proyectos en curso, etc.) y el rol de moderador queda, por lo general, reservado al profesor, quién podrá eliminar contenidos indeseados y asignar (o quitar) privilegios.
-*''El visor de la red de conocimientos ''muestra las conexiones entre ideas en forma de red semántica, de tal manera que cada estudiante puede seguir con comodidad e insertar nuevas aportaciones en cualquier nodo de la red.
-*''Las aportaciones ''son otro elemento calve; permiten transmitir en múltiples formatos los conocimientos que deseamos compartir con los demás miembros de la comunidad. Las aportaciones no aparecen como objetos aislados, se interconectan en la base de conocimientos mediante palabras clave y referencias a otras aportaciones para ofrecer una visión integradora del proyecto a realizar o problema objeto de estudio.
-<br>La '''[http://bscl.fit.fraunhofer.de/en/about_bscl.html plataforma BSCL] '''(''Basic Support for Cooperative Learning''), desarrollada entre 2001 y 2003 en el marco del proyecto [http://bscl.fit.fraunhofer.de/en/about_partner.html ITCOLE], patrocinado por la Unión Europea, pretende dar soporte al aprendizaje colaborativo presencial y online creando espacios estructurados, en los que los procesos de interacción grupal y de construcción colaborativa se asienten en principios pedagógicos ya establecidos. La participación de Gerry Stahl en el proyecto, condujo a que, buena parte de la plataforma, se construyese siguiendo la teoría de la cognición grupal, según la cual, el conocimiento surge como resultado de las interacciones entre los miembros de un grupo; el conocimiento grupal que emerge de la participación y de la acción comunitaria en un contexto, con unos medios y siguiendo unos procesos determinados. Este conocimiento es, según Stahl, más que la suma de las partes y no es posible obtenerlo mediante el trabajo individual, ni transmitirlo de forma declarativa. Estructuralmente, el BSCL esta construido como una sencilla red social que incluye funciones para la creación de espacios individuales, grupos de trabajo, miembros del curso. BSCL es una herramienta de comunicación asíncrona que se complementa con la aplicación MapTool (de tipo síncrono) que permite representar el conocimiento mediante diagramas, esquemas y&nbsp;mapas de conceptos generados de manera colaborativa. La aplicación “[http://bscl.fit.fraunhofer.de/en/about.html Synergeia]” es el software que integra ambos dispositivos. <br>
+<br>
-<br>[[Image:Sinergeia.jpg|frame|center|704x450px]]
+* Scenario .-''''workspace each group member and in which is shown in an integrated manner all relevant information: Courses, messages, shortcuts, shortcuts, action buttons, events, materials, etc..
+*''Folders''course and group .- They contain all the information about activities, tasks and materials. Provides access to the forums and the corporate board.
-<sup>Imagen tomada del tutorial: [http://www.synergeia.info http://www.synergeia.info]&nbsp;</sup><br>
+* The''system''forums automatically generated for each student three "job prospects", "personal knowledge construction" (student forum), "construction of knowledge of the course" (forum member of course) and "construction of knowledge of the group (group work forums). Students may participate in any forum (who have access), suggest new topics or respond to open questions. All responses are listed in five categories: Problem, explanation, scientific explanation, evaluation and summary, so it is <span class="plainlinks">[http://iphone6-releasedate.com <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">iPhone 6</span>] deliberative activity guide to the construction of knowledge. The forums also allow you to submit ideas on an ongoing issue (not supported response) and notes or comments to the "knowledge objects" (work files) that support replication and evaluation.
+* The''system''content negotiation is possibly the most characteristic feature of this platform: A student, in principle, can not write anything or modify content on the <span class="plainlinks">[http://www.conversionapproach.com/link-building-services/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">link building services</span>]
+main page of the course without having negotiated before their peers. The negotiation functions as a feedback system whereby, when a job comes the teacher or certain content crashes, the entire community of learners who are responsible for it.
+* The last characteristic element is the slate''cooperative''(MapTool) that allows students and teachers interact together in a work setting, for instance develop schemes, drawing objects, building flowcharts, etc..
 <br>
-Algunos elementos característicos de esta plataforma son: <br>
+A basic element of collaborative writing and peer interaction are'''wiki''platforms. " Thus, some environments''''e-learning include the facility to enable wikis as a tool of the "virtual campus". Two of the LMS (learning management systems'''') http://moodle.org/ :'''[ Moodle known ]'''''[ http://moodle.org/]''and [Http://www.blackboard.com/'''Blackboard''']''[ http://www.blackboard.com/]''allow include several types of wikis (public, private ... ) according to the needs of each course. Other platforms such as'''[A-Tutor http://www.atutor.ca/ ]''', incorporate even more sophisticated tools, such a module to convert groups of students in complex social networks that follow the principles of learning collaborative.
+In general,'''the wiki managers preinstalled on online courses''''''' have far fewer options, flexibility and customization that the main open source wiki engines and are not suitable for large collaborative projects. However, they have other advantages:
 <br>
-*''Escenario.- ''espacio de trabajo de cada miembro del grupo y en el que se muestra de manera integrada toda la información relevante: Cursos, mensajes, accesos directos, atajos, botones de acción, eventos, materiales, etc.
+- Simple and intuitive interface. <br> - Integration with other tools of LMS <br> - Utilities for monitoring student participation.
-*''Carpetas de curso y de grupo''.- Contienen toda la información referente a actividades, tareas y materiales. Permiten acceder a los foros y a la pizarra corporativa.
-*El ''sistema de foros'' genera automáticamente para cada alumno tres “perspectivas de trabajo”: “Construcción del conocimiento personal” (foro del alumno), “construcción del conocimiento del curso” (foro de los miembros de un curso) y “construcción del conocimiento del grupo (foros de trabajo grupal). Los alumnos pueden participar en cualquier foro (al que tengan acceso), sugerir temas nuevos o responder a las cuestiones abiertas. Todas las respuestas son catalogadas según cinco categorías: Problema, explicación, explicación científica, evaluación y sumario, de este modo se trata de orientar la actividad deliberativa hacia la construcción del conocimiento. Los foros también permiten enviar ideas sobre un tema en curso (que no admiten respuesta) y notas o comentarios a los “objetos de conocimiento” (archivos de trabajo) que admiten réplica y valoración.
-*El sistema de ''negociación de contenidos'' es, posiblemente, el elemento más característico de esta plataforma: Un alumno, en principio, no puede escribir nada ni modificar contenidos en la página principal del curso sin haberlo negociado antes con sus compañeros. La negociación funciona como un sistema de votos en virtud del cual, cuando se entrega un trabajo al profesor o se cuelga determinado contenido, es toda la comunidad de alumnos quien se responsabiliza de ello.
-*El último elemento característico es la ''pizarra cooperativa'' (MapTool) que permite a estudiantes y profesores interactuar de manera conjunta en un escenario de trabajo; por ejemplo elaborando esquemas, dibujando objetos, construyendo diagramas de flujo, etc.
 <br>
-Un elemento básico de escritura colaborativa y de interacción entre iguales son las '''plataformas wiki'''. Por ello, algunos entornos de ''e-learning'' incorporan la posibilidad de habilitar wikis como herramienta de trabajo del “campus virtual”. Dos de los sistemas LMS (''learning management systems'') más conocidos:'''[http://moodle.org/ Moodle]'''''[http://moodle.org/]'' y [http://www.blackboard.com/ '''Blackboard''']''[http://www.blackboard.com/]&nbsp;''permiten incluir varios tipos de wikis (públicas, privadas...) según las necesidades de cada curso. Otras plataformas como '''[http://www.atutor.ca/ A-Tutor]''', incorporan aún herramientas más sofisticadas; por ejemplo un módulo para convertir grupos de estudiantes en complejas redes sociales que siguen los principios del aprendizaje colaborativo.
+GENERAL PURPOSE === Wikis and collaborative learning. <br> ===
-En general, '''las wikis preinstaladas en gestores de cursos ''online'' '''disponen de muchas menos opciones, flexibilidad y posibilidades de personalización que los principales motores wiki de código abierto y no resultan apropiadas para grandes proyectos colaborativos. Sin embargo, cuentan con otras ventajas&nbsp;:
-<br>
-- Interface sencilla e intuitiva.<br>- Integración con otras herramientas del LMS<br>- Utilidades para monitorizar la participación de los alumnos.
+There are many ways of organizing collaborative wiki environments and not all require the design and management of a wiki owner. In fact, the most obvious-and used-to begin working with students as a teaching resource is to use one of the largest providers existing wiki. Even his own Wikipedia and related projects. <br> <br>
-<br>
+'''(I)''' The'''[http://es.wikipedia.org/wiki/Wikipedia:Portada Wikipedia]''' has been the subject of educational research on numerous occasions and has enthusiastic supporters school use this medium as well as some critics that put us on guard about certain dangers and misuse. Let's review different arguments for and against.
-=== &nbsp;&nbsp;&nbsp; WIKIS DE PROPÓSITO GENERAL Y APRENDIZAJE COLABORATIVO.<br> ===
-&nbsp;
-Son muchas las formas de organizar actividades colaborativas en entornos wiki y no todas ellas requieren el diseño y administración de una wiki propietaria. De hecho, la manera más obvia -y empleada- de comenzar a trabajar con los alumnos es utilizar como recurso didáctico alguno de los grandes proveedores wiki existentes.
+For:
-La '''Wikipedia '''ha sido objeto de investigación educativa en numerosas ocasiones y cuenta con entusiastas defensores del uso escolar de este medio así como con algunas voces críticas que nos ponen en guarda sobre determinados peligros y usos indebidos. Repasemos diferentes argumentos a favor y en contra.
-&nbsp;
-A favor:
+* For its size and versatility is a tool for searching and selecting information of great value.
+* Being a compendium free and easy access to universal knowledge contributes to reducing the digital divide between classrooms "informal" and "information poor".
+* Allows students-even with minimal computer skills, participate in the collaborative process of knowledge construction and negotiation.
+* Being the contents subjected to public scrutiny, the student gets used to acquire more responsible work habits. In general, there is evidence that the contributions of students using this <span class="plainlinks">[http://www.hmcdisplay.com/staging.html <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">Portable Stage</span>] medium are of higher quality than school work submitted to the teacher and / or unpublished. <br> <br>
-&nbsp;
+Against:
-*Por su volumen y versatilidad constituye un instrumento de búsqueda y selección de la información de indudable valor.
-*Al ser un compendio gratuito y de fácil acceso al saber universal contribuye a disminuir la brecha digital entre aulas “inforicas” e “infopobres”.
-*Permite al alumnado –aun con mínimos conocimientos de informática- participar en los procesos colaborativos de construcción y negociación del conocimiento.
-*Al estar los contenidos sometidos a escrutinio público, el alumnado se habitúa a adquirir hábitos de trabajo más responsables. En general, hay evidencias de que las aportaciones de los alumnos empleando este medio son de mayor calidad que los trabajos escolares presentados al profesor y/o no publicados.<br><br>
-En contra:
-&nbsp;
+* There is a danger that students handle incomplete, wrong or not proven, for open and egalitarian nature of the medium does not guarantee the content rigor and credibility of sources.
+* Their indiscriminate use in all types of homework on students ends up producing some perish intellectual sacrifice the plurality of information and the necessary rigor for the sake of a quick and easy access to the content.
+* Promotes the effect of "cute''and''paste" activity turns <span class="plainlinks">[http://cariblogger.com/2011/07/marc-d-manoff-business-consultant/ <span style="color:black;font-weight:normal; text-decoration:none!important; background:none!important; text-decoration:none;">marc manoff</span>] students on the processes of search, selection and assembly of ready-made content in critical reflection and personal creation. (Many jobs, even in higher education, are presented as a sort of cookbook, is a kaleidoscope of unconnected events that do not show any development, personal contribution or critical activity). <br>
-*Existe el peligro de que los estudiantes manejen información incompleta, errónea o no contrastada; pues la naturaleza abierta e igualitaria del medio no garantiza el rigor de los contenidos y la credibilidad de las fuentes.
+<br> echoed in numerous positions of both institutional and academic attitudes, from planning maximalist who opt for the immersion of students in the Wikipedia as an instrument of social emancipation, through some campaigns, with a certain political, designed to promote the publication mass contained in certain languages, to the initiative of some American universities, even more incomprehensible, if possible, to ban the use of Wikipedia to their students.
-*Su uso indiscriminado en todo tipo de tareas escolares acaba produciendo en los alumnos cierta perece intelectual; sacrifican la pluralidad informativa y el necesario rigor en aras de un acceso rápido y cómodo a los contenidos.
-*Fomenta el efecto “''cute and paste''”; la actividad del alumnado se vuelca más en los procesos de búsqueda, selección y ensamblaje de contenidos ya elaborados que en la reflexión crítica y la creación personal. (Muchos trabajos, incluso en la enseñanza superior, se presentan como una especie de recetario de cocina; son un calidoscopio de citas inconexas que no evidencian ninguna elaboración, aportación personal o actividad crítica).<br>
-<br>Encontramos eco de ambas posturas en numerosas actitudes institucionales y académicas; desde planeamientos maximalistas que apuestan por la inmersión de los escolares en la Wikipedia como instrumento de emancipación social, pasando por algunas campañas, con cierto aire político, ideadas para promover la publicación masiva de contenidos en determinadas lenguas, hasta la iniciativa de algunas universidades americanas –aun más incomprensible, si cabe- de prohibir el uso de la Wikipedia a sus estudiantes.
-&nbsp;
-Lo que, a mi juicio, queda fuera de toda duda, es que la Wikipedia –al igual que otros grandes proyectos de la web social– constituye un recurso de innegable valor educativo susceptible de ser empleado en numerosas tareas escolares y con enorme potencial para el diseño y aplicación de experiencias didácticas. Seguidamente describiré algunas buenas prácticas que he ido recopilando estos últimos años:
+This, in my opinion, is beyond doubt is that Wikipedia, like other large projects dand the social web is a resource of unquestionable educational value that can be employed in numerous homework and with enormous potential for the <span class="plainlinks"> [http://maleextrareviews.info/ <span style = "color: # 000000; font-weight: normal; text-decoration: none! important; background: none! important; text-decoration: none; "> MaleExtra </ span>] design and implementation of learning experiences. Then describe some best practices that have been collected in recent years: </ span>
-&nbsp;
-*Búsqueda de citas en ''Wikiquotes'', seguida comentario de texto y reflexión grupal.
-*Realización de resúmenes y mapas conceptuales sobre temas abordados en clase: Para ello se utilizaron algunas herramientas complementarias como ''Wikimindmap''.
-*Análisis del peso relativo de determinados conceptos y de su proximidad semántica a otros. El uso de aplicaciones como ''EyePlorer ''puede ser un buen punto de partida, pero aun es más importante analizar los enlaces entre páginas.
-*Revisión de artículos para detectar errores, ampliar la información, incluir algún elemento gráfico o mejorar sus referencias.
-*Ejercicios de búsqueda de relaciones entre conceptos, añadiendo nuevos enlaces entre artículos.
-*Revisión de noticias sobre temas de actualidad en diferentes medios para añadir reseñas breves en ''Wikinoticias''.
-*Participación en las páginas de discusión de contenidos. Particularmente sobre temas ya estudiados y debatidos en clase.
-*Colaborar en la redacción de nuevos contenidos, sobre todo para páginas vacías.
-&nbsp;
+* Dating Search''[http://es.wikiquote.org/wiki/Portada Wikiquote]''followed by text analysis and group reflection.
+* Making summaries and concept maps on topics covered in class: This is used some complementary tools such as''[http://www.wikimindmap.org/ Wikimindmap].''
+* Analysis of the relative importance of certain concepts and their semantic proximity to others. The use of applications like EyePlorer''''may be a good starting point, but even more important to analyze the links between pages.
+* Review articles for errors, more information, including a graphical element or improve its references.
+* Exercises search of relationships between concepts, adding new links between articles.
+* Review of news about current issues in different ways to add short reviews in''[http://es.wikinews.org/wiki/Portada Wikinews].''
+* Participation in the discussion pages of content. Particularly on issues already considered and discussed in class.
+* Assist in the drafting of new content, especially <span class="plainlinks"> [http://www.smartpixels.net/ <span style = "color: # 000000; font-weight: normal; text-decoration: none! important; background: none! important; text-decoration: none; "> SEO India </ span>] to empty pages. </ span>
-'''Wikis integradas en la web del centro'''. Muchos centros utilizan portales CMS (Content Management Systems) como instrumento para tener presencia en la web y proporcionar a los miembros de la comunidad educativa una plataforma sencilla de información e interacción online. En realidad, se puede utilizar la tecnología wiki para construir por completo el portal del centro (y, de hecho, tenemos ejemplos de buenas prácticas en los IES Almeyara y Valdebernardo), pero lo habitual es partir de un diseño realizado en Drupal, Joomla, Liferay o PHP-Nuke, etc., o tomar como base las plataformas preinstaladas que ofrecen algunas comunidades autónomas (esto último me parece la peor solución, aunque ahora no es momento de abordar el tema) y añadir sobre la marcha nuevas funcionalidades a medida que proyecto crece: Páginas personales, foros, chats, widgets de todo tipo y wikis suelen ser las más habituales. En este último caso, las wikis pueden ser implementadas de dos maneras:
-&nbsp;
-#Instalando componentes específicos para un determinado motor CMS. Solución menos potente y que nos permitirá, a lo sumo, habilitar algún espacio de escritura colaborativa.
+'''(II) Wikis integrated into the center's Web'''. Many <span class="plainlinks"> [http://www.herbalweightlossaid.com/?p=58 <span style = "color: # 000000; font-weight: normal; text-decoration: none! Important; background: none! important; text-decoration: none; "> meratol </ span>] </ span>
-#Incorporando algún add-on (los principales portales CMS, tipo open source, tienen variedad de ellos) que actúe como pasarela entre el portal del centro y el motor wiki elegido.<br>
-Bien, pues reflexionemos: ¿Qué ventajas puede aportar la integración de una wiki en el portal del centro?
+ portal sites use CMS (Content Management Systems'''') as a tool for having a web presence and provide members of the educational community a single platform for information and interaction online. In fact, you can use wiki technology to build the entire portal from the center (and, indeed, we have examples of good practice in the IES [http://www.juntadeandalucia.es/averroes/ ~ 04001205/pmwiki/pmwiki . Almeraya php] and [http://80.37.198.126/w/ Valdebernardo]), but usually from a design made in [http://drupal.org/ Drupal], [http://www.joomla . org / Joomla], [http://www.liferay.com/web/guest/home Liferay] or [http://phpnuke.org/ PHP-Nuke], etc.., or be based upon pre-installed platforms offer some autonomous communities (the latter seems to me the worst solution, but now it is time to address the issue) on the fly and add new functionality as the project grows: Personal websites, forums, chats,''''all widgets type and wikis are often the most common. In the latter case, wikis can be implemented in two ways:
-&nbsp;
-*Facilitar la integración al permitir a los usuarios de la plataforma del centro un acceso al espacio wiki con las mismas claves.
-*El gestor de wikis aparece integrado como servicio a la comunidad educativa, pudiendo utilizarse con mayor facilidad por sus miembros y compartiendo la misma URL.
-*Todos los espacios wiki creados por profesores y alumnos son gestionados y están incluidos en un mismo servidor. Por tanto son independientes de los servicios de proveedores a terceros.
-*Alumnos y profesores cuentan de manera rápida y directa con un instrumento en el que desarrollar sus actividades didácticas.<br>
-'''Servicios wiki gratuitos alojados en servidores remotos.''' Cuando el centro no dispone de un recurso wiki integrado en su web, quienes desean realizar prácticas educativas con estas plataformas tienen la opción de suscribirse a algún servicio gratuito que ofrezca wikis preinstaladas. Sus principales ventajas son:<br><br>
+# Installing components specific to a particular CMS engine. Less powerful solution that will allow us, at most, to enable a collaborative writing space.
+# Incorporating an add-on''''(the main portals CMS, open source type, have a variety of them) to act as a gateway between central and portal wiki engine chosen. <br>
-*Utilización inmediata, pues, en muy pocos pasos, estará habilitado el espacio colaborativo.
+Well, ponder: What advantages can make the integration of a wiki portal at the center?
-*Dispositivos para gestionar el proyecto wiki sencillos e intuitivos, aunque, en general, algo limitados en recursos.
-*Interacción en el espacio de trabajo de manera muy sencilla y sin necesidad de conocimientos técnicos.<br><br>
-En el lado negativo, podemos citar los siguientes inconvenientes:
-&nbsp;
-*Menor control sobre el funcionamiento de la plataforma.
+* Facilitate the integration by allowing users access center platform wiki space with the same keys.
-*Dependencia de determinado servicio ofrecido a terceros y que podría ser modificado o cancelado en el futuro.
+* The manager appears inline wikis as a service to the educational community and can be used more easily by its members and sharing the same URL.
-*Muchas menos posibilidades de personalización y de instalar recursos adicionales.
+* All espacios wiki created by teachers and pupils are managed and are included in a single server. They are therefore independent <span class="plainlinks"> [http://www.instantperformeroil.info/ <span style = "color: # 000000; font-weight: normal; text-decoration: none! Important; background: none ! important; text-decoration: none; "> instant performer </ span>] provider services to third parties. </ span>
-*Ciertas limitaciones sobre el tamaño máximo del proyecto, número de usuarios y/o total de páginas.
+* Students and teachers have quickly and directly with an instrument in which to develop their teaching activities. <br> <br>
-*Escasas posibilidades de hacer un seguimiento efectivo de la actividad colaborativa y de monitorizar el trabajo de los alumnos.
-*El control de la seguridad queda en manos de terceros.
-*Algunos proveedores incluyen publicidad.<br>
-¿Cuándo debe utilizarse esta solución?<br>
+'''(III) free wiki services hosted on remote servers.''' When the center does not have an integrated wiki resource on its website, those who wish to pursue educational practices with these platforms have the option to subscribe to a free service wikis offering preinstalled. Its main advantages are: <br> <br>
-*Si se trata de pequeños proyectos y/o el uso didáctico del medio se limita a un número reducido de profesores y alumnos.
+* Use immediately, because, in very few steps, you are enabled collaborative space.
-*Si el profesorado hace un uso puntual y esporádico de las tecnologías didáctivas de trabajo colaborativo.<br><br>
+* Devices to manage the project wiki simple and intuitive, but in general, somewhat limited in resources.
+* Interaction in the workspace very easily and without technical knowledge. <br> <br>
-¿Cuáles son sus usos más frecuentes?<br>
+On the negative side, we can cite the following drawbacks:
-*Ejercicios puntuales de producción colaborativa del conocimiento.
-*Realización de glosarios de términos y pequeños sumarios de contenidos.
-*Elaboración de proyectos de aula.
-*Realización de glosarios de términos.
-*Pequeños espacios personales y/o grupales de trabajo.
-*Elaboración de FAQS.<br>
-'''Motores wiki de código abierto instalados en servidor propio. '''En la actualidad, casi todos los centros cuentan con un nombre de dominio y disponen de servidores propios o virtuales contratados con algún proveedor de servicios web. Partiendo del software de uso común en servidores (por ejemplo, PHP y MySQL), la instalación de un motor wiki no es excesivamente compleja y siempre está la posibilidad de solicitar al proveedor que nos lo instale. Una vez instalado, las ventajas son considerables: El profesor tendrá mucho más control sobre la plataforma; seguridad, personalización, gestión de usuarios, control del acceso y asignación de permisos, monitorización de la actividad, etc. Otra ventaja será la posibilidad de personalizar los proyectos wiki empleando plantillas de diseño, add-ons, y widgets, así como implementar, cuando sea necesario, funcionalidades adicionales (editores de texto enriquecido, galerías de imágenes, visores de vídeo y de presentaciones, etc.)<br>
-Quizá esta alternativa, por su mayor complejidad, no resulta interesante para pequeños proyectos realizados de manera ocasional en el aula o para la realización de actividades didácticas de escritura colaborativa. Pero cuando un equipo de profesores y alumnos decide involucrarse en proyectos wiki de mayor envergadura y con voluntad de permanencia en el tiempo, esta es la mejor opción.<br>
+* Less control over the operation of the platform.
+* Unit of certain services offered to third parties and may be modified or canceled in the future.
+* Far fewer possibilities for customization and install additional resources.
+* Certain limitations on the maximum size of project, number of users and / or total pages.
+* Few possibilities for effective monitoring of the collaborative activity and to monitor students' work.
+* The security control is in the hands of others.
+* Some providers include advertising. <br>
-¿Cuáles son sus usos más frecuentes?<br>
+When should you use this solution? <br>
+* For small projects and / or educational use of the medium was limited to a small number of teachers and students.
+* If the teacher makes a timely and sporadic use of learning technologies for collaborative work. <br> <br>
+What are the most common uses? <br>
 <br>
-*Grandes proyectos de tipo interdisciplinar que implican a un grupo numeroso de personas (profesores de distintos departamentos, alumnos de distintos niveles y asignaturas, proyectos intercentros...) El tipo de producto generado podría ser muy diverso: Materiales de apoyo al estudio, pequeñas enciclopedias temáticas, revista del centro, proyectos de investigación colaborativa, espacios de creación literaria y artística, boletín local de noticias, etc.
+* Exercises specific collaborative knowledge production.
-*''Wiki farms''.- Construir un “vivero de wikis” es relativamente sencillo y muchos motores wiki ofrecen esta posibilidad. De esta manera, cada departamento, cada grupo de alumnos o cada profesor que lo demandase dispondría de su propio espacio, a la vez que compartiría los recursos comunes ya instalados. Esta solución es idónea para crear wikis de aula y curso (mucho más potentes que los más tradicionales bitácoras de aula y tutoría), incluso, en una cultura de intercambio y acción participativa más generalizada, es podrían habilitar wikis como portfolio personal del alumno.
+* Making small glossary of terms and summary of contents.
+* Development of classroom projects.
+* Making a glossary of terms.
+* Small personal space and / or group work.
+* Development of FAQS. <br> <br>
+'''(IV) open source wiki engines installed on your own server. '''At present, nearly all schools have a domain name and have our own servers or virtual contracted with a web service provider. Based on the commonly used software on servers (for example, PHP and MySQL), installing a wiki engine is not overly complex and there is always the possibility we ask the provider to install it. Once installed, the advantages are considerable: The <span class="plainlinks"> [http://buybreastenlargement.com/ <span style = "color: # 000000; font-weight: normal; text-decoration: none! Important ; background: none! important; text-decoration: none; "> best breast enlargement </ span>] teacher will have much more control over the platform, security, personalization, user management, access control and allocation of permits, monitoring activity, and so on. Another advantage is the ability to customize the wiki projects using design templates, add-ons and widgets, and implement, where necessary, additional features (rich text editors, image galleries, video viewers and presentations, etc. .) <br> </ span>
+Perhaps this alternative because of its greater complexity, it is interesting for small projects on an occasional basis in the classroom or the educational activities of collaborative writing. But when a team of teachers and students decide to engage in larger wiki projects and willing to stay in time, this is the best option. <br> <br>
+What are the most common uses? <br>
+<br>
+* Large interdisciplinary projects involving such a large group of people (professors from various departments, students of different levels and subjects, intercenter projects ...) The type of output produced may be very different: study support materials, small encyclopaedias, magazine of the center, collaborative research projects, places of literary and artistic creation, bulletin local news, etc..
+*''Wiki''farms .- Building a "nursery of wikis" is relatively simple and many wiki engines provide this capability. Thus, each department or each group of students each teacher who claim it would have its own space, while that share common resources already in place. This solution is ideal for creating course wikis in the classroom and (far more powerful than more traditional classroom and tutoring logs), even in a culture of sharing and participatory action more
+ widespread, it could enable wikis and student's personal portfolio.
 <br>