Dissertations / Theses on the topic 'Wiki practices'

The purpose of this thesis is to investigate how information sharing in distributed development projects can be improved through the use of information sharing tools. Work published on this subject has been investigated and ABB employees whose work highly depends on information sharing have been interviewed.

This submission sets out a narrative of how a practitioner in the field of education identified and implemented the changes required, both in research methodology and in practice, in order to answer the question ‘how do I improve my practice?’ (Whitehead and McNiff, 2004) while remaining true to a personal value system by not teaching or researching in ‘a living contradiction’ (Ibid: 5) where a value system and a practice are not working in harmony. This submission chronicles a self-study journey to improve practice by identifying and reflecting on the changes required to improve that practice when ‘teaching’ ten-year-old pupils historical enquiry online. The narrative demonstrates how a practice can be reconceptualised and illustrates the outcomes of that re-conceptualisation. The particular practice in question was set within the context of technological advances in the Internet over the last half decade: in the early research the pupils used the Internet as an online encyclopaedia while in the later stages of the research they used the Internet as a means to access online authoring sites on the read-write resource Web 2.0. The journey of change follows the practitioner from teaching historical enquiry within a classroom setting to that of teaching historical enquiry within an online authoring site, called a wiki. To achieve those changes many key concepts (that had informed teaching practices at the beginning of the research journey) had to be deconstructed and subsequently restructured using an alternative design. The learning process was one of the key concepts teased apart and reconstructed using Wenger’s ‘communities of practice’ approach as a template for designing a small community of practices. It was the emerging small community of practices on the wiki that developed into a new perspective on how to promote the learning process most effectively in an online context. The submission also narrates the ontological dimension to the journey where the practitioner’s key personal values were used in the change process to create a living theory. This value driven methodology created living standards of judgement. The submission identifies, then critically reflects on, the two voices representing the significance of the developing perspectives of the writer as researcher and as practitioner. It then uses journal entries, articles and interviews to follow the practitioner journey from perspective point one to perspective point two. It reflects critically on the change process being experienced and the growing confidence that emerged as the practitioner and researcher voices began, in combination, to challenge accepted practice and develop a new single voice that impacts upon both the professional context and the field of educational theory. It leads to the acceptance of some of Wenger’s assertions that underpin his notion that meaning is negotiated in communities of practice and examines the changes in thinking that eventually led to this model being interpreted as a reference point only and to the suggestion of a new perspective on the learning process. The contribution to knowledge is, then, to be found in this new perspective of what is meant by a community of practices and the learning processes it generates with reference to teaching historical enquiry skills to ten-year-old pupils on an online authoring site called a wiki.

Thesis: Ph. D., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 115-121).
Distributed MIMO has long been known theoretically to bring large throughput gains to wireless networks. Recent years have seen significant interest and progress in developing practical distributed MIMO systems. Multiple systems have developed coordination protocols to synchronize multiple nodes and enable them to transmit simultaneously without interference. However, there are still several challenges that need to be addressed in order to have a practical distributed MIMO system for WiFi and LTE. In this thesis, we address the practical limitations in distributed MIMO systems. We present algorithms that enable practical distributed MIMO in the context of WiFi and LTE. Furthermore, we demonstrate these algorithms through Hardware/Software architectures which are implemented on an FPGA platform and run in real-time. We present two different systems in this thesis. For WiFi, we present MegaMIMO 2.0, the first real-time 802.11 distributed MIMO system. MegaMIMO 2.0 builds on top of state of the art work in distributed MIMO, and adds support for dynamic environments and mobile clients while meeting the tight timing requirements of the 802.11 WiFi standard. We also introduce Chorus the first scalable distributed MIMO system for LTE. Chorus works with the different modes of LTE and is resilient to changes in network configuration. Both MegaMIMO 2.0 and Chorus require no change to the user devices, and are fully compatible with the 802.11 standard for WiFi and the 3GPP standard for LTE.
by Ezzeldin Omar Hussein Hamed.
Ph. D.

The purpose of this study was to examine students' representations of their literate identities in what Gee (2008) calls Discourse that developed among 105 high school students— 103 10th-grade and two 11th-grade students—using a wiki for class work, collaboration, and social interaction. The theoretical frame for the present study was drawn from of four bodies of literature. Through a reciprocal process of positioning self and others (van Langenhove & Harré, 1999), individuals come to form and display their literate identity (Heath, 1991) within a community of practice (Wenger, 1998). Their interactions reflect norms, values, and accepted ways of being within the Discourses to which they belong (Gee, 2008). Data analysis procedures employed in this study were similar to those commonly associated with qualitative data analysis. I used a recursive process of coding and searching for patterns and themes to analyze students' writing on the class wiki. Analysis of the wiki posts revealed that students employed 18 written devices within the Discourse of the wiki. In addition, within the online Discourse that emerged on the wiki, students occupied nine positions in relation to the others in the community. Findings of this study suggest that students developed a community of practice where norms for participation in the Discourse of the wiki were constructed by its members. Students represented their academic and social literate identities online through the combination of devices they used and the positions they enacted in the Discourse of the wiki.

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2007.
Bruckman, Amy, Committee Member ; Bers, Marina, Committee Member ; Mynatt, Elizabeth, Committee Member ; Guzdial, Mark, Committee Chair ; Kolodner, Janet, Committee Member.

Les connaissances décisionnelles sont un type particulier de connaissances dont le but est de décrire des processus de prise de décision. En cancérologie, ces connaissances sont généralement regroupées dans des guides de bonnes pratiques cliniques. Leur publication est assurée par des organismes médicaux suite à un processus d'édition collaboratif complexe. L'informatisation des guides a conduit à la volonté de formaliser l'ensemble des connaissances contenues de manière à pouvoir alimenter des systèmes d'aide à la décision. Ainsi, leur édition peut être vue comme une problématique d'acquisition des connaissances. Dans ce contexte, le but de cette thèse est de proposer des méthodes et des outils permettant de factoriser l'édition des guides et leur formalisation. Le premier apport de cette thèse est l'intégration des technologies du Web social et sémantique dans le processus d'édition. La création du wiki sémantique OncoLogiK a permis de mettre en œuvre cette proposition. Ainsi, un retour d'expérience et des méthodes sont présentés pour la migration depuis une solution Web statique. Le deuxième apport consiste à proposer une solution pour exploiter les connaissances décisionnelles présentes dans les guides. Ainsi, le framework KCATOS définit un langage d'arbres de décision simple pour lequel une traduction reposant sur les technologies du Web sémantique est développée. KCATOS propose en outre un éditeur d'arbres, permettant l'édition collaborative en ligne. Le troisième apport consiste à concilier dans un même système les approches pour la création des guides de bonnes pratiques informatisés : l'approche s'appuyant sur les connaissances symbolisée par KCATOS et l'approche documentaire d'OncoLogiK. Leur fonctionnement conjoint permet de proposer une solution bénéficiant des avantages des deux approches. De nombreuses perspectives sont exposées. La plupart d'entre elles visent à améliorer les services aux utilisateurs et l'expressivité de la base de connaissances. En prenant en compte le travail effectué et les perspectives, un modèle réaliste visant à faire du projet Kasimir un système d'aide à la décision complet est proposé.

Introduction: Wikis are multiuser platforms that have been used with positive results for learning in higher education. As knowledge artefacts they include both semiotic and material aspects that could potentially be realized through collaborative learning and the assessment of interprofessional and problem based learning using portfolios. Purpose: The aim of the present study is to investigate students’ perceptions of learning through the the collaborative creation and use of wikis. Method: Sixteen students from an interprofessional course module participated in the study. The thesis uses semi-structured interviews with a qualitative phenomenographic approach. Results: The informants’ perceptions of learning through the collaborative creation and use of wikis are described as a four category hierarchy that represents the outcome space: Course task oriented compilation of texts Preparatory exam compendium Representative knowledge artefact Knowledge artefact for future professional practice Conclusion: Students’ different perceptions of learning through the collaborative creation and use of wikis as presented as the outcome space can be understood as variations of how they perceive the resulting product, the process involved and the orientation of the wiki work, from a surface and task oriented work to deeper contextual learning. Well designed, wiki support problem based learning and assessment using portfolios as well as interprofessional learning for future professional practice.

This thesis examines organizational use of social media. It focuses on developing an understanding of the ways by which social media are used within formal organizational settings. From the vantage point of this thesis such an understanding can be achieved by looking at tensions and incompatibilities that might potentially exist between social media and organization because of their distinct characteristics. It is argued that the distinct characteristics of social media (e.g. openness, transparency, flexibility, etc.) and organization (e.g., hierarchy, formal relationships, standard procedures, etc.) may engender tensions and incompatibilities that affect the ways of using social media and their potential in organizations. The main premise here is that the possibilities, behaviors, and practices afforded by social media are recognizably different in nature from common and established organizational practices, behaviors, norms, and routines. Through a structurational understanding of organizational use of social media, influenced by Giddens’ theory of structuration and Orlikowski’s practice lens for studying technology use, this thesis offers the perspective of immiscibility to capture tensions and incompatibilities driven by the distinctive characteristics of social media and organization. It basically offers a way of seeing social media use in organizations as a dynamic, in- practice interplay between social media and organization characteristics. One key argument in this thesis is that the immiscible interplay of social media and organization, produces, at least in transition, ‘a bureaucracy of social media’. Social media, it is argued, are used in ways that are essentially bureaucratic, reflecting and also reinforcing established characteristics of formal organizations through the production and reproduction of structures which are driven by the immiscible interplay. The development of such an understanding was achieved through multiple research studies focusing on the use of the wiki technology for knowledge collaboration and sharing in two large, multinational organizations: CCC and IBM. A number of qualitative methods were used in these studies to collect empirical evidence from the two organizations including interviews, field visits, observations, and document analysis. The overarching contribution of this thesis centers on offering a unique way of understanding organizational use of social media by putting forward tensions and incompatibilities between social media and organization and also by providing an understanding of how such tensions and incompatibilities affect the potential for change by social media.

Zum ersten Mal an der TU Bergakademie Freiberg wurde im Wintersemester 2012/13 eine klassische Präsenzvorlesung in ein umfassendes handlungsorientiertes Blended-Learning-Szenario (Methode: Flipped Classroom; Tools: OPAL-Kurs mit Wiki, Forum etc.) transformiert und evaluiert. Im folgenden Beitrag werden die Ergebnisse des Pilotversuchs vorgestellt und aus Sicht der beteiligten Akteure kritisch diskutiert.

Berggren, Lars & Bäckström, Erik (2009). Möjligheter och utmaningar med molntjänster i undervisningen. (Opportunities and challenges of cloud services in education). SÄLIII:4B, Särskild Lärarutbildning för lärare i yrkesämnen på gymnasiet, Lärarutbildningen, Malmö högskola.Lärare och elever behöver stöd i sin undervisning och sitt lärande i skolan. Hur får man- och kan man få stöd genom olika molntjänster, s.k. webb 2.0, i skolan? Vi vill visa tendenser till en förändrad lärupplevelse hos eleverna efter ett förändringsarbete. Avsikten med förändringen var att ge eleverna stöd med en, som vi upplever det, mer strukturerad, personlig och tillgänglig pedagogik.Denna examensuppsats är en av två uppsatser med samma tema, molntjänster i undervisningen. Själva forskningsarbetet är uppdelat i två grupper med två personer i vardera. I denna uppsats undersöks elev-lärarperspektivet. I den andra uppsatsen undersöks lärarsamarbete.För att hitta tendenser till fördelar och möjligheter, i vårt redan genomförda förändringsarbete med pappersfri undervisning med hjälp av molntjänster, har vi genomfört kvalitativa intervjuer med slumpvis utvalda elever på två orter och sedan analyserat och jämfört resultaten. Analysen av dessa presenteras gemensamt. De tendenser till fördelar och möjligheter till fortsatt förändring vi har hittat genom vår undersökning och den dagliga kontakten med eleverna, har stärkt oss i vår ambition att fortsätta använda molntjänster i vår undervisning. Elevernas attityd mot verktygen är att de uppfattar dem som mer anpassade efter deras vardagsbehov. Den pedagogiska förändringen upplevdes av oss lärare som mindre dramatisk än vi förväntade, vilket har varit positivt.

This thesis offers an assessment design for collaborative learning, utilisation of blended learning support through current communication technologies and highlights the crucial role of the tutor. The thesis designed and tested a theoretical framework which encompassed an active learning environment and resulted in the development of the shamrock conceptual framework. To test the theoretical framework, clarify the role of the tutor and the impact on the learner experience two studies were undertaken using pedagogical models that combined the concepts of learner-centric, sociocultural and dialogic perspectives on collaborative learning and technology in meeting the needs of learners in the 21st Century. In the first study, the role of the tutor was found to be crucial in setting, implementing and guiding learners using the assessment design as part of a social constructivist pedagogical practice. The pedagogical approach adopted was to blend face-to-face and Wiki learning experiences and was found to promote learner ownership, engagement and the fostering of a learning community. The second study validated the first and provided additional asynchronous technology experiences in addition to the Wiki blend in the assessment design. Study 2 examined the role of the tutor and the learner whilst using current technologies comprising podcasts and video and a Wiki in the collaborative experience. Findings showed that the Wiki supported community and collaborative aspects of a sociocultural practice whilst learners were engaged in authentic learning activities and led to a well supported learning environment. The importance of technology design and use to accommodate collaborative and community aspects was found to be an essential component. It was found that technology is not simply an add-on but rather needs to be planned and considered purposefully by both tutors and learners when used in a blend to supplement learning on campus as part of an assessment design in higher education. This study has shown that, for this to happen, academics need to be provided with the appropriate support, knowledge and skills required in developing a blended learning experience using a Wiki supplemented by class contact on campus as part of an assessment design.

The purpose of this ethnographic case study is to document multimodal literacy and numeracy practices of seven Saudi postgraduate students enrolled in the Master of Commerce Accounting program at the University of Adelaide, Australia. Specifically, it aims to investigate the interrelated dimensions of multimodal texts, literacy and numeracy practices, and contexts. The study employs a multidimensional framework for researching the participants’ literacy and numeracy practices in three course modules: Accounting Concepts and Methods, Principles of Finance, and Management Accounting. The study includes a metadiscourse analysis of collaborative wiki literacy practices in the Intermediate Financial Reporting module. The framework consists of three stages of analysis: description of literacy and numeracy requirements, description of literacy events and participants’ actual practices and their experiences, and a Systemic Functional Multimodal Discourse Analysis (SF-MDA) of Business texts. The analysis of the study is primarily based on Systemic Functional Linguistics (SFL) (Halliday, 1985; Halliday & Hasan, 1976; Halliday & Matthiessen, 2004). The findings of the case study revealed the academic literacy and numeracy practices students were expected to manage with in key topics in the business modules. The analysis of the three accounting modules and the online literacy practices revealed the multimodal and multisemiotic nature of accounting discourse, diversity of text type, the literacy and numeracy practices, and features of collaborative learning. The multiple-perspective framework has implications for the investigation of tertiary students’ literacy practices in other disciplines with the application of an SF-MDA of financial statements, graphs, and mathematical symbolism.
Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2014

MU-MIMO theory predicts manyfold capacity gains by leveraging many antennas (e.g. M >> 10) on wireless base stations to serve many users simultaneously through multi-user beamforming (MUBF). However, realizing such a large-scale design is nontrivial, and has yet to be achieved in the real world. We present the design, realization, and evaluation of Argos, the first reported large-scale base station that is capable of serving many (e.g., 10s of) terminals simultaneously through MUBF. Designed with extreme flexibility and scalability in mind, Argos exploits hierarchical and modular design principles, properly partitions baseband processing, and holistically considers real-time requirements of MUBF. To achieve unprecedented scalability, we devise a novel, completely distributed, beamforming technique, as well as an internal calibration procedure to enable implicit beamforming across large arrays. We implement a prototype with 64 antennas, and demonstrate that it can achieve up to 6.7 fold capacity gains while using a mere 1/64th the transmission power.

碩士
國立臺南大學
音樂學系教學碩士班
99
This study is to apply "Taiko no Tatsujin Wii" to the course design of rhythm teaching methods and rhythm creative composition on the elementary senior grades. Children’s reaction is through the program of different rhythm practice patterns to explore their rhythm performance, rhythm composition and other related music learning progress. The subjects were ninety six elementary of fifth and sixth graders from four different classes, in addition to drum implementation which is tested by forty samplings, the rest of program and tests are tested with all ninety six subjects. The program will include two stages of music teaching progress integrating with the "Taiko no Tatsujin Wii"; implement each rhythmic dictation test at before, during and after course. The drum implementation is conducted with the pre-test and post test. Fifth grader students will use “music half-day pass” music software to compose drum rhythm with specific music on the computer after the whole progress is over. Researcher collects, analyzes and inquires students’ tests results, learning experience, and creative works of this program. The results showed: First, It enhances the effect to child’s music learning progress through integrating the "Taiko no Tatsujin wii" into the teaching. (A) It enhance child’s music learning interest after integrating the “Taiko no Tatsujin Wii” into teaching. (B) It enhance child’s music learning attitude after integrating the “Taiko no Tatsujin Wii” into teaching. Second, there are different effects on rhythm reaction after using different types of exercises of "Taiko no Tatsujin wii" into the music education for children. (A) "Listen up Taiko no Tatsujin’s music with drum and add with score reading” children are more confident of rhythm perform. And "Listen Taiko no Tatsujin’s music without drum and add with score reading " rhythm is easier for children to be confused and less confident. (B) With relevant music appreciation of selected Taiko no Tatsujin’s music, it can enhance child’s music impression of the Taiko no Tatsujin’s music. (C) By adding the practice of entity drums, it is more realistic for children on rhythm perform. Third, after practicing the "Taiko no Tatsujin wii" game, children could have positive and well possibility on creative rhythm composition. Based on results of the study, recommending program design and teaching method design respectively, it is a reference offering music educators doing related research in the future.