Journal articles on the topic 'Wiki practices'
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Sköld, Olle. "Getting-to-know." Journal of Documentation 73, no. 6 (October 9, 2017): 1299–321. http://dx.doi.org/10.1108/jd-11-2016-0145.
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Purpose The purpose of this paper is to investigate the sociocultural underpinnings of wiki-based knowledge production in the videogame domain, and to elucidate how these underpinnings relate to the formation of wikis as resources of videogame documentation. Design/methodology/approach The paper is based on a three-month ethnographic investigation of knowledge practices on the Dark Souls Wiki (DSW). In focus of the analysis were the boundaries and knowledge aims of the DSW, together with how its contributors organized inquiries and used various sources, methods of investigation, and ways of warranting knowledge claims. Findings The principal result of the paper is an empirical account of how the DSW functions as a culture of knowledge production, and how the content and structure of the wiki connects to the knowledge practices of its contributors. Four major factors that influenced knowledge practices on the wiki were identified: the structures and practices established by the community’s earlier wiki efforts; principles and priorities that informed wiki knowledge practices; the characteristics of the videogame in focus of the site’s knowledge-building work; the extent and types of relevant documentation provided by videogame industry, the videogaming press included. Originality/value Previous research has shown interest in investigating the mechanisms by which community-created knowledge and online resources of documentation emerge, and how these are utilized in play. There is, however, little research seeking to elucidate the sociocultural structures and practices that determine and sustain collaborative online videogame knowledge production.
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Lund, Andreas. "Wikis: a collective approach to language production." ReCALL 20, no. 1 (January 2008): 35–54. http://dx.doi.org/10.1017/s0958344008000414.
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AbstractWikis represent a particular type of collaborative learning environment where collaboration can result in aggregated, collective products. This study makes the claim that such potential challenges language production practices in school where the individual learner's output is often the focus of attention. The argument is put forth by juxtaposing theory, literature review, and videotaped wiki activities. Wikis are examined in a sociocultural perspective, in particular the notions of collective zones of proximal development and sociogenesis – that we come to knowledge by taking part in activities where individuals relate to a greater collective that evolves over time and where language and material artifacts function as structural resources. A review of some recent research in CALL and Second Language Acquisition (SLA) seeks to form a backdrop for this study of collective language production. Empirically the argument is illustrated and supported by selected videotape transcripts of learner interactions involving the use of a wiki in an English as a Foreign Language (EFL) classroom. The study shows that learners work in and across activity types that create tensions between individual and collective, institutional and novel practices, but that the wiki also holds the potential for collective knowledge advancement and language development.
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Sharp, Laurie A., and Brigette Whaley. "Wikis as Online Collaborative Learning Experiences: “A Different Kind of Brainstorming”." Adult Learning 29, no. 3 (March 4, 2018): 83–93. http://dx.doi.org/10.1177/1045159518761095.
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Online learning has become an established and customary way for adults to learn. Adult educators are challenged with promoting learner engagement through online collaborative teaching practices, such as wiki-based learning experiences. Although much literature was available regarding use of wikis to promote writing processes among adults, little literature was available that explored how use of wikis promotes the thinking that occurs prior to writing. This study used a convergent parallel mixed methods research design to explore the preliminary perceptions of adult learners who participated in wiki-based online collaborative learning experiences as a way to stimulate their thinking for subsequent writing tasks. Participants ( n = 25) were graduate-level learners enrolled in an online educational research course. Data were collected via a pre- and post-questionnaire administered at the inception and conclusion of three wiki-based online collaborative learning experiences. Quantitative data were analyzed using paired samples t tests to explore perceptions of usefulness and ease of use, which resulted in two statistically significant findings. Qualitative data were analyzed using descriptive analysis techniques to explore perceptions related to benefits and challenges with wikis to stimulate thinking, which identified four themes. Findings and limitations of this study were discussed, as well as implications for practitioners.
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Mansour, Osama, Dave Randall, and Linda Askenäs. "Social Conceptualizations of Technology Structuring." International Journal of Virtual Communities and Social Networking 5, no. 3 (July 2013): 35–51. http://dx.doi.org/10.4018/ijvcsn.2013070103.
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The widespread adoption and use of social media in almost every aspect of our daily lives may outpace existing empirical understandings. In organizations, social media are increasingly used by professional individuals and communities to support dynamic collaboration and knowledge sharing. While there is a growing amount of research on this subject, still little is known on how people use different kinds of social media in practice. That is, there is a need for an empirical understanding that addresses actual use practices of social media within the formal boundaries of organizations. To this end, we report on results from a qualitative comparative study of the use of wikis at two global organizations. Our aim is to develop an empirical understanding of the enactment of structures and the ways by which people structure and organize their wiki use practices by drawing on Orlikowski's (2000) practice lens. The findings from the authors analysis suggest a number of enacted structures that reflect diverse wiki use practices. The main contribution centers on developing three key mechanisms that provide means for understanding the structuring of the use of technology.
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De Fino, Melissa. "Library Success: A Best Practices Wiki; http://www.libsuccess.org." Technical Services Quarterly 29, no. 1 (January 2012): 90–92. http://dx.doi.org/10.1080/07317131.2012.624918.
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Hoewe, Jennifer, Brian J. Bowe, and Geri Alumit Zeldes. "Using a Wiki to Produce Journalistic Best Practices." Communication Teacher 26, no. 1 (January 2012): 22–32. http://dx.doi.org/10.1080/17404622.2011.625365.
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Brulet, Alexandre, Guy Llorca, and Laurent Letrilliart. "Medical Wikis Dedicated to Clinical Practice: A Systematic Review." Journal of Medical Internet Research 17, no. 2 (February 19, 2015): e48. http://dx.doi.org/10.2196/jmir.3574.
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Background Wikis may give clinician communities the opportunity to build knowledge relevant to their practice. The only previous study reviewing a set of health-related wikis, without specification of purpose or audience, globally showed a poor reliability. Objective Our aim was to review medical wiki websites dedicated to clinical practices. Methods We used Google in ten languages, PubMed, Embase, Lilacs, and Web of Science to identify websites. The review included wiki sites, accessible and operating, having a topic relevant for clinical medicine, targeting physicians or medical students. Wikis were described according to their purposes, platform, management, information framework, contributions, content, and activity. Purposes were classified as “encyclopedic” or “non-encyclopedic”. The information framework quality was assessed based on the Health On the Net (HONcode) principles for collaborative websites, with additional criteria related to users’ transparency and editorial policy. From a sample of five articles per wikis, we assessed the readability using the Flesch test and compared articles according to the wikis’ main purpose. Annual editorial activities were estimated using the Google engine. Results Among 25 wikis included, 11 aimed at building an encyclopedia, five a textbook, three lessons, two oncology protocols, one a single article, and three at reporting clinical cases. Sixteen wikis were specialized with specific themes or disciplines. Fifteen wikis were using MediaWiki software as-is, three were hosted by online wiki farms, and seven were purpose-built. Except for one MediaWiki-based site, only purpose-built platforms managed detailed user disclosures. The owners were ten organizations, six individuals, four private companies, two universities, two scientific societies, and one unknown. Among 21 open communities, 10 required users’ credentials to give editing rights. The median information framework quality score was 6 out of 16 (range 0-15). Beyond this score, only one wiki had standardized peer-reviews. Physicians contributed to 22 wikis, medical learners to nine, and lay persons to four. Among 116 sampled articles, those from encyclopedic wikis had more videos, pictures, and external resources, whereas others had more posology details and better readability. The median creation year was 2007 (1997-2011), the median number of content pages was 620.5 (3-98,039), the median of revisions per article was 17.7 (3.6-180.5) and 0.015 of talk pages per article (0-0.42). Five wikis were particularly active, whereas six were declining. Two wikis have been discontinued after the completion of the study. Conclusions The 25 medical wikis we studied present various limitations in their format, management, and collaborative features. Professional medical wikis may be improved by using clinical cases, developing more detailed transparency and editorial policies, and involving postgraduate and continuing medical education learners.
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Stiwinter, Katherine, and Patricia R. Jordan. "TMI: using a library staff wiki to manage information and improve communication." Library Hi Tech News 32, no. 8 (October 5, 2015): 16–18. http://dx.doi.org/10.1108/lhtn-04-2015-0031.
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Purpose – The aim of this case study is to provide valuable insight into the selection, implementation and upkeep of a library staff wiki for libraries considering how to better manage information and improve communication, especially at libraries with multiple desks, shifts and locations. Design/methodology/approach – Spartanburg Community College (SCC) evaluated the library’s needs and selected Wikispaces in this case study. A wiki manager was designated, who completed the initial set up, trained staff, wrote policies and procedures and delegated maintenance activities. Library staffs were surveyed about how they used the wiki and what its impact has been on their experience. Findings – The library staffs report that they refer to the wiki quiet often in their time at the desk and that it has had an extremely positive impact on their service. The designation of a wiki manager was a key in keeping the wiki up-to-date and viable. The careful consideration of policies and procedures, including structure, format and naming conventions, has also contributed to the continued viability of the wiki as it has grown. The wiki has improved communication among staff and allowed for more consistent service to patrons. Originality/value – This case study outlines best practices that were important in creating SCC’s library staff wiki, which has proved an invaluable tool to the library staff at both service desks and at all library branches.
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Archambault, Patrick, Stéphane Turcotte, Pascal Y. Smith, Kassim Said Abasse, Catherine Paquet, André Côté, Dario Gomez, et al. "Intention to Use Wiki-Based Knowledge Tools: Survey of Quebec Emergency Health Professionals." JMIR Medical Informatics 9, no. 6 (June 18, 2021): e24649. http://dx.doi.org/10.2196/24649.
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Background Clinical decision support systems are information technologies that assist clinicians in making better decisions. Their adoption has been limited because their content is difficult to adapt to local contexts and slow to adapt to emerging evidence. Collaborative writing applications such as wikis have the potential to increase access to existing and emerging evidence-based knowledge at the point of care, standardize emergency clinical decision making, and quickly adapt this knowledge to local contexts. However, little is known about the factors influencing health professionals’ use of wiki-based knowledge tools. Objective This study aims to measure emergency physicians’ (EPs) and other acute care health professionals’ (ACHPs) intentions to use wiki-based knowledge tools in trauma care and identify determinants of this intention that can be used in future theory-based interventions for promoting the use of wiki-based knowledge tools in trauma care. Methods In total, 266 EPs and 907 ACHPs (nurses, respiratory therapists, and pharmacists) from 12 Quebec trauma centers were asked to answer a survey based on the theory of planned behavior (TPB). The TPB constructs were measured using a 7-point Likert scale. Descriptive statistics and Pearson correlations between the TPB constructs and intention were calculated. Multiple linear regression analysis was conducted to identify the salient beliefs. Results Among the eligible participants, 57.1% (152/266) of EPs and 31.9% (290/907) of ACHPs completed the questionnaire. For EPs, we found that attitude, perceived behavioral control (PBC), and subjective norm (SN) were significant determinants of the intention to use wiki-based knowledge tools and explained 62% of its variance. None of the sociodemographic variables were related to EPs’ intentions to use wiki-based knowledge tools. The regression model identified two normative beliefs ("approval by physicians" and "approval by patients") and two behavioral beliefs ("refreshes my memory" and "reduces errors"). For ACHPs, attitude, PBC, SN, and two sociodemographic variables (profession and the previous personal use of a wiki) were significantly related to the intention to use wiki-based knowledge tools and explained 60% of the variance in behavioral intention. The final regression model for ACHPs included two normative beliefs ("approval by the hospital trauma team" and "people less comfortable with information technology"), one control belief ("time constraints"), and one behavioral belief ("access to evidence"). Conclusions The intentions of EPs and ACHPs to use wiki-based knowledge tools to promote best practices in trauma care can be predicted in part by attitude, SN, and PBC. We also identified salient beliefs that future theory-based interventions should promote for the use of wiki-based knowledge tools in trauma care. These interventions will address the barriers to using wiki-based knowledge tools, find ways to ensure the quality of their content, foster contributions, and support the exploration of wiki-based knowledge tools as potential effective knowledge translation tools in trauma care.
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Folkins, John William, Alison Behrman, Trisha L. Self, and Rosalind R. Scudder. "A Wiki To Support Teaching the Course: Introduction to Communication Sciences and Disorders." Perspectives on Issues in Higher Education 15, no. 1 (June 2012): 3–10. http://dx.doi.org/10.1044/ihe15.1.3.
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We created a wiki to help those who either teach or plan to teach an Introduction to Communication Sciences and Disorders course. We hope the wiki will be a place to share ideas for improving course content and presentation. This includes innovative ideas that have not been tried, as well as past practices that both worked and didn’t work. It is also a place to comment on and give advice to others.
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Hill, Mark D., Jean-Luc Gaudiot, Mary Hall, Joe Marks, Paolo Prinetto, and Donna Baglio. "A Wiki for discussing and promoting best practices in research." Communications of the ACM 49, no. 9 (September 2006): 63–64. http://dx.doi.org/10.1145/1151030.1151058.
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Chingiz oglu Mammadov, Elchin. "Opportunities for using Wiki technologies in building digital library models." Library Hi Tech News 31, no. 2 (April 1, 2014): 5–8. http://dx.doi.org/10.1108/lhtn-02-2014-0009.
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Purpose – The purpose of this article is to research the open access and encyclopedia structured methodology of building digital libraries. In Azerbaijan Libraries, one of the most challenged topics is organizing digital resources (books, audio-video materials, etc.). Wiki technologies introduce easy, collaborative and open tools opportunities which make it possible to implement in digital library buildings. Design/methodology/approach – This paper looks at current practices, and the ways of organizing information resources to make them more systematized, open and accessible. These activities are valuable for rural libraries which are smaller and less well funded than main and central libraries in cities. Findings – The main finding of this article is how to organize digital resource management in the libraries using Wiki ideology. Originality/value – Wiki technologies determine the ways of building digital library network models which are structurally different from already known models, as well as new directions in forming information society and solving the problems encountered.
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Pereira, Natana Lopes, Giovani Mendonça Lunardi, Juarez Bento da Silva, and Isabela Nardi da Silva. "Knowledge Management Practices Integrated to Teaching Methodologies: An integrative review." International Journal of Advanced Engineering Research and Science 9, no. 8 (2022): 153–64. http://dx.doi.org/10.22161/ijaers.98.19.
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This work has as its theme knowledge management practices/tools integrated into the educational scenario. In this bias, the research aimed to map knowledge management practices integrated into teaching methodologies in the educational scenario. To meet this objective, we carried out an integrative literature review to select works on knowledge management practices/tools integrated with teaching methodologies. As a result of the research, we identified such practices: Community of Practice, document (knowledge) management systems, good practices, knowledge mapping, wiki, blog, forum, guide, data mining, and analysis of social interactions. They were mainly used for creating and sharing knowledge with students and teachers. As limitations, we highlight a few current research using practices based on the area of knowledge management.
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Ensslin, Astrid. "“What an un-wiki way of doing things”." Thematising Multilingualism in the Media 10, no. 4 (December 5, 2011): 535–61. http://dx.doi.org/10.1075/jlp.10.4.04ens.
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Wikipedia defines itself as “the biggest multilingual free-content encyclopedia on the internet”, thus featuring an explicit language policy in its mission statement. Bearing in mind that the site has become the most popular source of encyclopaedic information online, its significance for public encounters with multilingualism should not be underestimated. This article offers a critical and multimodal discourse analytical approach to Wikipedia’s explicit and implicit multilingual policies and practices. I examine, under “explicit metalinguistic practice” (Woolard 1998), public disclaimers and exemplary user practice and talk on the “Multilingual Coordination” entry. Under “implicit metapragmatics”, I shall offer a multimodal analysis of Wikipedia’s multilingualism-oriented interface design; the corporate logo and its paratextual meta-commentary on a number of linguistic and journalistic websites; and a code-critical reading of Wikipedia’s “Babel” user language templates. My observations are discussed against the backdrop of postcolonialist theories on the role of English as lingua franca of the information age.
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Wang, Le, Pengpeng Feng, and Jing Chen. "Pre-Service Teachers' Development of Digital Literacies." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 3 (July 2017): 21–39. http://dx.doi.org/10.4018/ijcallt.2017070102.
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Digital literacies are gaining popularity in teacher education over the past decade, but little research has been conducted on the developmental trajectories of pre-service teachers' digital literacies while digital practices in their daily routines cannot necessarily be transformed into digital literacies in the educational setting. Using a case study methodology, four L2 Chinese pre-service teachers were examined during the spring semester of 2016 when they assisted teaching in a wiki writing classroom. Data was collected through semi-structured interviews and observation diaries. Drawing upon the framework of digital literacies, this article identifies the core components and traces the developmental trajectories of digital literacies in a wiki-based collaborative writing context: attitudes towards technology and application (Thinking), task organization and feedback provision (Doing), modes and genres (Meaning), teacher-student relations (Relating), and roles and responsibilities (Being).
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Wiig, Camilla, Anne Line Wittek, and Ola Erstad. "Teachers, tools and accountable practices. Engaging with a wiki blog as a learning resource." Learning, Culture and Social Interaction 22 (September 2019): 100245. http://dx.doi.org/10.1016/j.lcsi.2018.07.001.
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Batita, Wided. "GeoWeb 2.0 applications could support the Geodesign process." Revue Internationale de Géomatique 29, no. 3-4 (July 2019): 263–85. http://dx.doi.org/10.3166/rig.2019.00092.
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The emergence of Web 2.0 is materialized by new technologies (APIs, Ajax, etc.), by new practices (mashup, geotagging, etc.) an, by new tools (wiki, blog, etc.). It is primarily based on the principle of participation and collaboration. In this dynamic, the web mapping with spatial character or simply called Geospatial Web (or Geoweb) evolves by strong technological and social changes. Participatory GeoWeb 2.0 is materialized in particular by mashups among wikis and géobrowsers (ArgooMap, Geowiki, WikiMapia, etc.). The new applications resulting from these mashups are moving towards more interactive forms of collective intelligence. The Geodesign is a new area, which is the coupling between GIS and design, allowing a multidisciplinary team to work together. As it is an emergent term, the Geodesign has not be well defined and it requires innovative theoretical basis, new tools, media, technologies and practices to fit its complex requirements. In this document, we propose some GeoWeb 2.0 tools and technologies that could support the Geodesign process. The main contributions of the present research are firstly identifying the needs, requirements and constraints of Geodesign process as an emergent fuzzy field, and secondly offering new supports that are best meeting to the collaborative dimension of this process.
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Daele, Amaury. "Reifying, Participating and Learning." International Journal of Web-Based Learning and Teaching Technologies 5, no. 1 (January 2010): 43–60. http://dx.doi.org/10.4018/jwltt.2010010104.
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This paper presents observations and analysis of an activity of reification of professional practices within a community of practice. A case is examined of a distance community of tutors using a semantic Wiki for formalising their practices and a tool for storing and classifying documents. On the basis of the instrumental genesis theory, the author highlights the process of appropriation of the tools by the community of practice. This community participated in the development and conception of uses for the tools through a research and development project based on participatory design. This appropriation process, even if it did not occur to the expected extent, did nonetheless allow the community’s members to develop their representations regarding the reification of their practices and, gradually, to elaborate broader uses of the tools.
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Silber, Denise. "Participatory medicine as a new way to produce medical knowledge." Journal of Science Communication 09, no. 04 (December 21, 2010): C04. http://dx.doi.org/10.22323/2.09040304.
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Public communication on health issues on the Internet is not only a matter of popularization of medical information. It deeply deals with narration, conversation and dialogue, which are typical values in the Web 2.0. This interview will emphasize that blogs, forums, wiki are new ways in which population has been reconstructing and integrating medical knowledge. These ways are re-defining medical knowledge by means of unhinging the standard medical communication practices, based on a linear diffusion of knowledge form experts to laypeople.
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Siemens, Ray, Alyssa Arbuckle, Lindsey Seatter, Randa El Khatib, and Tracey El Hajj. "The Value of Plurality in ‘The Network with a Thousand Entrances’." International Journal of Humanities and Arts Computing 11, no. 2 (October 2017): 153–73. http://dx.doi.org/10.3366/ijhac.2017.0190.
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This contribution reflects on the value of plurality in the ‘network with a thousand entrances’ suggested by McCarty ( http://goo.gl/H3HAfs ), and others, in association with approaching time-honoured annotative and commentary practices of much-engaged texts. The question is how this approach aligns with tensions, today, surrounding the multiplicity of endeavour associated with modeling practices of annotation by practitioners of the digital humanities. Our work, hence, surveys annotative practice across its reflection in contemporary praxis, from the MIT annotation studio whitepaper ( http://goo.gl/8NBdnf ) through the work of the Open Annotation Collaboration ( http://www.openannotation.org ), and manifest in multiple tools facilitating annotation across the web up to and including widespread application in social knowledge creation suites like Wikipedia https://en.wikipedia.org/wiki/Web annotation )
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Archambault, Patrick Michel, Andrea Bilodeau, Marie-Pierre Gagnon, Karine Aubin, André Lavoie, Jean Lapointe, Julien Poitras, Sylvain Croteau, Martin Pham-Dinh, and France Légaré. "Health Care Professionals’ Beliefs About Using Wiki-Based Reminders to Promote Best Practices in Trauma Care." Journal of Medical Internet Research 14, no. 2 (April 19, 2012): e49. http://dx.doi.org/10.2196/jmir.1983.
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Maggio, Lauren A., John M. Willinsky, Joseph A. Costello, Nadine A. Skinner, Paolo C. Martin, and Jennifer E. Dawson. "Integrating Wikipedia editing into health professions education: a curricular inventory and review of the literature." Perspectives on Medical Education 9, no. 6 (October 8, 2020): 333–42. http://dx.doi.org/10.1007/s40037-020-00620-1.
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Abstract Introduction Wikipedia is an online encyclopedia read by millions seeking medical information. To provide health professions students with skills to critically assess, edit, and improve Wikipedia’s medical content, a skillset aligned with evidence-based medicine (EBM), Wikipedia courses have been integrated into health professions schools’ curriculum. This literature review and curricular inventory of Wikipedia educational initiatives provides an overview of current approaches and identifies directions for future initiatives and research. Methods Five databases were searched for articles describing educational interventions to train health professional students to edit Wikipedia. Course dashboards, maintained by Wiki Education (Wiki Edu), were searched for curricular materials. From these sources, key details were extracted and synthesized, including student and instructor type, course content, educational methods, and student outcomes. Results Six articles and 27 dashboards reported courses offered between 2015 and 2019. Courses were predominantly offered to medical and nursing students. Instructors delivered content via videos, live lectures, and online interactive modules. Course content included logistics of Wikipedia editing, EBM skills, and health literacy. All courses included assignments requiring students to edit Wikipedia independently or in groups. Limited details on assessment of student learning were available. Discussion A small but growing number of schools are training health professions education students to improve Wikipedia’s medical content. Course details are available on Wiki Edu dashboards and, to a lesser extent, in peer-reviewed publications. While more needs to be done in conducting and sharing assessment of student learning, integrating Wikipedia into health professions education has potential to facilitate learning of EBM and communication skills, improve Wikipedia’s online content, and engage students with an autonomous environment while learning. Future considerations should include a thorough assessment of student learning and practices, a final review of student edits to ensure they follow Wikipedia’s guidelines and are written in clear language, and improved sharing of teaching resources by instructors.
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Newberry, Rebecca, Bethany Palumbo, and Fran Ritchie. "Beyond “No food and drink in the gallery”: Writing a best practices document for food management in museums." Collection Forum 30, no. 1-2 (January 1, 2016): 111–17. http://dx.doi.org/10.14351/0831-4985-30.1.111.
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Abstract In 2015, the Society for the Preservation of Natural History Collections (SPNHC) Conservation Committee created a best practices document for food management in collection-holding institutions. This paper discusses the three-step process, devised by the committee, through which this was achieved. The first step was to research existing literature on the subject. Scant results showed that a best practices document on the subject would be of great benefit to the field. The second step was to survey collection professionals. This provided the committee a stronger understanding of current food management challenges and successes, as well as topics to address in the best practices document. The third step was to gain consensus from these professionals. A draft of the document was presented at three international conferences, and feedback was incorporated into the final recommendations. The best practices document is available on the SPNHC wiki and may be updated. It is possible to write a best practice on any subject by replicating this three-step process. The Conservation Committee believes this process can be applied to other areas that are in need of new or revised preservation methods.
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Elmqvist, Niklas, and Ji Soo Yi. "Patterns for visualization evaluation." Information Visualization 14, no. 3 (December 10, 2013): 250–69. http://dx.doi.org/10.1177/1473871613513228.
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We propose a pattern-based approach to evaluating data visualization: a set of general and reusable solutions to commonly occurring problems in evaluating visualization tools, techniques, and systems. Patterns have had significant impact in a wide array of disciplines, particularly software engineering, and we believe that they provide a powerful lens for characterizing visualization evaluation practices by offering practical, tried-and-tested tips, and tricks that can be adopted immediately. The 20 patterns presented here have also been added to a freely editable Wiki repository. The motivation for creating this evaluation pattern language is to (a) capture and formalize “dark” practices for visualization evaluation not currently recorded in the literature, (b) disseminate these hard-won experiences to researchers and practitioners alike, (c) provide a standardized vocabulary for designing visualization evaluation, and (d) invite the community to add new evaluation patterns to a growing repository of patterns.
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Franco-Camargo, Lubin Fernando, and Gonzalo Camacho-Vásquez. "The Impact of Wikis & Videos Integration Through Cooperative Writing Tasks Processes." English Language Teaching 11, no. 5 (April 22, 2018): 116. http://dx.doi.org/10.5539/elt.v11n5p116.
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ICT role in education nowadays is not only important, but also effective; its advancement allows a vast opportunity to be explored by EFL teachers into the EFL classroom. This action-research study envisioned and carried out from our teaching practice basis with English language B1 level students at Weisheit institute. Observation and instruments Implementation stages determined the positive impact of the integration of Wikis in EFL classrooms and how cooperative writing processes eased and helped the students improve their writing performance. Indeed, taking into account as a main strategy the “ICT” as a tool to improve teaching practices. This research was conducted through mixed-method approach and included a methodical process through data collection of journals, pre and post writing tests, semi-structured interviews and aptitude test. Of course, by looking upon that the application of these instruments helped us identify certain points of particular interest providing self-reflection on our own teaching-learning processes regarding as main problems; lack of writing skills, lack of vocabulary, grammar mistakes and writing inaccuracy. The strategies implemented had to do mainly with the integration of Wiki websites as a pedagogical instrument to improve writing skills through pre-writing eye-catching elements such as videos implementation in order to trigger motivational writing processes.
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Hermon, Rosie. "Enmeshed in the Borders: The Para-Institutional Practices of Alternative Arts Education Online." A Peer-Reviewed Journal About 10, no. 1 (August 13, 2021): 58–69. http://dx.doi.org/10.7146/aprja.v10i1.128187.
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This article takes up new online experiments in alternative arts education as examples of para-institutional practice, arguing that the online experiments discussed can be understood as enacting modes of border dwelling. In this context, the para-institution acknowledges and works with the tensions and compromises that exist in attempting to operate besides and beyond gatekeeping art world structures, rather than enacting a total refusal of these institutions. As an example of how these tensions play out in practice, the article focuses on the wiki Mesh: a sharing hub for emerging artists, initially developed out of the Into the Wild alternative arts education programme. Mesh was conceived by Esther McManus, who spoke with the author for the purposes of exploring the Mesh project as a case study for this article. In re-articulating para-institutional practices as forms of border dwelling within the ontology of the pluriverse, this article aims to demonstrate how borders of institutional practice are a fertile space to question the terms of the conversation when exploring institutional processes and parameters, as part of an ethically engaged project seeking more inclusive and pluriversal artworlds.
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Munna, Afzal Sayed, and Md Sadeque Imam Shaikh. "Pedagogies and practice: online teaching during COVID-19." International Journal of Humanities and Innovation (IJHI) 3, no. 4 (December 30, 2020): 132–38. http://dx.doi.org/10.33750/ijhi.v3i4.96.
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At this pandemic situation worldwide, most of the Universities are offering online teaching as an alternative of face-to-face study through Technology-enhanced learning (TEL). To ensure pedagogies and practice for online teaching, we have chosen and critically analyzed the theory “Seven principles for good practice in undergraduate education” by Chickering and Gamson for effective online teaching that researchers highly appreciated. Based on two case studies of two different UK universities and research review, we have also proposed recommendations to implement these seven good practices for online teaching. We have realized that there should be different group discussion forums like café, forums, a conference to engage students to share their ideas, justify their ideas with reliable sources, and finally, reflective thinking and writing, which is essential for learning. Wiki is a good example for group working where everybody shares their ideas about Seven Principles of good practices, then we moderated poster contents and finally prepared the poster the product of knowledge.
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Mäkelä, Heidi Henriikka. "Digesting the Finnish Nature and Past: Food, Pastness, and the Naturalness of the National in the Wiki-Inventory for Living Heritage." Journal of Ethnology and Folkloristics 15, no. 2 (December 1, 2021): 89–111. http://dx.doi.org/10.2478/jef-2021-0019.
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Abstract This article examines the inventorying of Finnish intangible cultural heritage with regard to UNESCO’s Convention for the Safeguarding of the Intangible Cultural Heritage. I analyse the participatory Wiki-inventory for Living Heritage, concentrating on entries that discuss food and foodways to study how food, materiality, and the national intertwine with practices of producing intangible cultural heritage. The article’s theoretical background draws from the fields of banal nationalism and critical heritage studies. Food is eminently important in narratives of Finnishness: by using the concepts of naturalness and pastness, I show how Finnish food becomes interpreted as ‘authentic’ Finnish heritage. The concepts illuminate the complex processes in which the materiality of food, the Finnish terroir and landscape, narratives of the past, and the consumer who prepares, eats, and digests the heritagised food are tied to each other. These processes reinforce the banality of Finnishness, although the practices of inventorying paradoxically strive for the ideal of cultural diversity that UNESCO promotes.
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Fonte, C. C., L. Bastin, G. Foody, T. Kellenberger, N. Kerle, P. Mooney, A. M. Olteanu-Raimond, and L. See. "VGI QUALITY CONTROL." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-3/W5 (August 20, 2015): 317–24. http://dx.doi.org/10.5194/isprsannals-ii-3-w5-317-2015.
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This paper presents a framework for considering quality control of volunteered geographic information (VGI). Different issues need to be considered during the conception, acquisition and post-acquisition phases of VGI creation. This includes items such as collecting metadata on the volunteer, providing suitable training, giving corrective feedback during the mapping process and use of control data, among others. Two examples of VGI data collection are then considered with respect to this quality control framework, i.e. VGI data collection by National Mapping Agencies and by the most recent Geo-Wiki tool, a game called Cropland Capture. Although good practices are beginning to emerge, there is still the need for the development and sharing of best practice, especially if VGI is to be integrated with authoritative map products or used for calibration and/or validation of land cover in the future.
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Archambault, Patrick Michel, Josée Rivard, Pascal Y. Smith, Samir Sinha, Michèle Morin, Annie LeBlanc, Yves Couturier, et al. "Learning Integrated Health System to Mobilize Context-Adapted Knowledge With a Wiki Platform to Improve the Transitions of Frail Seniors From Hospitals and Emergency Departments to the Community (LEARNING WISDOM): Protocol for a Mixed-Methods Implementation Study." JMIR Research Protocols 9, no. 8 (August 5, 2020): e17363. http://dx.doi.org/10.2196/17363.
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Background Elderly patients discharged from hospital experience fragmented care, repeated and lengthy emergency department (ED) visits, relapse into their earlier condition, and rapid cognitive and functional decline. The Acute Care for Elders (ACE) program at Mount Sinai Hospital in Toronto, Canada uses innovative strategies, such as transition coaches, to improve the care transition experiences of frail elderly patients. The ACE program reduced the lengths of hospital stay and readmission for elderly patients, increased patient satisfaction, and saved the health care system over Can $4.2 million (US $2.6 million) in 2014. In 2016, a context-adapted ACE program was implemented at one hospital in the Centre intégré de santé et de services sociaux de Chaudière-Appalaches (CISSS-CA) with a focus on improving transitions between hospitals and the community. The quality improvement project used an intervention strategy based on iterative user-centered design prototyping and a “Wiki-suite” (free web-based database containing evidence-based knowledge tools) to engage multiple stakeholders. Objective The objectives of this study are to (1) implement a context-adapted CISSS-CA ACE program in four hospitals in the CISSS-CA and measure its impact on patient-, caregiver-, clinical-, and hospital-level outcomes; (2) identify underlying mechanisms by which our context-adapted CISSS-CA ACE program improves care transitions for the elderly; and (3) identify underlying mechanisms by which the Wiki-suite contributes to context-adaptation and local uptake of knowledge tools. Methods Objective 1 will involve staggered implementation of the context-adapted CISSS-CA ACE program across the four CISSS-CA sites and interrupted time series to measure the impact on hospital-, patient-, and caregiver-level outcomes. Objectives 2 and 3 will involve a parallel mixed-methods process evaluation study to understand the mechanisms by which our context-adapted CISSS-CA ACE program improves care transitions for the elderly and by which our Wiki-suite contributes to adaptation, implementation, and scaling up of geriatric knowledge tools. Results Data collection started in January 2019. As of January 2020, we enrolled 1635 patients and 529 caregivers from the four participating hospitals. Data collection is projected to be completed in January 2022. Data analysis has not yet begun. Results are expected to be published in 2022. Expected results will be presented to different key internal stakeholders to better support the effort and resources deployed in the transition of seniors. Through key interventions focused on seniors, we are expecting to increase patient satisfaction and quality of care and reduce readmission and ED revisit. Conclusions This study will provide evidence on effective knowledge translation strategies to adapt best practices to the local context in the transition of care for elderly people. The knowledge generated through this project will support future scale-up of the ACE program and our wiki methodology in other settings in Canada. Trial Registration ClinicalTrials.gov NCT04093245; https://clinicaltrials.gov/ct2/show/NCT04093245. International Registered Report Identifier (IRRID) DERR1-10.2196/17363
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Ulfah, Novi Maria. "STRATEGI DAN MANAJEMEN DAKWAH LEMBAGA DAKWAH ISLAM INDONESIA (LDII) KECAMATAN TUGU KOTA SEMARANG." Jurnal Ilmu Dakwah 35, no. 2 (August 21, 2017): 207. http://dx.doi.org/10.21580/jid.v35.2.1617.
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<p>The purpose of this study was to determine the strategy and the management of the <a title="Indonesia" href="http://en.wikipedia.org/wiki/Indonesia">Indonesia</a> Institute of <a title="Islam" href="http://en.wikipedia.org/wiki/Islam">Islamic</a> <a title="Dawah" href="http://en.wikipedia.org/wiki/Dawah">Dawah</a> (LDII) in District Tugu Semarang. In this study, the writer used an interview method toward the LDII Chairman of the district. Indeed, she also used the literature method by using the books, the documents, the articles and the reports to complete this study. The findings showed that as an organization, LDII uses good strategy and management in conducting Islamic da’wah. The strategies include some aspects of religion, sport, and cadre to the LDII congregations. Its activities are usually conducted daily, weekly, and annually. This study, then, gives some recommendation to conduct a sustainable research on the strategy and management of LDII in District Tugu Semarang. In addition, it is proven that LDII can socialize with other Muslims in carrying out religious practices, so people do not need to consider this group as an Islamic Jamaah because in some cases, most people still think about it.</p><p align="center"><strong>***</strong></p><p>Tujuan penelitian ini adalah untuk mengetahui strategi serta manajemen yang digunakan Lembaga Dakwah Islam Indonesia di Kecamatan Tugu Kota Semarang. Metode yang dipergunakan dalam penelitian ini menggunakan metode wawancara dengan Ketua LDII Kecamatan Tugu. Selain menggunakan metode wawancara, juga menggunakan metode kepustakaan. Penulis menggunakan buku, dokumen, artikel serta laporan untuk melengkapi penelitian ini. Temuan dari penelitian ini antara lain: 1) Sebagai sebuah organisasi, LDII menggunakan strategi dan manajemen yang baik dalam melakukan dakwah Islam. 2) Strategi dakwah yang digunakan oleh LDII mencakup strategi di bidang keagamaan, di bidang olahraga, serta pengkaderan bagi jamaahnya. Kegiatan di dalam LDII bersifat harian, mingguan sampai tahunan. Rekomendasi dalam penelitian ini antara lain:1) Adanya penelitian yang berkelanjutan terhadap strategi dan manajemen LDII di Kecamatan Tugu. 2) Dalam menjalankan ritual keagamaan, LDII bisa membaur dengan umat Islam lainnya, sehingga masyarakat tidak menganggap LDII sebagai Islam Jamaah. Sebagian masyarakat masih menganggap bahwa LDII adalah Islam Jamaah.</p>
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Ulfah, Novi Maria. "STRATEGI DAN MANAJEMEN DAKWAH LEMBAGA DAKWAH ISLAM INDONESIA (LDII) KECAMATAN TUGU KOTA SEMARANG." Jurnal Ilmu Dakwah 35, no. 2 (August 21, 2017): 207. http://dx.doi.org/10.21580/jid.v35i2.1617.
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<p>The purpose of this study was to determine the strategy and the management of the <a title="Indonesia" href="http://en.wikipedia.org/wiki/Indonesia">Indonesia</a> Institute of <a title="Islam" href="http://en.wikipedia.org/wiki/Islam">Islamic</a> <a title="Dawah" href="http://en.wikipedia.org/wiki/Dawah">Dawah</a> (LDII) in District Tugu Semarang. In this study, the writer used an interview method toward the LDII Chairman of the district. Indeed, she also used the literature method by using the books, the documents, the articles and the reports to complete this study. The findings showed that as an organization, LDII uses good strategy and management in conducting Islamic da’wah. The strategies include some aspects of religion, sport, and cadre to the LDII congregations. Its activities are usually conducted daily, weekly, and annually. This study, then, gives some recommendation to conduct a sustainable research on the strategy and management of LDII in District Tugu Semarang. In addition, it is proven that LDII can socialize with other Muslims in carrying out religious practices, so people do not need to consider this group as an Islamic Jamaah because in some cases, most people still think about it.</p><p align="center"><strong>***</strong></p><p>Tujuan penelitian ini adalah untuk mengetahui strategi serta manajemen yang digunakan Lembaga Dakwah Islam Indonesia di Kecamatan Tugu Kota Semarang. Metode yang dipergunakan dalam penelitian ini menggunakan metode wawancara dengan Ketua LDII Kecamatan Tugu. Selain menggunakan metode wawancara, juga menggunakan metode kepustakaan. Penulis menggunakan buku, dokumen, artikel serta laporan untuk melengkapi penelitian ini. Temuan dari penelitian ini antara lain: 1) Sebagai sebuah organisasi, LDII menggunakan strategi dan manajemen yang baik dalam melakukan dakwah Islam. 2) Strategi dakwah yang digunakan oleh LDII mencakup strategi di bidang keagamaan, di bidang olahraga, serta pengkaderan bagi jamaahnya. Kegiatan di dalam LDII bersifat harian, mingguan sampai tahunan. Rekomendasi dalam penelitian ini antara lain:1) Adanya penelitian yang berkelanjutan terhadap strategi dan manajemen LDII di Kecamatan Tugu. 2) Dalam menjalankan ritual keagamaan, LDII bisa membaur dengan umat Islam lainnya, sehingga masyarakat tidak menganggap LDII sebagai Islam Jamaah. Sebagian masyarakat masih menganggap bahwa LDII adalah Islam Jamaah.</p>
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Larkin, M. Benjamin, Robert Y. North, and Ashwin Viswanathan. "Percutaneous Computed Tomography-Guided Radiofrequency Ablation of Spinal Trigeminal Tract and Nucleus Caudalis for Refractory Trigeminal Neuropathic Pain: 2-Dimensional Operative Video." Operative Neurosurgery 19, no. 5 (July 10, 2020): E530—E531. http://dx.doi.org/10.1093/ons/opaa188.
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Abstract This is a surgical video of a computed tomography (CT)-guided percutaneous radiofrequency ablation of the spinal trigeminal tract and nucleus caudalis for refractory trigeminal neuropathic pain.1,2 Many have contributed historically, among them, Sjoqvist3 in 1938 first described destruction of the descending medullary trigeminal tractus via open craniotomy.3-6 In 1967 and 1968, Crue7 and Hitchcock8 independently developed a percutaneous tractotomy technique. Although Kanpolat9,10 first described the use of CT imaging for percutaneous creation of a single tractotomy/nucleotomy lesion resulting in satisfactory pain relief for 85% of patients. The spinal trigeminal tract is a descending fiber pathway containing central processes of first-order afferent neurons from cranial nerves V, VII, IX, and X. The spinal trigeminal nucleus is the terminal projection of the spinal trigeminal tract comprised of 3 subnuclei: oralis, interpolaris, and caudalis. The nucleus caudalis is the most caudal of the 3 subdivisions of the spinal trigeminal nucleus and houses the cell bodies of second-order afferent neurons critical in nociception of the face. Lesioning of the spinal trigeminal tract and nucleus caudalis can provide pain relief without affecting facial sensation or trigeminal motor function.9,11-13 Percutaneous radiofrequency ablation is performed using anatomical landmarks, serial CT scans, impedance monitoring, and functional confirmation to ensure appropriate insertion of the probe to the target of interest prior to lesioning. This procedure remains uncommon in current practices even among functional neurosurgery pain specialists but offers a low-risk, minimally invasive treatment option for refractory facial pain.14 This procedure was done under Institutional Review Board guidance (H-41228: retrospective chart review of patients undergoing spine surgery for pain). The risks and benefits were explained, and the patient consented to videography/procedure. Images in the video used with permission from the following: Carter HV. Anatomy of the Human Body. Wikimedia Commons [Public Domain]. https://commons.wikimedia.org/wiki/File:Gray698.png. Published 1918. Accessed June 30, 2019; Carter HV. Anatomy of the Human Body. Wikimedia Commons [Public Domain]. https://commons.wikimedia.org/wiki/File:Gray784.png. Published 1918. Accessed June 30, 2019; Reprinted from Kanpolat Y, Kahilogullari G, Ugur HC, Elhan AH, CT-guided percutaneous trigeminal tractotomy-nucleotomy, Neurosurgery, 2008, 63(1 Suppl 1), ONS147-53; discussion ONS153-5, by permission of the Congress of Neurological Surgeons; Madhero88. Onion Distribution of Pain and Temperature Sense by Trigeminal Nerve. Wikimedia Commons [Creative Commons BY 3.0 license]. https://en.wikipedia.org/wiki/File:Onionskinddistribution.svg#/media/File:Onionskinddistribution.svg. Accessed June 30, 2019.
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Archambault, Patrick Michel, Susie Gagnon, Marie-Pierre Gagnon, Stéphane Turcotte, Jean Lapointe, Richard Fleet, Mario Côté, et al. "Development and Validation of Questionnaires Exploring Health Care Professionals' Intention to Use Wiki-Based Reminders to Promote Best Practices in Trauma." JMIR Research Protocols 3, no. 3 (October 3, 2014): e50. http://dx.doi.org/10.2196/resprot.3762.
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Jørgensen, Rikke Frank. "Making sense of the German Wikipedia community." MedieKultur: Journal of media and communication research 28, no. 53 (August 21, 2012): 17. http://dx.doi.org/10.7146/mediekultur.v28i53.5728.
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<p class="StyleLinespacingDouble">This article presents the findings from a qualitative study of the German Wikipedia community, focusing on how people engaged with Wikipedia make sense of norms, collaborative practices and means of regulation within the community. The study highlights the strong focus on the quality of the end-product (the encyclopedia) in the German community, stressing that article quality is seen as more important than the wiki-process as such. As the community has grown, an increasing number of rules and mechanisms have been deployed to resolve various issues and conflicts, however the interviewees do not perceive Wikipedia as being bureaucratic, but rather describe it as a “rule-governed anarchy”. The findings suggest that people contribute for a variety of reasons, yet point to reactions from and interactions with fellow Wikipedians as one of the strongest motivational drivers for participation.</p>
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Hasan, Helen, and Corina Ionescu. "Co-development of a Wiki for Tracking the Environmental Footprint of Small Business Activities." Informing Science: The International Journal of an Emerging Transdiscipline 20 (2017): 237–58. http://dx.doi.org/10.28945/3874.
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Aim/Purpose: Climate change mitigation is a global challenge, in which academia and business have a role to play. This research explores ways to develop a freely-available information system that would enable small businesses to identify and reduce their environmental footprint. Background: While large organizations have the resources to track emissions and other pertinent data, small businesses may not, despite intentions to be more environmentally responsible. Freely available applications to track emissions focus on the carbon footprint of things, whereas activities are a more meaningful unit of analysis for business managers. Methodology: Using a design science research approach, we conducted a study of a collaborative project that investigated how a low-cost, freely-available online wiki could be developed by group of students, under the guidance of university scholars and business owners. In the project, different student groups were tasked to create the wiki, input content and design a dashboard interface for managers to find data relevant to their business. The research takes an information systems view of the project, relying on the holistic notion of activity from activity theory and taking a design science approach to the study. Contribution: The paper contributes to the practices of green information systems, climate change, and small business. Theoretically it provides new insights into the linear view of design science in resource poor, collaborative projects. Findings: The research demonstrates the viability of an online system to track the envi-ronmental footprint of business activities. It reveals the challenges from a design science perspective of attempts to create online systems using freely available products and labor. Recommendations for Practitioners: Meaningful information systems to assist small businesses to manage their environmental footprint should focus on activities not things, be low cost and easy to use. Recommendation for Researchers: Complex nonlinear design science frameworks may be needed to build community-based green information systems projects. Impact on Society: This paper examines the role that university-community partnerships can play in mitigating climate change. Future Research: We should now investigate ways to ensure the viability and sustainability of systems developed by groups of university students.
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Herzberg, Laura, and Harald Lüngen. "Types and annotation of reply relations in computer-mediated communication." European Journal of Applied Linguistics 7, no. 2 (September 2, 2019): 305–32. http://dx.doi.org/10.1515/eujal-2019-0006.
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AbstractThis paper presents types and annotation layers of reply relations in computer- mediated communication (CMC). Reply relations hold between post units in CMC interactions and describe references from one given post to a previous post. We classify three types of reply relations in CMC interactions: first, technical replies, i. e. the possibility to reply directly to a previous post by clicking a ‘reply’ button; second, indentations, e. g. in wiki talk pages in which users insert their contributions in the existing talk page by indenting them and third, interpretative reply relations, i. e. the reply action is not realised formally but signalled by other structural or linguistics means such as address markers ‘@’, greetings, citations and/or Q-A structures. We take a look at existing practices in the description and representation of such relations in corpora and examples of chat, Wikipedia talk pages, Twitter and blogs. We then provide an annotation proposal that combines the different levels of description and representation of reply relations and which adheres to the schemas and practices for encoding CMC corpus documents within the TEI framework as defined by the TEI CMC SIG. It constitutes a prerequisite for correctly identifying higher levels of interactional relations such as dialogue acts or discussion trees.
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Theodosiou, Catherine Georgopoulou. "CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL): AN EXPERIMENTAL STUDY ON CLIL COMPATIBILITY WITH THE MODERN GREEK EDUCATIONAL SYSTEM." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 149. http://dx.doi.org/10.25134/erjee.v4i2.330.
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This paper focuses on the Content and Language Integrated Learning (CLIL) method for (foreign) language teaching. The CLIL approach is rapidly gaining momentum across Europe and all over the world. It is the result of recent European Union efforts to develop and apply innovative educational practices of interdisciplinary character in order to bridge the gap between foreign language education and optimum learning outcomes. In order to investigate the compatibility of CLIL with the contemporary Greek educational reality, a small-scale experimental research study was set up, including the development of original e-learning material, a pilot class instruction based on this material and the evaluation of the results. The class instruction was based on Project-Based Learning whereas Collaborative Learning was supported by the Edmodo e-learning platform. Information on the progress of the pilot class instruction and the learning outcomes achieved was disseminated through a wiki set up for this task.Keywords: CLIL, interdisciplinarity, plurilingualism, multiculturalism, assessment, Information and Communication Technology (ICT)
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McCrigler, Brittany, and Martin Rippens. "Industry Innovation and Classroom Constraints." International Journal of Sociotechnology and Knowledge Development 8, no. 3 (July 2016): 15–28. http://dx.doi.org/10.4018/ijskd.2016070102.
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iFixit's Technical Writing Project provides an example of an innovative academia-industry partnership that introduces students to the field of UX. The project bridges the industry-academia divide by leveraging private-sector flexibility along with UX's transdisciplinary nature in the design of a modular, academically-recognizable service learning project that has been successfully incorporated as coursework across multiple university departments. While gaining hands-on experience in UX design, students are exposed to best practices in information architecture, SEO, usability testing, content strategy, and categorization. At project's end, student work is published on iFixit's wiki-style website, which is accessed by 85 million users annually. Developed and implemented within the constraints of the academic context, innovative programmatic features—such as offering modifiable project scopes and timelines, providing students and instructors with substantive feedback and support from professional staff, and dividing the project into clear milestones—ensure that the project maintains academic rigor while simultaneously meeting the needs of its industry partner.
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Trageser, Jennifer, Max Rush, Hk Kahng, Rowena Schwartz, Roy A. Beveridge, and Debra A. Patt. "Utilization of a virtual collaboration portal to improve communication, education, and quality of care across a network of practices." Journal of Clinical Oncology 30, no. 34_suppl (December 1, 2012): 320. http://dx.doi.org/10.1200/jco.2012.30.34_suppl.320.
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320 Background: Technological advancements allow community oncologists to improve quality of patient care. By offering online access to treatment protocols, colleague collaboration, and clinical resources in a centralized environment, practices may realize efficiencies that can translate to better patient care. Methods: We characterized development and ongoing enhancements of The Oncology Portal from Dec 2010 to April 2012, provided to >1,000 physicians. Characterization is qualitative and quantitative. Qualitative characteristics of functionality enhancements accommodated clinical communication and educational content. Quantitative analysis evaluated discussion notifications, content consumption clicks and discussion posts and comments. Results: The Portal leveraged evolving technology to implement incremental, strategic enhancements for medical oncologists, radiation oncologists, gynecologic oncologists, pharmacists, researchers, and mid-level providers. These enhancements provided the framework to drive practice efficiency and improve patient care by extending access to all practice clinicians. Initial enhancements included expanding discussion boards to include researchers and mid-level providers. Additional enhancements included mobile access to discussions, wiki, and two expert programs. Educational content was augmented to include evidence-based resources, including journals, drug information, conference coverage, treatment guidelines, disease-specific CME, and clinical trials. A respectable increase in utilization was observed, as shown in the Table. Conclusions: Portal enhancements and expanded content occurred gradually, utilization increased across the network over the study period, and interest in The Portal remains high. Utilization was likely facilitated by content enhancements improving practice quality and efficiency. [Table: see text]
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Marsteller, Pat, Lisette de Pillis, Ann Findley, Karl Joplin, John Pelesko, Karen Nelson, Katerina Thompson, David Usher, and Joseph Watkins. "Toward Integration: From Quantitative Biology to Mathbio-Biomath?" CBE—Life Sciences Education 9, no. 3 (September 2010): 165–71. http://dx.doi.org/10.1187/cbe.10-03-0053.
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In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings.
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Eriksson, Gillian. "Virtually there – transforming gifted education through new technologies, trends and practices in learning, international communication and global education." Gifted Education International 28, no. 1 (January 2012): 7–18. http://dx.doi.org/10.1177/0261429411424381.
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‘It is the year 2025 and I am compiling this article for an instant VPD (videopod) that is streamed over the world. An EESR (Educational Expert Service Request) came from an empathetic computer HIAS (Hi, I am Sam) that matched my qualifications with a quest by online activists SFT (Searching for Truth) to examine global interactions in education. This online SFT think tank is examining brilliance in action with ideas generated through WCN (wireless communications networks) in their brains. I have consulted and updated my IM (I am) virtual self that contains my visual image and bodily movements with facial expressions, having internalized video images with my values and actions, and monitored my biological rhythms. My IM will present my best contemporary self via a virtual social network system with a database of my past interactions and intelligent decisions. I have spoken certain words: gifted students; global issues; sustainability; social change, etc. The intelligent search site has screened millions of information bits from journal articles, research studies, multimedia presentations and contemporary thought; related this to my previous compilations; compared this with other expert trends in thoughts and compiled my VPD. My global (and galactic) audience is instantaneous and can drop in at any time to request a chat with their IM or add new information to the compilation or a TW (transformational WIKI). I link this to my virtual families with simultaneous translations into other ethnic languages and send the link to my authentic family connections on four continents. Join in this virtual knowledge conversation, recreated constantly. Here it is…’
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Levitt, Lauren. "Divergent Fan Forums and Political Consciousness Raising." Media and Communication 10, no. 1 (March 29, 2022): 329–38. http://dx.doi.org/10.17645/mac.v10i1.4707.
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This article conducts a thematic analysis of 40 threads related to sociopolitical issues on two <em>Divergent</em> fan forums, one on Divergent Fans and another on Divergent Wiki, to determine whether these forums raise political consciousness, especially among young people. As scholars of civic imagination show, popular culture narratives may lead to the ability to imagine a better future. Utopian narratives in particular facilitate this process in a dialectical way by presenting us with an impossible world, and dystopian narratives may operate in a similarly dialectical fashion by offering a negative example or warning. Analysis of posts related to utopia and dystopia, the story world versus the real world, historical and contemporary parallels, governmental reform, and non-normative sexuality reveals that participants on <em>Divergent </em>fan forums discuss real-world issues and sometimes imagine a better world, but this does not conclusively raise political consciousness. We can account for these civic successes and failures by considering Dahlgren’s (2009) six elements of civic cultures: knowledge, values, trust, spaces, practices/skills, and identities. While fan knowledge, trust, and spaces are strong, and fan identities can be experienced as relatively static, values and practices/skills are important areas for intervention to cultivate political consciousness among young people. Critical civic education at the secondary school level could foster democratic values, and teaching media literacy and political discussion skills could improve students’ ability to think critically about entertainment narratives.
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Archambault, Patrick M., Alexis F. Turgeon, Holly O. Witteman, François Lauzier, Lynne Moore, François Lamontagne, Tanya Horsley, et al. "Implementation and Evaluation of a Wiki Involving Multiple Stakeholders Including Patients in the Promotion of Best Practices in Trauma Care: The WikiTrauma Interrupted Time Series Protocol." JMIR Research Protocols 4, no. 1 (February 19, 2015): e21. http://dx.doi.org/10.2196/resprot.4024.
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Silva, Isabela, Simone Bilessimo, Gustavo Alves, Josiel Pereira, Juarez Silva, and João Bosco Alves. "Collaborative virtual community to share class plans for STEAM education." International Journal for Innovation Education and Research 7, no. 10 (October 31, 2019): 945–67. http://dx.doi.org/10.31686/ijier.vol7.iss10.1853.
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This research presents an international community of practice for teachers using the VISIR remote lab. Throughout the research, it was necessary to study about communities of practice and their potential use in remote laboratories; identify practices with collaborative potential in the institutions and with the participating teachers; develop the necessary technological environment to support the proposed community of practice; validate the proposal with four institutions (four countries - Brazil, Portugal, Spain and Argentina) to evaluate the proposed model. The motivation for developing this research came from the history of the Remote Experimentation Laboratory (REXLAB) with the project VISIR+: Educational Modules for Electric and Electronic Circuits Theory and Practice following an Enquiry based Teaching and Learning Methodology supported by VISIR+”. The VISIR + project is an international cooperation project with the participation of 21 Ibero-American partner institutions between October 2015 and April 2018. The platform, called Labs4STEAM, was developed using Dokuwiki, an open source wiki software that contains a large number of plugins. From the data collection it was possible to receive a mostly positive feedback, but several improvement opportunities were pointed out, which will be performed soon. Thus, from the developed platform one can plan future work, taking into account the results obtained and experience and partnerships with the VISIR + project.
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Flores, Nuno, and Ademar Aguiar. "Learning Frameworks in a Social-Intensive Knowledge Environment — An Empirical Study." International Journal of Software Engineering and Knowledge Engineering 27, no. 05 (June 2017): 699–725. http://dx.doi.org/10.1142/s0218194017500267.
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Application frameworks are a powerful technique for large-scale reuse, but require a considerable effort to understand them. Good documentation is costly, as it needs to address different audiences with disparate learning needs. When code and documentation prove insufficient, developers turn to their network of experts. Nevertheless, this proves difficult, mainly due to the lack of expertise awareness (who to ask), wasteful interruptions of the wrong people and unavailability (either due to intrusion or time constraints). The DRIVER platform is a collaborative learning environment where framework users can, in a non-intrusive way, store and share their learning knowledge while following the best practices of framework understanding (patterns). Developed by the authors, it provides a framework documentation repository, mounted on a wiki, where the learning paths of the community of learners can be captured, shared, rated, and recommended. Combining these social activities, the DRIVER platform promotes collaborative learning, mitigating intrusiveness, unavailability of experts and loss of tacit knowledge. This paper presents the assessment of DRIVER using a controlled academic experiment that measured the performance, effectiveness and framework knowledge intake of MSc students. The study concluded that, especially for novice learners, the platform allows for a faster and more effective learning process.
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Ruipérez, Germán, and José-Carlos García-Cabrero. "Plagiarism and academic integrity in Germany." Comunicar 24, no. 48 (July 1, 2016): 9–17. http://dx.doi.org/10.3916/c48-2016-01.
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Since the 18th century, Germany is perhaps one of the European countries that has had the most intense public debate on dishonest scientific and academic practices, particularly in relation to doctoral theses. This debate was particularly productive in the late 19th century, giving rise thereafter to the obligatory publication of all doctoral theses as a prior requisite before the title of Doctor can be conferred by any German university. This paper presents the most significant progress regarding plagiarism and academic integrity, especially since the 2011 scandal concerning plagiarism in the doctoral thesis of the Minister Guttenberg, such as the creation of an effective collaborative investigation method for plagiarism in a scientific or academic work using the Internet and social media, which resulted in the «VroniPlag» Wiki. Also, the last two years have seen the definitive consolidation of the figure of «Ombudsman for Science» as a national instrument to prevent, manage and combat scientific dishonesty, as well as the publication in 2013 of a new version of the reference manual in this regard, «Safeguarding Good Scientific Practice». Finally, this paper analyses the conclusions of the German experience about academic ethics from a historical perspective, since its recent achievements and progress can serve as a reference for other European countries. Alemania es quizá uno de los países europeos que, ya desde el siglo XVIII, ha mantenido un debate público más intenso sobre prácticas científicas y académicas deshonestas, relacionadas especialmente con tesis doctorales. Este debate fue especialmente productivo a finales del siglo XIX, dando lugar desde entonces, para evitar estas prácticas inaceptables, a la obligatoriedad de publicar todas las tesis doctorales, como requisito previo a la expedición del título de doctor por cualquier universidad alemana. Este trabajo analiza los avances más importantes en plagio e integridad académica en Alemania, especialmente después del escándalo surgido en 2011 a raíz del plagio de la tesis doctoral del Ministro de Defensa Guttenberg, como son la creación de una eficaz metodología colaborativa de investigación del plagio en trabajos científicos o académicos utilizando Internet y las redes sociales, materializada en la Wiki «VroniPlag». También se describe someramente en este trabajo la consolidación definitiva de la figura del «Defensor de la Ciencia», como instrumento de ámbito nacional para prevenir, gestionar y combatir la deshonestidad científica, aparte de la publicación en 2013 de una nueva versión del manual de referencia al respecto «Sicherung guter wissenschaftlicher Praxis». Por último se analizan las conclusiones de la experiencia alemana relacionada con la ética académica, también desde una perspectiva histórica, pues sus recientes logros y avances pueden servir de referencia a otros países europeos.
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Gatto, Maristella, and Francesco Meledandri. "“A Wikivoyage to…” Making the most of Emergency Remote Teaching for the development of transversal skills." Altre Modernità, no. 27 (May 30, 2022): 196–212. http://dx.doi.org/10.54103/2035-7680/17886.
Full textAbstract:
In the context of a growing tendency towards teaching practices based on digital innovation, which the Covid-19 outbreak has further accelerated, experimenting with cooperative writing/translation projects based on Wiki technology has started to attract the attention of university scholars. A number of projects have thus emerged that exploit the Wikimedia ecosystem as a multilingual working environment for online authentic tasks, which are particularly appropriate for a new generation of “digital natives” who have been facing (forced) distant learning activities. Indeed, experience shows that the very myth of the digital natives’ fluency in the use of ICT is to be questioned, and the need for the development of ICT literacy and related transversal competences is strongly advocated. Against this background, the article reports on a project completed with distance learning-based activities at the University of Bari: “Transl/Editathon@Uniba. A Wikivoyage To Puglia”. The project had a twofold aim: it channelled resources with different expertise and knowledge backgrounds to offer a multi-disciplinary approach to tourism discourse, translation skills and IT competence; it aimed at raising awareness in students that a cooperation-based approach in a digital environment can enhance their transversal skills. The students’ ability in narrating their territory via Wikivoyage, and their feeling part of a virtual community, was the project’s added value in a time when distance(s) in geographical and interpersonal terms seem to have been loosening any sense of belonging.
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Андрій Шуляк. "THE MODEL OF FORMATION OF FUTURE IT TEACHERS’ PREPARATION FOR THE USE OF EDUCATIONAL WEB-RESOURCES." Collection of Scientific Papers of Uman State Pedagogical University, no. 4 (September 4, 2020): 67–77. http://dx.doi.org/10.31499/2307-4906.4.2020.224100.
Full textAbstract:
The article reveals the structure of the model of forming future IT teachers’ preparation to use educational WEB-resources. Its component composition (blocks) is established. The methodological target block includes the purpose: formation of future IT teachers’ preparation to use educational WEB-resources, and the following approaches: informational, personality-centered, systemic, competence, technological, activity; also such principles: general pedagogical (accessibility, continuity, clarity, systematicity, sequence, scientific) and specific (effectiveness, dialogue, professional mobility, creativity, interactivity, multimedia), organizational and instrumental (stages: motivational-propaedeutic, technological-productive, organizational-methodical); content: traditional basic computer science courses; elective courses, special seminars with remote support, master classes, methodical seminars; professional courses and practices of methodical preparation of students; forms (traditional: lecture-press conference, lecture-conversation, seminar-discussion, colloquium, etc.; innovative: online-lecture, streaming video, slide lecture, video lecture, multimedia lectures, e-mail consultation, e-seminars, webinars, group projects on wiki technology, case technologies, forum, network interaction, network chat, joint blogging, local and network tutorials, educational portals, directories), methods: (projects, cooperative learning), case-study, game methods (business game); “E-portfolio”, round table, associative method; method of “falsification”, information resources, “reification”, demonstration examples, precedent, expediently selected tasks; training (using teleconferences; educational modeling), tools: modeling, educational, testing software; virtual labs software; reference information (legal) systems; automated training systems; electronic educational and methodical materials; expert training systems; intelligent educational systems; means of automation of professional activity, technologies (problem-based learning, individualized learning, developmental learning, differentiated learning, active learning, game learning), evaluation-effective (components and their indicators), levels (high, medium, low), result (preparation to use educational WEB-resources in professional activities).
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Lebedeva, Marina M., and Maxim V. Kharkevich. "The Role of Business in Transforming the Political Organization of the World." Outlines of global transformations: politics, economics, law 11, no. 1 (April 4, 2018): 34–51. http://dx.doi.org/10.23932/2542-0240-2018-11-1-34-51.
Full textAbstract:
Having moved to the global level, capitalist political economy today is turning into a dominant way of governance in world politics, undermining the state-centrist model that has been developing since the time of the Westphalian peace treaties. As a result, we are witnessing a Schumpeterian phenomenon of “creative destruction” i.e., destruction of old accompanied by creation of new. The current world politics is dominated by the logic of destruction, and this destruction is not limited to changing interstate relations, as it is represented in most studies, but involves at the same time at least three levels of political organization of the world, forming a synergy effect: the level of the Westphalian world order; the level of interstate relations; the level of the national state. The Westphalian ststem is being blurred largely by transnational business activity. Entrepreneursinnovators form capitalism of co-participation. This capitalism rests not on interest, but on values and social ties that unite people in networks. Examples of such capitalism are various forms of sharing, peer-topeer networks, wiki-platforms, block-chain technology. Capitalism of sharing unites in- formational networks and human potential, the main resource of such capitalism is precisely human capital, human trust and social relations. The sharing is being transmitted to the international political sphere, supplementing the principle of the Westphalian sovereignty with the potential of eventually replacing it. At the same time, practices are being introduced into the political organization of the world from other projects of the political organization of the world, in particular Islamic (Islamic banks, hawala money transfer system, etc.).