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This article looks at another popular online collaboration tool in educational settings - the wiki. A wiki is a good choice for online collaboration because it is easy to set up, monitor and for most students easy for them to use. Deters, Cutherell & Stapleton's (2010) article looks at a study of the use of two wikis in particular, PBWiki and Wet Paint. Benefits when collaborating on a wiki are that can author, edit and find information very easily, making wikis especially helpful in the educational setting. Whilst this study overwhelmingly supports the use of wikis, they did identify a number of issues, which can be overcome. It is important that the wiki has instructor or teacher support. The teacher needs to set up guidelines, rules and examples for students to read before the wiki exercise begins. There can also be some technical issues with Wikis - but once again with good technical support these issues can be overcome. The study revealed that most students enjoyed using a wiki and the response was overall very positive. Not only did the students participate as part of their studies, but they could see how it would be possible to use wikis in their own teaching practices. Wikis are a wonderful tool that can be used in many settings and as stated by Deters, Cutherell & Stapleton's (2010, Discussion section, para.2), "in online learning situations, wikis assist students in learning new content and support them in connecting new knowledge with personal experiences".

References: Deters, F., Cuthrell, K. & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework . Journal of Online Teaching and Learning 6(1). Retrieved from http://jolt.merlot.org/vol6no1/deters_0310.htm

This article is a good case study on the benefits of using a wiki for teaching and learning. Since, wikis allow playful creation, flat hierarchies, simple rules, flexible scheduling and diverse participates (Ebersbach, 2008, p. 24-25) it is a great collaborative tool to use in teaching and Learning for students of any age. It would also be more appropriate for teaching staff to start implementing the usage of wikis or collaboration tools for teaching and learning as younger generations are digital natives and use web technologies regularly for communication and collaboration with peers. This article is also a good source to support the argument of using wikis for teaching and learning as it highlights and illustrates the support that students have towards teaching and learning outcomes, with the data illustrating that the majority of students found wikis to be useful for "teaching and learning and for collaborative problem solving" (Deters, Cuthrell & Stapleton, 2010, p. 5). Therefore, highlighting how a wiki allows for asynchronous use for students as many university students may study in a range of modes that include part time or distance modes, thus ensuring that all students regardless of time, space and location can collaborate and communicate both with other students and their facilitators for problem solving. References: Deters, F., Cuthrell, K. & Stapleton, J. (2010). Why Wikis? Student Perceptions of Using Wikis in Online Coursework . Journal of Online Teaching and Learning 6(1). Retrieved from http://jolt.merlot.org/vol6no1/deters_0310.htm Ebersbach, A. (2008). Wiki Web collaboration Retrieved from http://www.springerlink.com.ezproxy.lib.uts.edu.au/content/q08xw7/#section=226612&page=1

Augar, Raitman and Zhou discuss the benefits of using wikis and online collaboration in teaching and learning. In this article, the authors describe what a wiki is, and how it is used. Originating from the Hawaiian word for quick, (Augar, Raitman & Zhou, 2004, p. 95.) wikis are fully editable websites where content can be edited and added by users. This can also be referred to as "open editing" (Leuf and Cunningham, 2001.) and is a great tool for online collaboration. Wikipedia, an online encyclopedia of information is a popular example of a wiki. It is possible for users to edit and add to the content of Wikipedia allowing knowledge and content to come from many sources. Augar, Raitman and Zhou provide a comparison of a few different wikis and their functionality, including the ability to upload images (not all wikis support this) and their method of tracking users and their contributions to the wiki. This particular function is useful to guage participation of students in an educational sense. As Augar, Raitman and Zhou have concluded through a survey of university students at Deakin, for one particular class, 50% of students were not satisfied with the completely online learning experience (2004, p.98) and in order to foster a more positive learning environment with a higher level of satisfaction for students, an ice breaker acitivity has been employed using an onine wiki to improve participation and collaboration. The ice breaker activity took place over two weeks and required students to answer a series of questions designed to help them get to know their fellow students on a more personal level and to introduce them to how to use the wiki properly. Augar, Raitman and Zhou claim the ice breaker activity was successful is accomplishing this. References: Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comf

Wikis is a truly tools for online collaboration, whereas we as users would be able to visit the page we looking for, able to read it, re-organize and even update the structure or content inside, which is in other words, we would be able to collaborate each other in terms of creating one documents with contributing our thought and list out information inside. This article is one from a good example, it's really focus on how wikis can be use in terms of facilitating online education, the article itself I found it as a credible resource which is based on report from School of Information Technology, It is useful and really explaining on how wikis can be use as online education tools. By looking at the value for the project, we can use wikis as one of the online collaboration tools whenever we need to sharing contents as well as adjusting the content, hence we would be able to contribute our part equally and accessible at all times in any occasion. By relating this article with my article - which is talk about the use and features of social bookmarking site (delicious), wikis as well provides special features in terms of facilitating online collaboration which is same as delicious sites, it is useful, support communication and collaboration among users, accessible and convenient. References: Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILIT

Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/augar.html

Kumar's work has a reasonable amount to offer in terms of a resource; his research gives more clues to the perceived effectiveness of Google Docs users have towards it as a collaborative tool. He has chosen to use the effective research method focus groups with semi-structured questions. Perhaps the useful part of investigating Google Docs as a collaborative tool is how he selected students at the university site who were in many disciplines. Thus he was able to elicit some good insights into why Google Docs is so praised as a collaborative educational tool. One finding was that students preferred Google Docs as a time saving tool where no formal meetings took place. Although the students were on campus, it was surprising that they felt they would rather use Google Docs then all meet to work on a project. The other finding was that the acceptance of this Web 2.0 collaborative technology was greater amongst students that had previous experience with Google Docs or other similar software. Another major advantage found by Kumar (2009) was that overall using such collaborative tools increased interest in the subject matter of their particular discipline. The concept that new technologies add value to existing practice was also interesting. Although Kumar was not clear on this concept, what students indicated this was the case, such a statement suggests that using Google Docs is linked to increased interest in a subject and in turn a desire to succeed. The weakness of this resource is Kumar is not clear of this link; however, as an article to show that Google Docs is of value equating collaboration tools with increased productivity shows how potentially valuable using them can be.

Yes Michael - I agree - things are constantly changing and evolving on the Internet and as you say if Kumar did the study again it would be a different outcome. Cheers, Kaye

This paper articulates through research and data analysis from although relatively small focus group the effectiveness of using new technologies 2.0 to enhance learning of students from different background in their respective disciplines. This is as same topic as one of my discussions with article Art Education, Collaboration and the Internet. It talks about internet technology integrates into contemporary education. New generation communicates and shares information differently in current technological society. Computer literate generation are different from earlier generations who rely mainly on books and printed materials. Collaborative online activity as an educational endeavor is involving people from different areas to work together.(Harris, 1999). Internet is also being used in region of high education that adopts Web2.0 to help students learning for their self-study and group projects and leverage strategies. (Kumar, n.d). Not only for undergraduate students, but also those students from high schools and colleges, all gained the benefits of new technologies across disciplines in order to achieving their teaching and learning purposes of education. For high education, I completely agree with that Google Documents is very popular among the students for collaborative projects or assignments, because I often use Google document for my topic research and reference as well. I also believe that the internet generation's familiarity with new media undoubtedly will make this way easier for teachers to craft effective learning experiences and to use such tools to engage students. Reference: Harris, J. (1999). First steps in telecollaboration. Learning and leading with technology. 27(3),54-57. Roland, A. (2003). Art Education, Collaboration and the Internet. Retrieved from http://www.artjunction.org/articles/arted_collab_internet.pdf Kumar, S. (n.d). Undergraduate Perceptions of the Usefulness of Web 2.0 in Higher Education: Survey Development. Re

Two tools are discussed in this article, a 3D virtual world for teaching and learning called the AET Zone and ConnectYard, a collaborative tool that integrates different forms of online communication. Although AET Zone has some benefits and has been useful in the teaching programme at the Appalachian State University, it is the second tool that offers more opportunity for those needing to collaborate. As a collaborative tool used in an educational setting, ConnectYard provides as its basis for success a social constructivist viewpoint. Learners construct their knowledge through social and cultural settings (Kim, 2001). ConnectYard provides an online collaborative setting allowing students to learn together. One of the main attributes of the tool is that it is able to interact easily with existing social networking tools such as Facebook and Twitter, text messaging and even email. The advantage of this is that members do not have to get to know a new technical application - they can use whatever they are most comfortable with. Another feature of this tool is that students are able to contribute even if they do not have an Internet connection. Students can collaborate using mobile phones, allowing them to connect anywhere, anytime (ConnectYard, n.d.). The ConnectYard widget is embedded within a web page, interfacing with other networks (Howard & Wallace, 2010). Using ConnectYard gives collaborative members a choice about what tool they use at whatever time they want. As stated by Howard & Wallace (2010, last para.), "The use of social networking tools allows our students to engage in a level of collaboration that would be awkward, if not impossible, without a means to communicate effectively". ConnectYard is an effective, easy to use collaborative tool, which offers flexibility, privacy and builds community.

References: ConnectYard (n.d.) retrieved from http://www1.connectyard.com/ Howard, B & Wallace, P 2010. Social Networking Tools to Facilitate Cross-Program Collaboration. EDUCAUSE Quarterly (EQ) 33(4) retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/SocialNetworkingToolstoFacilit/219139 Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

This article takes a case study approach using qualitative and quantitative survey questions to measure the difference between pre and post uses of Google Docs. The research problem was based on the observation that Web 2.0 collaborative technologies were initially causing hesitation. However, upon consistent use in the context of an online course, students changed their minds about the usefulness of Google Docs. Both researchers intended to measure undergraduate levels of self-efficacy and undergraduates perceptions of using these collaborative technologies. The study had 18 respondents to the survey. Although the researchers acknowledged Google Docs limitations in the robustness of the software, they argued that this would make no difference to the perceptions of the undergraduates using it. The results of the study are somewhat unremarkable and predicable, yet support the idea that Google Docs is very useful for collaborative student work. There were major differences pre and post use of Google Docs that were significant. A majority of students felt their level of self-efficacy, that is confidence to use the software, was much higher after undertaking the course. The second hypothesis also showed the majority had positive perceptions of using Google Docs both in the course but significantly in future studies and workplaces. Although the researchers reported mostly positive results about the use of Google Docs, one issue clouded the results. Not being able to access the documents when offline is perceived as a major impediment in the collaborative process. Overall this study may seem somewhat bland and predictable; however, it supports much positive and negative criticism of Google Docs in the ability to foster and impede the learning of the students using it.

Reference Edwards, J.T., & Baker, C. (2010). A case study: Google collaboration applications as online course teaching tools. Journal of Online Learning and Teaching, 6(4), Retrieved April 3, 2011, from http://jolt.merlot.org/vol6no4/edwards_1210.htm

OVERVIEW Because of the ability to share and interact online, collaboration tools are being considered as tools that can help children with learning. Keith McPherson believes that students should be kept up-to-date on recent technologies as they help educators expand their notion of literacy to embrace evolving communication that moves beyond (but still includes) just reading and writing. He also suggests that "educators assist their students to develop critical literacy capabilities across a wide set of real-life communication contexts and technologies." The article then goes on to describe 5 different online literacy tools that can be used to aid student participation and collaboration and therefore help in their learning. The 5 tools he talks about are, Gliffy, Google Docs, Newsmap, OpenOffice and Delicious. Each analysis gives the reader a brief outline of each tool and the advantages and disadvantages of each. While exploring the strengths and weaknesses, there were many contributing factors that were evident in Gliffy, Google Docs and OpenOffice, all three of them incorporate document type editing tools which make them easy to use. Also, all three of them allow various formats to be exported and imported onto the websites database. Of course all 5 incorporate the main theme of sharing (so this is where delicious and NewsMap fit into the mix) However NewsMap is the more interesting analysis that Keith McPherson includes in his article. This site is very different to the other four, yet he has found a way to include it as one of the key tools for students. This site uses Google Maps, and, as McPherson states "allows users to quickly locate international, national, regional, or local news." He believes it helps literacy skills because it aids middle/high school students with learning about mapping, directions, news and critical thinking. This is perhaps a site that may not have instantly been associated with learning in schools but interstingly has been

This is an interesting article highlighting the tools that can help assist students with their literacy. I find this subject extremely interesting as I have studied via distance education and I know from experience how tools such as Google Docs can be greatly beneficial in facilitating a group project. Another way students can be assisted in learning is through the use of videoconferencing. Videoconferences can assist students that are restricted due to physical disabilities or geographical limitations. By using videoconferencing software such as Skype in the classroom, students can be exposed to a number of different teaching methods or styles and other students. One of the great benefits with videoconferencing is providing students with motivation (Masum, Brooks and Spence, 2005). Instead of students feeling isolated with their learning they can use videoconferencing to discuss and share ideas with other teachers and students on a worldwide basis. By incorporating tools such as Google Docs, Delicious and video conferencing software, teachers can provide a more interesting way of teaching students. Google Docs could be used to facilitate the collection of ideas, Delicious can be used to share links and articles, while follow up and discussion of those ideas could take place through videoconferencing. This would present a student, that has restricted access to a school, with a full rounded experience of being in a classroom without physically having to leave their home. References: Masum, H., Brooks, M. and Spence, J. Music Grid: A case study in video collaboration. First Monday. Retrieved on 16 April 2011 from http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/rt/printerFriendly/1238/1158

In this article Hsu discusses the importance of keeping up to date with the changes and innovation in online learning and teaching through collaboration tools. He emphasizes that many of the first online collaboration tools were not designed as such, but were initially personal use technologies such as instant messaging and email. Hsu mentions that these "conversational technologies" and "constructivist learning tools" (2008, pg. 63.) encourage users to create their own content and to participate in a more interactive and collaborative way. This is especially true as we move from a more "print based" education method to a more "digitally based" method of education delivery. (Hsu, 2008, pg. 63.) The progression of these online collaboration tools means more tools are now available, evolution from email and forums to instant messaging, blogs and wikis (2008, pg. 70). In 2011 we also see online collaboration occurring through other tools not originally designed as a specific online collaboration and educational websites, such as Twitter and Facebook. Hsu emphasizes that online collaboration in education enhances the experience for students and provides teachers with more methods in which to deliver material to their students. Participation and student satisfaction increase in a "collaborative community" (2008, pg. 72.) Reference: Hsu, J.. (2008). Innovative Technologies for Education and Learning: Education and Knowledge-Oriented Applications of Blogs, Wikis, Podcasts, and More. International Journal of Web - Based Learning and Teaching Technologies, 3(3), 62-81. Retrieved April 15, 2011, from ProQuest Computing. (Document ID: 1525792171). (Retrieved from Curtin Library Catalogue)

While web 2.0 technologies have been around for awhile now, many organisations are still in an experimental phase. There are all too often rare wins and rare examples of it being used correctly to fulfil a strong business need or solve a business problem. This article argues that organisational collaborative tools such as social intranets etc will not be embraced or used to their full potential if employees do not already communicate with each other - i.e. have a structure, management style or physical layout that supports them to communicate. As the article states, "The existence of collaborative tools does not automatically imply that people will collaborate or collaborate effectively." (A. Broomhall, 2009) This makes sense. In a working and professional environment, most staff are more guarded in their communication (depending on the culture of the organisation of course) and less reluctant to use collaborative tools like they might as strangers on the World Wide Web. If the fundamentals of communication are working well in an organisation and already exist (ie. people have met face to face, have already established communities, have trusted relationships where they share information) they are then more likely to collaborate online. There are several intranet features which can be used to strengthen these communication paths and employee relationships: - staff directory - news channels - social news sites. It is these types of technologies (available on most intranets) which can help encourage the development of communication networks, and in turn support the use of collaborative tools. Reference: Broomhall, A (2009) No collaboration without communications Retrieved from http://www.steptwo.com.au/papers/cmb_nocollaboration/index.html

Thanks for providing this article, Kristy. I agree with Broomhall that just because collaboration tools have been put in place, it does not guarantee that these tools will be utilised or even used in the manner in which they were intended. However I also don't agree that "if people are not already communicating with each other, then there is little chance they will feel comfortable enough to share their knowledge online." (Broomhall, 2009.) I think that Net 308's Blackboard discussion forums, although not extremely lively, are an example of strangers communicating with each other and sharing knowledge. Successful forums and even groups on Flickr are comprised of those that have not met in real life nor communicated with each other prior to utilising the collaboration tool they are part of. Although I will agree that successful collaboration required the right collaboration tool and proper facilitation of such, the main factor in success or failure of online collaboration comes down to common purpose or interest. Without that fundamental element, at least at the beginning, I believe success to be far fetched and difficult to achieve. I agree that a staff directory would aid in the success of collaboration in the organisation Broomhall refers to in this article. I feel that an ice breaker activity as outlined by Augar, Raitman and Zhou (2004.) of sorts would also benefit. References: Broomhall, A (2009) No collaboration without communications Retrieved from http://www.steptwo.com.au/papers/cmb_nocollaboration/index.html Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. In R. Atkinson, C. McBeath, D. Jonas-Dwyer & R. Phillips (Eds), Beyond the comfort zone: Proceedings of the 21st ASCILITE Conference (pp. 95-104). Perth, 5-8 December. http://www.ascilite.org.au/conferences/perth04/procs/augar.html

This is an interesting article that brings up some great points on the importance of communication regarding collaboration. I totally agree with the author, communication within an organisation is vital in order to collaborate effectively. The main problem companies experience when implementing online collaboration tools, is the objections many employees have when introduced to these new tools (Foster, 2009). Fear, uncertainty, resistance and concerns are some of the issues companies have to deal with as employees are asked to go from being a passive consumer of online information to becoming a creator of content by posting discussions, comments etc. that anyone can view. Foster (2009) suggests that businesses should spend more time thinking about the impact of these changes on their employees. In order to deal with the different issues employees may have, Foster suggests organisational change management. Like Broomhall, Foster (2009) highlights communication as the common element whether the change is coming from the top of the organization or from the bottom. The article is a useful resource for this project as it focuses on the importance of communication when organisations are implementing collaborative tools. Broomhall (2009) argues that employees need information about internal changes and external influences which may impact their daily work. As Broomhall points out, the existence of collaborative tools does not automatically imply that people will collaborate. References Broomhall, A. (2009). No Collaboration without Communications. Retrieved from http://www.steptwo.com.au/papers/cmb_nocollaboration/index.html Foster, D. (2009). Collaboration Technology and Organisational Change. Retrieved from http://gigaom.com/collaboration/collaboration-technologies-and-organizational-change/

The article elaborates how Internet operates and applies successfully step by step in contemporary art educational field. The article explicitly explained how the Australian Art schools and teachers teach and guide their art students to use online information and different of websites to learn and share their discussions and opinions. Internet education has playing an important role in schools and universities since Internet widely entered to our society and life. In order to achieving their study goal, lots of adult students choose online education in contemporary technological society. In this article, Art online education is a successful example in domain of internet education. As Harris (1999) described a telecollaborative activity as an educational endeavor that is involving people from different areas to work together by using internet tools and resources.The biggest challenge for current art education is how to help students to live this digital communication age. When internet and new technologies provide us with unique opportunities in the life, the thing need to be worried about is how to study and utilize these communication technologies. However, to students, utilizing internet technology to think, to imagine, to create is the significant aspect for catching up this networking era.(Roland, 2003). To young generation, it is not a big issue to learn how to read and gather information from internet, and it is not a problem either to know how to communicate with others by online chatting tools. I think only internet knowledge they need to catch up for their online education is how to use special software to finish their online projects. The topics about internet collaboration and internet education will continue permeating into our society in this technological and digital era. This is an inevitable trend of technological progress and development. Reference: Harris, J. (1999). First steps in telecollaboration. Learning and le