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Wikipedia stands as an undeniable success in online participation and collaboration. However, previous attempts at studying collaboration within Wikipedia have focused on simple metrics like rigor (i.e., the number of revisions in an article's revision history) and diversity (i.e., the number of authors that have contributed to a given article) or have made generalizations about collaboration within Wikipedia based upon the content validity of a few select articles. By looking more closely at metrics associated with each extant Wikipedia article (N=3,427,236) along with all revisions (N=225,226,370), this study attempts to understand what collaboration within Wikipedia actually looks like under the surface. Findings suggest that typical Wikipedia articles are not rigorous, in a collaborative sense, and do not reflect much diversity in the construction of content and macro-structural writing, leading to the conclusion that most articles in Wikipedia are not reflective of the collaborative efforts of the community but, rather, represent the work of relatively few contributors.

"In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories."

Humanities scholars are often perceived in very traditional terms: spending a lot of time working on their own and collaborating only informally through highly-dispersed networks. Unlike most scientists, they have no long tradition of working in formal, close-knit and collaborative research groups. Humanities scholars have also sometimes been presented as "depth" rather than "breadth" researchers, preferring to spend significant amounts of time with a few items, rather than working across a broader frame. In terms of information sources, text and images held in archives and libraries tend to dominate, with less of an association with new web-based technologies (although this is changing with the increasing visibility of digital humanities).

"[Good ideas] come from crowds, they come from networks. You know we have this clichéd idea of the lone genius having the eureka moment. Slow hunch: John Snow, who discovered how cholera was spread, had no 'Eureka' moment "But in fact when you go back and you look at the history of innovation it turns out that so often there is this quiet collaborative process that goes on, either in people building on other peoples' ideas, but also in borrowing ideas, or tools or approaches to problems. "The ultimate idea comes from this remixing of various different components. There still are smart people and there still are people that have moments where they see the world differently in a flash. "But for the most part it's a slower and more networked process than we give them credit for."

The Global Business Coalition for Education (GBC-Ed) brings together corporate leaders committed to delivering on the promise of quality education for all of the world's children. Our starting point is that education is the birthright of every child, the key to expanded opportunity, and a source of prosperity, employment and social cohesion. GBC-Ed members believe that their core business assets, social responsibility and philanthropy, when used in collaboration with government and other stakeholders, can be a powerful tool to achieve these shared goals. 

"What is a "flipped classroom"? It's an "inverted" teaching structure in which instructional content is delivered outside class, and engagement with the content - skill development and practice, projects and the like - is done in class, under teacher guidance and in collaboration with peers."

Social media is an important technological trend that has big implications for how researchers (and people in general) communicate and collaborate. Researchers have a huge amount to gain from engaging with social media in various aspects of their work.

Welcome! This course is going to be fun and enriching for those who choose to get involved in doing classwork in new ways. We're going to experiment.  The success of our experiment will depend on our work together as a learning community - in class and online. (Please click and read each link on this page - and ask yourself if you are ready to continue at this level of commitment through the rest of the quarter). Each one of us will be required to work differently than we usually do. Most courses focus on the delivery by a teacher of a specific body of knowledge to students, who are held accountable as individuals for retaining and comprehending that knowledge. In this learning community, we're going to be inquiring and reflecting more than delivering and memorizing, and we're going to be thinking, discussing, learning as a group as well as learning individually -- we're going to be both cooperative (working together on projects) and collaborative (co-responsible for each other's learning). That part alone is going to require more work on your part than you might think.

"Llegar a nuevas alturas con LearnBoost. La todo-en-una solución de LearnBoost ayuda a los maestros en manejar sus aulas. Los maestros utilizan el software intuitiva de libro de notas para hacer un seguimiento del progreso del estudiante y generar informes hermosa y análisis en tiempo real. Además, puede crear planes de lección, manejar la asistencia a la pista, mantener los horarios, integrar Google Apps y las normas de Common Core."

"So.cl (pronounced "social") is an experimental research project, developed by Microsoft's FUSE Labs, focused on exploring the possibilities of social search for the purpose of learning. So.cl combines social networking and search, to help people find and share interesting web pages in the way students do when they work together. So.cl helps you create rich posts, by assembling montages of visual web content. To encourage interaction and collaboration, So.cl provides rich media sharing, and real time sharing of videos via "video parties.""

A PARADOX of American higher education is this: The expectations of leading universities do much to define what secondary schools teach, and much to establish a template for what it means to be an educated man or woman. College campuses are seen as the source for the newest thinking and for the generation of new ideas, as society's cutting edge.

"The UK's first massive open online course platform will focus on promoting student discussion and debate in an effort to stand out from the Mooc crowd, according to Simon Nelson, its chief executive. FutureLearn will offer "something fresh, something different", he told Times Higher Education, including being optimised for use on smartphones."