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Wikipedia, the free online encyclopedia, has challenged the way that reference works are used and understood, and even the way that the collective enterprise of knowledge construction and circulation is itself conceptualized. The article presents an ethnographic study of Wikiversity, an educationally-oriented sister project to Wikipedia. It begins by providing an overview of the orientations and aims of Wikiversity, which seeks to provide for participants both open educational contents and an open educational community. It then undertakes a detailed examination of this project's emerging, overlapping communities and cultures by providing descriptions produced through a combination of ethnographic techniques. These descriptions focus on the experiences of a participant-observer in the context of an 11-week course developed and delivered via Wikiversity, titled Composing Free and Open Online Educational Resources. These descriptions are discussed and interpreted through reference to qualitative studies of the more developed dynamics of the Wikipedia effort - allowing this study to trace the possible trajectories for the future development of the fledgling Wikiversity project. In this way, this paper investigates the communal and cultural dynamics of an undertaking that - should it meet only with a fraction of Wikipedia's success - will be of obvious significance to education generally.

This ethnographic study investigates how a project group deals with the contradiction between distributed knowledge in boundary-spanning collaborative processes and the expectation that software systems will provide unified, codified knowledge. Group and individual activities were observed over a period of 18 months, to examine the ways knowledge was presented, recognized, shared, or otherwise managed during joint design of business process and IT systems change. The study explores how knowledge and expertise were translated across organizational boundaries, and identifies four stages in the development of group understanding of how to manage sensemaking and expertise across knowledge boundaries: focus on defining shared goals; acknowledging and sharing tacit knowledge about organizational practice; identifying external influences; and explicit knowledge generation.