Hiofwiki - Siste endringer [no]

Hiofwiki - Siste endringer [no] 2006-11-19T19:42:04Z Se de sist endrede sider i Wikipedia på denne siden. MediaWiki 1.4.15 Realfagssatsing 2006-11-18T19:23:11Z 2006-11-18T19:23:11 2006-11-18T19:23:11Z

/* Tiltak */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 18. nov 2006 kl.19:23</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 233:</td> <td colspan="2" align="left">Linje 233:</td></tr> <tr><td> </td><td class='diff-context'>PPU (LU, UMB)</td></td><td> </td><td class='diff-context'>PPU (LU, UMB)</td></td></tr> <tr><td> </td><td class='diff-context'> <td>Master realfag for l&aelig;rere (IR, &nbsp;IT,</td><td> </td><td class='diff-context'> <td>Master realfag for l&aelig;rere (IR, &nbsp;IT,</td></tr> <tr><td>-</td><td class='diff-deletedline'>LU, UMB)</td></td><td>+</td><td class='diff-addedline'>LU, UMB) Samarbeid om oppbygging av et molekyl&aelig;rbiologisk laboratorium med Sykehuset &Oslash;stfold.</td></td></tr> <tr><td> </td><td class='diff-context'> </tr></td><td> </td><td class='diff-context'> </tr></td></tr> <tr><td> </td><td class='diff-context'></table></td><td> </td><td class='diff-context'></table></td></tr> <tr><td colspan="2" align="left">Linje 252:</td> <td colspan="2" align="left">Linje 252:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>===Infrastruktur og utstyr===</td><td> </td><td class='diff-context'>===Infrastruktur og utstyr===</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Infrastruktur og utstyr IT [Notat] http://www.ir.hiof.no/Dok/it_labutstyr.doc</td><td>+</td><td class='diff-addedline'>* Infrastruktur og utstyr IT [Notat] http://www.ir.hiof.no/~gan/Dok/it_labutstyr.doc</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Infrastruktur og utstyr IR [Notat] http://www.ir.hiof.no/Dok/ir_labutstyr.doc</td><td>+</td><td class='diff-addedline'>* Infrastruktur og utstyr IR [Notat] http://www.ir.hiof.no/~gan/Dok/ir_labutstyr.doc</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>===Statusnotat fra avdelingene===</td><td> </td><td class='diff-context'>===Statusnotat fra avdelingene===</td></tr> <tr><td> </td><td class='diff-context'>* Status LU [Notat] http://www.ir.hiof.no/~gan/Dok/Realfagsatsing_LU.doc</td><td> </td><td class='diff-context'>* Status LU [Notat] http://www.ir.hiof.no/~gan/Dok/Realfagsatsing_LU.doc</td></tr> <tr><td> </td><td class='diff-context'>* Status HS [Notat] http://www.ir.hiof.no/~gan/Dok/Realfagsatsing_HS.doc</td><td> </td><td class='diff-context'>* Status HS [Notat] http://www.ir.hiof.no/~gan/Dok/Realfagsatsing_HS.doc</td></tr> </table>

Gan foobar Frodes og Hannes vurdering av Classfronter 2006-11-18T16:18:26Z 2006-11-18T16:18:26 2006-11-18T16:18:26Z

/* GENERELL BRUKERVENNLIGHET */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 18. nov 2006 kl.16:18</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 4:</td> <td colspan="2" align="left">Linje 4:</td></tr> <tr><td> </td><td class='diff-context'>== GENERELL BRUKERVENNLIGHET ==</td><td> </td><td class='diff-context'>== GENERELL BRUKERVENNLIGHET ==</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Innlogging:''' </td><td>+</td><td class='diff-addedline'>'''Innlogging:'''</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Greit å logge seg inn, og fint å få sette sitt eget passord fra starten av (automatisk). Ser ikke ut til å finnes noen måte å sette/be om nytt passord automatisk dersom en har glemt det (må en da henvende seg til admin?).</td><td>+</td><td class='diff-addedline'>Enkel og oversiktlig innlogging.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Fin mulighet til å settte sitt eget passord fra starten av (automatisk). </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hvis passord glemmes må man tilsynelatende henvende seg til administrator.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Innloggingssiden viser Høgskolen i Østfold. </td><td> </td><td class='diff-context'>Innloggingssiden viser Høgskolen i Østfold. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Personlige innstillinger''': </td><td>+</td><td class='diff-addedline'>'''Personlige innstillinger''':</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td> </td><td class='diff-context'>Enkelt å oppdatere informasjon om seg selv (inkludert å endre passord). Greit å sette personlige innstillinger via "Tilpass dagens". Her er det svært mange valgmuligheter. </td><td> </td><td class='diff-context'>Enkelt å oppdatere informasjon om seg selv (inkludert å endre passord). Greit å sette personlige innstillinger via "Tilpass dagens". Her er det svært mange valgmuligheter. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>'''Rom-metaforen:''' </td><td> </td><td class='diff-context'>'''Rom-metaforen:''' </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Rom-metaforen virker noe firvirendem, men man skaffer seg ganske fort god oversikt. </td><td>+</td><td class='diff-addedline'>Rom-metaforen virker noe forvirrende i starten, men man kommer fort oversikt. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Innleveringer:''' </td><td>+</td><td class='diff-addedline'>'''Innleveringer/ Personlig rom/Mitt arkiv/Dagens::''' </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Enkelt å administrere for både lærer og student. </td><td> </td><td class='diff-context'>Enkelt å administrere for både lærer og student. </td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'>Her får en enkel oversikt over og det er også mulig å ha et eget rom, lage egne innstillinger, laste opp dokumenter, lenker osv. </td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Personlig rom/Mitt arkiv/Dagens:''' </td><td>+</td><td class='diff-addedline'>Kan være en støtte for både gruppevise og individuelle læreprosesser.</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Her får en enkel oversikt over og det er også mulig å ha et eget rom, lage egne innstillinger, laste opp dokumenter, lenker osv. Kan være en støtte for individuelle læreprosesser.</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>'''Generelt''' </td><td> </td><td class='diff-context'>'''Generelt''' </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Beskjeder, varslinger, kalender vises automtisk ved innlogging (eller via knappen Dagens). Dette gir nødvendig og god oversikt. </td><td>+</td><td class='diff-addedline'>Beskjeder, varslinger, kalender vises automtisk ved innlogging (eller via knappen Dagens). Dette gir på en enkel måte nødvendig og god oversikt. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Via Arkiv: Intuitivt og enkelt å laste opp dokumenter, tester, lenker m.m. </td><td> </td><td class='diff-context'>Via Arkiv: Intuitivt og enkelt å laste opp dokumenter, tester, lenker m.m. </td></tr> <tr><td colspan="2" align="left">Linje 33:</td> <td colspan="2" align="left">Linje 34:</td></tr> <tr><td> </td><td class='diff-context'>Teksteditor er enkel i bruk og innehar mange verktøy (virker denne tilfredsstillende under andre OS enn Windows, er den ev. webleseravhengig?) og i andre nettlesere?</td><td> </td><td class='diff-context'>Teksteditor er enkel i bruk og innehar mange verktøy (virker denne tilfredsstillende under andre OS enn Windows, er den ev. webleseravhengig?) og i andre nettlesere?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>De fleste verktøy er omfattende, men samtidig enkle å administrere</td><td>+</td><td class='diff-addedline'>De fleste verktøy er omfattende, men samtidig enkle å administrere.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Det er enkelt å navigere, og forholdsvis lett å sette seg inn i LMS-et både som ansatt og student. Rom-metaforen virker noe forvirrende. Søk/ hjelp-finnes ikke. Hjelp –funkjsonen virker mangelfull. </td><td>+</td><td class='diff-addedline'>Det er enkelt å navigere, og forholdsvis lett å sette seg inn i LMS-et både som ansatt og student. Rom-metaforen virker noe forvirrende. Søk/ hjelp-finnes ikke. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Hjelp–funkjsonen er sjablonmessig og mangelfull. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>'''Generell vurdering: Brukervennligheten er god.'''</td><td> </td><td class='diff-context'>'''Generell vurdering: Brukervennligheten er god.'''</td></tr> </table>

Pni foobar Rolf Ks vurdering av Moodle 2006-11-17T16:52:10Z 2006-11-17T16:52:10 2006-11-17T16:52:10Z

Quickmail funksjonalitet. <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 17. nov 2006 kl.16:52</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 1:</td> <td colspan="2" align="left">Linje 1:</td></tr> <tr><td>-</td><td class='diff-deletedline'>[http://wiki.hiof.no/index.php/Valg_og_vurdering_av_3_plattformer]</td><td>+</td><td class='diff-addedline'>Forrige side.[http://wiki.hiof.no/index.php/Valg_og_vurdering_av_3_plattformer]</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Installasjonsnoter. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Installasjon av hovedprogramvaren med standard moduler relativt greit, en del skruing på parametre. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Oppgradering fra versjon 1.6.3 til 1.7.0 gikk greit. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Installasjon av MyFiles boks-modul gikk ikke greit for versjon 1.7.0. Muligens pekte offisiell kilde på noe gammel kode. Installasjon av øyensynlig siste versjon ga ikke oppdatert versjonsnummer i statusen i Moodle. Har ikke hatt tid til å grave i hva det skyldes. Modulen fungerte ikke i versjon 1.7 til tross for angivelig freoverkompatibilitet. Var opprinnelig utviklet for 1.5-versjonen. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Installasjon av Elgg m. integrering gikk ikke da den krever en annen webserver enn vi bruker. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Installasjon av "Forum Plus" funksjoner ikke mulig da de ikke støtter vår versjon (1.7). </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Quickmail installasjon ser ut til å ha gått greit. Er antagelig ikke testet for versjon 1.7. Er ikke spesielt hurtigmeldinger men god gammaldags epost m. vedlegg til andre kursdeltagere. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Tjenerkrav</td><td> </td><td class='diff-context'>* Tjenerkrav</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>OS: linux, windows</td><td> </td><td class='diff-context'>OS: linux, windows</td></tr> <tr><td>-</td><td class='diff-deletedline'>DB: mysql, postgres</td><td>+</td><td class='diff-addedline'>DB: mysql, postgres (generelt db-grensesnitt i tidlig stadium)</td></tr> <tr><td> </td><td class='diff-context'>Webserver: linux: apache, windows: apache/iis</td><td> </td><td class='diff-context'>Webserver: linux: apache, windows: apache/iis</td></tr> <tr><td> </td><td class='diff-context'>Applikasjonsmotor: php</td><td> </td><td class='diff-context'>Applikasjonsmotor: php</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Klientstøtte:</td><td> </td><td class='diff-context'>* Klientstøtte:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Webleser med javaskript. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2" align="left">Linje 18:</td> <td colspan="2" align="left">Linje 36:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Prosjekter for å forbedre platformen kan være ønskelig. </td><td> </td><td class='diff-context'>Prosjekter for å forbedre platformen kan være ønskelig. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Integrasjon mot eksisterende systemer</td><td> </td><td class='diff-context'>* Integrasjon mot eksisterende systemer</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Moodle tilbyr autentisering mot ldap tjener(e).</td><td>+</td><td class='diff-addedline'>Moodle tilbyr autentisering mot ldap tjener(e). (Ikke testet.)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Moodle tilbyr innlegging av brukere, og tilknytning til kurs og grupper fra flate filer. Moodle har ingen mulighet for å melde folk ut av kurs.</td><td>+</td><td class='diff-addedline'>Moodle tilbyr innlegging av brukere, og tilknytning til kurs og grupper fra flate filer. Moodle har ingen mulighet for å melde folk ut av kurs i hauger.</td></tr> </table>

Rjk foobar Grensesnittdesign2006 2006-11-16T17:24:13Z 2006-11-16T17:24:13 2006-11-16T17:24:13Z

Hezawasf foobar Grensesnittdesign2006 2006-11-15T02:48:45Z 2006-11-15T02:48:45 2006-11-15T02:48:45Z

/* Veiledning uke 46 */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 15. nov 2006 kl.02:48</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 16:</td> <td colspan="2" align="left">Linje 16:</td></tr> <tr><td> </td><td class='diff-context'>|'''Gruppe'''</td><td> </td><td class='diff-context'>|'''Gruppe'''</td></tr> <tr><td> </td><td class='diff-context'>|'''Rom'''</td><td> </td><td class='diff-context'>|'''Rom'''</td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 9.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 10.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 11.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Anders og Terje </td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 12.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 13.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 14.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|----</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|Onsdag kl 15.00</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>|D1-</td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'>|----</td><td> </td><td class='diff-context'>|----</td></tr> <tr><td> </td><td class='diff-context'>|Torsdag kl 09.00</td><td> </td><td class='diff-context'>|Torsdag kl 09.00</td></tr> <tr><td colspan="2" align="left">Linje 54:</td> <td colspan="2" align="left">Linje 26:</td></tr> <tr><td> </td><td class='diff-context'>|----</td><td> </td><td class='diff-context'>|----</td></tr> <tr><td> </td><td class='diff-context'>|Torsdag kl 11.00</td><td> </td><td class='diff-context'>|Torsdag kl 11.00</td></tr> <tr><td>-</td><td class='diff-deletedline'>|</td><td>+</td><td class='diff-addedline'>|Anders og Terje </td></tr> <tr><td> </td><td class='diff-context'>|D1-</td><td> </td><td class='diff-context'>|D1-</td></tr> <tr><td> </td><td class='diff-context'>|----</td><td> </td><td class='diff-context'>|----</td></tr> </table>

Hakont foobar Engelsk abstract for fagartikkel om Wikipedia 2006-11-15T02:47:17Z 2006-11-15T02:47:17 2006-11-15T02:47:17Z

/* Action research */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 15. nov 2006 kl.02:47</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 10:</td> <td colspan="2" align="left">Linje 10:</td></tr> <tr><td> </td><td class='diff-context'>The purpose of CSCL is to facilitate group communication and support students in learning together effectively. The research area wants to find out if computer supported systems can support and facilitate group processes in ways that are not achievable by face-to-face communication. Therefore the research covers not only analysis of the software, but also its social, psychological, organizational, and learning effects. It is common to study applications that can be used for electronic communication in the physical classroom, between classrooms or in virtual classrooms, for instance how a group of learners is able to work together across electronic networks. The model of instruction emphasizes “collaborative learning” and how technology can support those kinds of methods in the classroom. The computer systems are cognitive tools that can make individuals form a collective intelligence through the sharing of labor. CSCL also focuses on use in an educational setting (Koschmann 1996). </td><td> </td><td class='diff-context'>The purpose of CSCL is to facilitate group communication and support students in learning together effectively. The research area wants to find out if computer supported systems can support and facilitate group processes in ways that are not achievable by face-to-face communication. Therefore the research covers not only analysis of the software, but also its social, psychological, organizational, and learning effects. It is common to study applications that can be used for electronic communication in the physical classroom, between classrooms or in virtual classrooms, for instance how a group of learners is able to work together across electronic networks. The model of instruction emphasizes “collaborative learning” and how technology can support those kinds of methods in the classroom. The computer systems are cognitive tools that can make individuals form a collective intelligence through the sharing of labor. CSCL also focuses on use in an educational setting (Koschmann 1996). </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>We choose to use Lave and Wenger’s concept of “legitimate peripheral participation” as a theoretical framework for this article. Legitimate peripheral participation is a theory of how newcomers become members of communities of practice. Newcomers become members of a community initially by participating in peripheral yet productive tasks. These activities are typically simple and carry low risk to the community as a whole. Through these activities novices become acquainted with the tasks, vocabulary, organizing principles and the overall goal of the community. Gradually their participation becomes more central to the functioning of the community. Learning is a function of the activity, context and culture in which it occurs. This stands in contrast to most classroom learning which is abstract and out of context. Education should therefore apply the two basic principles of situated cognition into classroom practice: 1. Present in an authentic context, 2. Encourage social interaction and collaboration. Rich contexts can reflect students’ interpretation of the real world and improve their knowledge being transferred in different situations (Lave and Wenger 1991).</td><td>+</td><td class='diff-addedline'>We choose to use Lave and Wenger's concept of "legitmate peripheral participation" as a theoretical framework for this study. Legitimate peripheral participation is a theory of how newcomers become members of communities of practice. Newcomers become members of a community initially by participating in peripheral yet productive tasks. These activities are typically simple and carry low risk to the community as a whole. Through these activities, novices become acquainted with the tasks, vocabulary, organizing principles and the overall goal of the community. Gradually the newcomer moves from the periphery of the community to its center, they become more active and engaged within the culture and hence assume the role of expert or oldtimer. This implies a continuously renegotiation of identities which incorporates the past and the future of the newcomers, their experiences and their participation in the practice (Wenger 1998). </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Lave and Wenger argue that peripheral participation is not a pedagogical strategy or teaching technique. It is a way of understanding learning as situated in context and as a function of the activity, context and culture in which it occurs. This stands in contrasts to most classroom learning which is abstract and out of context. Education should therefore apply the two basic principles of situated cognition into classroom practice: 1. present learning in an authentic context, 2. encourage social interaction and collaboration. Rich contexts can reflect students' interpretation of the real world and improve their knowledge being transferred in different situations (Lave og Wenger 1991).</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>In this research study we will use the concept of peripheral participation as a lens to study how students can become members of a practice of text writers publishing real texts on Wikipedia. Our aim is that their identity as text writers will change as they participate and renegotiate their texts with other newcomers, and that they eventually will view themselves as future professionals.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>'''Refrences'''</td><td> </td><td class='diff-context'>'''Refrences'''</td></tr> <tr><td colspan="2" align="left">Linje 127:</td> <td colspan="2" align="left">Linje 131:</td></tr> <tr><td> </td><td class='diff-context'>* Will they continue to write in or use Wikipedia?</td><td> </td><td class='diff-context'>* Will they continue to write in or use Wikipedia?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>5. How do they interact with the wiki-technology?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* How does the technology afford issues as coordination, awareness and joint enterprise?</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Do they consider the text as an object (agent) to interact with or as a mediated message from a pair-student</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>= Method =</td><td> </td><td class='diff-context'>= Method =</td></tr> <tr><td colspan="2" align="left">Linje 135:</td> <td colspan="2" align="left">Linje 142:</td></tr> <tr><td> </td><td class='diff-context'>'''The design'''</td><td> </td><td class='diff-context'>'''The design'''</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>=== Action research ===</td><td>+</td><td class='diff-addedline'>The research methodology</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>========================</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>The aim of this research project is to design and evaluate new learning practices using wiki as a collaborative environment. The approach can best be described as a design experiment (Brown, 1992). A design experiment is a research study where researchers and practitioners, particularly the teacher, participate in the design, implementation and analysis of a learning trajectory. Together they form the experiment, discuss the research questions and the theoretical approach. The process is progressive and interventionist (Collins). The design may be changed during the experiment if it is not working properly, and the results are used to develop new theories and new educational designs. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>In this research study the design of the learning environment is done in collaboration between researchers and teacher. Together we have discussed the research questions and the research methods. The research methods are based on an ethnographic approach, including observations of material constructed in the wiki and semi structured interviews (Kvale) with the participants.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Collins, A.; Joseph, D. & Bielaczyc, K. Design research: Theoretical and methodological issues. To appear in Campione, J. (Ed.) Volume in honor of Ann Brown. In press.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Bereiter, C. (2002). Design Research for Sustained Innovation. Cognitive Studies, Bulletin of the</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Japanese Cognitive Science Society, 9(3), 321-327.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions. Journal of the Learning Sciences, 2 (2), 141-178.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Reeves,Thomas C. Enhancing the Worth of Instructional Technology Research through "Design Experiments" and Other Development Research Strategies. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, USA. 2000.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist,</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>53(1), 5-26</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Håkon skriver inn her....</td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>With Wikipedia as a case we will try to construct some new forms of practice, a kind of “best practice”. We wish to try new forms of practice to see if we can strengthen the students’ development of digital literacy. We cooperate with the teacher in the project in developing an interesting course with the use of Wikipedia integrated. One can also call this action research. </td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Kan bruke noe fra en prosjektbeskrivelse fra et doktorgradprosjekt om skriving i høyere utdanning. Hente inn noen referanser derfra. Følge dem over noe tid i kursopplegget.</td><td> </td><td class='diff-context'>Kan bruke noe fra en prosjektbeskrivelse fra et doktorgradprosjekt om skriving i høyere utdanning. Hente inn noen referanser derfra. Følge dem over noe tid i kursopplegget.</td></tr> <tr><td colspan="2" align="left">Linje 154:</td> <td colspan="2" align="left">Linje 176:</td></tr> <tr><td> </td><td class='diff-context'>* Silverman, D. (2001): Interpreting Qualitative Data. London: Sage.</td><td> </td><td class='diff-context'>* Silverman, D. (2001): Interpreting Qualitative Data. London: Sage.</td></tr> <tr><td> </td><td class='diff-context'>* Guba, E. og Lincoln, Y. (1981): Effective evaluation. San Francisco, CA: Jossey-Bass.</td><td> </td><td class='diff-context'>* Guba, E. og Lincoln, Y. (1981): Effective evaluation. San Francisco, CA: Jossey-Bass.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>=== The use of Wikipedia in a German course at the University college of Østfold ===</td><td> </td><td class='diff-context'>=== The use of Wikipedia in a German course at the University college of Østfold ===</td></tr> </table>

Hakont foobar Engelsk abstract for fagartikkel om Wikipedia 2006-11-14T21:16:08Z 2006-11-14T21:16:08 2006-11-14T21:16:08Z

/* Method */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 14. nov 2006 kl.21:16</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 1:</td> <td colspan="2" align="left">Linje 1:</td></tr> <tr><td> </td><td class='diff-context'>'''Title:''' From student to scholar? Identity-development in the meeting with the new culture on the internet.</td><td> </td><td class='diff-context'>'''Title:''' From student to scholar? Identity-development in the meeting with the new culture on the internet.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'>'''Abstract:''' The phrase “Web 2.0” is a concept for a lot of new applications that have become popular on the Internet. They are centered around creating a substantial database created by the users themselves. Wikipedia is one such example. In this article we ask if one can use Wikipedia to stimulate students’ digital identity development (DID). We will investigate the links between DID and the use of wiki and wikipedia in a German language course. We suggest that wiki publishing environments can create digital identity-development that addresses three dimensions: the student as a participant in the global society, the student as a public knowledge-constructor and the student as a responsible person. We want to create categories for better understanding of what one could call “digital identity-development”. In the study we try to design wiki publishing tools and curricula that can support digital identity development among student authors.</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Abstract:''' The phrase “Web 2.0” is a concept for a lot of new applications that have become popular on the internet. They are centered around creating a substantial database created by the users themselves. Wikipedia is one such example. In this article we ask if one can use Wikipedia to stimulate students digital identity development (DID). We will investigate the links between DID and the use of wiki and wikipedia in a German language course. We suggest that wiki publishing environments can create digital identity-development that address three dimensions: the student as a participant in the global society, the student as a public knowledge-constructor and the student as a responsible person. We want to create categories for better understanding what one could call ”digital identity-development”. In the study we try to design wiki publishing tools and curricula that can support digital identity development among student authors</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>= Identity-development in a community of practice (theory) =</td><td> </td><td class='diff-context'>= Identity-development in a community of practice (theory) =</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>CSCL (Computer supported collaborative learning) has grown out of wider research into computer supported collaborative work and collaborative learning. Collaborative learning is defined as groups working together for a common purpose. In the study of learning one focuses upon how people become members of different social communities. Learning is always taking place in a social and cultural context (Koschmann 1996). The inspiration comes from several different theories, like for instance sociocultural theory (Vygotsky), situated cognition, cognitive apprenticeship, problem-based learning (Cognition and Technology Group at Vanderbilt) and Salomon et al.’s (1993) distributed cognition (“effect of” and “effect with” technology). </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>CSCL (Computer supported collaborative learning) has grown out of wider research into computer supported collaborative work and collaborative learning. Collaborative learning is defined as groups working together for a common purpose. In the study of learning one focus upon how people become members of different social communities. Learning is always take place in a social and cultural context (Koschmann 1996). The inspiration comes from several different theories, as for instance, sociocultural theory (Vygotsky), situated cognition, cognitive apprenticeship, problem-based learning (Cognition and Technology Group at Vanderbilt) and Salomon et al.'s (1993) distributed cognition ("effect of" and "effect with" technology). </td><td>+</td><td class='diff-addedline'>The purpose of CSCL is to facilitate group communication and support students in learning together effectively. The research area wants to find out if computer supported systems can support and facilitate group processes in ways that are not achievable by face-to-face communication. Therefore the research covers not only analysis of the software, but also its social, psychological, organizational, and learning effects. It is common to study applications that can be used for electronic communication in the physical classroom, between classrooms or in virtual classrooms, for instance how a group of learners is able to work together across electronic networks. The model of instruction emphasizes “collaborative learning” and how technology can support those kinds of methods in the classroom. The computer systems are cognitive tools that can make individuals form a collective intelligence through the sharing of labor. CSCL also focuses on use in an educational setting (Koschmann 1996). </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>We choose to use Lave and Wenger’s concept of “legitimate peripheral participation” as a theoretical framework for this article. Legitimate peripheral participation is a theory of how newcomers become members of communities of practice. Newcomers become members of a community initially by participating in peripheral yet productive tasks. These activities are typically simple and carry low risk to the community as a whole. Through these activities novices become acquainted with the tasks, vocabulary, organizing principles and the overall goal of the community. Gradually their participation becomes more central to the functioning of the community. Learning is a function of the activity, context and culture in which it occurs. This stands in contrast to most classroom learning which is abstract and out of context. Education should therefore apply the two basic principles of situated cognition into classroom practice: 1. Present in an authentic context, 2. Encourage social interaction and collaboration. Rich contexts can reflect students’ interpretation of the real world and improve their knowledge being transferred in different situations (Lave and Wenger 1991).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>The purpose of CSCL is to facilitate group communication and support students in learning together effectively. The research area want to find out if computer supported systems can support and facilitate group processes in ways that are not achievable by face-to-face communication. Therefore the research covers not only analysis of the software, but also their social, psychological, organizational, and learning effects. It is common to study applications that can be used for electronic communication in the physical classroom, between classrooms or in virtual classrooms For instance how a group of learners is able to work together across electronic networks. The modell of instruction emphazises “collaborative learning”, and how technology can support those kinds of methods in the classroom. The computer systems are cognitive tools that can make individuals form a collective intelligence through the sharing of labor. CSCL also focus on use in a educational setting (Koschmann 1996). </td><td>+</td><td class='diff-addedline'>'''Refrences'''</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>We choose to use Lave and Wenger concept of "legitmate peripheral participation" as a theoretical framework for this article. Legitimate peripheral participation is a theory of how newcomers become members of communities of practice. Newcomers become members of a community initially by participating in peripheral yet productive tasks. These activities are typically simple and carry low risk to the community as a whole. Through these activities, novices become acquainted with the tasks, vocabulary, organizing principles and the overall goal of the community. Gradually their participation becomes more central to the functioning of the community. Learning is a function of the activity, context and culture in which it occurs. This stands in contrasts with to most classroom learning which is abstract and out of context. Education should therefore apply the two basic principles of situated cognition into classroom practice: 1. present in an authentic context, 2. encourage social interaction and collaboration. Rich contexts can reflect students' interpretation of the real world and improve their knowledge being transferred in different situations (Lave og Wenger 1991).</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>'''Referanser'''</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'>* Koschmann 1996</td><td> </td><td class='diff-context'>* Koschmann 1996</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Salomon et al.'s 1993</td><td>+</td><td class='diff-addedline'>* Salomon et al. 1993</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Lave og Wenger 1991 </td><td>+</td><td class='diff-addedline'>* Lave and Wenger 1991 </td></tr> <tr><td> </td><td class='diff-context'>* Wertsch 1998</td><td> </td><td class='diff-context'>* Wertsch 1998</td></tr> <tr><td> </td><td class='diff-context'>* Vygotsky</td><td> </td><td class='diff-context'>* Vygotsky</td></tr> <tr><td colspan="2" align="left">Linje 35:</td> <td colspan="2" align="left">Linje 25:</td></tr> <tr><td> </td><td class='diff-context'>Eventuell diskursiv psykologi (Potter, Wetherwell)</td><td> </td><td class='diff-context'>Eventuell diskursiv psykologi (Potter, Wetherwell)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>= Web 2.0 – The new culture on the internet (contextual framework) =</td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>= Web 2.0 – The new culture on the internet (contextual framework) =</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Bråten med fl. (2003) claims that the use of ICT in education has been supported by arguments that it will strengthen the students knowledge construction and development of higher order thinking. Others again have asked if ICT alone can have this impact. CSCL-research have meant that ICT can improve collaborative learnings processes. New electronic communication such as bulletin boards and news groups can strengthen the authentic learning processes and the co construction of knowledge. (Bråten med fl. 2003).</td><td>+</td><td class='diff-addedline'>Bråten et al. (2003) claim that the use of ICT in education has been supported by arguments that it will strengthen the students’ knowledge construction and development of higher order thinking. Others again have asked if ICT alone can have this impact. CSCL-research has shown (?) that ICT can improve collaborative learning processes. New electronic communication such as bulletin boards and newsgroups can strengthen the authentic learning processes and the co-construction of knowledge (Bråten et al. 2003).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>According to researchers several evaluations have disappointingly concluded that ICT has not managed to facilitate collaborative learning (Bråten et al. 2003, Vavik 2004). Electronic communication is only used if the students are forced to use it. Only a small part of the discussions are advanced collaboration. The ICT-environment seems to need competent students as much as they are able to develop these competences. The conclusion is that one has to develop the students’ abilities to cooperate if there is a desire that they shall manage it in an ICT-environment (Bråten et al. 2003: 21-22). But what about the collaboration in the new Internet culture? There are now several environments on the Internet where a lot of people are collaborating in an advanced way.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>According to researchers several evaluations have disappointingly concluded that ICT has not managed to facilitate collaborative learning. (Bråten med fl. 2003, Vavik 2004). Electronic communication is only used if the students are forced to use it. Only a small part of the discussions are advanced collaboration. The ICT-enviroment seems to need competent students as much as they are able to develop these competencies. The conclusion is that you have do develop the students abilities to cooperate if you want them to manage to do it in a ICT-enviroment. (Bråten med fl. 2003: 21-22). But what about the collaboration in the new Internet culture?. There are now several enviroments on the Internet where a lot of people are collaborating in an advanced way</td><td>+</td><td class='diff-addedline'>The concept of “Web 2.0” was used for the first time by O’Reilly Media in 2004. The concept refers to an improved form of the World Wide Web, what somebody has called second generation Internet based applications (services). Often Web 2.0 uses a simple interface with sophisticated functionality. Most of the services are delivered through a web browser with a user-friendly interface. The services are also free so anyone with access to the Internet may use them. Examples are Wikipedia, del.icio.us, Skype, blogg and Flickr. Another common name for these services is “social software” (O’Reilly 2005).</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>The concept of "Web 2.0" was used for the first time by O'Reilly Media in 2004. The concept refers to an improved form of the World Wide Web, what somebody has called second generation internetbased applications (services) Often Web 2.0 use a simple interface with sophisticated functionality. Most av the services are delivered through a webbrowser with a user-friendly interface. The services are also free so anyone with access to internett can use them. Examples are Wikipedia del.icio.us, Skype, blogg and Flickr. Another common name for these services is “social software” (O'Reilly 2005).</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Web 2.0 focus on a service-oriented architecture. The applications are moving away from static websites over to a more dynamic and interactive World Wide Web. Most of the applications are centered around a substantial database created by the users themselves. The content is organized with nonhierarchical methods. The content is "tagged" by the users and can also be found through search engines. The organization of the content is therefore dynamic and continously changing contrary to traditional structured directories. When users interact they also often create communities, which stimulate to further collaboration. In many settings, the user becomes a participant in the building of the content (Bleicher 2006)</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>The new services let ordinary users of internet cooperate and share information online in new ways which were not possible before. The content is generated by the users. The services develop there quality from networkeffects creates by human interaction. The more people who use the service the better the quality becomes. According to O'Reilly Web 2.0 brings us closer to the original values associated with the creation of the web. The architecture stimulates to participation in the way that users generate and distrubute webcontent themselves. The communication is fundamentally democratic in its openness. Everybody is free to share and reuse information (O'Reilly 2005).</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Web 2.0 focuses on a service-oriented architecture. The applications are moving away from static websites over to a more dynamic and interactive World Wide Web. Most of the applications are centered around a substantial database created by the users themselves. The content is organized with nonhierarchical methods. The content is “tagged” by the users and can also be found through search engines. The organization of the content is therefore dynamic and continuously changing contrary to traditional structured directories. When users interact they also often create communities, which stimulate to further collaboration. In many settings, the user becomes a participant in the building of the content (Bleicher 2006).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>The new services let ordinary users of the Internet cooperate and share information online in ways that have not been possible before. The users generate the content. The services develop their quality from network effects creates by human interaction. The more people who use the service the better the quality gets. According to O’Reilly Web 2.0 brings us closer to the original values associated with the creation of the web. The architecture stimulates to participation in the way that users generate and distribute web content themselves. The communication is fundamentally democratic in its openness. Everybody is free to share and reuse information (O’Reilly 2005).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2" align="left">Linje 60:</td> <td colspan="2" align="left">Linje 44:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>== Wikipedia as an example of the new web 2.0 culture ==</td><td> </td><td class='diff-context'>== Wikipedia as an example of the new web 2.0 culture ==</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>=== What is Wikipedia? ===</td><td> </td><td class='diff-context'>=== What is Wikipedia? ===</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Wikipedia is a multilingual, web-based free content encyclopedia project. The Wikipedia is written collaboratively by volunteers. Most articles can be changed by almost anyone with access to the website. The authors do not need any expertise or qualifications to write or edit an article. Registered users can also create new articles. Changes made to pages are displayed at once. The Wikipedia uses a type of software called a “wiki” (Wikipedia 2006). Ward Cunningham introduced the first wikis in the mid 1990s as software for supporting fast, productive collaboration online (Leuf & Cunningham, 2001).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Wikipedia is built on the expectation that collaboration among users will improve articles over time, in much the same way that open-source software develops. This openness in the collaborative model is fundamental to the quality of the articles. However, there has been controversies over Wikipedia’s accuracy because of the. of the availability. Information is sometimes unconfirmed, questionable and lacking proper sources. There have been problems with vandalism, uneven quality, systemic bias, and preference for consensus or popularity over credentials. Collaboration has sometimes lead to “edit wars” and prolonged disputes when editors do not agree. However, a 2005 comparison between Wikipedia and the Encyclopædia Britannica found that the two were close in terms of accuracy of their articles on natural sciences (Giles 2005). </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>One of Wikipedia’s core policies is that articles must be written from a “neutral point of view”, presenting all noteworthy perspectives on an issue along with the evidence supporting them. Wikipedia also has a set of policies which are used in disputes over whether particular content should be added, revised, transferred to a sister project, or removed. Wikipedia does not declare any of its articles to be “complete” or “finished” (Wikipedia 2006).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Wikipedia is a multilingual, Web-based free content encyclopedia project. Wikipedia is written collaboratively by volunteers. Most articles can be changed by almost anyone with access to the website. The authors don`t need any expertise or qualifications to write or edit an article. Registered users can also create new articles. Changes made to pages are displayed at once. Wikipedia uses a type of software called a "wiki"(Wikipedia 2006). The first wikis were introduced by Ward Cunningham in the mid 1990s as a software for supporting fast, productive collaboration online (Leuf & Cunningham, 2001).</td><td>+</td><td class='diff-addedline'>Currently Wikipedia has more than 5 million articles in many languages, including more than 1.4 million in the English language version. There are 250 language editions of Wikipedia, and 17 of them have more than 50.000 articles each. According to Alexa, Wikipedia ranks among the top 15 most visited web sites (Wikipedia 2006).</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Wikipedia is built on the expectation that collaboration among users will improve articles over time, in much the same way that open-source software develops. This openness in the collaborative model is fundamental for the quality of the articles. However, there has been controversy over Wikipedia's accuracy because of the. of the availability Information is sometimes unconfirmed, questionable and lacking proper sources. There have problemes with vandalism, uneven quality, systemic bias, and preference for consensus or popularity over credentials. Collaboration sometimes leads to "edit wars" and prolonged disputes when editors do not agree. However, a 2005 comparison between Wikipedia and the Encyclopædia Britannica found that the two were close in terms of the accuracy of their articles on the natural sciences (Giles 2005). </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>One of Wikipedia's core policies is that articles must be written from a "neutral point of view", presenting all noteworthy perspectives on an issue along with the evidence supporting them. </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Wikipedia also has a set of policies which are used in disputes over whether particular content should be added, revised, transferred to a sister project, or removed. Neither does Wikipeida declare any of its articles to be "complete" or "finished" (Wikipedia 2006)</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Currently Wikipedia has more than 5 million articles in many languages, including more than 1.4 million in the English-language version. There are 250 language editions of Wikipedia, and 17 of them have more than 50,000 articles each. According to Alexa, Wikipedia ranks among the top 15 most visited sites (Wikipedia 2006)</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>=== The use of Wikipedia in an educational setting ===</td><td> </td><td class='diff-context'>=== The use of Wikipedia in an educational setting ===</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Several studies of Wikipedia have focused on the quality of its content and the processes that sustain content production and surveillance (Giles 2005). On one side Wikipedia potentially can become a great digital learning resource for the teachers: “More important perhaps is the possibility that teachers and educators can collaborate, both locally and globally, on an open platform model like Wikipedia, to coauthor learning objects, teaching modules, and, more ambitiously, textbooks that could then be widely accessed by local teachers” (Benkler, 2006: 315). </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Several studies of Wikipedia have focused on the quality of its content and the processes that sustain content production and surveillance (Giles 2005). On one side Wikipedia potensially can become a great digital learning resource for the teachers: “More important perhaps is the possibility that teachers and educators can collaborate, both locally and globally, on an open platform model like Wikipedia, to coauthor learning objects, teaching modules, and, more ambitiously, textbooks that could then be widely accessed by local teachers”. (Benkler, 2006: 315) </td><td>+</td><td class='diff-addedline'>''The Wikipedian as a participant in a global learning community''</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>But Wikipedia may potentially become something more than an online resource. A global learning community has emerged with individuals from around the world mutually engaged in constructing knowledge (Forte and Bruckman 2006). Wikipedia writers produce a highly standardized form of academic writing where everybody can participate.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>''The wikipedian as a participant in a global learning community''</td><td>+</td><td class='diff-addedline'>''The Wikipedian as a public knowledge-constructor'' </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>But Wikipedia may potentially become something more than an online resource. A global learning community has emerged with individuals from around the world mutually engaged in constructing knowledge (Forte and Bruckman 2006). Wikipedia writers produce a highly standardized form of academic writing where everybody can participate.</td><td>+</td><td class='diff-addedline'>According to Forte and Bruckman (2006) the audience plays a critical role in creating meaningful and effective writing-to-learn experiences. Instead of viewing texts as autonomous containers of information, we can regard written communications as an effort to develop collaborative making of meaning. Creating meaning in Wikipedia through written language is a process that involves both a reader and a writer. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>''The Wikipedian as a responsible person'' </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>''The wikipedian as a public knowledge-constructor'' </td><td>+</td><td class='diff-addedline'>Some studies indicate that Wikipedians explicitly treat participation in Wikipedia as a learning experience: “I look up and read books about the subject and I’ll look something up. It’s not that I’m doing all of this in order to develop an encyclopedia, although I am, it’s more that I’m doing this because I want to learn and you have to learn in order to contribute knowledgeably to Wikipedia” (Forte and Bruckman, 2006) (Bryant 2005). A disadvantage with using textbooks in school is that they often conceal from students the passion and effort authors invest in producing texts. In Wikipedia, the process is both visible and open to new collaborators. Still, in a study where students used wiki, some interviewees suggested that their work was not important enough to attract readers. They did not believe that their writing was of sufficient quality or interest to serve as a resource for someone else (Forte and Bruckman, 2006).</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>According to Forte and Bruckman (2006) audience plays a critical role in creating meaningful and effective writing-to learn experiences. Instead of viewing texts as autonomous containers of information, we can regard written communications as an effort to develop collaborative meaning making. Creating meaning in Wikipedia through written language is a process that involves both a reader and a writer. </td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>''The wikipedian as a reponsible person'' </td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'>Some studies indicate that Wikipedians explicitly treat participation in Wikipedia as a learning experience: “I look up and read books about the subject and I’ll look something up. It’s not that I’m doing all of this in order to develop an encyclopedia, although I am, it’s more that I’m doing this because I want to learn and you have to learn in order to contribute knowledgeably to Wikipedia”(Forte and Bruckman, 2006) (Bryant 2005). A disadvantage with using textbooks in scholl is that they often conceal from students the passion and effort authors invest in producing texts. In Wikipedia, the process is both visible and open to new collaborators. Still, in a study where students used wiki, some interviewees suggested that their work was not important enough to attract readers. They didn’t believe that their writing was of sufficient quality or interest to serve as a resource for someone else (Forte and Bruckman, 2006).</td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>= Research question =</td><td> </td><td class='diff-context'>= Research question =</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>In our investigation of student use of wiki and Wikipedia. We will examine how students motivations change as they become more engaged in the Wikipediacommunity. What forms does initial participation in Wikipedia take? Our research question is: Can we use Wikipedia to stimulate students digital identity development (DID)? </td><td>+</td><td class='diff-addedline'>In our investigation of student use of wiki and Wikipedia we will examine how students’ motivations change as they become more engaged in the Wikipedia community. What forms does initial participation in Wikipedia take? Our research question is: Can we use Wikipedia to stimulate students’ digital identity development (DID)? </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>== Empirical questions ==</td><td> </td><td class='diff-context'>== Empirical questions ==</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>We will explore students’ identity development through their meeting with an Internet culture. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>We will explore students’ identity development through their meeting with an internet culture. </td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'>We will discuss three key dimensions:</td><td> </td><td class='diff-context'>We will discuss three key dimensions:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>* The student as participant in the global society.</td><td>+</td><td class='diff-addedline'>* The student as a participant in the global society.</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'>* The student as a public knowledge-constructor.</td><td> </td><td class='diff-context'>* The student as a public knowledge-constructor.</td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'>* The student as a responsible person, developing something for the benefits of everybody.</td></tr> <tr><td>-</td><td class='diff-deletedline'>* The student as a reponsible person. Developing something for the benefits of everybody.</td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>Here are some preliminary empirical questions</td><td>+</td><td class='diff-addedline'>Here are some preliminary empirical questions:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>1. Do the students develop entusiasm for using Wikipedia? (positive and negative)</td><td>+</td><td class='diff-addedline'>1. Do the students develop enthusiasm for using Wikipedia? (positive and negative)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* How is their attitude towards the work with the article? </td><td> </td><td class='diff-context'>* How is their attitude towards the work with the article? </td></tr> <tr><td>-</td><td class='diff-deletedline'>* How long texts do they write?</td><td>+</td><td class='diff-addedline'>* How long are the texts they write?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* How much time to they use with the articles? More or less than expected?</td><td>+</td><td class='diff-addedline'>* How much time do they use working on the articles? More or less than expected?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Are there individual differences?</td><td>+</td><td class='diff-addedline'>* Are there any individual differences?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2" align="left">Linje 132:</td> <td colspan="2" align="left">Linje 103:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Public producer for the other students</td><td> </td><td class='diff-context'>* Public producer for the other students</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Public producer for the Wikipediacommunity</td><td>+</td><td class='diff-addedline'>* Public producer for the Wikipedia community</td></tr> <tr><td>-</td><td class='diff-deletedline'>* How to they cope with the transparencies in the workingprocesses with the wikis? </td><td>+</td><td class='diff-addedline'>* How to they cope with the transparencies in the working process with the wiki? </td></tr> <tr><td>-</td><td class='diff-deletedline'>* How to they react to the principles of participation in Wikipedia. Being part of a project where everybody can participate.</td><td>+</td><td class='diff-addedline'>* How to they react to the principles of participation in Wikipedia, being part of a project where everybody can participate?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Tekstutvikling som eksempel på samarbeidslæring (kollektiv)</td><td> </td><td class='diff-context'>Tekstutvikling som eksempel på samarbeidslæring (kollektiv)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>3. Do the students develop there ability to cooperate?</td><td>+</td><td class='diff-addedline'>3. Do the students develop their ability to cooperate?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Do they develop skills in criticizing each other through the wiki?</td><td> </td><td class='diff-context'>* Do they develop skills in criticizing each other through the wiki?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Do they develop skills in criticizing other persons through the Wikipediacommunity?</td><td>+</td><td class='diff-addedline'>* Do they develop skills in criticizing other persons through the Wikipedia community?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* How do they resolve conflicts about the collective article production? (Students are not necessarily used to change each other texts).</td><td>+</td><td class='diff-addedline'>* How do they resolve conflicts about the collective article production? (Students are not necessarily used to change each other’s texts).</td></tr> <tr><td>-</td><td class='diff-deletedline'>* How do they develop the text? When do they begin to intervene in each others texts?</td><td>+</td><td class='diff-addedline'>* How do they develop the text? When do they begin to intervene in each other’s texts?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Do they develop a feeling of collective authorship or is it still felt as individual textcontrbutions?</td><td>+</td><td class='diff-addedline'>* Do they develop a feeling of collective authorship or is it still felt as individual text contributions?</td></tr> <tr><td> </td><td class='diff-context'>* In what ways do they support or help each other?</td><td> </td><td class='diff-context'>* In what ways do they support or help each other?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>4. How do they involve themselves in authentic german culture?</td><td>+</td><td class='diff-addedline'>4. How do they involve themselves in authentic German culture?</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>* Have they discussed topics with germans?</td><td>+</td><td class='diff-addedline'>* Have they discussed topics with Germans?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Have they read other articles in the german Wikipedia?</td><td>+</td><td class='diff-addedline'>* Have they read other articles in the German Wikipedia?</td></tr> <tr><td>-</td><td class='diff-deletedline'>* Why did they choose to write and translate this article in german Wikipedia?</td><td>+</td><td class='diff-addedline'>* Why did they choose to write and translate this article in the German Wikipedia?</td></tr> <tr><td> </td><td class='diff-context'>* Will they continue to write in or use Wikipedia?</td><td> </td><td class='diff-context'>* Will they continue to write in or use Wikipedia?</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>= Method =</td><td> </td><td class='diff-context'>= Method =</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>== Collection of data ==</td><td> </td><td class='diff-context'>== Collection of data ==</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>'''The design'''</td><td> </td><td class='diff-context'>'''The design'''</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>=== Action research ===</td><td> </td><td class='diff-context'>=== Action research ===</td></tr> <tr><td colspan="2" align="left">Linje 169:</td> <td colspan="2" align="left">Linje 139:</td></tr> <tr><td> </td><td class='diff-context'>Håkon skriver inn her....</td><td> </td><td class='diff-context'>Håkon skriver inn her....</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>With Wikipedia as a case we will try to construct some new forms of practice. A kind of “best practice”. We wish to try new forms of practice to see if we can strengthen the students development of digital literacy. We cooperate with the teacher in the project in developing a interesting course with the use of Wikipedia integrated. You can also call this action research. </td><td>+</td><td class='diff-addedline'>With Wikipedia as a case we will try to construct some new forms of practice, a kind of “best practice”. We wish to try new forms of practice to see if we can strengthen the students’ development of digital literacy. We cooperate with the teacher in the project in developing an interesting course with the use of Wikipedia integrated. One can also call this action research. </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Kan bruke noe fra en prosjektbeskrivelse fra et doktorgradprosjekt om skriving i høyere utdanning. Hente inn noen referanser derfra. Følge dem over noe tid i kursopplegget.</td><td> </td><td class='diff-context'>Kan bruke noe fra en prosjektbeskrivelse fra et doktorgradprosjekt om skriving i høyere utdanning. Hente inn noen referanser derfra. Følge dem over noe tid i kursopplegget.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Method? Thick description (Guba og Lincoln 1981)</td><td> </td><td class='diff-context'>Method? Thick description (Guba og Lincoln 1981)</td></tr> <tr><td colspan="2" align="left">Linje 185:</td> <td colspan="2" align="left">Linje 154:</td></tr> <tr><td> </td><td class='diff-context'>* Silverman, D. (2001): Interpreting Qualitative Data. London: Sage.</td><td> </td><td class='diff-context'>* Silverman, D. (2001): Interpreting Qualitative Data. London: Sage.</td></tr> <tr><td> </td><td class='diff-context'>* Guba, E. og Lincoln, Y. (1981): Effective evaluation. San Francisco, CA: Jossey-Bass.</td><td> </td><td class='diff-context'>* Guba, E. og Lincoln, Y. (1981): Effective evaluation. San Francisco, CA: Jossey-Bass.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>=== The use of Wikipedia in a German course at the University college of Østfold ===</td><td> </td><td class='diff-context'>=== The use of Wikipedia in a German course at the University college of Østfold ===</td></tr> <tr><td colspan="2" align="left">Linje 194:</td> <td colspan="2" align="left">Linje 164:</td></tr> <tr><td> </td><td class='diff-context'>The use of wiki will be included in the normal course structure in connection with translation and free writing, where texts written through collaboration using wiki may replace one ore more of the obligatory assignments and like these will be evaluated.</td><td> </td><td class='diff-context'>The use of wiki will be included in the normal course structure in connection with translation and free writing, where texts written through collaboration using wiki may replace one ore more of the obligatory assignments and like these will be evaluated.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>The teacher will inform the students about his motives for using wiki and the planning of the course. Students will be given an introduction to wiki technology. Since most of the students have not written articles actively on Wikipedia there will have to be an introduction to Wikipedia conventions. The teacher would have to be familiar with wiki technology and to have written some articles in Wikipedia. Students will be divided into groups of 3-4. To let them make themselves familiar with wiki technology they could for a start translate an article from the German Wikipedia to be published in the Norwegian Wikipedia. The next step could be vice versa, that is translating into German an article from the Norwegian Wikipedia. Each of the students translates a part of the text, these parts are put together and the group will then have a collective responsibility when it comes to improving linguistic features of the text through corrections etc. Authoring an article from scratch is of course a more complicated matter an will find its place when the students through the translation of texts have developed some skills both with regard to the use of wiki technology and collaborating. Here the group could start with collectively “carving out” the elements and the structure of the text. After that they could divide the authoring of the single parts between themselves and then work using the method they have acquired when making translations. The students should preferably choose their own subjects. Using a written foreign language implies an explicit awareness of linguistic knowledge, knowledge of rules in the language, of the linguistic system of the language. Training and practising such knowledge is therefore significant, and it becomes a matter of paramount importance that the students comment upon and give reasons for all corrections and alterations they make, e.g. by referring explicitly to grammatical rules.</td><td>+</td><td class='diff-addedline'>The teacher will inform the students about his motives for using wiki and the planning of the course. Students will be given an introduction to wiki technology. Since most of the students have not written articles actively on Wikipedia there will have to be an introduction to Wikipedia conventions. The teacher should be familiar with wiki technology and should have written some articles in Wikipedia. Students will be divided into groups of 3-4. To let them make themselves familiar with wiki technology they could for a start translate an article from the German Wikipedia to be published in the Norwegian Wikipedia. The next step could be vice versa, that is translating into German an article from the Norwegian Wikipedia. Each of the students translates a part of the text, these parts are put together and the group will then have a collective responsibility when it comes to improving linguistic features of the text through corrections etc. Authoring an article from scratch is of course a more complicated matter an will find its place when the students through the translation of texts have developed some skills both with regard to the use of wiki technology and collaborating. Here the group could start with collectively “carving out” the elements and the structure of the text. After that they could divide the authoring of the single parts between themselves and then work using the method they have acquired when making translations. The students should preferably choose their own subjects. Using a written foreign language implies an explicit awareness of linguistic knowledge, knowledge of rules in the language, of the linguistic system of the language. Training and practising such knowledge is therefore significant, and it becomes a matter of paramount importance that the students comment upon and give reasons for all corrections and alterations they make, e.g. by referring explicitly to grammatical rules.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>It is assumed that most of the work will take place between classes. The students are of course not dependent upon meeting each other face to face; each student may choose when he or she will be working on the text.</td><td> </td><td class='diff-context'>It is assumed that most of the work will take place between classes. The students are of course not dependent upon meeting each other face to face; each student may choose when he or she will be working on the text.</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>=== What kind of data will we gather ===</td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>=== What kind of data will we gather ===</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Qualitative data </td><td> </td><td class='diff-context'>Qualitative data </td></tr> <tr><td colspan="2" align="left">Linje 205:</td> <td colspan="2" align="left">Linje 175:</td></tr> <tr><td> </td><td class='diff-context'>Interviews</td><td> </td><td class='diff-context'>Interviews</td></tr> <tr><td> </td><td class='diff-context'>Textanalysis</td><td> </td><td class='diff-context'>Textanalysis</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>We will conduct interviews with the students after they have worked with wiki and Wikipeida in the course. We will also record each change students make on their online wikipages. Here we will use quantitative measurements of students’ participation on the site, such as number of edits and number of pages edited. We will also register their comments on other students work. With these data we hope to uncover editing trends over time</td><td> </td><td class='diff-context'>We will conduct interviews with the students after they have worked with wiki and Wikipeida in the course. We will also record each change students make on their online wikipages. Here we will use quantitative measurements of students’ participation on the site, such as number of edits and number of pages edited. We will also register their comments on other students work. With these data we hope to uncover editing trends over time</td></tr> <tr><td colspan="2" align="left">Linje 215:</td> <td colspan="2" align="left">Linje 184:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* The student as participant in the global society.</td><td> </td><td class='diff-context'>* The student as participant in the global society.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'>* The student as a public knowledge-constructor.</td><td> </td><td class='diff-context'>* The student as a public knowledge-constructor.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'>* The student as a reponsible person. Developing something for the benefits of everybody.</td><td> </td><td class='diff-context'>* The student as a reponsible person. Developing something for the benefits of everybody.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>= Literature =</td><td> </td><td class='diff-context'>= Literature =</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Benkler 2006</td><td> </td><td class='diff-context'>Benkler 2006</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Bleicher, Paul (2006) Web 2.0 Revolution: Power to the People. Applied Clinical Trials; Aug2006, Vol. 15 Issue 8, p34-36, 2p</td><td> </td><td class='diff-context'>Bleicher, Paul (2006) Web 2.0 Revolution: Power to the People. Applied Clinical Trials; Aug2006, Vol. 15 Issue 8, p34-36, 2p</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Bruns, A. & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia project. Proceedings of the ACM WikiSym 05: International Symposium on Wikis, San Diego, CA, 25-32.</td><td> </td><td class='diff-context'>Bruns, A. & Humphreys, S. (2005). Wikis in teaching and assessment: The M/Cyclopedia project. Proceedings of the ACM WikiSym 05: International Symposium on Wikis, San Diego, CA, 25-32.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Bryant, S., Forte, A. & Bruckman, A. (2005). Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia. Proceedings of ACM GROUP: International Conference on Supporting Group Work, Sanibel Island, FL, 1-10.</td><td> </td><td class='diff-context'>Bryant, S., Forte, A. & Bruckman, A. (2005). Becoming Wikipedian: transformation of participation in a collaborative online encyclopedia. Proceedings of ACM GROUP: International Conference on Supporting Group Work, Sanibel Island, FL, 1-10.</td></tr> <tr><td> </td><td class='diff-context'>http://www-static.cc.gatech.edu/~aforte/BryantForteBruckBecomingWikipedian.pdf</td><td> </td><td class='diff-context'>http://www-static.cc.gatech.edu/~aforte/BryantForteBruckBecomingWikipedian.pdf</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Bråten, Ivar, Helge Strømsø & Bodil S. Olaussen (2003): Self-regulated learning and the use og Information and communication technology in Norwegian Teacher education: the project ICT as a factor of change in teacher education., Rap. Nr. 4. Halden : Rapportserien for Høgskolen i Østfold</td><td> </td><td class='diff-context'>Bråten, Ivar, Helge Strømsø & Bodil S. Olaussen (2003): Self-regulated learning and the use og Information and communication technology in Norwegian Teacher education: the project ICT as a factor of change in teacher education., Rap. Nr. 4. Halden : Rapportserien for Høgskolen i Østfold</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Forte, Andrea and Amy Bruckman. (2006) From Wikipedia to the classroom: exploring online publication and learning. Proceedings of the International Conference of the Learning Sciences, Vol 1. Bloomington, IN, pp. 182-188. http://www.cc.gt.atl.ga.us/grads/f/Andrea.Forte/ForteBruckmanFromWikipedia.pdf</td><td> </td><td class='diff-context'>Forte, Andrea and Amy Bruckman. (2006) From Wikipedia to the classroom: exploring online publication and learning. Proceedings of the International Conference of the Learning Sciences, Vol 1. Bloomington, IN, pp. 182-188. http://www.cc.gt.atl.ga.us/grads/f/Andrea.Forte/ForteBruckmanFromWikipedia.pdf</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'>O’Reilly, Tim (2005). What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html (lesedato 05.11.06) </td></tr> <tr><td>-</td><td class='diff-deletedline'>O'Reilly, Tim (2005). What Is Web 2.0. Design Patterns and Business Models for the Next Generation of Software. http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html (lesedato 05.11.06) </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td>-</td><td class='diff-deletedline'> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Giles, J. (2005). Internet encyclopaedias go head to head. Nature, 438, 900-901.</td><td> </td><td class='diff-context'>Giles, J. (2005). Internet encyclopaedias go head to head. Nature, 438, 900-901.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.</td><td> </td><td class='diff-context'>Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Leuf, B. & Cunningham, W. (2001). The wiki way. Boston, MA: Addison-Wesley.</td><td> </td><td class='diff-context'>Leuf, B. & Cunningham, W. (2001). The wiki way. Boston, MA: Addison-Wesley.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Scardamalia, M. & Bereiter, C. (1996). Computer support for knowledge-building communities. In Koschmann, T. (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249-68). Mahwah, NJ; London: Lawrence Erlbaum Associates.</td><td> </td><td class='diff-context'>Scardamalia, M. & Bereiter, C. (1996). Computer support for knowledge-building communities. In Koschmann, T. (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 249-68). Mahwah, NJ; London: Lawrence Erlbaum Associates.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Vavik, Lars (2004): Perspektiver på samarbeid og veiledning i nettbaserte læringsomgivelser. I: Sigmundson,Hermundur & Finn Bostad (Red.), Læring. Grunnbok i læring, teknologi og samfunn. Oslo : Universitetsforlaget.</td><td> </td><td class='diff-context'>Vavik, Lars (2004): Perspektiver på samarbeid og veiledning i nettbaserte læringsomgivelser. I: Sigmundson,Hermundur & Finn Bostad (Red.), Læring. Grunnbok i læring, teknologi og samfunn. Oslo : Universitetsforlaget.</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Wikipedia (2006). Om wikipedia på wikipedia.org (text from Wikipedia.org)</td><td> </td><td class='diff-context'>Wikipedia (2006). Om wikipedia på wikipedia.org (text from Wikipedia.org)</td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td>-</td><td class='diff-deletedline'></td><td colspan="2"> </td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>Pearson, Helen, Textbook free for all, Nature, 15 September 2006 (sjekke opp). Lenke fra Wikipediartikkelen på Wikipedia.</td><td> </td><td class='diff-context'>Pearson, Helen, Textbook free for all, Nature, 15 September 2006 (sjekke opp). Lenke fra Wikipediartikkelen på Wikipedia.</td></tr> </table>

Frodel foobar UV-gruppa 2006-11-14T20:07:50Z 2006-11-14T20:07:50 2006-11-14T20:07:50Z

/* Møter i arbeidsgruppa */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 14. nov 2006 kl.20:07</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 2:</td> <td colspan="2" align="left">Linje 2:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>==Møter i arbeidsgruppa==</td><td> </td><td class='diff-context'>==Møter i arbeidsgruppa==</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 2. desember 2005===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Rom A3-211</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 02.12.2005</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 12:30 - 16:00</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>SAKER:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Notat til fellestjenesten</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Program for seminar</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Eventuelt</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 6. januar 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Rom 152, Sarpsborg</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Fredag 6. januar</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 0900 - 1130</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>SAKER:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>#Oppsummering av Seminar</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Nytt medlem i gruppa: Håkon Tolsby</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Aktivitetsplan våren 2006</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># " f) Gi innspill til høgskolens ledergruppe vedrørende saker av strategisk og overordnet karakter"</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Arkiveringsrutiner (Torhild)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Valg av plattform/LMS (åpen kildekode) (Rolf B)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Hvordan drive kompetanseutvikling/sentrale støttetjenester (Rolf B)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Eierskap til “prosjektet” ved avdelingene (Gunnar)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Administrative oppgaver i BB (Hanne)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Prinsipielle drøftinger av hva og hvorfor LMS (Frode)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>## Strategi, satsing og ressurser (NN)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 17. mars 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Rom A2-210, Remmen</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 17.03.2006</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:00 - 11:30</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>PLAN:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Referat fra sist</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Strategi, satsing og ressurser</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Plan neste arbeidsmøte/seminar</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Eventuelt</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 12. juni 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Mandag 12. juni</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:00 - 11:30</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Rom 152, Sarpsborg</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>SAKER</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Seminar høsten 2006</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Eventuelt</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>På sist møte utvidet vi også fokus for gruppa fra lms til en mer bredere tilnærming til e-læring generelt og læringsressurser som kan benyttes inn mot et lms eller alene. Bruk dette og tenk noen tanker i forkant av møtet.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 16. oktober 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Mandag 16. oktober</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:00 - 10:00</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* RomA 105, Fredrikstad</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>SAKER</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Seminar/Workshop høsten 2006</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Eventuelt</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Møte i arbeidsgruppa 13. november 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Mandag, 13. november</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 1430 - 1600</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* ROM 152, IR</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>SAKER:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Høring - Rapport om læringsteknologi i høgere utdanning</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'># Eventuelt</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Ressurser:</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* [Hannes blogg] http://hanner.wordpress.com/</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* [Høringsdokument] http://norgesuniversitetet.no/filearchive/laringsteknologi.pdf</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* [Høringsbrev] http://norgesuniversitetet.no/filearchive/laringsteknologi-horingsbrev.pdf</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>==Arrangement==</td><td> </td><td class='diff-context'>==Arrangement==</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Seminar 16. desember: Erfaringer og løsninger med bruk av læringsplattformer ved HiØ===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Målsettingen er å dele erfaringer og løsninger for mange av utfordringene knyttet til denne delen av arbeidet som lærer i høgskolen. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Fredag 16. desember</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Klokka 09:00 - 12:00</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* Audmax, Remmen</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>PROGRAM</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:00 – 09:05 Velkommen, Knut Aarvak, rektor HiØ</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:05 – 09:15 Innledning, Renee E. Dalan, leder studentparlamentet</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:15 – 09:45 Erfaringer med full implementering av BB, (HS)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 09:45 – 10:00 Pause</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 10:00 – 10:30 Bruk av nettmøter, (HS)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 10:30 – 10:45 Integrering av biblioteket, (Bib)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 10:45 – 11:00 Pause</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 11:00 – 11:20 Bruk av multimedia, (SF)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 11:20 – 11:40 Bruk av tester og spørreskjema, (IR)</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>* 11:40 – 12:00 Spørsmål og kommentarer til innledere og nettverksgruppa</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td> </td><td class='diff-context'>===Workshop 20. oktober: e-Samarbeidslæring - muligheter, erfaringer og refleksjoner===</td><td> </td><td class='diff-context'>===Workshop 20. oktober: e-Samarbeidslæring - muligheter, erfaringer og refleksjoner===</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td colspan="2" align="left">Linje 24:</td> <td colspan="2" align="left">Linje 119:</td></tr> <tr><td> </td><td class='diff-context'>5. Lunsj</td><td> </td><td class='diff-context'>5. Lunsj</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>==Høringer==</td><td>+</td><td class='diff-addedline'>==Høringsnotat og andre dokument fra arbeidsgruppa==</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Notat om lms fra nettverksgruppa undervisningsstøttesystem: Til ledergruppa HiØ 22. februar 2006===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>[Notat] http://www.ir.hiof.no/~gan/Dok/Notat_UV_feb06_endelig.doc</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>[Vedlegg] http://www.ir.hiof.no/~gan/Dok/LMS.doc</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>[Vedlegg] http://www.ir.hiof.no/~gan/Dok/referat_161205.doc</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'> </td></tr> <tr><td> </td><td class='diff-context'>===Høringsnotat til Rapport om læringsteknologi i norsk høgre utdanning: Frist 21. november 2006===</td><td> </td><td class='diff-context'>===Høringsnotat til Rapport om læringsteknologi i norsk høgre utdanning: Frist 21. november 2006===</td></tr> <tr><td> </td><td class='diff-context'>Rapporten Læringsteknologi i norsk høgre utdanning - En statusbeskrivelse og drøfting av behov for fellestiltak og erfaringsutveksling er utarbeidet av Norgesuniversitet ligger nå til høring.</td><td> </td><td class='diff-context'>Rapporten Læringsteknologi i norsk høgre utdanning - En statusbeskrivelse og drøfting av behov for fellestiltak og erfaringsutveksling er utarbeidet av Norgesuniversitet ligger nå til høring.</td></tr> </table>

Gan foobar Grensesnittdesign2006 2006-11-14T18:09:27Z 2006-11-14T18:09:27 2006-11-14T18:09:27Z

Dervisuy foobar Grensesnittdesign2006 2006-11-14T15:44:38Z 2006-11-14T15:44:38 2006-11-14T15:44:38Z

Anderslo foobar UV-gruppa 2006-11-14T12:56:31Z 2006-11-14T12:56:31 2006-11-14T12:56:31Z

/* Workshop 20. oktober: e-Samarbeidslæring - muligheter, erfaringer og refleksjoner */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 14. nov 2006 kl.12:56</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 4:</td> <td colspan="2" align="left">Linje 4:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>==Arrangement==</td><td> </td><td class='diff-context'>==Arrangement==</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>===Workshop 20. oktober: e-Samarbeidslæring - muligheter, erfaringer og refleksjoner===</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Er du interessert benytt anledningen. Frist for påmelding (bestilling av lunsj) er satt til torsdag 19. oktober klokka 0800.</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Målsettingen er å gi deltakerne "hands-on" erfaringer og muligheter for å drøfte verktøyene med andre. </td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Tid: 20. oktober, 0830 - 1230 inkludert lunsj</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>Sted: A2-042 - Multimedialabben, Remmen</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>PLAN</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>1. Introduksjon til samarbeidslæring ved Per Lauvås</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>2. Wiki Workshop http://no.wikipedia.org/wiki/Wiki ved Rolf Kristian Baltzersen</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>3. Blogger Workshop http://no.wikipedia.org/wiki/Blogg ved Eivind Hannestad</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>4. Direktemelding (Instant Messages) Workshop http://no.wikipedia.org/wiki/Direktemelding ved Magnus Nohr</td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'></td></tr> <tr><td colspan="2"> </td><td>+</td><td class='diff-addedline'>5. Lunsj</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>==Høringer==</td><td> </td><td class='diff-context'>==Høringer==</td></tr> </table>

Gan foobar Engelsk abstract for fagartikkel om Wikipedia 2006-11-14T09:01:27Z 2006-11-14T09:01:27 2006-11-14T09:01:27Z

/* Empirical questions */ <table border='0' width='98%' cellpadding='0' cellspacing='4' class='diff'> <tr> <td colspan='2' width='50%' align='center' class='diff-otitle'>Versjonen fra 14. nov 2006 kl.09:01</td> <td colspan='2' width='50%' align='center' class='diff-ntitle'>Nåværende versjon</td> </tr> <tr><td colspan="2" align="left">Linje 121:</td> <td colspan="2" align="left">Linje 121:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>1. Do the students develop entusiasm for using Wikipedia? (positive og negative)</td><td>+</td><td class='diff-addedline'>1. Do the students develop entusiasm for using Wikipedia? (positive and negative)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* How is their attitude towards the work with the article? </td><td> </td><td class='diff-context'>* How is their attitude towards the work with the article? </td></tr> <tr><td colspan="2" align="left">Linje 129:</td> <td colspan="2" align="left">Linje 129:</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td>-</td><td class='diff-deletedline'>2. Do the students tackle the process from being a private producer to becoming a public producer? (positive og negative)</td><td>+</td><td class='diff-addedline'>2. Do the students tackle the process from being a private producer to becoming a public producer? (positive and negative)</td></tr> <tr><td> </td><td class='diff-context'></td><td> </td><td class='diff-context'></td></tr> <tr><td> </td><td class='diff-context'>* Public producer for the other students</td><td> </td><td class='diff-context'>* Public producer for the other students</td></tr> </table>

Rolfkb foobar UV-gruppa 2006-11-14T06:54:10Z 2006-11-14T06:54:10 2006-11-14T06:54:10Z

Ny side<div>==Mandat== ==Møter i arbeidsgruppa== ==Arrangement== ==Høringer== ===Høringsnotat til Rapport om læringsteknologi i norsk høgre utdanning: Frist 21. november 2006=== Rapporten Læringsteknologi i norsk høgre utdanning - En statusbeskrivelse og drøfting av behov for fellestiltak og erfaringsutveksling er utarbeidet av Norgesuniversitet ligger nå til høring. [Rapporten] http://norgesuniversitetet.no/filearchive/laringsteknologi.pdf [Høringsbrevet] http://norgesuniversitetet.no/filearchive/laringsteknologi-horingsbrev.pdf De samlede innspill til rapporten skal danne grunnlag for samarbeidstiltak, råd til departementet, føringer for bruk av Norgesuniversitetets prosjektmidler eller nærmere utredninger. Det er tre punkter det ønskes innspill på. Våre innspill gjøres i forhold til disse: ====a) Er rapportens beskrivelse av dagens situasjon og aktiviteter riktig?==== Et par generelle kommentarer til statusbeskrivelsene: I rapporten ser det ut som om det tas sikte på å vise bredden i LMS-bruk i universitets- og høgskolesektoren (UH-sektoren). Bredde synliggjøres ved tre kategorier: Kommersielle læringsplattformer, egenutviklede læringsverktøy og tilpasning av læringsplattformer basert på åpen kildekode. Rapporten dekker ikke ”enkle” løsninger som tradisjonell fildeling og webpublisering som er utbredt mange steder. Tidlig i rapporten kommer det klart til uttrykk at Norgsuniversitetet stiller seg skeptiske til de kommersielle læringsplattformene - noe jeg mener bekreftes videre gjennom hele rapporten. I forhold til de løsningene som ikke er kommersielle, gis det begrunnelser for hvorfor aktørene har valgt disse løsningene, mens i forhold til de som har valgt kommersielle løsninger gis det ikke begrunnelser for hvorfor aktørene ønsket dette. Student-tilfredshet for ikke-kommersielle løsninger trekkes også fram (f.eks studentene som bruker Moodle), mens dette ikke er berøres i forhold til de kommersielle løsningene. Det som kommenteres i forholdt til kommersielle løsninger er også i hovedsak negative vurderinger (LMS-enes hegemoni, de sementerer gammel pedgogikk, arkitekturen er lukket osv.) Her kunne bildet med fordel vært langt mer nyansert. Det er ikke bare læringsplattformen det kommer an på, men også hvordan læringsplattformen anvendes! Dermed blir fremstillingene i rapporten skjeve. Det burde jo være interessant å finne begrunnelser for at alle høyere utdanningsinstitusjoner i landet i dag tilbyr minst ett LMS til sine studenter, og langt de fleste har valgt kommersielle løsninger. Et par kommentarer fra faktaopplysninger om høgskolen i Østfold: Det medfører riktighet at en viktig begrunnelse for å velge Blackboard framfor Fronter var økonomiske. Beløpet var for øvrig så vidt vi kjenner til 1/3 av prisen i forhold til Fronter - og ikke 10%. Det blir mer korrekt å si at det var økonomisk fordelaktig med Blackboard sett i forhold til hvilke tjenester man fikk. I rapporten skrives det ” I andre miljøer, blant annet i det faglig sett svært kompetente IKT-miljøet ved lærerutdanningen, var det stor skepsis til å ta i bruk læringsplattformer over hodet, blant annet med den begrunnelsen at LMS’ene ”låser” pedagogikken.” Dette medfører ikke riktighet. Motforestillingen er kommet til i etterkant og det er veldig ulik oppfatning i de forskjellige miljøene ved HiØ om LMS. Ved en av avdelingene har læringsplattformen blitt fullt implementert, i den betydning at LMS-et benyttes ved nær sagt alle studier gjennom hele studieforløpet. Erfaringene fra dette kunne vært interessante i denne sammenhengen. Her er det nemlig flere positive erfaringer fra både student- og lærerperspektiv. ====b) I hvilken grad er det behov for samarbeid i sektoren på dette området?==== I første omgang er fokus på samarbeide ved de enkelte avdelingene og internt i høgskolene. Det er også liten interesse for å investere store ressurser i et system. Vi er enda ikke i den fasen at felles moduler i en web 2.0 løsning er aktuell problemstilling. Vi må først ha på plass samarbeide lokalt før vi kan samarbeide effektivt nasjonalt. ====c) Hva er de viktigste spørsmål når det gjelder utvikling av ny læringsteknologi i høgere utdanning?==== * Det er viktig at utviklingen er forutsigbar for at ansatte skal investere tid og ressurser. * Læringsteknologi må også sees i perspektiv og prioriteres i forhold til andre læringsarenaer som lab. arbeid, ekskursjoner, seminarer o.l. * Det bør være mer fokus på læring/dialog/interaktivitet og i mindre grad ren informasjonsflyt. * Læringsteknologien vi benytter bør ha norsk språkdrakt der det er mulig. * Læringsteknologi er mer enn LMS, slik som personlige webområder, direktemeldinger, blogger o.l. uavhengig av skolens infrastruktur. Tanken er at innholdet er studentens eiendom og skal sees i et lengre livsløp enn studieperioden ved høgskolen (livslang læring). * Vi har flere kategorier studenter. Enkelte grupper (off-campus) har andre behov for nye læringsteknologier enn andre (on-campus). Skolens profil må avgjøre hvilke teknologier det skal investeres i. ==Referat fra møter i arbeidsgruppa==</div>

Gan foobar Grensesnittdesign2006 2006-11-13T17:42:49Z 2006-11-13T17:42:49 2006-11-13T17:42:49Z

Dervisuy foobar