Valdir+-+Summary


 * WIKI AS A TE A CHING TOOL ** **FIRST VERSION**

Thinking of the increasing as well as the easiness of the access to knowledge, the wikis, which are important elements of web 2.0, were developed under the promise of changing and pointing out new paths to knowledge construction. Wikis are nothing, but a virtual environment created for various purposes, on which people all over the globe are allowed and, many times, encouraged to share their knowledge in a far easier and dynamic mode than the traditional HTML pages, which, contrary to wikis, demand a high level of technical skills.

In certain communities, contributors can only help if previously invited and registered in it. In others, however, the access is unrestricted. Despite the different access policy, both communities allow their user to edit their pages, initiate a discussion on a certain topic as well as simply complementing or correct an information already posted.

Although its usage being recent, it has revolutionized the knowledge’s construction wherever is has been used. Different theoretical currents of learning processes diverge on the most efficient learning method, yet in each one of them wikis seem to perfectly to adapt.

The most significant feature of wikis, probably, is the collaboration. The constructivist paradigm claims that knowledge is constructed instead of donated. According to it, students do not need to depend on their masters for acquiring science, on the contrary, they can also cooperate with them by sharing their though or point of view about something. In this context, the on line platform is helpful to convey their message for it propitiates dynamic interactions between students and also between them and their educators.

Under the cooperative (or as some prefer, collaborative) paradigm perspective, knowledge is built up when people work together, when they gather their efforts together for the same objective. The advantage of wiki usage in this specific case is that the participants of a community can work together, regardless their whereabouts.

The wikis have been used in education for many different purposes, such as materials publication, research disclosure, editing, etc. the most common use, however, are writing an assignment and project – based learning.

As shown, the educational environment has been deeply impacted by the new technologies and in this process of changing the wikis seem to become an indispensable tool.

**1st review - Isabella** **Valdir, I`m really liked your summary about wikis. I´ve only meade a few changes that in my view may improve your text.What I´m not sure is about the size, I think it should be between 100 and 300 words, and yours is much longer.** Thinking of the increasing as well as the easiness of access to knowledge, the wikis, which are important elements of web 2.0, were developed under the promise of changing and pointing out new paths //**towards**// knowledge construction. Wikis are nothing, but a virtual environment created for various purposes, on which people all over the globe are allowed and, many times, encouraged to share their knowledge in an easier and dynamic mode **//rather than//** the traditional HTML pages, which, contrary to wikis, demand a //**higher**// level of technical skills.

In certain communities, contributors can only help if previously invited and registered in it //**(Contributors to what?)**//. In others, however, the access is unrestricted **//(access to what?)//**. Despite the different access //**policies**//, both communities allow their user to edit their pages, initiate a discussion on a certain topic as well as simply complementing or //**correcting**// an information already posted. Although //**the use of 2.0 platform**//s usage being recent, it has revolutionized the //**knowledge**// construction //**where it's has being used**//. Different theoretical currents of learning processes diverge on the most efficient learning method, yet in each one of them wikis seem to perfectly to adapt.

The most significant feature of wikis, probably, is the collaboration. The constructivist paradigm claims that knowledge is constructed instead of donated. According to it, students do not need to depend on their masters for acquiring science, on the contrary, they can also cooperate with them by sharing their //**thoughts**// or point of view about something. In this context, the on line platform is helpful to convey their message //**thus**// it propitiates dynamic interactions between students and also between them and their educators.

Under the cooperative (or as some prefer, collaborative) paradigm perspective, knowledge is built up when people work together, when they gather their efforts for the same objective. The advantage of wiki usage in this specific case is that the participants of a community can work together, regardless their whereabouts.

The wikis have been used in education for many different purposes, such as materials publication, research disclosure, editing, etc. the most common use, however, are writing an assignment and project – based learning.

As shown, the educational environment has been deeply impacted by the new technologies and in this process of changing the wikis seem to become an indispensable tool.

** SECOND VERSION **

Thinking of the increasing as well as the easiness of access to knowledge, the wikis, which are important elements of web 2.0, were developed under with the promise of changing and pointing out new paths to knowledge construction. Wikis are nothing, but a virtual environment created for various purposes, on through which people all over the globe are allowed able and, many times, encouraged to share their knowledge in an easier and more dynamic mode, contrary to HTML pages, whose stagnation does not permit  much such modifications.

The A ccess to the wiki communities can be restricted or unrestricted, depending, mostly, on the decision of their creater. In both types of communit ies, however, users are free to edit their pages, initiate a discussion on a certain topic , or simply to complement or correct a misinformation mistake.

Despite the recent use of the 2.0 platform to be recent, it has revolutionized //knowledge // construction where it has been used. Different theoretical currents of learning processes diverge on the most efficient learning method, yet in each one of them wikis seem to be perfectly adapted.

The most significant feature of wikis, probably, is the collaboration. The constructivist paradigm claims that knowledge is constructed instead of donated. According to it this theory, students do not need to depend on their masters for wisdom acquiring , on the contrary, they can also cooperate with them by sharing their ideias ideas and thoughts. In this context, the online platform is helpful to convey their message, for because it propitiates dynamic interactions between students and also between them and their educators.

Under the cooperative (or as some prefer, collaborative) paradigm perspective, knowledge is built up when people work together, when they gather join their efforts to ward the same objective. The advantage of wiki usage in this specific case is that the participants of a community can work together, regardless their whereabouts.

The wikis have been used in education for many different purposes, such as materials publication, research disclosure, editing, etc. the most common use s, however, are writing an assignment and project-based learning.

As shown, the educational environment has been deeply impacted by the se new technologies, and in this process of changing the wikis seem to have become an indispensable tool. Good work, Valdir! You definitely captured the main ideas of the article and did a good job presenting them to your reader. I agree with Isabella that your summary is a little long -make sure that you are only inlcluding the main ideas.My main suggestion would be to work on clarity. Try to write shorter sentences (separate your ideas), and get rid of unnecessary words. I would also suggest including the title of the article and the author(s) within your summary (this is a good thing to do in the first sentence). -Kimi

**WHAT IS COLLABORATIVE LEARNING** **FIRST VERSION**

The text defines collaborative learning as being the set of distinct learning approaches, which are based on the premise that knowledge is built through cooperative and working group. Its use has been noticed in many different collaborative learning approaches, such as cooperative learning, guided design, cases, simulations, among others. Its main feature is the interindependence. Unlike the traditional learning model, which is teacher – centered, collaborative learning objects to stimulate the student’s ideias and thoughts, as well as encourage him or her to explicit them. That does not mean that educators are excluded, on the contrary, they can be highly helpful in this type of learning process, yet they are not seen, as usual, the owners of knowledge, for knowledge is constructed through team work and not the otherwise. One advantage of this model is that it allows atudents to recognize their skill and their main difficulties, wich also makes possible for them to monitor their progress. In a long term working group, for instance, it becomes easy for them to perceive how much they know about a certain topic. It also increases the mutal help between classmates, besides showing teacher what action to take in order to clarify their pupils’s doubt. Despite being extensively applied to the edecutional environment, collaborative learning is also useful in social interactions. One of its principles is that students should use cooperativism not only for edecational matters, but also in their daily routine. In this way, it is right to state that, although collaborative learning is, maybe, more discussed and evident in the edecutional universe, it is essential for knowledge aquiring too.

**1st review - Isabella**

**Valdir, I`m really impressed with your summaries they are very well writen. I´ve only meade a few changes, most of them in the spelling of words.**

The text defines collaborative learning as being the set of distinct learning approaches, which are based on the premise that knowledge is built through **cooperation** and working **in** group. Its use has been noticed in many different collaborative learning approaches, such as cooperative learning, guided design, cases, simulations, among others.

Its main feature is the interindependence. Unlike the traditional learning model, which is **the relation teacher/student** – centered, collaborative learning objects to stimulate the student’s ideias and thoughts, as well as encourage him or her to explicit them. That does not mean that **educators** are excluded, on the contrary, they can be highly helpful in this type of learning process, yet they are not seen, as usual, the owners of knowledge, for knowledge is constructed through team work and not the **contrary**.

One advantage of this model is that it allows atudents to recognize their **skills** and their main difficulties, wich also makes possible for them to monitor their progress. In a long term working group, for instance, it becomes easy for them to perceive how much they know about a certain topic. It also increases the mutal help between classmates, besides showing **the** teacher what **course of** action to take in order to clarify their pupils’s doubt. Despite being extensively applied to the **educational** environment, collaborative learning is also useful in social interactions. One of its **principals** is that students should use cooperativism not only for **educational** matters, but also in their daily routine. In this way, it is right to state that, although collaborative learning is, **perhaps**, more discussed and evident in the **educational** universe, it is **also** essential for **acquiring** knowledge.

** SECOND VERSION **

The text defines collaborative learning as being the set of distinct learning approaches which are based on the premise that knowledge is built through cooperation and teamwork. Its use has been noticed in many different collaborative learning approaches, such as cooperative learning, guided design, cases, and simulations <range type="comment" id="377175">, among others.

<range type="comment" id="403200">Its main feature is the interindependence. Unlike the traditional learning model, which is teacher/student-centered, collaborative learning <range type="comment" id="531492">objects to stimulate the <range type="comment" id="429815">student’s ideias ideas and thoughts, <range type="comment" id="956856">as well as encourage him or her to explicit them. That However, this does not mean that teachers and professors are excluded, <range type="comment" id="215249">on the contrary, they can be highly helpful in this type of learning process, yet but they are not seen as usual, the owners of knowledge <range type="comment" id="723626">, for knowledge is constructed through team work and not the contrary. One advantage of this model is that it allows atudents to recognize their skills and their main difficulties, w h ich also makes possible for allows them to monitor their progress. In a long term working group, for instance, it becomes easy for them the students to perceive how much they know about a certain topic. It also increases the mutal help between classmates, B esides showing teachers what course of action to take in order to clarify their pupils’ s doubt s, <range type="comment" id="173079">It this model also increases the mutal help between classmates. Despite being extensively applied to the educational environment, collaborative learning is also useful in social interactions. One of its principles is that students should use cooperativism not only for educational matters, but also in their daily routine. In this way, it is right to state that although collaborative learning is perhaps more discussed and evident in the educational universe, it is also essential for <range type="comment" id="924216">knowledge aquiring too. Another great summary! You really do a good job targeting and explaining the main ideas. As in your summary above, work on separating your longer sentences and making sure you always specify what you are talking about ("it," "they," etc). This will make sure that your reader understands all your great ideas. - Kimi

________________________________________________________________________________ = FINAL VERSION =

Collaborative learning is a set of distinct learning approaches which are based on the premise that knowledge is built through cooperation and teamwork. Its use has been noticed in many different collaborative learning approaches, such as cooperative learning, guided design, cases, and works ‍. Collaborative work’s ‍ main feature is interdependence. Unlike the traditional learning model, which is teacher/student-centered, collaborative learning ‍ objects ‍ to stimulate the ‍ student’s ‍ ideas and thoughts, ‍as well as explicit them‍ .That However, does not mean that teachers and professors are excluded, ‍ on the contrary ‍, they can be highly helpful in this type of learning process, yet they are not seen as the owners of knowledge ‍, for knowledge is constructed through team work and not the contrary.‍

One advantage of this model is that it allows students to recognize their skills and their main difficulties, which allows them to monitor their progress. In a long term working group, for instance, it becomes easy for them to perceive how much they know about a certain topic. The cooperative model also increases the mutual help between classmates, besides showing teachers what course of action to take in order to clarify their pupils’ doubts.

Despite being extensively applied to the educational environment, collaborative learning is also useful in social interactions. One of its principles is that students should use cooperativism not only for educational matters, but also in their daily routine. In this way, it is right to state that although collaborative learning is perhaps more evident in the educational universe, it is also essential for encyclopedic knowledge.