Difference between revisions of "What It Means to Ban Wikipedia: an Exploration of the Pedagogical Principles at Stake"
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| − | '''What It Means to Ban Wikipedia: an Exploration of the Pedagogical Principles at Stake''' - scientific work related to Wikipedia quality published in 2009, written by Jeff Maehre. | + | '''What It Means to Ban Wikipedia: an Exploration of the Pedagogical Principles at Stake''' - scientific work related to [[Wikipedia quality]] published in 2009, written by [[Jeff Maehre]]. |
== Overview == | == Overview == | ||
| − | Abstract This essay argues in favor of college instructors, especially in introductory classes, giving students the freedom to use Wikipedia entries in their research projects. It explores the pedagogy created by rigid prohibitions of potential sources, and argues that at stake are two chief dichotomies: one, students learning by engaging in a process vs. students producing a product, and two, students thinking individually and evaluating vs. students following rules. Within the discussion of these dichotomies is a call for instructors to emphasize evaluation of the content of research material rather than an author's credentials or other external markers. | + | Abstract This essay argues in favor of college instructors, especially in introductory classes, giving students the freedom to use [[Wikipedia]] entries in their research projects. It explores the pedagogy created by rigid prohibitions of potential sources, and argues that at stake are two chief dichotomies: one, students learning by engaging in a process vs. students producing a product, and two, students thinking individually and evaluating vs. students following rules. Within the discussion of these dichotomies is a call for instructors to emphasize evaluation of the content of research material rather than an author's credentials or other external markers. |
Revision as of 00:37, 22 July 2019
What It Means to Ban Wikipedia: an Exploration of the Pedagogical Principles at Stake - scientific work related to Wikipedia quality published in 2009, written by Jeff Maehre.
Overview
Abstract This essay argues in favor of college instructors, especially in introductory classes, giving students the freedom to use Wikipedia entries in their research projects. It explores the pedagogy created by rigid prohibitions of potential sources, and argues that at stake are two chief dichotomies: one, students learning by engaging in a process vs. students producing a product, and two, students thinking individually and evaluating vs. students following rules. Within the discussion of these dichotomies is a call for instructors to emphasize evaluation of the content of research material rather than an author's credentials or other external markers.
