Difference between revisions of "When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues"
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| − | '''When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues''' - scientific work related to Wikipedia quality published in 2018, written by Mark K. Cassell. | + | '''When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues''' - scientific work related to [[Wikipedia quality]] published in 2018, written by [[Mark K. Cassell]]. |
== Overview == | == Overview == | ||
| − | Assigning students to draft and publish a Wikipedia contribution is no longer a novelty. The pedagogical benefits from assigning a Wikipedia article vary depending on discipline, lesson plan, and how it is incorporated into the class. This research considers how a Wikipedia assignment can effectively overcome common challenges in teaching controversial topics including peer relations, teacher–student power dynamics, and (mis)perceptions of “the other.” | + | Assigning students to draft and publish a [[Wikipedia]] contribution is no longer a novelty. The pedagogical benefits from assigning a Wikipedia article vary depending on discipline, lesson plan, and how it is incorporated into the class. This research considers how a Wikipedia assignment can effectively overcome common challenges in teaching controversial topics including peer relations, teacher–student power dynamics, and (mis)perceptions of “the other.” |
Revision as of 09:35, 11 October 2019
When the World Helps Teach Your Class: Using Wikipedia to Teach Controversial Issues - scientific work related to Wikipedia quality published in 2018, written by Mark K. Cassell.
Overview
Assigning students to draft and publish a Wikipedia contribution is no longer a novelty. The pedagogical benefits from assigning a Wikipedia article vary depending on discipline, lesson plan, and how it is incorporated into the class. This research considers how a Wikipedia assignment can effectively overcome common challenges in teaching controversial topics including peer relations, teacher–student power dynamics, and (mis)perceptions of “the other.”
