维基技术应用于手术操作分类及手术分级管理的研究

目的：针对手术操作分类及手术分级管理在医院应用和实施过程中的若干问题,研究和探讨基于维基技术的知识管理方案。方法秉承开放式垂直型专家维基系统的建设思路,利用开源软件HDwiki搭建系统架构,根据分类编码和手术分级的工作需要设计维基模板,批量导入现有的数据库资源,合理配置专家、编码员、医务人员、知识管理员的维基使用权限,建立和推行手术操作分类及手术分级管理维基百科的运作规则和机制。结果开放式垂直型专家维基系统实现了手术分级与手术操作分类编码的动态对应,提高了病案编码员和其他相关人员获取手术操作分类及手术分级知识的效率,节约了专家编码答疑和词条评审的时间。结论维基技术弥补了以往手术操作分类及手术分级管理软件和应用模块的不足,为医院病案编码员和其他有关人员提供了具有权威性、系统性、协作性、开放性、便捷性的手术操作分类及手术分级管理百科全书,促进了病案信息技术“浅知识”向“深知识”传递,“隐性知识”与“显性知识”相互转化。     

泛媒体环境下网络舆情传播优化控制平台的实现

利用“导”“控”结合的wiiki技术,以消息识别为基础,搭建了灵活调用不同模型,人人参与、共同编辑的网络舆情传播优化控制的技术平台,引入“外舆论场”概念和用户分析手段,优化免疫,全程接种,加速网络舆情传播的理性化与客观化,实现和谐的网络信息环境。以Swarm软件进行仿真分析,充分验证了该平台控制方法的有效性,优化了舆情传播控制路径,为促进舆情理性传播提供理论支持。     

Blog与Wiki教学功能的比较研究

Blog和Wiki作为新一代互联网沟通工具,在教育中的应用日益广泛。文章在讨论了他们各自特点的基础上,从资源共建、知识管理、团体协作、个性表达的支持等四个方面对两者进行了比较,并就它们如何更好地应用于教育教学提出了建议。     

Wiki在大学英语写作教学中的应用初探——由英语“写长法”应用引发的思考

Wiki作为一种面向社群的协作式写作系统越来越受到教育工作者的关注，对大学英语“以写促学”式的改革有着直接的启示。Wiki有效地弥补了写长法对写作成品的阅读、反馈与修改等提高性措施方面关注不够的缺陷，实践可以看出，Wiki与英语教学相结合，可以充分发挥读写间的交互性、参与性与合作性等特性，可以使写长法的教学优势得到更好的发挥。     

"Blogs" and "wikis" are valuable software tools for communication within research groups

Appropriate software tools may improve communication and ease access to knowledge for research groups. A weblog is a website which contains periodic, chronologically ordered posts on a common webpage, whereas a wiki is hypertext-based collaborative software that enables documents to be authored collectively using a web browser. Although not primarily intended for use as an intranet-based collaborative knowledge warehouse, both blogs and wikis have the potential to offer all the features of complex and expensive IT solutions. These tools enable the team members to share knowledge simply and quickly-the collective knowledge base of the group can be efficiently managed and navigated.     

WIKI的教学功能及在基于网络的协作性学习中的作用

Wiki是一种新型的网络技术和文化。文章分析了Wiki的特点，并通过与Blog的比较，探讨了他的网络教学功能及在网络协作学习中的作用。     

基于Wiki的协作创新与知识转化

分析了国内外Wiki的研究现状以及Wiki条件下学术领域专家团队系统的形成,探讨了学术领域专家群体进行学术交流活动的协同创新理论,提出了Wiki条件下的知识转化模型。     

Enhancing networking and proactive learning skills in the first year university experience through the use of wikis

This paper discusses the introduction of blended learning strategies, a combination of traditional and online techniques, into the first year of a new preregistration nursing advanced diploma and degree programme at Bournemouth University (UK). During a ten week sociology of health academic unit, in the first term of a three year nursing course, wikis were introduced as a complementary learning technique to traditional lectures and seminars. Wikis, an online application, provided eleven student seminar groups (each divided into 4 online or elearning groups of 6-8 students) with the potential to communicate collaboratively "anytime, anywhere" (JISC, 2010) to discuss a sociology preparation activity for the preceding week. The implementation of this elearning tool was structured through the application of Salmon's five stage model (Salmon, 2002) and evaluated from 69 students' online contributions to wikis as well as questionnaires completed by both a sample of students and academic staff. As well as the many comments made by students the evaluation indicated that 45% of students' responses valued wikis as a communication tool and 33% believed it promoted or allowed the sharing of group views. The evaluation presents and critiques the initial project management using Salmon's five stage model and the engagement of students and academic staff. In particular it begins to show how wikis have the potential to structure academic learning and promote social networking in the crucial first few months of a course.