OpenGov Collaboration

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Membership Turnover and Collaboration Success in Online Communities: Explaining Rises and Falls from Grace in Wikipedia [1]

  • Firms increasingly turn to online communities to create valuable information. These communities are empowered by new information technology-enabled collaborative tools, tools such as blogs, wikis, and social networks. Collaboration on these platforms is characterized by considerable membership turnover, which could have significant effects on collaborative outcomes. We hypothesize that membership retention relates in a curvilinear fashion to effective collaboration: positively up to a threshold and negatively thereafter. The longitudinal history of 2,065 featured articles on Wikipedia offers support for this hypotheses: Contributions from a mixture of new and experienced participants both increases the likelihood that an article will be promoted to featured article status and decreases the risk it will be demoted after having been promoted. These findings imply that, contrary to many of the assumptions in previous research, participant retention does not have a strictly positive effect on emerging collaborative environments. Further analysis of our data provides empirical evidence that knowledge creation and knowledge retention are actually distinct phases of community-based peer production, and that communities may on average experience more turnover than ideal during the knowledge retention phase.
  • Benefits:
    • Has a measure of community collaboration success in member retention, but contrary to the fact that member retention always being a good indicator
    • Examines collaborative network focused on common goal/work
  • Issues:
    • Wikipedia networks don't have varying amounts of work
    • Didn't examine any linguistic data
  • Benefits to Daemo:
    • If we are to examine effects of experimental tool implementations, we need a measure of community change to indicate how the tool is effecting the community

Learning Together in Community: Collaboration Online [2]

The language of collaboration: Dialogue and identity in teacher professional development

  • This article explores several professional development models currently being used in the US and in other countries to support teacher learning, including coaching, mentoring and communities of practice. While in some contexts the activities of the participants are informed by social constructivist views of learning, the authors argue that communities of practice offers the most promising lens for sustained growth and change. Two contrasting scenarios are presented offering a sharp illustration of the difference between a coach who assumes and maintains the position of expert, versus a consultant positioned as a collaborator and colleague in meaning-making through turn-taking and authentic dialogue. Literacy coaching and mentoring based on traditional definitions and practices may set the tone for professional development that diminishes the power and voice of teachers as agents for change – their own and that of their colleagues. This article emphasizes that it is the language of collaboration and dialogic processes that influence the development of learners within the community as it simultaneously shapes the identities of those who inquire within it.
  • Benefits:
    • Examination of Linguistic ques to collaboration
  • Issues:
    • Communities of Practice aren't the exact type of community we would be working with
  • Benefits to Daemo:
    • Linguistic analysis work that can be applied to type of communication records we will have access to