In this paper, we propose to extend Peer-to-Peer Semantic Wikis with personal semantic annotations. Semantic Wikis are one of the most successful Semantic Web applications. In semantic wikis, wikis pages are annotated with semantic data to facilitate the navigation, information retrieving and ontology emerging. Semantic data represents the shared knowledge base which describes the common unders...

Traditional wikis excel in collaborative work on emerging content and structure. Semantic Wikis go further by allowing users to expose knowledge in ways suitable for machine processing, e.g. using Semantic Web technologies. The combination of ease of use, support for work in progress and Semantic Web technologies makes Semantic Wikis particularly interesting for knowledge-intensive work areas s...

Wikis are becoming popular knowledge management tools. Analysing knowledge management requirements, we observe that wikis do not fully support structured search and knowledge reuse. We show how Semantic wikis address the requirements and present a general architecture. We introduce our SemperWiki prototype which offers advanced information access and knowledge reuse.

Wikis are considered to be part of Web 2.0 technologies that potentially support collaborative learning and writing. Wikis provide opportunities for multiple users to work on the same document simultaneously. Most wikis have also a page for written group discussion. Nevertheless, wikis may be used in different ways depending on the pedagogy being used, and the constraints imposed by the course ...

Wikis have been recently promoted as tools that foster collaborative learning. However, there has been little research devoted to the criteria that are suitable to address issues pertinent to collaborative learning. This paper proposes a set of criteria to explore technical and pedagogical usability issues of collaborative learning with wikis. The criteria are then used to evaluate students’ co...

The knowledge society requires life-long learning and flexible learning environments that allow learners to learn whenever they have time, whereever they are, and according to their own needs and background knowledge. In this article, we investigate how Semantic Wikis – a combination of Wiki and Semantic Web technology – can support learners in such flexible learning environments. We first summ...

Due to the new possibilities they open up for collaborative writing in education, wikis have received much attention the last few years. As a result, teachers have used wikis to achieve various educational purposes, such as wikis for online courses, teacher evaluation, or class project. However, the novelty and popularity of a technology do not automatically imply its suitability in educational...

Wikis are promoted as collaborative writing tools that allow students to transform a text into a collective document by information sharing and group reflection. However, despite the promising collaborative capabilities of wikis, their pedagogical value regarding collaborative writing is still questionable. Wiki alone cannot make collaborative writing happen, and students do not automatically b...

In the same way that Wikis have become the mechanism that has enabled groups of users to collaborate on the production of hypertexts on the web, Semantic Wikis promise a future of collaboration on the production of semantically linked and ontologically structured hypertexts. In this paper we describe our efforts to convert an existing ontologically structured web site called FREMA into a Semant...

Wikis have been extensively adopted in educational contexts becoming repositories of potentially reusable, self-contained learning units (commonly known as learning objects). Unfortunately, wikis lack of the packaging and metadata facilities that are needed to enable effective reuse of these units. In this article we propose an approach to use semantic wikis as learning object repositories, we ...