Concept and Experiences on using a Wiki-based System for Software-related Seminar Papers

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1 Concept and Expeiences on using a Wiki-based System fo Softwae-elated Semina Papes Dominik Fanke and Stefan Kowalewski RWTH Aachen Univesity, Aachen, Gemany, {fanke, WWW home page: Abstact. Wikis and tools like Apache Subvesion ae wide-spead and used in vaious application aeas. This pape pesents a concept based on DokuWiki and Apache Subvesion (SVN) to ceate and manage softwaeelated semina papes. While DokuWiki pesents the content of the semina pape, SVN manages efeenced souce code fom the DokuWiki pages. The pape pesents also expeiences on applying this concept to a student semina. It concludes the advantages and dawbacks of this concept in pactice, based on student and adviso evaluations. The outcome is a well-woking combination of Wiki and SVN, which in advance equies ageements on some usage-guidelines. 1 Intoduction In the following a semina efes to a couse with 5-20 students, whee at the beginning each student paticipant gets a paticula topic to wok out. Then the students have to wite a pape-like elaboation on the topic and pesent the content of the elaboation in a pesentation at the end of the semeste to all othe paticipants and the advisos. Taditionally semina papes ae witten on pinted pape. Regula efeences ae attached in a efeence list and Intenet souces often given as footnotes. Small pats of the souce code ae pinted in an appopiate fomating style and static images ae added to incease compehensibility and pefect the eade s impessions. In one of the seminas at ou chai we combined some tools to give students a di eent expeience and possibilities on semina papes. As a cental element fo thei semina pape we used a Wiki, a website which allows uses to add and modify its content using a Wiki-specific syntax [1]. The semina students wee able to ceate thei own Wiki page fo thei semina topic, add Wiki-intenal as well as extenal HTTP s, attach vaious files (e.g. audio and video mateial), embed images in thei text and ceate subpages. The images could be static, dynamic (e.g. including an animation) and even inteactive. Since the semina had a pactical oientation, we also povided the students an Apache Subvesion (SVN) epositoy [2], whee they could commit thei souce code and keep tack of pevious souce code vesions. Additionally we used a SVN-plug-in fo the

2 2 Audio Files Video Files Inteactive Images Wiki Detailled Images Links to Pages of othe Semina Students Links to Subpages SVN Repositoy Links to Extenal Refeences WebSVN Plug-in Fig. 1. Conceptual Setup including Concete Tools Wiki, to connect the SVN to the Wiki. The students wee able to efeence and embed souce code files of a specific vesion into thei semina pape. The eade was able to bowse though the ed souce code and if desied, he could see othe pats of the souce code (e.g. supe o associated classes) by bowsing the SVN epositoy, too. This pape pesents ou concept and expeiences on using this Wiki-based system fo education in a student semina. We pesent the benefits which esult fom using ecent technologies, but also some dawbacks in contast to taditional pinted pape methods. The pape is stuctued as follows. Section 2 gives an oveview of the setup we used and gives backgound infomation to all used technologies. Ou expeiences on applying this concept to a compute science semina and the evaluation of the students and advisos ae given in Sec. 3. Section 4 concludes this wok. 2 Concept In this section we pesent ou conceptual setup and also make it concete intoducing the tools we used. Since thee ae vaious Wikis with di eent functionalities available, fo easons of compehensibility and due to page limitations we do not keep it abstact - i.e. talking about Wikis in geneal - but make it concete by naming immediately the used tools. The conceptual setup is pesented in Fig. 1. The cental element of the concept is the Wiki. Fo ou semina we chose DokuWiki [3], since we aleady had good expeiences with it at ou chai. But othe Wikis might wok as well and

3 3 often povide othe functionality and a di eent Wiki-specific syntax fo ceating Wiki pages. The Wiki-equiements fo ou setup wee: Easy to lean and use Gaphical use inteface fo managing files and intenal s Rights management fo pages and tees of subpages Possibility to to SVN Embed code fom SVN in a Wiki page DokuWiki is one of the Wikis which fulfills these equiements. Using DokuWiki the students wee able to upload and audio- and video-files by the click of a button. The files wee then accessible to the eade by clicking on the coesponding inline-. Images uploaded by the students could be enlaged by clicking on them. Students used this possibility to pesent lage images, e.g. system achitectues, in a small peview and afte a click a detailed enlaged view. Additionally they wee also able to design inteactive images, which wee then ed in the DokuWiki. Fo instance, by moving the mouse pointe ove a pie chat, the coesponding pats enlaged and displayed additional infomation. The students wee fee to use the technique they wanted, e.g. dawing gif-, svgo inteactive diagams with Google Chat Tools 1. The semina, which we used the Wiki-solution in, was about testing mobile devices. As with many othe seminas, some students pesent elated wok of othe students. With this Wikisolution the students have been able to set s to pages and chaptes of othe students. The eade then could follow the to get moe infomation on a specific topic, witten by a di eent student. To stuctue the wok, the students intoduced s to subpages, which handled eithe a chapte of thei wok, a cetain tool o topic. So each pape in this Wiki was stuctued like a tee with s between the di eent pages. Extenal souces and efeences have been placed in the text and in the efeence list as extenal s. These extenal s would lead the eade to eithe a poject page of an inteesting tool, ecent pess eleases about the smatphone maket o abstacts of efeenced papes. To handle souce code and vesion contol it, we used a SVN epositoy. Each use got a folde in this epositoy, whee only he had wite-pemissions. Until this point the SVN and DokuWiki ae sepaate components, both on the same seve 2. To connect the SVN and DokuWiki we used the WebSVN 3 plug-in fo DokuWiki. This plug-in allows to set s in DokuWiki diectly to souce code files of a specific evision. By clicking on such a the eade sees the souce file in an integated WebSVN view. Additionally the students had the possibility to embed souce code files into thei DokuWiki pages. In this case the eade did not had to follow a, but he could inspect a souce code file within an integated souce code view embedded in the DokuWiki page. Thee ae vaious tools available to manage use ights of an SVN epositoy. Howeve, we did not find one integated solution which handles use ights of 1 See 2 We used a vitual seve unning Ubuntu bit vesion. 3 See

4 4 Wiki SVN Pete s Page +w Anne s Page Maie s Page Pete s Folde +w Anne s Folde Maie s Folde Matin s Page Matin s Folde Fig. 2. Wiki and SVN Rights Management fom Anne s Point of View the DokuWiki and SVN togethe. But this is not a big issue, so we managed the ights of the SVN epositoy and DokuWiki sepaately and synchonized them manually. A clea and stict ights management is impotant fo semina papes, which have to be maked aftewads. It was impotant fo us that students could not edit and delete souce code and DokuWiki pages of othe students. But they should be able to view the souce code and DokuWiki pages of the othe students, e.g. to check fo elated wok and lean fom the way the othe paticipants design thei pages. This equiements lead to the ights management pesented in Fig. 2. Each student has the same access ights. Figue 2 highlights the access ights of the student Anne. Each student has ead- and wite-access to his main DokuWiki page, all subpages and to his SVN-folde. Additionally he can and embed souce code fom his SVN-folde. But each student can also ead and the content of SVN-foldes and DokuWiki pages of othe students. But the SVNand DokuWiki-content of othe students cannot be edited o deleted, just ead. This ights management gives each student the feedom to bowse tanspaently though the content of the othe semina paticipants, but pevents the modification of thei mateial. 3 Evaluation This evaluation is based on inteviews and epots of the student paticipants of the semina, as well as the advisos expeience while woking with the pesented solution. The paticula couse we ae efeing to, took place at ou Univesity RWTH Aachen, in Gemany. The students wee mostly woking on thei semina topics at home. Meetings wee held wheneve students equied some feedback o had some questions. Additionally thee was one meeting at the beginning of the semina, whee the topics have been given to the students, and one lage meeting at the end of the semina, whee the students pesented thei wok to

5 5 each othe and the adviso. Seven students paticipated in the semina and wee assigned to one adviso. Five of them wee Maste- and two Bachelo-students. Whee appopiate, as a compaison we use the taditional pinted pape semina solution, whee each student has to submit a cetain numbe of pinted pages to be eviewed. We stuctue the evaluation by fist naming the expeienced advantages and then the disadvantages of the concept. 3.1 Advantages Thee ae vaious advantages fo the students. One clea advantage is that students lean fom each othe by simply bowsing though the pages of othe students. This leads to a educed load on the semina adviso, since he is not confonted few times with the same question. Anothe advantage is that students lean new tools (e.g. SVN and DokuWiki) by using them fo witing a semina. All of ou compute science students felt comfotable with this leaning pocess, although some of them neve used a Wiki befoe. Due to its good usability, a geat community and numeous available plug-ins, DokuWiki seems to be a good choice. Tools as Wiki and SVN ae usually not taught in couses, but vey wide-spead and thus ou students wee happy to lean them by the way in a semina. By having the possibility to to elated wok of othe students, the amount of edundancy in multiple semina papes about elated topics is educed. This also educes fo the adviso the amount of simila text to check. And the students lean by eading the elated wok of othe students. By not having to submit a pinted and static pape vesion, the students have moe possibilities to individually style and decoate thei papes. Animations, inteactive and detailed images, videos and audio files at the ight positions in a semina pape, often make a pape moe inteesting, eadable and compehensible than a static pinted vesion. Additionally pinting of a wong vesion is omitted, since a Wiki usually shows the most ecent vesion of a document. Few students have also made use of the possibility to eset a DokuWiki page to a pevious vesion, which can be done in DokuWiki with few clicks. One advantage fo the adviso of a semina couse is that he always has access to the most ecent vesion of the semina pape. He does not equie the student to send him the latest pape, but he simply can access it though DokuWiki. This also helps to solve issues quickly. Since the adviso has the ole of a supe-use in the DokuWiki, he can e.g. solve technical o syntactical issues with DokuWiki by accessing the coesponding page fom his wokspace. Anothe advantage fo advisos is the available of timestamps and document vesions fo both, the SVN and DokuWiki pages. If the students have a deadline to submit a vesion with specific equiements (e.g. camea eady vesion until 12 a.m.), the adviso has two possibilities: Eithe he can check when the last vesion has been submitted, and if it was afte 12 a.m. he can eset the DokuWiki pages of the student to the last vesion befoe 12 a.m.. O he emoves the wite-access ights fom all semina paticipants immediately afte 12 a.m.. The same can be done with the SVN-mateial. Fo evising the DokuWiki semina papes, advisos can use

6 6 vaious makup tools and e.g. mak text passages o add notes. The student can see the notes immediately and eact coespondingly. 3.2 Disadvantages Duing ou semina couse the advisos as well as students also expeienced some disadvantages of this system. One clea disadvantage fo the students became clea when the adviso did not egulaly check the di eent DokuWiki pages. At some point a student stated to use a wong efeence style. Othe studends, who didn t know how to efeence, checked his page and copied his style, tusting it was the ight one. Afte a while a whole pat of the couse had adapted the wong style, until the adviso noticed. So checks by the adviso ae necessay and the students should be made awae of such fequent poblems at the beginning of the semina. Anothe question that the semina paticipants aised was how to measue the amount of the witten text and images. Since it is not a static document with a cetain length, the advisos cannot estict it to 12 pages. One solution is to simply count the wods in the DokuWiki pages of each student and to define a ange in which the numbe wods must be within. Anothe solution is to pint the DokuWiki pages as a pdf-document with well defined ules, as size of text, if images ae included, if ed and embedded souce code is included o not. These ules have to be clealy defined at the beginning of the semina. One disadvantage expeienced as advisos is the sepaate ights management between DokuWiki and SVN. Fo instance, if a use wants to access a DokuWiki page whee souce code fom the SVN is embedded, the use has to authenticate twice: Once fo DokuWiki and once fo SVN. Since this is a technical issue, we ae sue that thee is a solution fo it, but it is not integated in the pesented tools. Anothe disadvantage is that pinting of DokuWiki pages with images and embedded souce code is not easy. We did not find any integated tool o solution fo this. Fo instance, pinting a DokuWiki page with embedded souce code leads to pinte-adjusted fomatting - which is di eent fom the web bowse fomatting - and only the visible pat of the embedded souce code view is pinted, not the code which equies to scoll in the embedded code view. We also did not find any solution fo this issue. A thid disadvantage fo advisos might esult in vaious efeence styles, if the adviso does not give clea instuctions, how to efeence in a DokuWiki document. At the beginning of the semina the adviso should make clea how books, poceedings, Intenet s etc. have to be efeenced. But afte a coesponding intoduction into consistent efeencing in DokuWiki, this should not be an issue. Additionally the adviso can ceate a DokuWiki page, which is eadable by all semina paticipants and explains the way of efeencing with coesponding DokuWiki-code examples. 4 Conclusion Well-established tools like Wikis and SVN can be used in teaching fo semina papes. They pesent a efeshing and inteactive altenative to pinted pape

7 7 semina papes but also aise some issues. Using a Wiki in combination with SVN fo semina papes equies a good pepaation of the tools, a well-defined ights management and guidelines fo the semina paticipants, e.g. how to efeence and what the maximum size of this digital semina pape is. Howeve, fo advisos, semina paticipants and each inteested eade, it is a di eent expeience of eading such an inteactive pape instead of a pinted static vesion. It is not just eading fom top to bottom, but following di eent s, inteacting with images, listening to sounds and eading efeences, all by one click. The semina pape gets moe dynamic and vital. Fo us it was an inteesting expeience, which equies some pepaation and planning, but quickly leads to acceptance and inteests on the students side. We ae in the pocess of optimizing this concept and planning to euse it in vaious futue seminas. Acknowledgments. This wok was suppoted by the UMIC Reseach Cente, RWTH Aachen Univesity, Gemany. Refeences [1] Leuf, B., Cunningham, W.: The Wiki Way: Quick Collaboation on the Web. Addison-Wesley Pofessional, Indianapolis, IN, USA (2001) [2] Pilato, C.M., Collins-Sussman, B.: Vesion Contol with Subvesion. O Reilly Media, Sebastopol, CA, USA (2008) [3] Victoino, T.J.: DokuWiki. Log Pess, Saabücken, Gemany (2012)

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