摘要：The article reports on how a wiki was introduced in the teaching of Development and Environmental Studies to journalism students in Oslo, Norway and intends to contribute to the understanding of how students use wikitechnology to produce knowledge. The findings indicate that using wikis stimulates cooperation between students and strengthens collective processes of learning. Even more importantly, the investigation shows that using wikis can improve the teacher's understanding of the process of learning. However, some lecturers found serious framing problems in articles regarding lectures they had given, especially when they had been introducing new terms or new perspectives on complex issues. To avoid a process wherestudents repeat and mutually reinforce each other's misrepresentations, it is necessary to construct a scheme of systematic feedback, including perspectives from lecturers and teachers
关键词：A;ction research; depth of intention; interpretation; ;jou;rnalism;representation;wikis
