The Implementation of WikL: An Educational Wiki Supporting Collaborative Learning in Engineering University Courses

Abstract

A wiki called “WikL” is developed and employed at the Institut für Strömungsmechanik und Technische Akustik (ISTA) of Technische Universität Berlin to shift teacher focused lecturing to student focused learning in University engineering education. In this wiki, students create articles collaboratively which supports not only the gain of new knowledge but also the sharing and critical evaluation of this knowledge. This paper describes the various applications of the WikL in different classes and how it improves teaching. One of the advantages of the WikL is that it offers the possibility to link multiple courses over more than a single semester by giving access to other classes results that students might not have participated in before. For instance, it enables students that take a class on combustion to study topics of turbulence, if needed. Moreover, real measurement data taken in one course can be used to demonstrate the different effects of various analysis methods that are taught in another class. The wiki as a data and knowledge platform thus allows for cross-class teaching concepts. Though, the WikL is used with different learning concepts in the different classes, the underlying DokuWiki software allows for the customization of the WikL to meet course-specific requirements. In the future, the data and knowledge base of the WikL will grow with each semester providing a more and more valuable information platform for our students. The introduction of the WikL in more classes of our institution is intended.

Reforming heat and power technology course using student feedback to enhance learning experience

“…Another approach was the employment of an educational wiki tool in the teaching and learning process, which allowed students to create articles collaboratively, enhancing both the gain of new knowledge and their critical evaluation skills. 24 The evaluation of a course is a continuous process, and its improvement is subject to a number of limitations and faces different challenges in each university environment. The use of oral assessments is less effective in certain cultures and can be unrealistic for large numbers of students.…”