CSC/ECE 506 Spring 2010/KU Village

Experience with a student-written wiki textbook supplement

Edward F. Gehringer

Karishma Navalakha

Reejesh Kadanjoth

North Carolina State University

{efg, knnavala, rkadanj}@ncsu.edu

Abstract

As wiki usage becomes common in educational settings, instructors are beginning to experiment with student-authored wiki textbooks. Instead of reading textbooks selected by the instructor, students are challenged to read the primary literature and organize it for consumption by the other members of the class. This has important pedagogical advantages, as students are stimulated to take responsibility for their own learning and perform tasks similar to those in the real world. These benefits, however, come with an array of administrative challenges, including sequencing the material to be covered, and assigning other students to peer-review the submitted work. We are developing software to assist in this effort. This presentation discusses our experience with the process and the software in an advanced course on parallel computer architecture, where students were assigned to write supplements for each textbook chapter, describing how the theory covered in class was realized in state-of-the-art multicore processors.

Introduction

In the last half-dozen years, the wiki has emerged as one of the leading collaborative tools on the Web. It has the advantage that editing is done in place, without the need to pass copies around by e-mail. This eases collaboration, by making it obvious which version is the most current. Moreover, changes become visible instantly to anyone who accesses a page, which means that no intervention by the instructor is needed to disseminate new versions to the rest of the class. These characteristics make it possible for students to work together to write text that is intended to be read by their fellow students.

Forward-looking instructors were quick to apply wiki-based collaboration to a task that would heretofore have been intractable: having students write their own textbook for the class. The advantages are many: Rather than simply consume what is fed to them by the instructor and textbook author(s), students now have to take responsibility for their own learning [NRC 2005], determining what is worthy of being taught to the class. In so doing, the students are "constructing" their own learning. This meshes well with constructivism [Bednar et al. 1991]--the theory that in order to assimilate knowledge thoroughly, students must "build" it in their own minds rather than simply receive it from an external source.