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This paper describes best practices for using a collaborative web application known as a wiki to augment a traditional course management system.

y introducing a wiki for collaborative course management, students also learn to interact with a real world tool, enabling them to accomplish some tasks that would be more cumbersome if not impossible using a traditional course management system.

Wikis are useful for students to share their class notes (O’Neill, 2005; Guth, 2007). O’Neill proposes that “the instructor places skeletal lecture notes onto a wiki site, and students flesh them out with materials they have learned in class...” 

Maloney (2007) suggests that today’s course management systems are not being used to their fullest potential. Because they are “built around the … course, not the … student,”

“The role that the systems play most often is like that of an advanced photocopier

a next-generation CMS must be centered around the student’s learning, not the course’s administration

In one project, each group set up its own wiki page to chronicle work and share materials with other group members. A template provides the structure for students to enter their names and tasks completed.

To promote collaboration, two or three students are assigned specific dates throughout the semester to post their notes from class to the wiki. To ensure that they were posted in a timely fashion, students had to complete their wiki notes prior to the start of the following class. Classmates then reviewed these “Wikipedia-style” notes pages, and added information that they learned but the original authors may have omitted.

The instructor provided a template containing the class date, space for the contributors to enter their names, and a blank page below for the notes.

"It looks like a real Web site," she said, noting that the course blog has a look and feel similar to those of other blogs. "For students to have a sense that they're doing something 'for real' is very powerful."

"I think the model for the CMS is outdated given the new Web, and I think that's one of the problems," he said. "It can serve certain functions well, but it's hard for proprietary CMS's, whatever they are, to keep up with the how the Web is changing."

Gerade in puncto Praxisorientierung bestehe in Deutschland dringender Nachholbedarf,

Mit der 2006 verabschiedeten sogenannten Oslo-Agenda verständigten sich die EU-Staaten darauf, dass in den Schulen ein Unternehmerbild vermittelt werden müsse, das als Lebensziel für junge Menschen ebenso attraktiv und realistisch erscheint wie das eines Arbeitnehmers.

systematischen „Hetzjagd gegen die freie Marktwirtschaft“.

„Wachstum und Beschäftigung hängen wesentlich davon ab, dass wir dazu beitragen, dass unternehmerische Initiative freigesetzt wird.“

Jugendliche gar zu wettbewerbsscheuen Etatisten und Kapitalismuskritikern erzogen werden

in Deutschland würden Vorurteile und Misstrauen gegenüber Märkten und Managern geschürt, vermeintliche Gefahren und negative Auswirkungen wirtschaftlichen Handelns betont, Wachstum und Innovation insgesamt skeptisch beurteilt

Unternehmerisches Denken gehört zu den Grundfähigkeiten, die jeder haben muss, der heute eine Schule verlässt

Deutsche Schulbücher heben bei wirtschaftlichen Themen noch immer die Rolle des Staates hervor

Dort glichen die Bücher zuweilen kleinen „Gebrauchsanweisungen“ für das Gründen und Führen einer Firma