Facilitating Knowledge Exchange, Knowledge Building, Research Competence, and Digital Literacy: Student-Led Wikipedia Group Project in an Undergraduate Class of Public Administration in Hong Kong

Abstract

This article provides a detailed description and reflection on a student-led Wikipedia group project conducted in a large undergraduate class on public administration in Hong Kong. It was offered to senior undergraduate students in a research-intensive university. The project is framed within four key educational principles, namely knowledge exchange, knowledge building, research competence, and digital literacy. These principles are weaved together into an integrated learning sequence that includes essential assignment items and supporting tasks and activities. The sequence serves as a systematic and rigorous scaffolding for students. This article aims to contribute to the scholarship of political science education in three ways. First, this article outlines the sequential steps and approaches, as well as the attitudes and norms involved in integrating Wikipedia into political science classrooms. It also highlights the practical considerations and pedagogical justifications underlying the project. Moreover, this article primarily focuses on the classroom-level perspective, examining the actions of teachers and the dynamic responses of students. Lastly, this article proposes a series of key recommendations for political science educators worldwide. These recommendations aim to provide abundant learning opportunities and create a conducive learning environment when utilising Wikipedia as both a pedagogical tool and a classroom resource.

Keywords:

• Political science
• public administration
• university learning and teaching
• Wikipedia entry writing
• Hong Kong

Additional information

Notes on contributors

Man Ho Adrian Lam

Man Ho Adrian Lam is a PhD Student and a part-time Lecturer in the Faculty of Education, a Course Tutor at the Department of Politics and Public Administration, and a Research Group Member for the Common Core Curriculum at the University of Hong Kong. He holds an MEd in Curriculum and Pedagogy, a PGDE in Secondary English, and a BA in English Studies as well as Politics and Public Administration from the University of Hong Kong. His most recent publications include book chapters and journal articles in the areas of interdisciplinary and transdisciplinary learning and teaching, future readiness, higher education, curriculum studies, and educational policies.