Abstract:

Collaborative learning is developed through a gradual process using group work methods, in which team members are actively engaged in learning together from each other. In different subjects of the area of Toxicology, we have designed some activities using wikis as a way to strengthen collaborative competence.

Collaborative assignment, classified Type 1, is a problem-based learning activity consisting of the reading of a scientific paper in English and the production of a written report by means of the Wiki tool in Moodle –the virtual platform in our University–. Using electronic resources, students must choose an article on a topic agreed upon by the teachers. Apart from texts, they were asked to include some pictures, links to web pages, to videos, etc. This model of wiki has been implemented in two different courses. One of them is Integrated Laboratory of Biochemistry and Toxicology (ILBT), a compulsory subject in the fifth year of the Degree in Chemistry. The other one is Environmental Toxicology, an elective subject in the fifth year of the Degree in Marine Sciences.

Collaborative activity, categorized as Type 2, is focused on the development of topics through a free information search with electronic and classical resources. Students looked for, analysed and summarised the information, and proved their ability to write technical documents. Each group of participants was assigned one of several proposed subjects. This activity was introduced in the course Environmental Toxicology and Ecotoxicology, a compulsory subject in the fourth year of the Degree in Environmental Sciences. In both Type 1 and 2 wikis, participants were divided into small teams and provided with a rubric in order to self- and peer-assess their work.

Collaborative task, defined as Type 3, demanded the building of a wiki from the in-depth analysis of an extended scientific document related with the course contents. The different sections were assigned individually, resulting in a work with a greater similarity with conventional wikis –with the work group being constituted by the entire class–. Displayed information was illustrated with figures and tables, and completed with a glossary. ILBT is again the matter in whose context the activity was implemented.

One of the main goals achieved through the wiki-supported collaborative work was to afford students a more active role by means of turning them into content generators, bearing in mind that they were in the higher courses and we could expect enough technical abilities in them to propose advanced exercises. Also, students learnt from the assessment process and from their own classmates and gained critical reflection competences. The three different models of wiki were suitable tools for collaborative learning in our Toxicology courses, creating a positive, no-competitive interdependence in the group.

Keywords:

Wikis, assignments, collaborative work, collaborative competence.