The debate on the role of university professors continues to challenge educators: is a traditional, authority-based approach more effective, or should instructors act as facilitators, engaging students through experiential and collaborative learning? This paper explores the integration of experiential learning into the teaching of Cultural Production Sociology, focusing on the WikiLab project. This initiative involved students in creating Wikipedia content, fostering active and collaborative learning. The experience is examined within the broader discussion on post-pandemic educational transformations, analyzing the impact of digital technologies and participatory methodologies on teaching effectiveness and student engagement.