Archive:Eduzendium: Difference between revisions
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==The collaborative process== | ==The collaborative process== | ||
In inviting the academic community to join us we should keep in mind that we will be successful only to the degree we offer educators and students the opportunity to do all that have been and ought to be doing, that is, transmit knowledge in an efficient way, only better. Eduzendium is aware that the primary goal of the education process in academia is to train students for success. The program is designed to be extremely flexible and adaptable to the needs of each professor and seminar. It includes an array of possible collaborative arrangements. This can span the gamut. | |||
The actual editorial process will be shaped according to each seminar's policies. A very simple and direct collaboration would be where the professor would taks the students to sign up on Citizendium and perform a certain amount of work or to intiate and actively collaborate on a specific entry. | |||
In other situations the professors can charge specific students to write specific entries, which can be evaluated and edited for content and style individually. Editorial changes can be operated by the professor, by a team designated by the professor or by his or her entire class. This can be done using Citizendium's wiki platform, in which case the topic will be reserved and closed to public access for a limited period of time. Professors and their students can obtain access to a specific namespace or wiki page, which will will be editable and even readeable only by them for a specified period of time, typically until the assignments are finished. Conceivably, some seminar might decide to work on their topics completely outside the Citizendium technological flow. | |||
In a different scenario, the professor can assign the topics to the entire class, asking the members to work on them simultaneously and edit them during a period of time. He or she can intervene in the editorial process when and if needed. | In a different scenario, the professor can assign the topics to the entire class, asking the members to work on them simultaneously and edit them during a period of time. He or she can intervene in the editorial process when and if needed. This, again, can be done inside or outside of the Citizendium technological flow. | ||
Finally, seminars can decide to work collaboratively on an existing topic, in the public view and to asses the fruits of the collaboration through individual student reflection papers. | |||
In those scenarios in which the students and the professors decided to work outside the Citizendium technological flow, or within a closed Citizendium environment, the professor or the class can look over the final product and decide if they would like to vet the product and make it into an "approved" ''Citizendium'' article. In this situation, the ultimate vetting right is given to the professor. He can then propose the topic to the ''Citizendium'' editors for further use. Note that it will always be possible to link to a specific version of an article, even after it has been edited. Note that professors need not approve articles; some may not be approvable. | |||
While ''Citizendium'' management gives a wide latitude to Eduzendium participants for purposes of choosing topics, professors may be asked not to choose articles that are currently undergoing active editing by ''Citizendium'' contributors. This should still permit very wide latitude of topic choice. Indeed, many seminar topics may not have any articles written at all. | While ''Citizendium'' management gives a wide latitude to Eduzendium participants for purposes of choosing topics, professors may be asked not to choose articles that are currently undergoing active editing by ''Citizendium'' contributors. This should still permit very wide latitude of topic choice. Indeed, many seminar topics may not have any articles written at all. | ||
In essence, Eduzendium program fosters real life conditions for collaborative intellectual projects within the participating seminar, which can result in a diversity of team (group) or individual projects. Instructors and students will have complete but time-limited control over the degree and nature of student involvement in the ''Citizendium.'' Specifically, they can decide the nature of the assignments and the degree to which they will be completed in collaboration with other students or with the Citizendium community, the amount of work allocated to contributing ''Citizendium,'' the nature of the rewards and penalties to be used in assessing student work, and the quality standards of this work. | |||
Operationally, the Eduzendium process begins with inviting professors to become Eduzendium partners and to choose a method of collaboration with Eduzendium. If they prefer to assign paper that will be incorporated in Eduzendium at the end of the education process, we will suggest the professor to do a quick survey of Citizendium articles and to submit a list of possible topics that are not actively developed by Citizendium. At the end of the paper and grading process, students papers will be submitted to Citizendium in an electronic format, either by direct posting by the student or by the professors, or by the Eduzendium coordinators. In the scenario in which professors would like to assign direct collaborative project on Citizendium, they and their students will have to register with Citizendium and if necessary will be assigned specific user rights for a namespace or page. Then, the professors and their students propose a number of entries that they would like to write on. Again, as a broad strategic option they will be asked to choose new or undeveloped topics. In case the professors and the students prefer to work with the ''Citizendium'' community and do not mind being in the public eye during the editing process, they can also work on existing topics. The Academic Content Coordinator, Dr. Sorin Adam Matei, his graduate students enrolled in ''Citizendium,'' and the Eduzendium task-group members will help the academic partners with training in using the medium, especially with respect to editing wiki pages and with staying within the [http://www.citizendium.org/fundamentals.html the editorial policies undergirding Citizendium.] During the training process will be stressed that topics need to be neutral in tone, consistent, well-written, factually accurate, family-friendly, and should not include original research. | |||
==What are the educational benefits?== | ==What are the educational benefits?== | ||
Revision as of 08:44, 21 June 2007
This is a proposed project. It has not yet been adopted.
What is Eduzendium?
Eduzendium is a program in which the Citizendium partners with high-profile doctoral programs and seminars throughout the world to create high-quality, English language entries for the Citizendium. Dr. Sorin Adam Matei, Associate Professor at Purdue University, is Academic Content Coordinator for the program.
What does Eduzendium do?
The Citizendium invites graduate seminar instructors to include the crafting of a Citizendium article as an assignment.
Our project is open for collaborative educational and knowledge generation initiatives with higher education institutions. We strongly believe in the necessity of inviting experts of all kinds to help us build our repository of knowledge.
A distinct approach in this context is our policy of inviting the professors that teach and the students enrolled in foundational/"fundamentals of" doctoral and masters seminars to help us seed or build up our entries with high-quality, clearly-argued and -written content. A pilot program will start with a number of seminars at major "research one" universities in the United States and abroad. To the degree the program will be extended to other graduate programs in the English speaking world.
Philosophically, we believe that the individuals who struggle with the meaning of fundamental concepts on a daily basis make excellent authors and editors for entries on those concepts. Foundational seminars are an ideal site for recruiting such authors and editors because their primary goal is to redefine and communicate for each generation the meaning of the basic and essential issues of our knowledge world. Furthermore, the activity of these seminars is often directed at producing short and insightful papers about some basic concepts which might or might not be later transformed into more "formal" publications. We believe that opening up the Citizendium to collaborative work on specific topic to students and their professors offers them the opportunity to take their work to another, more socially consequential level, which enhances the educational process on the one hand, while helping the Citizendium to build its socially involved and expert friendly knowledge environment, on the other hand.
In brief, we encourage selected faculty and graduate students from a number of foundational seminars at several high profile Universities to write entries about key terms pertaining to a number of disciplines.
To the degree the initiative proves to be successful, we might extend this type of collaboration to other communities of knowledge and practice or to undergraduate programs.
The collaborative process
In inviting the academic community to join us we should keep in mind that we will be successful only to the degree we offer educators and students the opportunity to do all that have been and ought to be doing, that is, transmit knowledge in an efficient way, only better. Eduzendium is aware that the primary goal of the education process in academia is to train students for success. The program is designed to be extremely flexible and adaptable to the needs of each professor and seminar. It includes an array of possible collaborative arrangements. This can span the gamut.
The actual editorial process will be shaped according to each seminar's policies. A very simple and direct collaboration would be where the professor would taks the students to sign up on Citizendium and perform a certain amount of work or to intiate and actively collaborate on a specific entry.
In other situations the professors can charge specific students to write specific entries, which can be evaluated and edited for content and style individually. Editorial changes can be operated by the professor, by a team designated by the professor or by his or her entire class. This can be done using Citizendium's wiki platform, in which case the topic will be reserved and closed to public access for a limited period of time. Professors and their students can obtain access to a specific namespace or wiki page, which will will be editable and even readeable only by them for a specified period of time, typically until the assignments are finished. Conceivably, some seminar might decide to work on their topics completely outside the Citizendium technological flow.
In a different scenario, the professor can assign the topics to the entire class, asking the members to work on them simultaneously and edit them during a period of time. He or she can intervene in the editorial process when and if needed. This, again, can be done inside or outside of the Citizendium technological flow.
Finally, seminars can decide to work collaboratively on an existing topic, in the public view and to asses the fruits of the collaboration through individual student reflection papers.
In those scenarios in which the students and the professors decided to work outside the Citizendium technological flow, or within a closed Citizendium environment, the professor or the class can look over the final product and decide if they would like to vet the product and make it into an "approved" Citizendium article. In this situation, the ultimate vetting right is given to the professor. He can then propose the topic to the Citizendium editors for further use. Note that it will always be possible to link to a specific version of an article, even after it has been edited. Note that professors need not approve articles; some may not be approvable.
While Citizendium management gives a wide latitude to Eduzendium participants for purposes of choosing topics, professors may be asked not to choose articles that are currently undergoing active editing by Citizendium contributors. This should still permit very wide latitude of topic choice. Indeed, many seminar topics may not have any articles written at all.
In essence, Eduzendium program fosters real life conditions for collaborative intellectual projects within the participating seminar, which can result in a diversity of team (group) or individual projects. Instructors and students will have complete but time-limited control over the degree and nature of student involvement in the Citizendium. Specifically, they can decide the nature of the assignments and the degree to which they will be completed in collaboration with other students or with the Citizendium community, the amount of work allocated to contributing Citizendium, the nature of the rewards and penalties to be used in assessing student work, and the quality standards of this work.
Operationally, the Eduzendium process begins with inviting professors to become Eduzendium partners and to choose a method of collaboration with Eduzendium. If they prefer to assign paper that will be incorporated in Eduzendium at the end of the education process, we will suggest the professor to do a quick survey of Citizendium articles and to submit a list of possible topics that are not actively developed by Citizendium. At the end of the paper and grading process, students papers will be submitted to Citizendium in an electronic format, either by direct posting by the student or by the professors, or by the Eduzendium coordinators. In the scenario in which professors would like to assign direct collaborative project on Citizendium, they and their students will have to register with Citizendium and if necessary will be assigned specific user rights for a namespace or page. Then, the professors and their students propose a number of entries that they would like to write on. Again, as a broad strategic option they will be asked to choose new or undeveloped topics. In case the professors and the students prefer to work with the Citizendium community and do not mind being in the public eye during the editing process, they can also work on existing topics. The Academic Content Coordinator, Dr. Sorin Adam Matei, his graduate students enrolled in Citizendium, and the Eduzendium task-group members will help the academic partners with training in using the medium, especially with respect to editing wiki pages and with staying within the the editorial policies undergirding Citizendium. During the training process will be stressed that topics need to be neutral in tone, consistent, well-written, factually accurate, family-friendly, and should not include original research.
What are the educational benefits?
Writing a high-quality encyclopedia article about a specific topic requires, and trains, a specific sort of effort or discipline. Simply producing a suitably informative, but neutral, definition of a concept can require a great deal of thought. Crafting a jumble of facts into a coherent narrative, which the Citizendium requires, is a difficult, but rewarding and educational task. Furthermore, it practices a very useful scholarly skill to investigate and decide on what the most reliable bibliography items for an article are.
The educational benefits are plain if a student writes a general, neutral encyclopedia article on a topic, in addition to an opinionated paper about some special aspect of the topic.
How to register
If you are a professor and you would like to register your course in the Eduzendium program, please send mail Dr. Sorin Matei, smatei <<at>> purdue <<dot>> edu, with information about yourself and your seminar. In the process of getting you set up, we will create a wiki page for your seminar and choose a list of topics that your seminar will manage. Topics can be chosen "on the fly" as well--for instance, students may suggest topics.