Having recently switched from student to instructor, I am aware of both perspectives, and I agree that the personal interaction in offline courses is an integral part of education. However, I repeat that the Eduzendium initiative is not about additional labour for students — it is one option for instructors to consider for written assignments (that are part of coursework anyway), as an alternative to more traditional ones. All the content-related "labour" by students would be within the usual coursework and thus be the same on the word processor or on the wiki, and if formatting in the latter environment is a problem, help is available via other Citizendium participants (again, up to the instructor to decide, but reasonable requests by students will generally not be turned down). So all the criticisms you put forward against public wikis (except, perhaps the feeling one's way part, which I think may be valid for undergrads, as discussed in another OAC thread) do not apply to Eduzendium, and to keep things focused, I will not discuss here to what extent they may apply to wikis in general or to Citizendium in particular, but I have provided a detailed discussion of web-age ways to structure knowledge in several blog posts, focusing for the most part on wikis.Hi Daniel
Im 3rd year now - nearly finished and I canvassed a few friends on this and no-one wanted to spend their time doing wikis. Also why force students to publish their work when they are still learning to write and explore their fields. We have a seminar series which is intimate and for students only precisely because it is a safe environment for us to feel our way. Also most of us are not stupid, we can appreciate history, economics, politics, maths philosophical or anthropological concepts - but the best way to understand something is to sit down with you teacher and discuss it - and then as you move through - as in the case of anthropologists into the field where you have to readjust all you have learnt for yourself - you experience of it. What does doing Wikis for no money add to that? Presumably there will only be so much that can be written by students about ritual in New Guinea - so only a select few will actually get to write - the rest read what is written. Also we have to pay for everything here so why should I then be forced to contribute labour beyond my course requirement as well - I don't understand - I already pay and now you want me to work for eduzendium?
I was not involved in naming the project, just gave its etymology to facilitate correct spelling. The idea behind the name "Citizendium" is, though, that the project has the long-term goal to generate a compendium useful for citizens to inform themselves on basically anything — rather irrespective of their country — and that decision making within the project should be democratic, as opposed to the rather anarchic style over at Wikipedia.
Anyway if enduzendium is so good why hasn't it taken off and why aren't you paying people? Also you use the word citizen but how is it I am citizen - I am a citizen of my own country I thought. Beck
Hey Becky (if I may), it's upsetting to see you so distressed -- if you go back through the thread, I think you'll see the conversation headed south around the time PCS jumped in rather nastily; I think Keith was responding to that more than to you. I must confess that I was indeed ribbing you a bit when I asked how you felt about public libraries; I think several of us have been a bit perplexed as to your position & Keith was reacting to that perplexity. At this point, it's obvious that your concern about the appropriation of labour and the problem of exploitation is sincere -- I don't want you to take it the wrong way, but I do think you've got hold of the wrong end of the problem in your proposed solutions (more privatization, more for-profit frameworks). But your heart is in the right place and that's important; you're obviously interested in reading and learning too, which is even more important.