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'''This is a proposed project.  It has not yet been adopted.'''
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'''Eduzendium''' is ''Citizendium's'' educational outreach and partnership initiative.  Citizendium authors and editors who work with university programs or professors/instructors create research and writing projects for their students.  We've simplified much of the article creation process so that students can concentrate on creating content.  Your students become full citizens at CZ and are free to edit any editable article on CZ and are not limited to your Eduzendium project. To date, ''The Citizendium'' has hosted eighteen university courses from 11 different universities world-wide.


==What is Eduzendium?==
If you have [[Special:RequestAccount|registered]] with Citizendium, you can [[CZ:Eduzendium/Create Course|start a page for your Eduzendium course here]].


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. He works with and collaborates in making decisions with the Eduzendium task-force, which is staffed by volunteers.
==About Eduzendium==
University faculty can use the ''Eduzendium'' project as a platform for their students to write original articles as a course assignment.  ''Eduzendium'' has been designed to be extremely flexible and adaptable. For the duration of an instructor's Eduzendium course, other CZ authors are asked to respect your students' articles as off limits for general editing. This can create for your students a safe atmosphere where they can learn the mediawiki engine, the mechanics of article creation, and the joy of wiki-editing, without the added stress of defending edits before the community (as would be the case at other wiki sites).  Additionally, the CZ community is very friendly and helpful and always available (when we are here) to answer questions or offer advice when citizens post on our [[CZ:Talk Pages|talk pages]].


==What does Eduzendium do?==
Citizendium's ''Eduzendium'' Project does not have any grade-space; and given the confidentiality of the instructor-student assessment relationship, instructors are urged to keep all assessment data, including any assessment-related comments, private by ''not posting such comments on Citizendium''.  Remember, ''The Citizendium'' is a public space.


The ''Citizendium'' invites graduate seminar instructors to include the crafting of a ''Citizendium'' article as an assignment.
==Getting Started==
===Instructors===
When you are ready to set up an ''Eduzendium'' course project, you can set up some of the pages [[CZ:Eduzendium/Create Course|automagically here]] (Instructors must also have an account at CZ).


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.
Once your course is created, instructors should:
# place a description of the set task on an ''Eduzendium'' course page (created during the course creation process) and complete the ''Eduzendium'' templates and pre-load pages;
# Specify an "end date" on the ''Eduzendium'' course page.  After that date, the article(s) reserved for the course will be opened for general editing.
# You can reserve articles on which students may work by listing their titles on the ''Eduzendium'' course page.  Using the <nowiki>{{r_EZ| }}</nowiki> template will allow your students to start the article by the simple pushing of a button.  You should try to find new article topics for students to work on (ones that have not yet been created on CZ), or existing articles with an article status of 4 or 3 (import or stub).  Existing articles with a status of 2, 1, or Approved are too developed and CZ would prefer not to remove them from general editing.  Your students are free to edit any editable article on CZ and are not limited (by any CZ policy) to your ''Eduzendium'' project.
# The instructor should start those articles and place an ''Eduzendium'' template on the article's main page, closing the article for editing by anyone except those involved in the course.  Instructions for how to do this are found on your course page once you create your ''Eduzendium'' Course.


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 [http://www.carnegiefoundation.org/classifications/index.asp "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.  
The course instructor may set whatever specific guidance for the students is appropriate for that particular course. (For example, they may set a word limit, or require inclusion of figures, or specify a particular article structure, or number of references.) The task may either be ''formative'' (an exercise in developing skills in team work, literature research and presentation) or ''summative'' (for formal assessment). The page history will provide a record of every student's individual contribution. The talk page may be used for discussion amongst students and for feedback from the instructors.


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.
===Students===
In order for students to participate in CZ's ''Eduzendium'' project, they must [http://en.citizendium.org/wiki/Special:RequestAccount register as ''Citizendium'' authors].  Registration requires that students abide by the [[CZ:Charter|Citizendium charter]] and community practices as authors;
# article content should not be offensive or derogatory, nor violate copyright law, including especially the use of any images;


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.
==Some Citizendium articles that started as ''Eduzendium'' projects==
The following articles on the theme of appetite and obesity were originally written by '''University of Edinburgh''' undergraduate students working in groups of about 4 students:
{{rpl|Circadian rhythms and appetite}}
{{rpl|Energy balance in pregnancy and lactation}}
{{rpl|Evolution of appetite regulating systems}}
{{rpl|Glucostatic theory of appetite control}}
{{rpl|Melanocortins and appetite}}
{{rpl|Stress and appetite}}
{{rpl|Food reward}}
{{rpl|Gut-brain signalling}}
{{rpl|Diabesity}}
{{rpl|Genetics of obesity}}
{{rpl|Bariatric surgery}}
{{rpl|Drug treatments for obesity}}
{{rpl|Exercise and body weight}}
{{rpl|Health consequences of obesity}}


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.
Other examples:
{{rpl|Music perception}}
{{rpl|Speech Recognition}}
{{rpl|Mashup}}


==The collaborative process==
==See also==
*[[:Category:Eduzendium|A list]] of courses already integrated in Citizendium
*[[CZ:Eduzendium Testimonials|Eduzendium Testimonials]] &mdash; Eduzendium instructors discuss their experiences here.
*[[CZ:Citizendium_Press_Releases/Jan242008|Eduzendium press release - January 24, 2008]]


In inviting the academic community to join us we are aware that we will be successful only to the degree we offer educators and students the opportunity to do what they ought to be doing: impart knowledge in an efficient way, with the added excitement, feedback, real life rewards of being part of Citizendium. Eduzendium is aware that the primary goal of the education process in academia is to transmit useful knowledge and to train students for success. The program is designed to be extremely flexible and adaptable to the needs of each professor and seminar member. It includes an array of possible collaborative arrangements and the actual editorial process will be shaped according to each seminar's policies.
{{Initiatives}}


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 be editable and even readable only by them for a 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 and only provide Citizendium their finished products.
[[Category:Archived Pages]]
 
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 assess the fruits of the collaboration through individual student reflection papers.
 
In those scenarios in which the students and the professors decide 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. The sminar can then propose the topic to the ''Citizendium'' editors for introduction in the editorial flow.  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 seminars, which can result in a diversity of team (group) or individual projects. Instructors and students can get complete control over the degree and nature of the editorial process. 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. Finally, they can decide if, how much and when their work can be officially published on Citizendium.
 
===Operational details===
 
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?==
 
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 will help you 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.
 
==Seminars that collaborate with EDUZENDIUM==
 
===Purdue University===
 
*[[CZ:COM632PurdueFall2007|COM 632 Online Interaction, Fall 2007]], instructor [[User:Sorin Adam Matei|Dr. Sorin Adam Matei]]

Latest revision as of 10:53, 14 February 2021

Eduzendium is Citizendium's educational outreach and partnership initiative. Citizendium authors and editors who work with university programs or professors/instructors create research and writing projects for their students. We've simplified much of the article creation process so that students can concentrate on creating content. Your students become full citizens at CZ and are free to edit any editable article on CZ and are not limited to your Eduzendium project. To date, The Citizendium has hosted eighteen university courses from 11 different universities world-wide.

If you have registered with Citizendium, you can start a page for your Eduzendium course here.

About Eduzendium

University faculty can use the Eduzendium project as a platform for their students to write original articles as a course assignment. Eduzendium has been designed to be extremely flexible and adaptable. For the duration of an instructor's Eduzendium course, other CZ authors are asked to respect your students' articles as off limits for general editing. This can create for your students a safe atmosphere where they can learn the mediawiki engine, the mechanics of article creation, and the joy of wiki-editing, without the added stress of defending edits before the community (as would be the case at other wiki sites). Additionally, the CZ community is very friendly and helpful and always available (when we are here) to answer questions or offer advice when citizens post on our talk pages.

Citizendium's Eduzendium Project does not have any grade-space; and given the confidentiality of the instructor-student assessment relationship, instructors are urged to keep all assessment data, including any assessment-related comments, private by not posting such comments on Citizendium. Remember, The Citizendium is a public space.

Getting Started

Instructors

When you are ready to set up an Eduzendium course project, you can set up some of the pages automagically here (Instructors must also have an account at CZ).

Once your course is created, instructors should:

  1. place a description of the set task on an Eduzendium course page (created during the course creation process) and complete the Eduzendium templates and pre-load pages;
  2. Specify an "end date" on the Eduzendium course page. After that date, the article(s) reserved for the course will be opened for general editing.
  3. You can reserve articles on which students may work by listing their titles on the Eduzendium course page. Using the {{r_EZ| }} template will allow your students to start the article by the simple pushing of a button. You should try to find new article topics for students to work on (ones that have not yet been created on CZ), or existing articles with an article status of 4 or 3 (import or stub). Existing articles with a status of 2, 1, or Approved are too developed and CZ would prefer not to remove them from general editing. Your students are free to edit any editable article on CZ and are not limited (by any CZ policy) to your Eduzendium project.
  4. The instructor should start those articles and place an Eduzendium template on the article's main page, closing the article for editing by anyone except those involved in the course. Instructions for how to do this are found on your course page once you create your Eduzendium Course.

The course instructor may set whatever specific guidance for the students is appropriate for that particular course. (For example, they may set a word limit, or require inclusion of figures, or specify a particular article structure, or number of references.) The task may either be formative (an exercise in developing skills in team work, literature research and presentation) or summative (for formal assessment). The page history will provide a record of every student's individual contribution. The talk page may be used for discussion amongst students and for feedback from the instructors.

Students

In order for students to participate in CZ's Eduzendium project, they must register as Citizendium authors. Registration requires that students abide by the Citizendium charter and community practices as authors;

  1. article content should not be offensive or derogatory, nor violate copyright law, including especially the use of any images;

Some Citizendium articles that started as Eduzendium projects

The following articles on the theme of appetite and obesity were originally written by University of Edinburgh undergraduate students working in groups of about 4 students:

Other examples:

  • Developing Article Music perception: The study of the neural mechanisms involved in people perceiving rhythms, melodies, harmonies and other musical features. [e]
  • Developed Article Speech Recognition: The ability to recognize and understand human speech, especially when done by computers. [e]
  • Developed Article Mashup: A data visualization created by combining data with multiple computer applications. [e]

See also


Citizendium Initiatives
Eduzendium | Featured Article | Recruitment | Subpages | Core Articles | Uncategorized pages |
Requested Articles | Feedback Requests | Wanted Articles

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