w15: What did I learn while editing Wikipedia? How is this assignment different from more traditional student assignments?

1. What did I learn while editing Wikipedia? 

 It was a detailed editing method that I expected to learn for a semester in a collective intelligence class. But knowing specific ways, I didn't learn from that much. There are many delicate and trivial rules. They are important, of course, but nothing is more important than participating in Wikipedia editing. Once you start editing, you're bound to continue even if you don't do it very often. Don't bite Newbie. That means that even if I make a few mistakes, others will definitely help me. In such a culture, mistakes are innocent. Blaming mistakes for mistakes makes people worry about making mistakes and increases anxiety and reduces participation. It is more fatal than a mistake as a whole. Participating in good faith involves believing in good faith. 

 In fact, even after learning many things, writing articles at no cost is a pain in the neck. The joy of sharing knowledge, how I wish I could live purely on that! A lot of people think it's difficult. When a person changes their position, their worries change, and the disadvantaged are hesitant to add new fatigue to their life. For the same reason, it is difficult for any publisher to compile a dictionary of any kind. Creating a global encyclopedia, which anyone would think is difficult, seems to depend on collective intelligence. Under these circumstances, the influx of editors is the most important thing. And it's second important that the editor quit writing the article and doesn't walk away.

 I have also come to realize that my writing not only increases Wikipedia's information, but also adds diversity to it. Wikipedia is the information exposed at the top of Google's search results. The objectivity of any information does not come from just one person. A single book provides a single opinion. Only libraries deserve to be called ‘source of information’. To be a part of it myself is the height of the joy of learning.

2. How is this assignment different from more traditional student assignments?

I can write what I want to write. I can translate whatever area of interest I want to translate. I can choose to write what I want, not what the professor wants. And it doesn't just stay inside the university, it goes straight out of the world via the Internet. With this practice, learning does not just stay in the room, but communicates with the world. It can be said that this inspires the desire to write. However, that is exactly what I find difficult. In short, students may feel at a loss to get started. It would be nice if you could suggest a topic from the beginning.

 Students may not have learned what they want to write yet. Students who really don't want to write anything also take this class anyway. But that is half untrue. There's no one who doesn't want to write. Maybe they're just feeling too much pressure. Believe me, you don't have to put too much effort into writing great stuff. It's not just the pleasure of reading, but the joy of writing articles and their value, and that's enough. Anyone can write an article in good faith, and I realise that "anyone" includes, of course, one who is worse than oneself. It's better to make a mistake than to do nothing for fear of harm. I think it is a symbiotic value that supports collective intelligence.