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    --- title: Reduce, reuse, recycle --- ## Reduce, reuse, recycle ### Motivation This pattern can guide project participants in identifying and managing available resources. ### Context In a peer production context, you are simultaneously “making stuff” and building on the work of others. ### Forces > ![image](images/derivative.png) **Derivative**: you don’t have to do everything yourself! > ![image](images/sensemaking.png) **Sensemaking**: resources are useful only when you can make sense of them. > ![image](images/sharing.png) **Sharing**: your understanding gains robustness when you share with others. ### Problem Many projects die because the cost of <span><span>[Reinventing the Wheel](http://c2.com/cgi/wiki?ReinventingTheWheel)</span></span> \[c2\] is too high. However, this is just one possible symptom of overfocus on a few priorities. Concerns may also arise if the project’s output is not actually used by anyone. ### Solution “Steal like an artist,” and make it possible for other people to build on your work too. In the Peeragogy project, we have used off-the-shelf and hosted software suited to the task at hand (including: Drupal, Google+, Google Hangouts, Google Docs, Wordpress, pandoc, Github, ShareLaTeX). Early on we agreed to release our *Peeragogy Handbook* under the terms of the Creative Commons Public Domain Dedication (CC0), the legal instrument that grants the greatest possible leeway to downstream users.[^fn1] This has allowed us and others to repurpose and improve its contents in other settings, including the current paper. Follow the steps indicated by the keywords in the pattern’s title: - *Reduce* the panoply of interesting interrelated ideas and methods to a functional core (e.g. writing a book). - *Reuse* resources relevant to this aim, factoring in “things I was going to have to do anyway” from everyone involved. - *Recycle* what you’ve created in new connections and relationships. ![image](images/Duchamp_Fountaine.jpg) *A paradigmatic example of found-art. “Fountain by R. Mutt, Photograph by Alfred Stieglitz, THE EXHIBIT REFUSED BY THE INDEPENDENTS”.* ### Rationale Clearly we are not the first people to notice the problems with wheel-reinvention, including “missing opportunities, repeating common mistakes, and working harder than we need to.”[^fn2] As a guest in one of our hangouts, Willow Brugh, of Geeks without Bounds and the MIT Media Lab, remarked that *people often think that they need to build a community, and so fail to recognize that they are already part of a community.*[^fn3] converted our old pattern catalog from the *Peeragogy Handbook* into this paper, sharing it with a new community and gaining new perspectives; could we do something similar again? ### Resolution Reweaving old material into **derivative** designs and new material into existing frameworks, we build deeper understanding, and carry out collective **sensemaking**. The project’s <span><span>Roadmap</span></span> develops by making sense of existing resources – including our worries and concerns. Often we only know what these are when we attempt to **share** them. Drawing on a wide range of resources boosts our collective <span><span>Carrying capacity</span></span>. ### Example 1 Contributors are encouraged to recycle existing works that are compatible with the Wikimedia-wide Creative Commons Attribution-ShareAlike (CC-By-SA) license.[^fn4] Some sub-projects have been created purely to help repurpose other existing works in this way.[^fn5] On the downstream side, DBPedia is an important resource for the semantic web, built by collating data from Wikipedia’s “infoboxes.”[^fn6] themselves increasingly being populated automatically using information from WikiData.[^fn7] able to develop tools that reuse Wikipedia content in other ways <span class="citation">\[1,2\]</span>, However, these research projects do not always result in a tool that is accessible to day-to-day users. ### Example 2 The knowledge resources and collaboration tools currently available online are what make a low-cost, high-quality, formally-accredited future university conceivable. However, the available resources are not always as organized as they would need to be for educative purposes, so peeragogues can usefully put effort into <span><span>Reduce, reuse, recycle</span></span>’ing available resources into a functioning university Library. ### What’s Next in the Peeragogy Project Are there other educational resources and peeragogical case studies that we could fold into our work? Can we recycle material from the *Peeragogy Handbook* into a format that is easier to understand and apply? ### References 1. Silvan Reinhold. 2006. WikiTrails: Augmenting wiki structure for collaborative, interdisciplinary learning. *Proceedings of the 2006 International Symposium on Wikis*, ACM, 47–58. 2. Nathalie Henry Riche, Bongshin Lee, and Fanny Chevalier. 2010. IChase: Supporting exploration and awareness of editing activities on Wikipedia. *Proceedings of the International Conference on Advanced Visual Interfaces*, ACM, 59–66. ------------------------------------------------------------------------ [^fn1]: <https://creativecommons.org/publicdomain/zero/1.0/> [^fn2]: <https://blog.wikimedia.org/2013/11/19/learning-patterns-new-way-share-important-lessons/> [^fn3]: <https://www.youtube.com/watch?v=NpyQfYVKfBI> [^fn4]: <https://creativecommons.org/weblog/entry/15411/> [^fn5]: <https://en.wikipedia.org/wiki/Wikipedia:WikiProject_Mathematics/PlanetMath_Exchange> [^fn6]: <http://wiki.dbpedia.org/> [^fn7]: <https://www.wikidata.org/wiki/Wikidata:Main_Page>

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