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We used a method that I call "collaboration by difference." Collaboration by difference is an antidote to attention blindness. It signifies that the complex and interconnected problems of our time cannot be solved by anyone alone, and that those who think they can act in an entirely focused, solitary fashion are undoubtedly missing the main point that is right there in front of them, thumping its chest and staring them in the face. Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction. It always seems more cumbersome in the short run to seek out divergent and even quirky opinions, but it turns out to be efficient in the end and necessary for success if one seeks an outcome that is unexpected and sustainable. That's what I was aiming for.

had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse. There was still a lot of criticism about the lack of peer review in Wikipedia entries, and some professors were banning Wikipedia use in the classroom. I didn't understand that. Wikipedia is an educator's fantasy, all the world's knowledge shared voluntarily and free in a format theoretically available to all, and which anyone can edit. Instead of banning it, I challenged my students to use their knowledge to make Wikipedia better. All conceded that it had turned out to be much harder to get their work to "stick" on Wikipedia than it was to write a traditional term paper.