(If you're on the Cultural Partners list you might already have heard about
this, apologies if so)
In a few weeks time Wikimedia UK will be holding, jointly with JISC, a
World War I editathon. The aim of this is to bring academics who study the
War together with Wikimedians who write (mainly) Wikipedia articles. We
have some great people from both communities coming along (and there is
still space for more, if you're interested, jump in!)
As it involves university lecturers it's pretty clearly education-relevant,
though in fact I think it's more closely modelled on the British Museum
Hoxne Hoard collaboration than anything else.
The favour I need to ask is that while I have academics in the room I
should probably talk at least a very little bit about how the Education
Programme has worked in the US and elsewhere - is there a one page summary
anywhere that I can work in while I'm talking about more military
More details of the event here:
Dear Education-list members,
I hope I post this in the right list.
This is my first post since I am pretty new as a board member in Sweden with the higher educations and contacts with Swedish universities as my priority.
I have been in contact with the student organisation at KMH, Kungliga Musikhögskolan in Stockholm (The Royal Music College in Stockholm) during the spring and talked about the importance of visualising the articles at Wikipedia.What was my priority in these talks was to try to get more music from the Swedish folkloric treassure to be free to listen in the articles, for example Bellman and old Swedish psalms. Other board members filled in with that it would be great if they could play a simple scale or so with all the different instruments they have and film it so that it will be possible to visually see and hear the difference between a piccolofleute and a trumpet (even the moves you do when you play).
The student organisation thinks it is a great idea to record this and are now putting up notes at the school about this posibility to be seen and listened too (the students might use this in their CV that they are in an encyclopedia).
We will see how many that are interested now at the end of the semester (probably not so many), but will proceed to try to find volunteers next semester too.
My thought was that this might be a great idea for other universities too to make a club for recording their national treassures to the articles.
An example:http://sv.wikipedia.org/wiki/Luther#Psalmer (here you may listen to a German singing a psalm from Luther)
Here you may NOT listen to a Swede singing a song by Bellman:http://sv.wikipedia.org/wiki/Bellman
Harald Andersson(user:Adville on Wikipedia)
Board member in Wikimedia Sverige
I would like to report on some initiatives and ongoing projects that we have been conducting this academic year in Spain, from our local Wikimedia Chapter, regarding the use of Wikipedia in higher education. Several members of Wikimedia-España have delivered courses, seminars and practical workshops on Wikipedia editing, using Wikipedia in higher education courses, and Wikipedia participation from libraries, archives and museums (many libraries are in universities). Overall, more than 10 sessions have taken place all over Spain. In addition, there have been similar initiatives and projects coordinated by Amical in Catalonia.
In many of these sessions, there has been a thrilling interest from
faculties to attend, sometimes running out of free seats in less than
24h after the announcement of sessions. In fact, we are already identifying volunteers from our local chapter members to help with this dissemination and training sessions, so that we can scale up effectively as new universities get on board.
We have also produced content for this sessions in Spanish. As an example, these are the links for a workshop at University of Salamanca in March:
As a result, we are starting to see new promising projects. More specifically:
- WikiUSAL, a new 'Wikipedia club' with students and faculties of Univ. of Salamanca. Several teachers are already preparing plans to incorporate Wikipedia in their courses for the next academic course (starting September 2012). This will be articulated by an teaching innovation project at USAL: "Wikipedia as a learning tool".
- Two professors at University Pablo Olavide in Seville (Biology) and University of Pais Vasco (Physics) are also planning to incorporate Wikipedia tasks in their courses. In fact, in the first case they were already doing so without support (there may be multiple other cases that we are still discovering).
- At University Rey Juan Carlos (URJC, my home) we are also preparing for the next course a proposal for a teaching innovation project, following the same lines of the USAL initiative. We also intend to integrate participation from different departments (Computer Science, Journalism, Medicine and Sociology).
In summary, we are quite happy to see this progress, and we will continue to help raising new initiatives step by step. Looking forward to meeting some of you at the next Wikimania 2012 in Washington, and share some experiences and suggestions to keep up the good work.
Board member for Higher Education and Universities.
Hi eduwikians, Martin Poulter from the UK here. I'm nominally the
program leader for the WEP for the UK, but you haven't heard from me
much yet because I've *also* been a Wikimedia UK trustee, a lead on
WMUK's expert outreach, a Wikipedia trainer, and I have two day jobs,
so I've been a bit overwhelmed. However, I'm determined to make
Wikipedia assignments take off in this country and to be seen as a
mainstream option in university education. I've been giving talks and
having meetings over the past year with staff at various levels in
This is coming to a head this September with a one-and-a-half day
EduWiki conference, bringing together Wikimedians who are supporting
education and educators who are using Wikimedia projects in various
ways. It's a chance to have the big discussion about how Wikipedia
assignments will work within the UK education system. The GLAM-Wiki
conference in the UK two years ago kicked off a set of working
relationships which have really exploded into being the major part of
the UK chapter's activity. I'm keen that EduWiki will have a similar
impact. Anyone who is doing Wikipedia educational stuff in the UK, or
easy reach, should consider joining us.
I can promise that anyone who does a presentation or runs a session
will not be charged the conference fee, or will be refunded if they've
already booked. I am still assessing our travel budget, and I can't
promise to bring everyone in that I'd like to, but if you want help
with travel expenses and you think you'd be a useful part of this
conference, drop me an email and I'll see what I can do. The EduWiki
conference is one week before the GLAM-Wiki conference also in the UK,
so it could be the perfect holiday for someone who wants a massive
double dose of wiki-enthusiasm.
Dr Martin L Poulter
Volunteer, Wikimedia UK http://uk.wikimedia.org/
(please excuse the cross-posting and spread the word!)
Are you going to Wikimania? I'd like to arrange an Education Meet-Up
while we are all in D.C. this year. Anyone from any country in the
world is welcome to join -- Ambassadors, professors, students, program
organizers, people interested in starting a program in any country
worldwide, etc. We'll even provide T-shirts and some food! Here's
where we need some input: when would be a good time for the meet-up,
and what kinds of activities would you like to do at the meet-up?
Please fill out this Google Form  if you're interested in
connecting with other volunteers interested in education around the
world at Wikimania!
Hope to see you there!
Wikipedia Education Program Communications Manager
(415) 839-6885 x6649
Developing a metric for determining student impact on Wikipedia processes.
1. Identify classes that have been involved on English Wikipedia. Divide
them into five groups: A) Classes that participated within the USA/Canada
framework who had a campus or online ambassador. B) Classes that
participated within the USA/Canada framework who had an instructor who had
extensive editing experience on Wikipedia. C) Classes that participated
within the USA/Canada framework who had a zero guidance and the who did not
use an ambassador. D) Classes that participated independently where their
work was clearly structured around an instructor user page or some other
instructor created space outside of the programme. E) Classes that neither
utilized the programme, nor utilized other space.
These groups will be used for comparisons to measure the relative success
of each group.
2. Amongst these five groups, identify if a class was involved in any of
the following processes: In The News, Did You Know, Good Article, Featured
Article, Featured Picture, Peer Review, in Wikiproject assessment, Articles
for Creation and Articles for Deletion. In these categories, do the
A) For instructors:
i) Get the instructor's instructional objective and lesson plans
specifically as they pertain to this assessment task. This includes
criteria used for measuring this objective. Analyze specific instructional
objective for how it aligns with the objectives of the assessment process.
How well do they align? Compare the differences across all five groups.
ii) Get the instructor's syllabus, the whole course objectives and as
possibly the curriculum standards for the course. Analyze the instructor's
instructional objectives for the assessment process as it relates to the
overall syllabus and curriculum standards. How well do they align?
Compare the differences across all five groups.
iii) Find instructor's Wikipedia account. Track the volume of instructor
edits during the period when their course was live, after and before
overall. Track the number of edits made by instructors in the assessment
processes, how many were made to their student related pages and to other
iv) Survey the instructor asking how the they felt English Wikipedia
assisted them in meeting core instructional objectives for their course.
Also ask about their editing experiences in assessment processes.
v) Chart how instructors were involved with student work that was involved
with assessment. How often did the ambassador edit the articles? Did they
review a GA/DYK? If yes, what was the pass/fail rate by the assessment
type? Was the instructor overturned? (GA pass taken to GAN. DYK ending
up rejected. C class taken down to start. Tags removed by an instructor
vi) Chart how often instructor voted in things related to student work and
how often this supported or opposed the final consensus view. (AfD, Merge,
SORT RESPONSES BY FIVE CLASSROOM TYPES.
B) For students:
i) Get all the support materials students were given prior to being
required to work on an assessment related task from the instructor. Ask
students what they were given.
ii) Track student edits before, during and after the course.
iii) How many total edits did a student make to their user page, to article
specific talk page, and to article before submitting it for the assessment.
iv) Track the success percentage of students going through an assessment
process. (Did their DYK appear on the main page? Did their GA pass?) If
failed the assessment process, identify the cause. For example: Asssment
process malformed, article had copyvios, article was not long or new
enough, article not fully source, article not reliably sourced, article not
SORT RESPONSES BY FIVE CLASSROOM TYPES.
C) For ambassadors:
i) Graph their edits to various assessment processes before, during and
after the course.
ii) Chart how ambassadors were involved with student work that was involved
with assessment. How often did the ambassador edit the articles? How many
comments did they make to a student's talk page? How many comments did
they make to an article talk page? Did they review a GA/DYK? If yes, what
was the pass/fail rate by the assessment type? Was the instructor
overturned? (GA pass taken to GAN. DYK ending up rejected. C class taken
down to start. Tags removed by an ambassador put back.)
iii) Chart how often ambassadors voted in things related to student work
and how often this supported or opposed the final consensus view. (AfD,
iv) Survey ambassadors for their views on the various assessment processes,
how often they participated prior to the class.
v) Collect all materials the ambassador were given before and during the
course by the instructor to help the ambassador support the class.
vi) Ask ambassadors if they believe the student work helped students meet
the stated course objectives. Ask ambassadors what percentage of student
contributions they feel worked towards Wikipedia's ideals for content
SORT RESPONSES BY FIVE CLASSROOM TYPES.
D) For people involved with assessment processes:
i) Get a list of people involved in an assessment area at the time a class
was active. Find out which percentage of these editors were involved in
classroom work. Find out the editing patterns for people involved in an
assesment process: Which percentage of their assessment work involved
students? What was the percentage before the class was involved? What was
the percentage afterwards? What were the edit counts in their main
contribution periods before, during and after a class was active? This is
trying to determine the impact of student involvement on normal editing
processes. (Did they neglect others because of students? Did they
contribute less because of student supervision? Did they decrease editing
as a result?)
ii) Survey people people involved with assessment and ask their feelings
about being involved with coursework. Survey what they feel like it did to
their other editing. Ask if about their motives and if it changed because
of possibility of a student being given a grade for the assessor's work.
iii) Determine how often the person passed/failed a student's work. Track
the reasons why it they did not pass a student's work.
iv) Compare the assessor's student pass/fail rate to the assessor's
non-student pass/fail rate. Track the reasons they did not pass a
SORT RESPONSES BY FIVE CLASSROOM TYPES.
E) Other contributors:
i) Identify contributors to articles used in the assessment process by
students. Track the edits by those contributors to those articles before,
during and after course involvement. Purpose is to determine local article
specific editing changes.
ii) Track these contributors overall edit count totals to all articles
before, during and after a course for contributors who had edited now
student being worked on articles. Purpose is to measure how this impacted
on their overall editing.
iii) Survey these contributors to ask how a class working on the article
impacted their willingess to edit the article.
iv) Ask contributors where they would find information on student
coursework if a contributor had questions about what was happening to an
SORT RESPONSES BY FIVE CLASSROOM TYPES.
F) The assessment space:
i) Identify the volume of contributions to an assessment before, during and
after an assessment process for totals. What percentage was student work?
ii) Identify lengths of times for assessment for student work and
non-student work. How long before a work was assessed and by whom was it
assessed? How long did the assessment take from start to finish?
iii) Identify at the overall pass/fail rate for articles before, during and
after for student versus non-student work.
3. Analyze the above by comparing the five different groups.
This will give an idea on if students are disruptive, how they are
potentially disruptive, which groups are the least disruptive, how normal
assessment compares to assessment done of student work, and how this
impacts other contributor edits.