The desirability of new entries varies according to which language Wiktionar(y/ies) will host the efforts, which language the entries will be in and which language is the native language of the students.
Specifically, for English language words on English Wiktionary, coverage is high. There are still many new words to be added, but to reward students for new entries may create pressure to add obscure words with marginal attestation. On the other hand, entry quality is very uneven. Comparing to the OED or the "unabridged" print dictionaries, some entries seem to be too many definitions, some too few. Definitions may use words that themselves are dated, archaic, obsolete, or in an inappropriate registers. The layout of entries is fairly consistent, but is regularly criticized. At English Wiktionary, we have almost no knowledge about who our actual users are and how they use Wiktionary. The initial impressions of articulate users would be valuable to regular contributors to Wiktionary.
I would be happy to discuss this further. Off-list would probably be more appropriate than on-list.
On 3/9/2019 6:23 AM, Reem Al-Kashif wrote:
Hello!
Hope this finds you well. I am teaching Lexicography to junior university students this semester. What are ways I can incorporate Wikitionary in the syllabus?
The idea I have now is to make them complete a project on Wikitionary by adding entries to it. I think it would be awesome for them to see their project alive and not buried in heaps of paper in my drawers.
Your input is highly appreciated.
Best, Reem