Gevallestudies-brosjure
Dit is 'n teks van die Wikipedia Onderwysprogram-brosjure Gevallestudies: hoe professore onderrig gee met Wikipedia, wat in Junie 2012 gepubliseer is. Kyk ook na die aanlyn-opdaterbare weergawe: Education/Case_Studies.
teks
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Gevallestudies:Hoe professore onderrig met Wikipedia
Wikimedia Stigting
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Sedert Wikipedia in 2001 begin het, het professore regoor die wêreld die gratis ensiklopedie wat elkeen in hul kurrikulum kan wysig, geïntegreer. In 2010 het die Wikimedia Foundation die Wikipedia-onderwysprogram begin om meer ondersteuning te verleen aan professore wat belangstel om Wikipedia as onderriginstrument te gebruik.
In hierdie brosjure sal professore regoor die wêreld Wikipedia-opdragte wat hulle gebruik het om leerdoelwitte vir hul kursusse te bereik, verduidelik. Hulle sal ook verduidelik hoe hulle hierdie opdragte gegradeer het. Hierdie gevallestudies kan u help om 'n plan te vorm vir die gebruik van Wikipedia as onderriginstrument in u klas.
Hierdie brosjure is egter net die begin. Vir elke gevallestudie kan u aanlyn gaan om die werkopdragbesonderhede te kry. En as u 'n opdrag geskep het wat u met ander professore wil deel, gaan dan net aanlyn en voeg uself daarby!
http://education.wikimedia.org/casestudies
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Leerdoelwitte
(CC-O) deur Derrick Coetzee
(CC-BY-SA 3.0) deur Sage Ross
Ontwikkeling van skryfvaardighede
Studente leer hoe om te skryf vir 'n diverse en belangstellende lesersgemeenskap wat 'n beduidende persentasie van die wêreldwye aanlynbevolking uitmaak. Gedurende die proses om inligting aan die ensiklopedie by te dra, moet studente leer om saam met ander te skryf en om hersienings van hul werk te aanvaar. Met Wikipedia se klem op verifieerbaarheid en 'geen oorspronklike navorsing', kry studente ook 'n groter begrip van die verskil tussen feitegebaseerde en oorredende skryfstyl.
Media- en inligtingsgeletterdheid
Met Wikipedia se deursigtige en samewerkende proses vir die ontwikkeling van inhoud kan studente 'n dieper begrip kry van hoe inligting geproduseer en verbruik word. Dit bied 'n uitstekende geleentheid vir studente om na te dink oor beskikbare bronne en die toepaslike gebruik daarvan.
Kritiese denke en navorsingsvaardighede
Studente leer om Wikipedia-artikels krities te ontleed om te bepaal hoe goed die artikel oor die onderwerp handel, om te bepaal watter inligting ontbreek en om te evalueer tot watter mate die artikel met betroubare bronne gedokumenteer is. In die groter konteks help die evaluering van Wikipedia-artikels u studente om te leer hoe om verskillende bronne te evalueer, nie net Wikipedia nie. Die proses om 'n bestaande artikel te beoordeel en te besluit watter inligting ontbreek, stem baie ooreen met die literatuuroorsigproses wat deurslaggewend is in wetenskaplike navorsing.
Samewerking
Studente leer eerstehands hoe om met 'n gemeenskap van aktiewe vrywillige redakteurs (insluitend hul medestudente) saam te werk aan die ontwikkeling van ensiklopediese inhoud. Hulle kry gereeld terugvoering oor hul werk en leer om met ander redakteurs te onderhandel om konsensus oor inhoud te bou.
Werk aan Wiki:tegniese en kommunikasievaardighede
Gebruik van Wiki-sagteware neem toe in sowel opvoedkundige as korporatiewe instellings. Wikipedia-opdragte leer studente hoe om die gewilde MediaWiki-sagteware te gebruik. Studente kommunikeer op artikels- en gebruikersgesprekke, en ontwikkel vaardighede en tegnieke wat geskik is om hul boodskap aan hul voorgenome gehoor oor te dra.
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Gevallestudies:
Opdragte
(CC-BY-SA 3.0) deur Annie Lin
(CC-BY-SA 3.0) deur Sage Ross
(CC-BY-SA 3.0) deur Annie Lin
Wikipedia-ambassadeurs is in baie lande beskikbaar om u en u studente te help om die basiese aspekte van Wikipedia te redigeer. Ambassadeurs sal u help om die besonderhede van u Wikipedia-opdrag uit te werk en studente te ondersteun, aangesien hulle vir die eerste keer tot Wikipedia bydra.
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Kopieer redigering
Adrianne Wadewitz
Besoekende Assistent-Professor
Indiana University-Purdue University Indianapolis
USA
Kursus naam
Argumentatiewe Skryfwerk
Kursusvlak (voorgraads/graduandi)
Gevorderde voorgraadse studente
Leerdoelwitte
Ontwikkeling Van Skryfvaardighede
Media- en inligtingsgeletterdheid
Kritiese denke en navorsingsvaardighede
Samewerking
Werk aan Wiki:Tegniese en kommunikasievaardighede
Dissipline natuurlik
Baie
Klasgrootte
20
Individuele of groepopdrag
Individueel
Duur van opdrag
1 week
http://education.wikimedia.org/copyediting
Opdrag
Ek het die studente gevra om Wikipedia-artikels te kopieer, om redakteurs te betrek oor hul skryfwerk en om die duidelikheid van die taal van die materiaal te verbeter.
Sodoende moes hulle die wêreldwye gehoor van Wikipedia oorweeg en die uitdaging om met anonieme Wikipedia-redakteurs te kommunikeer. Hopelik het die studente teen die einde besef dat kopiëring 'n deurdagte, noodsaaklike en soms polities vervalle proses is.
In "Argumentatiewe skryfwerk" het studente geleer om in verskillende stemme vir verskillende gehore te skryf. Hulle het geleer oor die spesifieke stem op Wikipedia, en het geleer van die "gesaghebbende" stem en hoe die toon daarvan kan oortuig, selfs as die inhoud twyfelagtig is. Die wyses waarop toon en inhoud mekaar versterk en/of ondermyn, is 'n deurslaggewende media-vlotheid vir studente om te leer.
(CC-BY-SA 3.0) deur Joseph C. Jones
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Definisies
James M. Lipuma
Direkteur Programme Vir Onderwysersopleiding
Davida Scharf
Direkteur van Verwysing & Instruksie
New Jersey Institute of Technology
USA
Kursus naam
Tegniese Kommunikasie
Kursus Niveau
Gevorderde voorgraadse studente
Leerdoelwitte
Ontwikkeling van skryfvaardighede
Media- en inligtingsgeletterdheid
Kritiese denke en navorsingsvaardighede
Samewerking
Werk aan Wiki: Tegniese en Communikasievaardighede
Dissipline natuurlik
Engels in 'n geesteswetenskappe-afdeling
Klasgrootte
100–150
Individuele of groepopdrag
Individueel
Duur van opdrag
8 weke
http://education.wikimedia.org/definitions
Opdrag
Ons het studente gevra om artikels te identifiseer wat hersiening benodig en dit te verbeter deur definisies te redigeer, inhoud toe te voeg en betroubare en toepaslike bronne as verwysings by te voeg.
Studente het 'n skriftelike antwoord op 'n versoek vir 'n voorstel voorberei waarin die saak aangevoer is waarom die veranderinge nodig was, waarom hulle gekwalifiseer is om dit te maak, en waarom hul bronne voldoende ondersteuning sou bied. Nadat die artikel hersien is, het die studente oor hul werk besin deur dr. Lipuma in 'n formele brief te oorreed dat hulle die werk wat hulle voorgestel het, eintlik gedoen het.
(CC-BY-SA 3.0) deur Jay Walsh
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Skryf 'n artikel
Juliana Bastos Marques
Professor
Federal University of Rio de Janeiro State (UNIRIO)
Brazil
Course name
Special Topics in Ancient History — Roman History in Wikipedia
Course level
Advanced undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
History
Class size
20
Individual or group assignment
Individual
Duration of assignment
13 weeks
Assignment
For the first four weeks, I asked my students to write a 3-page report where they analyze the current state of the articles chosen for future revision, with critical reading of both content and form. I gave them seven weeks after this to edit their chosen articles in sandboxes with feedback from me and the Ambassadors. Finally, I asked them to complete a 3-page individual assessment and feedback for the course.
By far, learning how to interpret texts and write clearly and concisely in their own words, with references, was the most positive aspect of the activity. This is difficult, necessary, and comes with practice. Students were very apathetic at first, perhaps showing resistance to a very new activity proposed by the professor. Only close to the deadline did they understand the implications of what they were doing. The assignments were thus a paradigm shift for the students as well.
File:Juliana Bastos Marques profile pic.jpg
(CC-BY-SA 3.0) by Matthew Roth
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Write a Featured Article
Jon Beasley-Murray
Associate Professor of Latin American Studies
University of British Columbia
Canada
Course names
Murder, Madness, and Mayhem — Latin American Literature in Translation
North of the Río Grande — Latin American Civilization and Culture
Magical Realism Reconsidered — Survey of Spanish-American Literature since the 1820s
Course level
Advanced undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Spanish/Latin American Studies
Class size
15–30
Individual or group assignment
Group
Duration of assignment
12 weeks
Assignment
In each of these courses, students were asked to work in groups to create or to improve Wikipedia articles related to the course topic.
These articles were usually devoted to the books and/or authors that we were studying in what was in each case essentially a literature class. In many cases, but not all, the articles already existed in some form or another, of variable quality. Students were particularly encouraged to submit their articles to Wikipedia peer review and quality processes, such as “Did You Know,” “Good Article,” and “Featured Article” nominations.
It exceeded expectations in just about every area. I was perhaps most surprised by how much this also became an assignment about writing (and revising).
File:Jon Beasley-Murray profile pic.jpg
(CC-BY 3.0) by Ofelia Ros
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Translation
Leigh Thelmadatter
Professor of English/Language Laboratory Coordinator
Instituto Tecnológico y Estudios Superiores de Monterrey
México
Course name
Sello A
Course level
First year undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Languages
Class size
4
Individual or group assignment
Both
Duration of assignment
16 weeks
Assignment
I asked my students to integrate into the Spanish Wikipedia community by translating articles from the English Wikipedia to the Spanish Wikipedia. This assignment provided students an authentic immersion situation in which to use their English for communication and projects.
The best part of the project was seeing Wikipedia as motivational, with real communication and with assignments that have consequences outside the classroom. While it was frustrating for them, students did experience a certain amount of culture shock as they interacted with Wikipedians from other countries.
(CC-BY-SA 3.0) by Alejandro Linares Garcia
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Translation
Dalia Mohamed El Toukhy
Assistant Professor of the Faculty of Al Alsun
Ain Shams University
Egypt
Course name
Specialist translations from French to Arabic
Course level
Undergraduate
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Translation
Class size
6
Individual or group assignment
Group
Duration of assignment
10 weeks
Assignment
This project allowed students to master terminology in order to produce qualified translators who fulfill the needs of the job market.
Students deepened their skills around translation of political, legal, and economic texts. My students were very motivated when it came to translating texts on Wikipedia.
The students learned to master specialist translations and know the theoretical and practical aspects of it. They understood the necessity of developing their skills and engaging in the ongoing practice of working in groups and working with technological tools like the internet in order to gather information.
File:Dalia Mohamed El Toukhy profile pic.jpg
(CC-BY-SA 3.0) by Faris El-Gwely
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Photos
Jirˇí Reif
Assistant Professor
Charles University in Prague
Czech Republic
Course name
Nature Conservation
Course level
Advanced undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Environmental Studies
Class size
30
Individual or group assignment
Individual
Duration of assignment
8 weeks
Assignment
Students chose a protected area in the Czech Republic and improved the Wikipedia article on that area, including taking photographs of the area.
A personal visit to the area, its photographic documentation, citing from existing literature, and a talk in front of the class were all required to successfully complete the assignment.
Generally, I have a very positive feeling about the assignment. Students were really pushed into the game in most cases and worked more enthusiastically than during other kinds of courses. I am very glad that they realize the value of publishing their written work on Wikipedia — their schoolwork did not end up in the teacher’s drawer. Last but not least, the complete availability of the article on the Internet and its critical assessment by independent Wikipedians made the students learn to work with sources — a skill that will be useful for them during further studies.
(CC-BY-SA 3.0) by Adam von Weisberg
(CC-BY-SA 3.0) by CalaLoh
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Illustrations
Bruce Sharky
Professor
Louisiana State University
USA
Course name
Regional Planning and Design
Course level
Master’s students
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Landscape Architecture
Class size
11
Individual or group assignment
Individual
Duration of assignment
12 weeks (part of a larger off-wiki assignment)
Assignment
I asked my students to go on Wikipedia and find an article that could use an illustration that would explain graphically what was written in words.
The topics had to do with natural processes in coastal Louisiana, such as wetland loss, hurricanes, etc. The larger assignment included a paper and an in-class presentation.
Students were very excited about the assignment because they were able to be published, they were treated as grown-ups, they were making a contribution to Wikipedia, and people all over the world were critiquing their work. I found that the quality of their other work was some of the best I’ve seen of my students, and I think it was because of the Wikipedia assignment. It made students think critically about the kind of graphic illustrations they do with all of their assignments. As landscape architects, we have to communicate to the public, and this assignment helped them gain those skills.
(CC-BY-SA 3.0) by Yue Guan
(CC-BY-SA 3.0) by Dboutte
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Videos
Jennifer Geigel Mikulay
Assistant Professor of Professional Communication
Alverno College, Milwaukee
USA
Course name
Advanced Media Studies
Course level
Advanced undergraduates, many of whom are returning students
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Communication
Class size
20
Individual or group assignment
Individual
Duration of assignment
4 weeks
Assignment
Students created an original informational video to illustrate a Wikipedia article dealing with a subject related to architecture, dance, heritage, landscape, machines, music, parks, or sports.
The project was designed to facilitate the expansion and integration of media knowledge. Students experimented, problem solved, engaged aesthetic abilities, and applied insights from course readings and independent research. All images and music had to be original, out of copyright, or available with a Creative Commons Share-Alike license.
The assignment was designed to increase media literacy, provide experience with digital video, and encourage web content development. Students learned about Wikipedia as a digital project and as a collaborative community with a specific culture. They learned about the uneven gender dynamic in Wikipedia and tech fields generally. They also learned the value of sharing their work in a highly accessible venue. The feedback student got meant a lot to them. When Wikipedians left notes on their talk pages or otherwise commented on the videos, the students really learned from the engagement.
(CC-BY-SA 3.0) by Katy Lederer
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Case Studies: Grading
Grading Wikipedia assignments is challenging because students are often working collaboratively, and it’s hard to tell just what each student has contributed to the article. Professors use a variety of approaches to assess the work their students have done on Wikipedia.
(CC-BY-SA 3.0) by Faris El-Gwely
(CC-BY-SA 3.0) by Annie Lin
(CC-BY-SA 3.0) by Annie Lin
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Content added to Wikipedia
Anne J. McNeil
Seyhan N. Eğe Assistant Professor of Chemistry
University of Michigan
USA
Course names
Organic Chemistry of Macromolecules Physical Organic Chemistry
Course level
Ph.D. courses, though advanced undergraduates also took the course and participated in the projects
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Chemistry
Class size
10–36
Individual or group assignment
Groups of 2–3
Grading
The students worked in small groups to edit a Wikipedia article that is related to the course material and not already adequately described in Wikipedia.
I gave the students a set of minimum expectations: at least 3 sections, 3 figures, and 8 references must be added to the article. Then, during the two-stage peer review process, I gave the students a list of questions meant to provide more specific guidelines about what is expected. For example, “is the article suitable for first-time/general users as well as those looking to understand the topic in more detail?” I also used these questions when determining their final grade. I had the students present their individual contribution to the article, which allowed me to give students different grades within each group based on their individual efforts.
Breaking down the grading into sections (content, figures, references, presentation, peer reviews, etc) gave me a simple yet fair structure with which to evaluate the article. Each student received a unique grade, which is variable based on his or her individual contribution to the article and their peer reviews. This alleviates any concern by the students when someone does not pull their weight.
(CC-BY-SA 3.0) by Matthew B. Soellner
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Milestones
Robert Cummings
Director, Center for Writing and Rhetoric Associate Professor of English
University of Mississippi
USA
Course name
Writing 101
Course level
First-year undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Composition
Class size
23
Individual or group assignment
Both
Grading
The purpose of the assignment was to further student progress toward the composition course outcomes of learning a writing process, building skills in intellectual exploration and argumentation, understanding rhetorical purposes and diverse audiences, engaging in effective research practices, and producing prose with acceptable conventions and mechanics.
Student work was evaluated both in terms of participation in each stage of the assignment process, and also in terms of a reflective essay. At each of the seven assignment stages students were asked to conduct some type of research and then to prepare a brief report for that day’s assignment. And within the reflective essay students were asked to evaluate the project in terms of its usefulness of helping them reach the course outcomes. This strategy of creating small, incremental writing to learn assignments each day provided manageable tasks on a daily basis which did not detract from the research process.
(CC-BY-SA 3.0) by Kevin Bain
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Reflective papers
Michael Mandiberg
Associate Professor
College of Staten Island/CUNY
USA
Course name
History of Design and Digital Media
Course level
2nd and 3rd year undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Media Studies/Art History
Class size
22
Individual or group assignment
Individual
Grading
I asked my students to write a short (2–5 page) reflective essay on their experiences using Wikipedia. The reflective paper was graded based on the thoroughness and depth with which they reflected on their experience, but the paper was also used as a lens to evaluate their final project.
Their final project was to add 1,200 to 2,000 words to a stub article related to the course. The were expected to create an info box, add images, and add at least 20 relevant and authoritative citations. While I was able to use the article history to evaluate the objective quality of each student’s contributions, it was very useful to see the shifts in subjective self-awareness and perception that is a large part of why I had my students write on Wikipedia. I was able to confirm from the student’s own voice the transformations I had witnessed (or believed I had witnessed) via the text they added: it empowered them, it transformed their research skills, it was rewarding for them to do something that was for the greater good, and most importantly, it made their writing better and kept them academically honest.
(CC-BY-SA 2.0) by Anna M Campbell Photography
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Five criteria
Rochelle Davis
Assistant Professor of Anthropology
Georgetown University
USA
Course name
Introduction to the Study of the Arab World
Theorizing Culture and Politics
Course level
M.A. and 2nd/3rd year undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Multidisciplinary
Class size
20
Individual or group assignment
Individual
Grading
Students chose a topic for the semester, researched it, contributed an entry to Wikipedia, and then wrote a research paper on the same subject.
They also wrote five blog entries about their experiences over the course of the term.
I graded the assignment based on five criteria:
1. Vision for the entry content: Did you divide up the material in a way that reflects both the literature and neutral point of view? Did you make the appropriate headings?
2. Your research in thinking-beyond-Google to find relevant and diverse sources.
3. Your organization of the entry and the content: Did you organize the material or are there things in one section that belong elsewhere? Did you provide relevant material? Are there things missing?
4. Your writing of a well-supported, well-researched entry: Neutral point of view? Sources/footnotes? Grammatically correct? Paragraphs well-constructed?
5. How you address the comments you were given by me and others.
(CC-0) by Justin Secor
page 19
Grading
Peer reviews
Shamira Gelbman
Assistant Professor
Illinois State University
USA
Course name
U.S. Political Parties
Course level
Advanced undergraduates
Learning objectives
Writing Skills Development
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
Political Science
Class size
70
Individual or group assignment
Individual
Grading
As part of a larger project that involved both Wikipedia and other components, students were required to evaluate and improve existing Wikipedia articles about state-level political party organizations in the United States.
The students’ improvements to their assigned state-party articles were evaluated twice: a month into their work, and again at the end of the semester. The one-month evaluation involved three kinds of evaluation: Each student self-evaluated his or her own progress; each student was assigned to peer-review one other classmate’s work; and I provided an evaluation and suggestions for further improvement for each student based on his or her self-evaluations, peer-review report, and his or her article itself. The peer review component of this one-month evaluation was guided; that is, students received forms with pointed, open-ended questions to help structure their assessment of classmates’ work.
I’ve found that self-evaluation and peer-review make assessment more meaningful; they become active participants in the process rather than passive recipients of a grade. Peer review has the added benefit of facilitating students learning from each other — both in terms of the content and the quality of their work.
(CC-BY-SA 3.0) by Cheryl Ball
page 20
Using Wikipedia as a teaching tool in your university class increases student motivation.
Independent research from the pilot of the Wikipedia Education Program showed 72% of students preferred a Wikipedia assignment to a traditional one. Students found that they were excited to do a useful assignment, rather than a throwaway assignment that nobody but their professor would ever read. Wikipedia assignments provide an authentic learning experience for students. They are able to share their work easily with their parents and friends. And many find working on Wikipedia is fun!
Ready to join the Wikipedia Education Program?
Education programs already exist in many countries, and Wikimedia volunteers are creating new programs every term. In countries where the Wikipedia Education Program is in operation, volunteer Wikipedia Ambassadors are available to offer you and your students assistance in learning the best ways to contribute to Wikipedia for class.
Join us! For more details, visit
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