Talk:Wikipedia Campus Ambassador/Training/One Day Virtual Training Agenda

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Needs for trainings - Please add what topics (and subtopics) you think each of the follow trainings should cover:
Add a checkmark next to each item that already has resources made for it and indicate where the resources are.

Note: I have reorganized these into the cookbook model Frank suggested and then added which training each piece should be in: CA = Campus Ambassador, OA = Online Ambassador, P = Professor, RC = Regional Ambassador Coordinator, and RR = Regional Ambassador Recruiter. Note that CAs who are Wikipedians will be able to skip the About Wikipedia section. -- LiAnna Davis (WMF) (talk) 23:42, 18 November 2011 (UTC)[reply]

Thanks a lot, LiAnna. The reorganization is very useful. I just looked at the page and thought: "Wow, this looks much better" :-) A big thank you also to Annie who provided the initial content --Frank Schulenburg (talk) 01:20, 20 November 2011 (UTC)[reply]
By the way: should we differentiate between CAn (Campus Ambassador, not a Wikipedian), CAw (Campus Ambassador, Wikipedian) and CAa (Campus Ambassador, all)? --Frank Schulenburg (talk) 02:03, 20 November 2011 (UTC)[reply]
I think that's a good idea for making our discussions more efficient (aka: we'll understand which groups to which we're referring), but does that send a great message to the community? Not so sure. Jmathewson (talk) 21:24, 22 November 2011 (UTC)[reply]

I am adding additional links for content as well as exactly where the content exists in each slide deck. Rdunican (talk) 21:33, 22 November 2011 (UTC)[reply]

This is a series of 10 screencasts called Wikipedia 101 Rdunican (talk) 22:11, 22 November 2011 (UTC)[reply]

About Wikipedia[edit]

This module is intended to provide an overview of Wikipedia—how it operates, it's size and the potential impact students can have on a global audience, the technical skills needed to contribute and an understanding of the Wikipedian community.

This module is designed primarily for Ambassadors and professors that are either new to Wikipedia or have limited exposure the Wikipedia community. For experienced Wikipedians, these topics sections should be reviewed from a teaching perspective (i.e. 'How would I teach that concept or skill to a newbie?' 'What does a new editor really need to know to start?).

Overview of Wikipedia (CA, P, RC, RR)

This topic section uses the numbers behind Wikipedia (e.g. 10 years old, 400 million unique visitors a month, 15 billion page views, ~5% of the world's population, 270 Languages, 80,000 editors worldwide) to demonstrate it's global impact.

  • Brief Wikipedia history, Wikipedia by the numbers, how different people contribute to Wikipedia YesY CA Slidedeck -- DECKS: Day 1 CA training_slides #5; Introduction to Wikipedia_slides #2-4

Core Wikipedia policies (CA, P, RC, RR)

For new editors, the core Wikipedia policies are provided to give context for editing. Most new editors, including professors, do not understand that although anyone can edit, article development is not a chaotic, random process; Wikipedia has guiding principles and a governance structure.

Copyright and Plagiarism
Most educational institutions in the U.S. cover these topics from an early age as part of all writing assignments. Although the importance of copyright and plagiarism issues may vary by country, Wikipedians working on the English Wikipedia take these issues very seriously and fight to keep Wikipedia free of both. Adding these topics to the orientation provides an opportunity to reinforce with both professors and students how these two issues seriously impact the English Wikipedia from a legal and credibility standpoint. We have been added based on experience working with students in India and U.S. on the English Wikipedia.
This section will also include information for students working on the English Wikipedia outlining that:
  • Paragraph-sized quotes from copyrighted sources are frowned upon
  • Even in a sandbox, a paragraph or two from another source is a violation of the English Wikipedia's copyright policy and may result in your entire sandbox (even parts that were your own writing) being blanked.
  • Wikipedians take this very seriously, and students should too.

Wikipedia-editing technical skills (CA, P)

We have added a greater focus on this topic area based on feedback from Ambassadors, students and professors--some of whom have never edited a Wikipedia article. The topics section provides an overview of the basic editing skills necessary to edit Wikipedia. Additionally, these skills will need to be taught to students in class. With future WYSIWYG interface development, some aspects of this topic section may not need to be covered.

Wikipedia site anatomy (CA, P)

This topic section has been developed based on meetings with and feedback from Ambassadors, professors, and students. Although many have read Wikipedia for years, they have not fully explored the interface. We have had very fruitful conversations with professors regarding how the Discussion Tab works and how they could use it for teaching such things as the construction of knowledge. To fully help professors realize the power of Wikipedia as a teaching requires, Ambasadors and professors will learn how each tab functions and how they could be used in the classroom to help meet their learning objectives.

  • Recent changes & Watchlists
  • The tabs: Discussion, History
    • History Tab
    • Potential place to ADD content: Wikipedia Essentials_slide #6-7 (Article vs. Discussion)
  • The features: watchlists
    • Add all students' articles to your watchlist, and use it!

Communicating on-wiki (CA, P)

Tracking student work (CA, OA, P)

This topic section focuses on how professors and Ambassadors can review the progress and contributions of the students in the program.

  • Special:UserContributions
  • View History
  • What links here
  • Leaderboard
  • Frank's tools (OAs in particular need intro to these)

Who are Wikipedians? (CA, P)

Since students and professors will interact with the Wikipedia community, it is essential that we provide an overview of the community, culture and the motivations of Wikipedians. Obviously, this is done on a high-level and more content will be need to be added to this section. Wikipedia Videos:


Writing Wikipedia articles (CA, P)

This topic section is part of the "Writing skills development" learning objective and focuses on writing for an encyclopedia. It also covers some motivational incentives for students as well as technical information for submitting their articles for DYK.

  • What makes a perfect article
  • How does a Wikipedia article differ from an analytical essay?
  • How do you write an encyclopedia article?
  • FA/GA/DYK and why these aren't good requirements but are good motivators

Orientation by Module | Topic | Audience[edit]

Wikipedia Overview
Core Wikipedia policies
Wikipedia-editing technical skills
Communicating on-wiki
Tracking student work
Who are Wikipedians?
Writing Wikipedia articles

Wikipedia Education Program Overview[edit]

This module focuses on what it means to participate in the Wikipedia Education Program. Campus Ambassadors, Online Ambassadors and professors learn where to get help, what the program expectations are for each role and the requirements for participating.

Wikipedia Education Program overview and role descriptions (All)
  • Wikipedia Global Education Program overview (Note: LiAnna removed Done as this needs to be changed from PPI to WEP)
    • Countries & schools currently involved YesY CA Slidedeck - but needs to be updated This one doesn't age well. I propose that we create a History of Wikipedia as a teaching tool and the Foundation's Education Program instead. This would also allow us to highlight, that instructors used Wikipedia in their classes before PPI and that we built on their work. --Frank Schulenburg (talk) 01:53, 20 November 2011 (UTC)[reply]
  • Different roles involved & how they work with each other (staff, CAs, OAs, RAs, professors, larger Wikipedia community)
  • Expectations for each role

Where to get help (CA, P, OA)

The topic section clearly outlines where Ambassadors, professors, and students can each get help. Based on feedback from all of the above, the Wikipedia Education Program has simplified where and on each group can get the support they need, when they need it.

  • Resources available for all participants
  • Where students should get help
  • What slide decks we have available

Specifics to the Campus Ambassador role (CA)

Simply put this section outlines the role, activities and expectations the program has for the Campus Ambassador."

  • What CAs are expected to do & not do YesY CA Slidedeck -- DECK: Day 1 CA Training_slides 6-8
  • Ambassador principles YesY CA Slidedeck -- DECK: Day 2 CA Training_slide #18
  • Instructions for adding self to CA list
  • Key communication channels for CAs
  • How to consult with your professor

Specifics to the Online Ambassador role (OA)

Based on feedback that Online Ambassadors did not fully understand the expectations of their role as well as the work flow of the students they support, this section outlines the role, student activities and expectations the program has for the Online Ambassador."

  • What OAs are expected to do & not do
  • Ambassador principles YesY CA Slidedeck
  • How to provide help online
    • Tips to giving effective, beginner-friendly help (e.g. minimize jargon, avoid unnecessary details, walk through steps, etc.)
  • Instructions for adding self to OA list
  • Key communication channels for OAs

Requirements and Logistics (All)

Program participation program requirements and logistical details are covered in this topic section.

Orientation by Module | Topic | Audience[edit]

Wikipedia Education Program Overview and role descriptions
Where to get help
Specifics to the Campus Ambassador role
Specifics to the Online Ambassador role

Syllabus and Assignment Design[edit]

This Module is probably the most important for professors and Ambassadors alike. Professors are very interested in figuring how to use Wikipedia as a teaching tool, unfortunately some have failed by designing assignments that are not appropriate for Wikipedia. This module provides professors and Ambassadors with an understanding of how others are using Wikipedia in their classroom and some tips and tricks that they can use to be successful. This information has be gathered from work with professors around the U.S. and Canada.

Wikipedia in the classroom

Wikipedia as a teaching tool is not a new idea. In fact, educators around the globe are experimenting with ways to use Wikipedia in their classrooms to help teach a variety of subject areas such as English, chemistry, literature, public policy, history, biology and more. This orientation is based on the experience of educators who have taught using Wikipedia.

Our aim is to provide you with suggestions for how best to take advantage of Wikipedia's distinctive environment to achieve your particular learning objectives. Along with a brief explanation of what Wikipedia is and some ideas for how to use it in your classroom, we also offer specific assignments and ideas for how to grade those assignments. We encourage you to draw inspiration from these materials and modify them to fit your particular needs.

We have developed a number of complimentary classroom materials such as "Welcome to Wikipedia," "Evaluating Article Quality," "Introduction to Free Licenses," and a "Sample Syllabus." You can find these brochures as well as videos, hand-outs and more on the Wikimedia Bookshelf.

Lastly, as you prepare to use Wikipedia in your class, we encourage you to get hands-on with Wikipedia. You may be very surprised.

Designing the Wikipedia assignment (CA, P)
  • Typical learning objectives of professors that are using Wikipedia as a teach tool include one or several of the follow:
  1. Writing Skills Development
  2. Media and Information Literacy
  3. Critical Thinking
  4. Research Skills
  5. Collaboration
  6. Working on Wiki (Technology skills?): technical and communication skills
  7. Finding a community of practice

Writing skills[edit]

  • Learn how to write for a diverse and general audience
  • Understand the difference between fact-based and persuasive writing styles
  • Gain the ability to outline a topic area
  • Write collaboratively

There are several ways that students improve their writing skills with Wikipedia. First, they learn how to write for a diverse and interested readership that represents a significant percentage of the worldwide, online population. Because Wikipedia is the fifth largest Web site in the world, behind Google and Facebook, it offers students the opportunity to write for a global audience. This means that students have to write with such an audience in mind - they can't assume their readers (unlike their professors) already have a wealth of knowledge about the topic area. This also means that students get the chance to interact with a unique and active community that actually "talks back." Often your students will receive feedback on the content they have written - for example, other editors might provide literature suggestions, question the neutrality of what was written, or suggest other ways to improve the writing. This is both exciting and challenging. During the process of contributing information to the encyclopedia, students must learn to write with others and to accept revisions of their work. Furthermore, with Wikipedia's emphasis on verifiability and "no original research," students gain a greater understanding of the difference between fact-based and persuasive writing style.

Possible assignments: Copyediting, Research a topic and write an article, Translate an article

Media literacy[edit]

  • Gain insights into the creation of articles on Wikipedia
  • Obtain an understanding of the relationship between Wikipedia and other sources, such as news outlets, other encyclopedias, and academic research
  • Achieve an awareness of the questions of authorship, legitimacy, and reliability raised by different forms of digital publishing

Wikipedia's transparent and collaborative content development process allows students to gain a deeper understanding of how information is both produced and consumed. This provides an excellent opportunity for students to reflect on available sources and their appropriate usage. Additionally, when Wikipedia is considered in the larger context of media sources, students develop critical thinking skills as they analyze and evaluate all their potential sources of information, including Wikipedia articles.

Possible assignments: Compare Wikipedia to other reference sources, Research a topic and write an article, Compare Wikipedia to journalism sources, Chart the evolution of an article over a news cycle

Research skills[edit]

  • Improve research and fact-checking skills
  • Gain review skills
  • Learn how to critically analyze content

As part of a classroom curriculum, your students can learn to critically analyze Wikipedia articles to determine how well the article covers the topic, to assess what information is missing, and to evaluate to what extent the article is documented with reliable sources. In the larger context, the evaluation of Wikipedia articles helps your students learn how to evaluate different sources, not just Wikipedia. Furthermore, many professors have pointed out that the process of assessing an existing article and deciding what information is missing is very similar to the literature review process that is crucial in scholarly research.

Possible assignments: Research a topic and write an article, Compare Wikipedia to other reference sources, Use Wikipedia as a primary source for research, Compare Wikipedia to journalism sources, Chart the evolution of an article over a news cycle

Collaboration and Community of Practice[edit]

  • Develop skills necessary to collaborate with other editors
  • Gain negotiation skills
  • Engage with a community of editors working in a similar topic area

By using Wikipedia assignments in your class, your students learn first-hand how to collaborate with a community of active volunteer editors in the development of encyclopedic content. They will receive feedback on their work and learn to negotiate with other editors in building consensus on content. When your students write about a specific area of interest or topic in a particular field, they will also begin to interact with other scholars who share that interest or who work in a similar field. As an example, if one of your students writes about topics related to chemistry, he or she will mostly collaborate with others involved in the chemistry community of practice.

  • The sample syllabus YesY Brochure
  • Case studies / examples of past syllabi YesY Education Portal on Outreach Wiki
  • Assignment types
    • Tips & learning points on assignment design (e.g. have milestone deadlines, individual vs. group work, etc.) YesY Education Portal on Outreach Wiki
    • Undergraduate vs. Graduate class assignments
    • Group vs. individual assignments
    • Starting new article vs. expanding stub
  • How to create non-text content
  • Common concerns, FAQs
  • Working with your institution vs. working alone

Tips on which articles to have students work on (CA, P)

Both Campus and Online Ambassadors have been asked to help students determine what would be a good article to work on. This topic section provides ambassadors and professors with information on what kinds of articles may be appropriate for student work and what kinds of articles to avoid. This section is designed for Ambassadors to consult with professors on article selection.

  • Good choices & bad choices YesY CA Slidedeck

War stories (CA, OA, P)

During the Wikipedia in Higher Education Summit, we heard from both Ambassadors and professors that they wanted to hear about things that have gone wrong in other classes and how they can avoid those pitfalls. The topics section will include case studies and anecdotal stories of classroom issues.

How to consult with your professor (CA, P)

This sections is designed to enable a good working relationship with between the Campus Ambassador and the professor. The focus of this consultation is on meeting the goals and objectives of the professors through discussion of Wikipedia assignments and ensuring what is presented in class meets those objectives.

  • Working together
  • A checklist for your discussions
  • How to use, modify, and present the Wikimedia slide decks so that they achieve the professor's learning objectives and meets the needs of the students

Some tips on giving presentations about Wikipedia (CA, RR)

During the Campus Ambassador session at the Wikipedia in Higher Education Summit, it was revealed that Campus ambassadors found this to be extremely useful.

  • Things to do & not do YesY CA Slidedeck
  • Practicing presentation skills as part of the training

How to teach technical skills (CA)

This section is being developed based on a multiple requests coming from the Campus Ambassador session at the Wikipedia in Higher Education Summit.

Grading (P)

We have heard over and over again that professors are unsure of how to grade assignment and where they can view their students contributions. This topic section focuses on how various professors are grading Wikipedia assignments as well as the development of a new grading tool.

  • How do you evaluate Wikipedia article quality? YesY Brochure
  • How do you grade student work?

Orientation by Module | Topic | Audience[edit]

Designing the Wikipedia assignment
War stories
Article selection for students
Giving presentations
How to teach technical skills

Overall feedback on CA training from Summit[edit]

General points not captured elsewhere:

  • Modules and slide decks were confusing
  • Training was very rushed, a lot of content was covered in a short amount of time

Some more things that are missing[edit]

  • Students have to sign up for the program after creating their user accounts (this is why; this is how) (CA, P) P.S. Ideally, we'll create this one last. I will start working with Jeroen, who will be responsible for writing the MediaWiki code, next week and as for now, I don't know what a realistic timeline is.
  • What students can get out of a course that uses Wikipedia as a teaching tool: the five main learning objectives (formerly known as buckets ;-) (P)
  • Which assignments match your learning objectives? A cookbook for planning your course (with example assignments) (P) P.S.: this will be our next printed/PDF brochure; ideally, people like Davida would help us with this. P.P.S. We can build on Wikipedia as a Teaching Tool: Learning Objectives and Assignments Types, which is a good start.

That's what comes to my mind after a quick review. I'll add more later – just didn't want the above to get lost. --Frank Schulenburg (talk) 01:38, 20 November 2011 (UTC)[reply]