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News from the Wikimedia Foundation and about the Wikimedia movement

Global

News and information from the Wikimedia Foundation’s Global Development department (RSS feed).

New Individual Engagement Grantees to engage community with tools and outreach

Today we’re announcing the second round of Individual Engagement Grantees!

These grants from the Wikimedia Foundation support individuals and small teams of Wikimedians to experiment with new ideas aimed at having online impact on Wikimedia projects. We’ve learned a lot from the first round of IEG grantees over the past 6 months, and are delighted to see what this next group will share with the world.

Mbazzi Village writes Wikipedia: Paul Kiguba and Mbazzi villagers

7 projects have been recommended by an IEG committee of volunteers and approved by WMF for this round. These selections represent a broad range of projects focusing on activities from outreach to tool-building and are all aimed at connecting and supporting community. Grantees are trying out new ways of engaging with women and young Wikipedians, fostering participation in Africa, and supporting cartographers, researchers and developers to better engage with projects like Commons, Wikidata, and Wikipedia.

The selected projects for 2013 round 2 are:

  • Wikimaps Atlas, led by Arun Ganesh and Hugo Lopez, funded at $12,500.  Hugo and Arun will be building a system to automate the creation of maps in standardized cartographic style using the latest open geographic data. With new workflows and scripts, they aim to make it easier for Wikimedia’s cartographers to generate and update maps for use in Commons, Wikipedia, and beyond.
  • Mbazzi Village writes Wikipedia, led by Paul Kikuba with collaboration from Dan Frendin, funded at $2880.  This project is a collaboration between Mbazzi villagers, Wikimedia Sweden, and the Wikimedia Foundation to build a Wikipedia center in Uganda where volunteers can to contribute to Luganda Wikipedia, particularly focusing on articles related to sustainable development. (more…)

The Winner of Wiki Loves Monuments 2013 Is…

 

1st prize winner: Picture of a locomotive with a push-pull train crossing the monumental Wiesener Viaduct over the Landwasser river in Graubünden, Switzerland.

Guest post by Lodewijk Gelauff. You can read the original post on the Wiki Loves Monuments blog. Lodewijk “Effeietsanders” Gelauff has been an active member of the Wikimedia community since 2005; over the years, he helped out as a steward and an administrator of several wikis as well as a board member of Wikimedia Nederland, member of the Chapters Committee and organiser of various internal Wikimedia activities.

Wiki Loves Monuments is over. And after a photo competition, there should be a winner. Through the month September, photos were uploaded of monuments in more than 50 countries and in October national juries decided which pictures were the best for each of the 51 competitions. They submitted up to 10 pictures to the international finale, which resulted in a pool of 503 magnificent and diverse images of cultural heritage.

The 2013 competition was in many ways a unique experience. Not only was it once again the largest photography competition (more than 365,000 submissions!), but there were also more countries participating in Wiki Loves Monuments than ever before: 52 countries in 51 competitions. Those countries were not only larger in number, but also more spread over the continents and cultures. For the first time we had Arabic countries participating, many Latin-American and Asian countries joined for the first time, and we also accepted images from Antarctica!

A jury of six members was set to the task to judge the finalists, and they did so with great care. You will find their process and deliberations described in the jury report linked at the bottom of this blog post. That jury report also includes the Special Awards we announced earlier and more background information about the monuments.

It is about time to announce the winners of the finale of Wiki Loves Monuments 2013! In this blog post I will only mention the top-10 pictures, but you can find more pictures and more details of the top-41 in the jury report.

The first prize (you can see it at the top of this blog post) is a picture of a locomotive with a push-pull train crossing the monumental Wiesener Viaduct over the Landwasser river in Graubünden, Switzerland. It represents a nice harmony between monument, human and nature, while the red train draws attention to the middle of the picture. The picture was submitted by David Gubler, who is also active on a Swiss website dedicated to photos of trains.

The second prize (below) goes to a wonderful photo of the 19th century Shi family abode in Lukang, Taiwan. The picture gives great attention to detail and captures the imagery, history, tradition and narration all in one photograph. The picture was submitted by Husky221, who submitted several other photos to the competition.

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Egyptian students help narrow gender gap on Wikipedia

This post is available in 2 languages: العربية 7% • English 100%

English

Fewer than 15% of Wikipedia editors around the world are female and the coverage of articles about women on Wikipedia is often not very good. Although the Arabic Wikipedia suffers the same imbalance in its content, this is not the case for the Wikipedia Education Program in Egypt. The number of female students in the Egypt program is much higher than male ones. The program has also brought to the Arabic Wikipedia one of three female administrators as well as many high-quality articles about women.

Eman Waheed Sawabi, Amira El-Gamal and May Hachem are three students who never thought about contributing to Wikipedia until they enrolled in Dr. Radwa Kotait’s English course in Spring 2013. Dr. Kotait encouraged her students to translate Featured Articles from the English Wikipedia to the Arabic Wikipedia.

May Hachem

“My first article was about Alice of Battenburg (the mother of Prince Philip). Then I worked on Queen Victoria,” says May. “I like writing about women. I started recently writing about the Arabic writer May Ziade, so women are my basic concern. I’m anti-marginalizing women in any terms. Concerning writing, male and female editors are distinguished by hard work only.”

May enjoyed working with the wiki community. When she nominated one of her articles to be Featured on the Arabic Wikipedia, she started to make friends from different countries in the Arab world and meet new cultures when the members of the Wikipedia community left her comments or suggestions on the nomination page. This was a new experience for her.

May has also signed up as a Campus Ambassador in Ain Shams University in Cairo in order to help other students edit Wikipedia. “The idea of guiding someone or providing someone with knowledge is brilliant,” she said.

Eman Sawabi

Eman Sawabi started her course with an article about Maya Angelou, as it reflected many social maladies that had been present in the American society, such as segregation and child rape. The article was a featured article on the English Wikipedia. Eman translated and expanded it to be featured on the Arabic Wikipedia too.

“I distinctly felt that being a female would add to Wikipedia more than what male editors do,” says Eman. “I intended to pay attention to one of the articles that talk about female figures that many male editors do not notice.”

After that, Eman wrote an article about Muhammad Al-Durrah Incident in Palestine. The article was a stub and she wondered “how such a controversial issue was outlined in a short paragraph on Wikipedia?”. The third article Eman created on the Arabic Wikipedia was Birmingham Campaign, which shows how accomplished, ardent, and sharp-witted African-Americans had been throughout claiming basic human rights.

Amira El-Gamal

According to Amira El-Gamal, “Men and women are equal. Everything is based on how much one is willing to give and how much one is being honest while translating.”

The education program for Amira was an exciting experience, she was waiting for an opportunity to help others and serve her society. She chose to translate an article about Geology of the Capitol Reef Area because she is fond of science and wanted to help students of Geology. Then she worked on two other articles about Sentence Spacing and Funerary Art to present an image of cultures history and how they thought.

Like May, Amira is now serving as a Campus Ambassador in her faculty. Being in contact with new students in the program and guiding them to editing techniques is another way to help her community.

Closing the gender gap on Wikipedia is an issue of quality, and these volunteer editors from the Wikipedia Education Program Egypt are helping close the gap.

Samir El-Sharbaty
Volunteer leader, Egypt Education Program

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What I Iearned at the Europeana Fashion Edit-a-thon 2013

Students from University of Padua and IUAV Venice during the Europeana Fashion Editathon in Stra. Photo by Niccolò Caranti.

There I was, at Rossimoda Shoe Museum[1] in Villa Foscarini Rossi, Stra, Venice, running the Europeana Fashion Edit-a-thon 2013 about footwear, fashion history and shoes produced in Italy. I’d tried to organize this event with university students and their professors, and I had finally succeeded. A short time ago I became a member of Wikimedia Italia and quickly discovered that, like in many associations, you have the chance to do a lot, or nothing at all.

I had no idea how to actively participate in Wikimedia Italia in the beginning. I wanted to do something, then a great opportunity arose. The digital library Europeana Fashion was contacting fashion museums and Wikimedia chapters in Europe to organize edit-a-thons for November 2013. The goal was to promote knowledge of cultural heritage through the improvement of Wikipedia articles related to fashion and history of costumes. Considering that fashion and fashion history has long been my passion, I accepted the offer to work on the project.

Here are a few of the (important) things I learned along the way:

If you like it, do it!

If conditions are good (for instance if you’re working with an international digital library, an excellent museum, a great collection of books and dedicated professors and students) do not get intimidated because you are not an expert. This is exactly the moment to learn and maybe become an expert yourself.

People are key

Without the involvement and help of the museum’s curator, I would have had a really difficult time. She looked for and found contacts inside the university, people which in turn helped us a lot. She ordered sandwiches and pizza for everyone (almost 80 people during the morning, 40 during the edit-a-thon in the afternoon). She sent me a mountain of emails and patiently followed my extensive to-do list. People are key!

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First ever Train-the-Trainer Program in India

Access to Knowledge Programme at the Centre for Internet & Society (CIS-A2K) organized the first ever Train the Trainer Program in India. 20 Wikimedians from 8 different language communities and 10 different cities across India attended CIS-A2K’s Train the Trainer (TTT). The residency program was spread over four days. The event was represented by Wikimedia communities including Bengali, Gujarati, Sanskrit, Malayalam, Hindi, Marathi, Telugu and Odia. The event was organized to help build capacity amongst Wikimedia volunteers to conduct effective and efficient outreach programs in their respective regions in an effort to expand the Wikimedia movement to reach the nooks and crannies of a large nation like India. CIS-A2K realizes that with a small team of five it cannot cover all communities. This program would create leadership, which in turn will hopefully take the movement forward.

Hari Prasad Nadig, one of TTT’s resource persons said, “I think the training program was in the right direction. In fact, I thought it was a very good idea.”

Hari Prasad Nadig, one of TTT’s resource persons and sysop on both Kannada and Sanskrit Wikipedia, said, “I think the training program was in the right direction. In fact I thought it was a very good idea. It falls in-line with what is needed to be done with utmost importance for the Indian Wikipedia community – creating more trainers/mentors who can bring in editors to Wikipedia or guide the existing ones.”

Post-Event Survey & Report

CIS-A2K conducted a post-event survey to evaluate TTT program and also review individual training and development activities organized during the four-day workshop. The main aim of the survey was to understand how the attendees perceived the event and help CIS-A2K plan a more successful and well-attended event in the future.

Including a variety of questions ranging from likert scale questions, drag and drop list, paragraph text, multiple choices, provided an interactive and systematic way to gather participant’s feedback. The survey questions were also designed to cover different aspects of the event including attendee’s opinions of the sessions,  as well as what they learned. Results and findings will be used to refine and improve the next TTT program.

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Student club Wiki Borregos contributes to Wikimedia projects

This post is available in 2 languages:
Español  • English

English

Some of the members of the Wiki Borregos Fall 2013

Pronunciation of “Popocatepetl” a famous volcano

Photo of bakery items taken by foreign student

“Best photo” winner

Experimentation and activities with Wikipedia continue with high school and college students at Tec de Monterrey in Mexico City. One major advancement is recognition of activities by the school system as a student club, with the name of Wiki Borregos. Borregos means “rams” in Spanish and is the school mascot. This status gives the program access to campus resources, including facilities, communications, recruiting, and fund raising opportunities.

This semester, there were two classes of community service volunteers working with Wikipedia. International Baccalaureate students completed a third semester working with Wikipedia as part of the Community, Action and Service program. Joining them were several undergraduate students working to complete “servicio social” hours required of all such students in Mexico. In addition to writing and photography, sound recording was on the agenda this semester. One of the undergraduates, Natalia0893, is majoring in sound engineering, which allowed us to use campus sound studios to record pronunciations of more than 100 place and people names related to Mexico, as well as a new version of the popular birthday/celebration song “Las mañanitas.” Sound files can be heard here.

Two new professors experimented with Wikimedia Commons this semester, both teaching lower level foreign language courses. Laura Perez and Artemisa Martinez (User:Pasifarte) had students upload photographs related to culture with descriptions in two or more languages. Laura’s classes uploaded photographs to practice writing descriptions in English. One major benefit this teacher noted was that students who felt detached from their own culture using English felt less threatened when the topic was about their own country. Artemisa’s students were beginning Spanish-as-a-foreign language learners from Australia and Europe. These students were assigned a theme each week such as Mexican food, Mexican markets, etc., to encourage them to go and explore parts of Mexico they might not otherwise. These students then wrote descriptions of their uploaded photographs in Spanish and their native language. Photos from this class can be seen here.

The Wiki Borregos and the campus library sponsored the second edition of Día de Muertos Estilo Wiki (Day of the Dead Wiki Style), to encourage students to document traditions related to this important holiday, which honors loved ones who have died. This time we received 227 photographs from 44 participants. While fewer in number than last year, the quality of the photographs and descriptions were significantly better. We also received images from outside the Mexico City metropolitan area as the holiday fell on a weekend. Entries can be seen here A summary of activities for the semester can be found at the Wiki Borregos web site Wiki Borrego Fall 2013.

Thelmadatter, Wikimedian Regional Ambassador/Professor at ITESM Campus Ciudad de México

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Using social media to engage Wikipedia readers and editors in China

This post is available in 3 languages: English  • 简体中文 正體中文

English

Addis Wang’s postcard project

Wikipedia editor Addis Wang has developed an approach to spreading awareness of Wikipedia in the People’s Republic of China (PRC). He and several collaborators use an account on Weibo–a Twitter-like social media platform that is the 7th highest trafficked website in China–to promote both Wikipedia’s content and its global community to Chinese readers.

This is no small challenge. For the 20 percent of the world’s population that live in the People’s Republic of China, Wikipedia is a distant runner-up to Baidu-Baike, a for-profit Chinese encyclopedia that hosts 6.7 million articles. Like Wikipedia, Baidu is collaboratively written. But its policies on content licensing, censorship and review are not as open as Wikipedia’s (Wikipedians have also noted that several of its articles are copied from English Wikipedia without attribution).

Baidu’s dominance may be due in part to Wikipedia’s limited availability in the PRC in past years. The domain zh.wikipedia.org could not be visited normally in Mainland China from 2005-2008. Today Wikipedia is approximately the 150th-most trafficked domain in China (according to comScore, Wikimedia projects are the 5th most-visited globally; according to Alexa, Baidu is the most-visited site in China). Many Chinese citizens aren’t even aware that Wikipedia exists in their language, which obviously makes contribution more difficult.

Addis’ idea, which is funded by a Wikimedia Foundation Individual Engagement Grant, aims to tackle these problems using social media to reach China’s huge online audience. Weibo is an ideal platform for giving people a taste of what Wikipedia has to offer. “In Chinese you can fit a lot more information into 140 characters than you can in English,” says Wang. And like Twitter, Weibo allows users to upload images. In April 2013, Wang and his colleagues began posting abstracts for a different Wikipedia article every day through their dedicated Weibo account.

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Wikinews launches education program

With six university classes having participated previously on English Wikinews, Wikinews contributors and The Wikinewsie Group decided to formalize the creation of an education program as a way of instilling best journalistic practices in future journalists and to increase news production. The first steps in this process involved installing the Education Program extension, developing support materials for instructors to use with students, and creating a portal for educators to learn more about the project at WN:EDU.

A presentation by LauraHale for EduWiki 2013 held in Cardiff in early November

To date, all our classes have been university undergraduate classes. From them, we’ve learned a number of valuable things as a project and made a number of changes. This included turning red check marks into blue question marks, trying to practice giving more detailed and useful feedback, providing instructional materials for students to reference, and providing screencasts of article writing and reviewing to assist reporters in better understanding our processes. An analysis of our articles not readied for publication revealed that many of the problems students have are ones that new contributors also face. That includes plagiarism (10% and 16% of all not ready reviews), understanding what is news, and writing articles in compliance with our style guide.

Students contribute diverse and important articles to Wikinews. Here are some articles from the most recent term contributed by students:

With the new infrastructure in place, we’d love to see more high school and university courses participating on Wikinews. From our point of view, there are a lot of tangible benefits for students. They can learn to write on a deadline, comply with a style guide, and write neutrally. They can learn to discern fact from opinion. Students can also engage in original reporting by going out into the world and documenting what they see and hear. Original reporting is allowed and encouraged. This provides practice with interviewing skills, practicing observations, give students interested in photography a way to frame their pictures against a news narrative. Because nothing is published on Wikinews without going through a community review process with a built in feedback system, students can have a better idea of where and how they can improve their writing. If students are successful in getting their news published, they can easily find it through Google News, and it might be picked up by a print newspaper as our licensing allows that. It’s happened a number of times.

If you’re a high school or university instructor interested in having your students get involved with the process, please feel free to ask us any questions you may have on the project’s water cooler or consider applying for instructor rights at Wikinews:Instructor rights request.

Laura Hale
The Wikinewsie Group

How to make a Wikipedian angry

Rates of confirmed plagiarism among articles written by different groups of users, including both blatant plagiarism and subtler close paraphrasing

Adding plagiarism to an article is one of the quickest ways to make a Wikipedian angry. It undermines the integrity of Wikipedia — contributors only have the right to release their own work under our free license — and it takes a lot of work to clean up. And as a community of writers, we take original authorship very seriously.

The Wikipedia Education Program helps professors run Wikipedia assignments, where students improve Wikipedia as part of their class. (Want to get involved as an instructor, or as a volunteer to help classes get started? Get in touch.) And when student editors plagiarize in their Wikipedia contributions, no one is happy.

To try to better understand the problem of plagiarism — across Wikipedia, and among student editors in particular — my team at Wikimedia Foundation recently did a little research project. We identified English Wikipedia articles by student editors in the U.S. and Canada editions of the Wikipedia Education Program, as well as articles by a set of other editors who were statistically similar to the students, new editors from different years, and veteran Wikipedians. Then we worked with a company called TaskUs to put each of the articles through a commercial plagiarism checker. The first results we got showed shockingly high rates of plagiarism for every group. But the majority of these were actually cases of other sites copying Wikipedia, so we went through manually to confirm which ones were actually plagiarism. (It’s amazing where you’ll find the work of Wikipedia editors, across the web and even in print sources.)

We found in the end that for new articles by new users during the years 2006, 2009, and 2012, the rate of confirmed plagiarism was 10–12 percent. For new articles by student editors, it was 5 percent, while for the control group of non-student editors who had similar editing patterns, the confirmed plagiarism rate in their new articles topped 13 percent. We found higher rates of plagiarism in articles expanded by student editors: around 8.5 percent. There is no control group to compare for the expanded articles, but we would expect higher rates of plagiarism in expanded articles in general, since there are fewer barriers to expanding an article on English Wikipedian than for creating a new one. We also looked at plagiarism rates — for new and expanded articles — among the early contributions by admins, as well as the most prolific editors who are not admins. For both of those groups, we found rates around 3 percent — some of which was actually added originally by others, and then built upon by the now-experienced editors.

These numbers aren’t perfect, and there’s still much we don’t know about plagiarism on Wikipedia. (On the research page, you can also check out the details of the project, see the caveats of the methodology, and download the raw data.) For this study, we’re not sure just how much plagiarism slipped through without being detected, nor whether the types of sources plagiarized by student editors were more likely to slip through. But it gives us a basic idea of the prevalence of plagiarism among new editors.

For student editors in particular, because we get the chance to provide more structured guidance and training than with the typical newcomer, we think we can do better. Based on what we found in this plagiarism research, we’ve created a new video for the student training modules that explains what plagiarism is, why it’s bad for Wikipedia, and what happens when editors get caught plagiarizing.

The new plagiarism tutorial video

Sage Ross
Online Communications, Wikipedia Education Program

Learning from patterns: a new way to share important lessons

A learning pattern about how to allow multiple users to create accounts from the same IP address at editing events.

A learning pattern about asking for gender identity in surveys.

Problem: As a community, we need a better way to share what we learn when we work on projects that are aimed at spreading free knowledge around the world.

Solution: Capture important lessons in learning patterns – concise, actionable descriptions of common problems and their solutions. Organize these patterns into a library so people can find patterns that are relevant to the projects they are working on. Encouraging more people to create patterns, and to endorse and expand existing ones, turning the library into a living, collaboratively-created resource for our entire movement.

A learning pattern library is being built on Meta-Wiki, which is intended to help Wikimedians share what they learn about organizing activities like Edit-a-Thons, WikiProjects, GLAM collaborations, gender gap outreach, or Wiki Loves Monuments. It was launched as a joint effort of the Wikimedia Foundation’s Grantmaking Learning & Evaluation and Program Evaluation & Design teams.

What is a learning pattern?

A learning pattern is a kind of design pattern: that is, a simple document that describes a problem that occurs over and over again in our environment, and then describes the core of a solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice.[1]

The simplicity and flexibility of design patterns has lead to their adoption in fields such as architecture, urban planning, computer software development, interaction design, and education. Pattern libraries, or pattern languages, provide a way to gathering key learnings – important tips, tricks, and considerations – and for sharing that information with others.

The problem/solution statement at the top of this blog post is a good example of the core of a design pattern: it lays out the problem to be solved (or the question to be answered), and then summarizes the solution, broken down into steps or basic components.

What makes a good pattern?

Patterns are not right or wrong. A good pattern provides enough information to help someone implement successful strategies, avoid common pitfalls, and do their work better. A great pattern also provides links to related resources, such as similar patterns, project reports, and study results, as well as other relevant tools and resources on Wikimedia projects and external websites. A key feature of effective patterns is that they are written to be actionable: someone reading the pattern should be able to easily understand whether it is relevant to them, and how to apply it to the work they are doing.

Why should I write learning patterns?

Avoid reinventing the wheel

We pursue a wide range of activities to further our movement’s strategic goals – increasing participation and reach, improving quality, stabilizing infrastructure and encouraging innovation within Wikimedia projects. The Wikimedia Foundation supports many of these activities by providing grants. However, it takes more than money to organize, execute, and evaluate a project effectively. For instance, putting on a successful wiki conference or edit-a-thon involves many different skill sets, logistical considerations, and tasks. You need to advertise your event to the right people, distribute project roles and responsibilities, and structure the event so that participants get the most value. Evaluating the impact of such activities presents additional challenges such as designing effective feedback surveys, measuring the contributions by event participants, and reporting the outcomes of your event clearly and concisely.

The first wiki was a pattern library, and many modern pattern libraries use wikis to make it easy for people to write patterns collaboratively. However patterns have not been used widely within the Wikimedia movement. We are a community of writers, but the diligence with which we document important lessons – strategies we have tried, what we learned from them, and what we would do differently next time – is wasted if those lessons cannot be found and used.

Unfortunately, many of our most valuable resources for learning and evaluation are scattered across wikis, buried in archived reports, incomplete, out of date, or are only available in a single language. As a result, we sometimes find ourselves re-inventing the wheel: missing opportunities, repeating common mistakes, and working harder than we need to because we are not aware of related projects done by others who came before us.

The learning pattern library in the Wikimedia Evaluation portal will be a central repository where key lessons like these are captured in a common format that can be browsed, updated and translated more easily.

How can I get involved?

The library is growing, but we need your help! Create a learning pattern to share your knowledge with others who are performing similar activities, so that they can benefit from your experience. You can also endorse existing learning patterns to let others know that the pattern worked for you, or that you think the advice offered in that pattern is especially useful.

Over the coming weeks, the Learning & Evaluation team will be working with members of the volunteer translator community to make it easy for patterns to be translated into multiple languages. As our library grows, we will be working on tools to help community members find relevant patterns more easily. If you would like to be involved in pattern translation or tool development, contact Jonathan Morgan for information on how to get involved. You can also ask questions about and discuss patterns on the Evaluation portal Q&A board or the portal talk page.

Last week, we held our first online Learning Pattern Hackathon, and created seven new patterns. We will be scheduling more of these hackathons in the coming weeks. If you’re interested in attending, keep an eye on the Evaluation Portal press room for announcements of future hackathons.

Jonathan Morgan, Learning Strategist, Wikimedia Foundation

Notes