This document provides summaries of Wikipedia assignments used by professors around the world to meet learning objectives in their courses. It describes assignments where students copyedited Wikipedia articles, defined terms, wrote new articles, translated articles to other languages, added photos, illustrations, and videos to articles, and more. The case studies are intended to help other professors develop their own Wikipedia assignments and integrate Wikipedia as a teaching tool.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
In this keynote for Anglia Ruskin University's Digifest 2016 I introduced the idea that a convergence of emerging digital contexts is creating a tipping point in understanding the hybrid learning space. This changes the relationships we have with our students and signals at last that digital lifewide learning shifts the balance from a teaching or content-centred paradigm to learning paradigm.
The implications are staff and students need to learning the literacies of this connectivist learning environment.
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
Medium, Messages, and Mashups: Integrating Learning Exemplars into Curriculu...Anna van Someren
Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008
Media Technology and Career Development ConvergenceDr. Mary Askew
Title: Convergence of Media Technology and Career Development
Abstract: Elementary and middle school digital learners are waiting for the convergence and synchronization of career development principles with today's electronic media.
Career development professionals are developing computing devices applications for the Media Generation.
The Macquarie ICT Innovations Centre (MacICT) is located at Macquarie University, Sydney Australia. It is a collaborative agreement between the NSW Department of Education Communities (DEC) and Macquarie University which provides the opportunity for NSW DEC schools access to the use of innovative technologies in teaching and learning.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Mirra Burri (Universität Bern) - Digital Technologies and Cultural Heritageinfoclio.ch
Présentation par Mirra Burri (World Trade Institute, University of Bern) lors du colloque infoclio.ch à Berne le 2 novembre 2012 sur le thème "Droits d'accès et d'utilisation des sources historiques sur le web".
Presented Jan 2012 by Miles McCrimmon. Miles teaches at J. Sargeant Reynolds Community College and writes the Handbook for Writers textbook, published by Flat World Knowledge and available open and free online at www.flatworldknowledge.com
Medium, Messages, and Mashups: Integrating Learning Exemplars into Curriculu...Anna van Someren
Delivered at the Northeast Area Media Literacy conference "The New Media Literacies for Today's Plugged-in Generation" in Storrs, Conneticut. April 2008
Media Technology and Career Development ConvergenceDr. Mary Askew
Title: Convergence of Media Technology and Career Development
Abstract: Elementary and middle school digital learners are waiting for the convergence and synchronization of career development principles with today's electronic media.
Career development professionals are developing computing devices applications for the Media Generation.
The Macquarie ICT Innovations Centre (MacICT) is located at Macquarie University, Sydney Australia. It is a collaborative agreement between the NSW Department of Education Communities (DEC) and Macquarie University which provides the opportunity for NSW DEC schools access to the use of innovative technologies in teaching and learning.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Mirra Burri (Universität Bern) - Digital Technologies and Cultural Heritageinfoclio.ch
Présentation par Mirra Burri (World Trade Institute, University of Bern) lors du colloque infoclio.ch à Berne le 2 novembre 2012 sur le thème "Droits d'accès et d'utilisation des sources historiques sur le web".
Journalism : 5 big trends that transform the work and blur the linesCyrille Frank
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par des dispositifs technologiques ? C'est l'une des sept questions "taboues" abordées par ce livre blanc qui engage l'avenir de la formation et des formateurs.
Comment l'image d'actu peut manipuler le sens - Cyrille FrankCyrille Frank
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Batir une stratégie editoriale cyrille frankCyrille Frank
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A condition de ne pas leur déléguer notre expertise, ni notre cerveau !
Infographies, data-visualisations, journalisme de données, vidéos interactives, web-documentaires... Inventaire des formats efficaces et des outils pour les créer, mais rappel aussi des bonnes pratiques journalistiques. Vérification, sélection, explication, hiérarchisation...
Wikipedia for Language Learning - a guide for teachersHoward Vickers
Wikipedia is well-known and has become a main source for initial research. Yet its interactive nature allows language learners to play a more active role, to gain an online voice and focus on accuracy and quality in their written work.
www.avatarlanguages.com
Wikipedia: A Tool for Teaching (Skeptical) Research Elizabeth Nesius
Wikipedia is one form of social media, and often at the bull’s eye of “new media myopia” (Obar, 2012). When asked to do research, Wikipedia is usually the first place students look. While we might want to teach students that Wikipedia is one place to start, it usually is not the one place where we want them to end. Therefore, incorporating Wikipedia into classroom instruction is a powerful way to teach students how to analyze the sources they use. This presentation will introduce educators to possible ways Wikipedia can be utilized in the classroom as a teaching and learning tool.
Dr. Karen Swenson, a 2010 Teaching With Sakai Innovation Award finalist, uses the Sakai wiki with her students to "think about important issues presented through works of speculative fiction," but has found there is even more to her students than the wiki reveals. Although the course goals include collaborative work to "reconsider traditional concepts of 'author' and 'self,' working together to build a better world, encourage a sense of community, and become aware of others contributions" her recent collected data provides insight as to "who" are these students in her Sakai Wiki community. Come to this session to see the paradigms that underlie the structure of the course, what the students do with the Wiki in class and after the semester ends, and who these students are (including demographics, previous wiki contributions, and perceptions of self, information technology, and active involvement in their learning process).
• Collaborative documents and websites – wikis
• How wikis can be used as a medium for children’s writing
• Creating content for a shared wiki exploring elements of children’s literature
DIRECTED TASK
• Each of you should take responsibility for creating at least one page of the wiki, although you may collaborate with others on a shared page.
• Review the pages created by your colleagues.
• Make positive, constructive changes to some other pages.
TO FOLLOW UP
• Read Desilets and Paquet (2005). Post a critical reflection on the article to your blog.
• Continue the development of your wiki over subsequent weeks as directed task work for English.
As digital collaboration becomes more commonplace in Vanderbilt courses, you may want to think about adding a wiki to help support your course activities. Wikis are simple Web pages that allow multiple people edit and update documents without having to know HTML programming. This common Web space lets students work together on projects and allows you to supplement or comment on their work.
If
you have been considering a wiki for your course but are not sure how to get started with it, this session will help you consider what skills you may need to learn and how to set up you’re your own wiki. You will also learn helpful ideas and tips on making your wiki experience a success for you and your students.
This presentation addresses the practical and pedagogical benefits of wiki use. It also shows the contexts in which wikis can be useful and highlights a number of great wiki sites in each of these contexts.
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Wikipedia education program_case_studies
1. Case Studies:
How professors
are teaching
with Wikipedia
Wikimedia Foundation
2. Since Wikipedia began in 2001,
professors around the world have
integrated the free encyclopedia that
anyone can edit into their curriculum.
In 2010, the Wikimedia Foundation
started the Wikipedia Education
Program to provide more support for
professors who are interested in using
Wikipedia as a teaching tool.
In this brochure, professors around
the world will explain Wikipedia
assignments they’ve used to meet
learning objectives for their courses.
They will also explain how they graded
these assignments. These case studies
can help you form a plan for how you
can use Wikipedia as a teaching tool in
your class.
This brochure is just the beginning,
however. For each case study, you can
go online to get the assignment details.
And if you’ve created an assignment
that you’d like to share with other
professors, just go online and add
yourself!
http://education.wikimedia.org/casestudies
2 Case Studies: Assignments
3. Writing Skills Development
Students learn how to write for a diverse and interested
readership that represents a significant percentage of
the worldwide online population. During the process of
Learning
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
Objectives
the difference between fact-based and persuasive writing style.
9
Media and Information Literacy
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.
¿
Critical Thinking and Research Skills
Students learn to critically analyze Wikipedia articles to
determine how well the article covers the topic, to assess
(CC-O) by Derrick Coetzee 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 only Wikipedia.
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.
ï
Collaboration
Students learn first-hand how to collaborate with a community
of active volunteer editors (including their fellow students) in
the development of encyclopedic content. They often receive
feedback on their work and learn to negotiate with other editors
in building consensus on content.
$
Working on Wiki: Technical and
Communication Skills
Wiki software use is growing in both educational and corporate
settings. Wikipedia assignments teach students how to use
(CC-BY-SA 3.0) by Sage Ross the popular MediaWiki software. Students communicate on
article and user talk pages, developing skills and techniques
appropriate for getting their message across to their intended
audience.
3
4. Case Studies:
Assignments
(CC-BY-SA 3.0) by Sage Ross
(CC-BY-SA 3.0) by Annie Lin
Wikipedia Ambassadors are available in
many countries to assist you and your
students in learning the basics of editing
Wikipedia. Ambassadors will help you work
out the details of your Wikipedia assignment
and provide support for students as they
contribute to Wikipedia for the first time.
(CC-BY-SA 3.0) by Annie Lin
4 Case Studies: Assignments
5. Copyediting
Adrianne Wadewitz Assignment
Visiting Assistant Professor
Indiana University-Purdue University I asked students to copyedit Wikipedia
Indianapolis articles, engaging editors in conversation
USA
about their writing and improving the
clarity of the language of the material.
Course name In doing so, they had to consider the global audience
Argumentative Writing of Wikipedia and the challenge of communicating with
anonymous Wikipedia editors. Hopefully, by the end students
realized that copyediting is a painstaking, necessary, and
Course level (undergraduate/graduate)
sometimes politically fraught process.
Advanced undergraduates
In Argumentative Writing, students learned to write in different
Learning objectives voices for different audiences. In learning about the specific
Writing Skills Development voice on Wikipedia, they learned about the “authoritative”
Media and Information Literacy voice and how its tone can convince, even if the content is
Critical Thinking and Research Skills questionable. The ways in which tone and content reinforce
Collaboration and/or undermine each other is a crucial media fluency for
Working on Wiki: Technical and Communication Skills students to learn.
Discipline of course
Many
Class size
20
Individual or group assignment
Individual
Duration of assignment
1 week
http://education.wikimedia.org/copyediting
(CC-BY-SA 3.0) by Joseph C. Jones
Case Studies: Assignments 5
6. Definitions
James M. Lipuma Assignment
Teacher Education Programs Director
Davida Scharf We asked students to identify articles
Director of Reference & Instruction needing revision and improve them by
New Jersey Institute of Technology editing definitions, adding content, and
USA adding reliable and appropriate sources as
Course name
references.
Technical Communication
Students prepared a written response to a request for a proposal
in which they made a case for why the changes were needed,
Course level
why they were qualified to make them, and why their sources
Advanced undergraduates
would provide adequate support. After revising the article, the
students reflected on their work by persuading Dr. Lipuma in a
Learning objectives
formal letter that they actually accomplished the work they had
Writing Skills Development
proposed.
Media and Information Literacy
Critical Thinking and Research Skills
Collaboration
Working on Wiki: Technical and Communication Skills
Discipline of course
English in a Humanities Department
Class size
100–150
Individual or group assignment
Individual
Duration of assignment
8 weeks
http://education.wikimedia.org/definitions
(CC-BY-SA 3.0) by Jay Walsh
6 Case Studies: Assignments
7. Write an article
Juliana Bastos Marques Assignment
Professor
Federal University of Rio de Janeiro State For the first four weeks, I asked my
(UNIRIO) students to write a 3-page report where
Brazil they analyze the current state of the
articles chosen for future revision, with
critical reading of both content and form.
Course name
Special Topics in Ancient History — Roman History I gave them seven weeks after this to edit their chosen articles
in Wikipedia in sandboxes with feedback from me and the Ambassadors.
Finally, I asked them to complete a 3-page individual
Course level assessment and feedback for the course.
Advanced undergraduates
By far, learning how to interpret texts and write clearly and
Learning objectives concisely in their own words, with references, was the most
Writing Skills Development positive aspect of the activity. This is difficult, necessary, and
Media and Information Literacy comes with practice. Students were very apathetic at first,
Critical Thinking and Research Skills perhaps showing resistance to a very new activity proposed by
Collaboration the professor. Only close to the deadline did they understand
Working on Wiki: Technical and Communication Skills the implications of what they were doing. The assignments
were thus a paradigm shift for the students as well.
Discipline of course
History
Class size
20
Individual or group assignment
Individual
Duration of assignment
13 weeks
http://education.wikimedia.org/writearticle
(CC-BY-SA 3.0) by Matthew Roth
Case Studies: Assignments 7
8. Write a Featured Article
Jon Beasley-Murray Assignment
Associate Professor of Latin American
Studies In each of these courses, students were
University of British Columbia asked to work in groups to create or to
Canada improve Wikipedia articles related to the
course topic.
Course names
These articles were usually devoted to the books and/or authors
Murder, Madness, and Mayhem — Latin American Literature in
that we were studying in what was in each case essentially a
Translation
literature class. In many cases, but not all, the articles already
North of the Río Grande — Latin American Civilization and
existed in some form or another, of variable quality. Students
Culture
were particularly encouraged to submit their articles to
Magical Realism Reconsidered — Survey of Spanish-American
Wikipedia peer review and quality processes, such as “Did You
Literature since the 1820s
Know,” “Good Article,” and “Featured Article” nominations.
Course level
It exceeded expectations in just about every area. I was perhaps
Advanced undergraduates
most surprised by how much this also became an assignment
about writing (and revising).
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
(CC-BY 3.0) by Ofelia Ros
http://education.wikimedia.org/featuredarticle
8 Case Studies: Assignments
9. Translation
Leigh Thelmadatter Assignment
Professor of English/Language Laboratory
Coordinator I asked my students to integrate into
Instituto Tecnológico y Estudios the Spanish Wikipedia community by
Superiores de Monterrey translating articles from the English
México Wikipedia to the Spanish Wikipedia.
Course name
This assignment provided students an authentic immersion
Sello A
situation in which to use their English for communication and
projects. The best part of the project was seeing Wikipedia as
Course level
motivational, with real communication and with assignments
First year undergraduates
that have consequences outside the classroom. While it was
frustrating for them, students did experience a certain amount
Learning objectives
of culture shock as they interacted with Wikipedians from other
Writing Skills Development
countries.
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
http://education.wikimedia.org/translationspanish
(CC-BY-SA 3.0) by Alejandro Linares Garcia
Case Studies: Assignments 9
10. Translation
Dalia Mohamed El Toukhy Assignment
Assistant Professor of the Faculty of
Al Alsun This project allowed students to master
Ain Shams University terminology in order to produce qualified
Egypt translators who fulfill the needs of the job
market.
Course name Students deepened their skills around translation of political,
Specialist translations from French to Arabic legal, and economic texts. My students were very motivated
when it came to translating texts on Wikipedia.
Course level
Undergraduate The students learned to master specialist translations and know
the theoretical and practical aspects of it. They understood the
Learning objectives necessity of developing their skills and engaging in the ongoing
Writing Skills Development practice of working in groups and working with technological
Media and Information Literacy tools like the internet in order to gather information.
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
http://education.wikimedia.org/translationarabic
(CC-BY-SA 3.0) by Faris El-Gwely
10 Case Studies: Assignments
11. Photos
Jirí Reif
ˇ Assignment
Assistant Professor
Charles University in Prague Students chose a protected area in
Czech Republic the Czech Republic and improved the
Wikipedia article on that area,
including taking photographs of the area.
Course name A personal visit to the area, its photographic documentation,
Nature Conservation citing from existing literature, and a talk in front of the class
were all required to successfully complete the assignment.
Course level
Advanced undergraduates Generally, I have a very positive feeling about the assignment.
Students were really pushed into the game in most cases
Learning objectives and worked more enthusiastically than during other kinds of
Writing Skills Development courses. I am very glad that they realize the value of publishing
Media and Information Literacy their written work on Wikipedia — their schoolwork did not
Critical Thinking and Research Skills end up in the teacher’s drawer. Last but not least, the complete
Collaboration availability of the article on the Internet and its critical
Working on Wiki: Technical and Communication Skills assessment by independent Wikipedians made the students
learn to work with sources — a skill that will be useful for them
Discipline of course during further studies.
Environmental Studies
Class size
30
Individual or group assignment
Individual
Duration of assignment
8 weeks
http://education.wikimedia.org/photos (CC-BY-SA 3.0) by Adam von Weisberg
(CC-BY-SA 3.0) by CalaLoh
Case Studies: Assignments 11
12. Illustrations
Bruce Sharky Assignment
Professor
Louisiana State University I asked my students to go on Wikipedia
USA and find an article that could use an
illustration that would explain graphically
what was written in words.
Course name The topics had to do with natural processes in coastal
Regional Planning and Design Louisiana, such as wetland loss, hurricanes, etc. The larger
assignment included a paper and an in-class presentation.
Course level
Master’s students Students were very excited about the assignment because they
were able to be published, they were treated as grown-ups, they
Learning objectives were making a contribution to Wikipedia, and people all over
Writing Skills Development the world were critiquing their work. I found that the quality of
Media and Information Literacy their other work was some of the best I’ve seen of my students,
Critical Thinking and Research Skills and I think it was because of the Wikipedia assignment. It made
Collaboration students think critically about the kind of graphic illustrations
Working on Wiki: Technical and Communication Skills they do with all of their assignments. As landscape architects,
we have to communicate to the public, and this assignment
Discipline of course helped them gain those skills.
Landscape Architecture
Class size
11
Individual or group assignment
Individual
Duration of assignment
12 weeks (part of a larger off-wiki assignment) (CC-BY-SA 3.0) by Yue Guan
http://education.wikimedia.org/illustrations
(CC-BY-SA 3.0) by Dboutte
12 Case Studies: Assignments
13. Videos
Jennifer Geigel Mikulay Assignment
Assistant Professor of Professional
Communication Students created an original informational
Alverno College, Milwaukee video to illustrate a Wikipedia article
USA dealing with a subject related to
architecture, dance, heritage, landscape,
machines, music, parks, or sports.
Course name
Advanced Media Studies The project was designed to facilitate the expansion and
integration of media knowledge. Students experimented,
Course level problem solved, engaged aesthetic abilities, and applied insights
Advanced undergraduates, many of whom are returning students from course readings and independent research. All images and
music had to be original, out of copyright, or available with a
Learning objectives Creative Commons Share-Alike license.
Writing Skills Development
Media and Information Literacy The assignment was designed to increase media literacy,
Critical Thinking and Research Skills provide experience with digital video, and encourage web
Collaboration content development. Students learned about Wikipedia as a
Working on Wiki: Technical and Communication Skills digital project and as a collaborative community with a specific
culture. They learned about the uneven gender dynamic in
Discipline of course Wikipedia and tech fields generally. They also learned the value
Communication of sharing their work in a highly accessible venue. The feedback
student got meant a lot to them. When Wikipedians left notes
Class size on their talk pages or otherwise commented on the videos, the
20 students really learned from the engagement.
Individual or group assignment
Individual
Duration of assignment
4 weeks
http://education.wikimedia.org/videos
(CC-BY-SA 3.0) by Katy Lederer
Case Studies: Assignments 13
14. 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
14 Case Studies: Assignments
15. Content added
to Wikipedia
Anne J. McNeil Grading
Seyhan N. Ege Assistant Professor of
˘
Chemistry The students worked in small groups to
University of Michigan edit a Wikipedia article that is related
USA to the course material and not already
adequately described in Wikipedia.
Course names I gave the students a set of minimum expectations: at least
Organic Chemistry of Macromolecules 3 sections, 3 figures, and 8 references must be added to the
Physical Organic Chemistry article. Then, during the two-stage peer review process, I
gave the students a list of questions meant to provide more
Course level specific guidelines about what is expected. For example, “is
Ph.D. courses, though advanced undergraduates also took the the article suitable for first-time/general users as well as those
course and participated in the projects looking to understand the topic in more detail?” I also used
these questions when determining their final grade. I had the
Learning objectives students present their individual contribution to the article,
Writing Skills Development which allowed me to give students different grades within each
Media and Information Literacy group based on their individual efforts.
Critical Thinking and Research Skills
Collaboration Breaking down the grading into sections (content, figures,
Working on Wiki: Technical and Communication Skills references, presentation, peer reviews, etc) gave me a simple yet
fair structure with which to evaluate the article. Each student
Discipline of course received a unique grade, which is variable based on his or her
Chemistry individual contribution to the article and their peer reviews.
This alleviates any concern by the students when someone does
Class size not pull their weight.
10–36
Individual or group assignment
Groups of 2–3
http://education.wikimedia.org/content
(CC-BY-SA 3.0) by Matthew B. Soellner
Case Studies: Grading 15
16. Milestones
Robert Cummings Grading
Director, Center for Writing and Rhetoric
Associate Professor of English The purpose of the assignment was to
University of Mississippi further student progress toward the
USA composition course outcomes of learning
a writing process, building skills in
intellectual exploration and argumentation,
Course name
Writing 101
understanding rhetorical purposes and
diverse audiences, engaging in effective
Course level research practices, and producing
First-year undergraduates prose with acceptable conventions and
Learning objectives
mechanics.
Writing Skills Development
Media and Information Literacy Student work was evaluated both in terms of participation in
Critical Thinking and Research Skills each stage of the assignment process, and also in terms of a
Collaboration reflective essay. At each of the seven assignment stages students
Working on Wiki: Technical and Communication Skills were asked to conduct some type of research and then to
prepare a brief report for that day’s assignment. And within
Discipline of course the reflective essay students were asked to evaluate the project
Composition in terms of its usefulness of helping them reach the course
outcomes. This strategy of creating small, incremental writing
Class size to learn assignments each day provided manageable tasks on a
23 daily basis which did not detract from the research process.
Individual or group assignment
Both
http://education.wikimedia.org/milestones
(CC-BY-SA 3.0) by Kevin Bain
16 Case Studies: Grading
17. Reflective papers
Michael Mandiberg Grading
Associate Professor
College of Staten Island/CUNY I asked my students to write a short (2–5
USA 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
Course name
History of Design and Digital Media
experience, but the paper was also used
as a lens to evaluate their final project.
Course level
2nd and 3rd year undergraduates 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
Learning objectives an info box, add images, and add at least 20 relevant and
Writing Skills Development authoritative citations. While I was able to use the article
Media and Information Literacy history to evaluate the objective quality of each student’s
Critical Thinking and Research Skills contributions, it was very useful to see the shifts in subjective
Collaboration self-awareness and perception that is a large part of why I had
Working on Wiki: Technical and Communication Skills my students write on Wikipedia. I was able to confirm from
the student’s own voice the transformations I had witnessed (or
Discipline of course believed I had witnessed) via the text they added: it empowered
Media Studies/Art History them, it transformed their research skills, it was rewarding
for them to do something that was for the greater good, and
Class size most importantly, it made their writing better and kept them
22 academically honest.
Individual or group assignment
Individual
http://education.wikimedia.org/reflectivepapers
(CC-BY-SA 2.0) by Anna M Campbell Photography
Case Studies: Grading 17
18. Five criteria
Rochelle Davis Grading
Assistant Professor of Anthropology
Georgetown University Students chose a topic for the semester,
USA researched it, contributed an entry to
Wikipedia, and then wrote a research
paper on the same subject.
Course name
They also wrote five blog entries about their experiences over
Introduction to the Study of the Arab World
the course of the term.
Theorizing Culture and Politics
I graded the assignment based on five criteria:
Course level
1. Vision for the entry content: Did you divide up the material
M.A. and 2nd/3rd year undergraduates
in a way that reflects both the literature and neutral point of
view? Did you make the appropriate headings?
Learning objectives
2. Your research in thinking-beyond-Google to find relevant
Writing Skills Development
and diverse sources.
Media and Information Literacy
3. Your organization of the entry and the content: Did you
Critical Thinking and Research Skills
organize the material or are there things in one section that
Collaboration
belong elsewhere? Did you provide relevant material? Are
Working on Wiki: Technical and Communication Skills
there things missing?
4. Your writing of a well-supported, well-researched entry:
Discipline of course
Neutral point of view? Sources/footnotes? Grammatically
Multidisciplinary
correct? Paragraphs well-constructed?
5. How you address the comments you were given by me and
Class size
others.
20
Individual or group assignment
Individual
http://education.wikimedia.org/fivecriteria
(CC-0) by Justin Secor
18 Case Studies: Grading
19. Peer reviews
Shamira Gelbman Grading
Assistant Professor
Illinois State University As part of a larger project that involved
USA both Wikipedia and other components,
students were required to evaluate and
improve existing Wikipedia articles about
Course name state-level political party organizations in
U.S. Political Parties the United States.
Course level The students’ improvements to their assigned state-party
Advanced undergraduates articles were evaluated twice: a month into their work, and
again at the end of the semester. The one-month evaluation
Learning objectives involved three kinds of evaluation: Each student self-evaluated
Writing Skills Development his or her own progress; each student was assigned to peer-
Media and Information Literacy review one other classmate’s work; and I provided an evaluation
Critical Thinking and Research Skills and suggestions for further improvement for each student
Collaboration based on his or her self-evaluations, peer-review report, and his
Working on Wiki: Technical and Communication Skills or her article itself. The peer review component of this one-
month evaluation was guided; that is, students received forms
Discipline of course with pointed, open-ended questions to help structure their
Political Science assessment of classmates’ work.
Class size I’ve found that self-evaluation and peer-review make
70 assessment more meaningful; they become active participants
in the process rather than passive recipients of a grade. Peer
Individual or group assignment review has the added benefit of facilitating students learning
Individual from each other — both in terms of the content and the quality
of their work.
http://education.wikimedia.org/peerreviews
(CC-BY-SA 3.0) by Cheryl Ball
Case Studies: Grading 19
20. Using Wikipedia as a teaching tool in your All images from the Wikimedia
Commons are under a CC-BY-SA
university class increases student motivation. or public domain license unless
otherwise stated. The content
Independent research from the pilot of the contained within is available
under the Creative Commons
Wikipedia Education Program showed 72% Attribution-ShareAlike License
v.3.0 (http://en.wikipedia.org/wiki/
of students preferred a Wikipedia assignment Wikipedia:CC-BY-SA) or any later
to a traditional one. Students found that they version.
were excited to do a useful assignment, rather
than a throwaway assignment that nobody but The trademarks and logos of the
their professor would ever read. Wikipedia Wikimedia Foundation and any
other organization are not included
assignments provide an authentic learning under the terms of this Creative
Commons license. Wikimedia
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MediaWiki, Wiktionary, Wikibooks,
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