Centre for Internet and Society

Gujarati Wikipedia Article Competition – 10 schools, 200 students, 20 articles on Gujarati Wikipedia

noopur — 2012-11-04T02:12:56Z

This was a competition to raise Wikipedia awareness and help students discover the joy of writing articles in their native language and an attempt to connect producers having knowledge in Gujarati to a wide audience of more than four lakh readers.

The Gujarati Wikipedia article writing competition was held among 10 Gujarati medium schools of Ahmedabad city in Gujarat with the support and cooperation of The Open Page publication and Gujarati Lexicon in two phases over a period of two months.

Initial discussions about doing something to promote Gujarati language on the internet started when Shiju Alex, Indian language Wikipedia consultant met Yatrik Patel from Inflibnet. With Mr Yatrik Patel's intervention we were able to meet Mr Archit Bhatt, the director of Tripada Education Trust in Ahmedabad.

After a round of presentations from Wikipedians, Gujarati Lexicon and interested schools in August, we charted out a rough sketch of the article competition. Then, this plan was proposed to Gujarati editors online. Again, without the cooperation and encouragement of long term members like Mr Dhaval S Vyas, Mr Ashok Modhvadia, Mr Sushant Savla and Mr Maharshi Mehta, these students would not have had the freedom to make mistakes and learn as they progressed. Apart from these online members, constant guidance and support was provided by Mr Ashok Vaishnav, Mr Harsh Kothari and Mr Konarak Ratnakar. They coordinated with Ms Hemangini Kanth from The Open Page and Ms Shruti from Gujarati Lexicon to materialize the competion.

Structure

Phase I: Over 200 students from the ten schools were invited to write articles with references on Gujarati literary personalities (poets and writers) on paper. These entries were then collected and checked by Mr Yogendra Vyas, a consultant to GSEB (Gujarat Education Board) and Mr Ashok Vaishnav.

The above picture shows a student learning Gujarati typing

Phase II: 20 students were selected from these entries and invited for a workshop on Gujarati typing, introduction to GU WP and were briefed on how to write articles. Once the deadline was over, these on-wiki articles were checked by Mr Dhaval Vyas and Mr Ashok Modhvadia and two winner entries were selected. They were subsequently awarded trophies and certificates in a small ceremony on 21^st October.

Here is a list of articles written by the students.

Learnings

Given that this was a pilot program and I have read about only one such prior attempt in Javanese Wikipedia, we had much to learn:

It was a wise decision to take primary speakers of Gujarati because their proficiency in spelling, punctuation and vocabulary was good. This may not be possible for students with Indian languages as secondary language.
While we had estimated a maximum of one month's time, it took us nearly two months to accomplish it because of the huge number of entries. Perhaps, the work should be distributed amongst more people.
The biggest challenge that lies ahead is retaining these editors – we are working to get feedback from students to see how this could have been better and what attracted them about Wikipedia.

This competition has given the community a batch of new editors along with valuable content and we hope to retain the momentum by engaging more Gujarati students further.

Click below to download the posters

For more details visit https://cis-india.org/openness/blog-old/gujarati-wikipedia-article-competition

Gujarat Wikipedia Education Program: Rajkot

noopur — 2012-10-31T08:17:56Z

This report analyses a series of meetings and workshops held in Rajkot, a city in Gujarat, India during the month of October 2012.

I visited Gujarat for a few Wikipedia activities – including Wikipedia meets in the cities of Ahmedabad and Rajkot, interacted with students and teachers from various colleges as well as to successfully conclude the Gujarati Wikipedia article writing competition.

I visited Rajkot on October 17, 2012 with two Wikipedians – Harsh Kothari and Konarak Ratnakar, both from Ahmedabad. We were scheduled to take up a small introductory lecture on contributing to Wikipedia at Christ College, Rajkot in the afternoon and meet up with other Gujarati Wikipedians from Rajkot and Junagadh later in the day. Fortunately, I was able to connect with Rashmikant Makwana, a teacher at TGS (The Galaxy School) in Rajkot. I had first met up with him during the photo walk – Wiki takes Ahmedabad in January 2012. He had shown a great deal of interest in doing something for his school students. Thanks to Mr. Makwana's prompt response and support, we visited three branches of TGES (The Galaxy Education System) and had the opportunity of interacting with over 100 students from secondary and higher secondary divisions.

Interactions with TGES students

I got to read Mr. Makwana's email only after I reached Rajkot. He wrote that he spoke to a couple of teachers about our visit and their students were very eager to meet us as they had many questions about Wikipedia! I was pleasantly surprised because once we met these students (mostly 11^th standard, English medium students) we realized they had already tried their hand at editing and even creating articles! So, they had far more advanced queries like how to verify information on Wikipedia, what is the authenticity of information there, questions on notability and so on. Next, we were taken to the vadi branch of the education group. These were children from fifth and sixth standards and who also had questions and better ones about stories of vandalism they had committed on Wikipedia! We told them how Wikipedia was one of the best ways of telling people about their culture, identities, city and language. Besides students, we also met teachers who taught Gujarati, History and Geography.

Interactions with Christ College students

Wikipedians giving lecture.

Christ College offers a variety of graduate courses. We were connected with their faculty, Mr. Rushabh, by Umesh Joshi from the Open Page publication in Rajkot.

I am thankful to both of them for their support in gathering their MBA students! Harsh Kothari, a Gujarati Wikipedian presented on how one can contribute to Gujarati Wikipedia while Konarak helped them in a live editing session. One question that everyone asked us was – WHY do people edit Wikipedia?

So, we called upon Jitendrasinh Chauhan, a long-term Gujarati Wikipedian. He came up and spoke to them on how he discovered Gujarati Wikipedia and has not only gained in terms of knowledge but also friendships that he has made with fellow editors across the state and overseas! We also explained the importance of learning correct ways of editing to these students who might pursue public relations as their professions.

Meeting Wikipedians

The trip to Rajkot, apart from meeting a whole bunch of new people, was also about connecting offline with Gujarati Wikipedians. Their warmth and day long support in terms of logistics, context and guidance kept us enthused. I extend my gratitude to Jitendrasinh Chauhan and his friend Harsh, both Wikipedians for their help. They have also helped us establish a dialog with Saurashtra University where we hope to plan a two-day conference centered around Gujarati language and digitization.

Given here is a network visualization infographic highlighting the key points.

Videos

Gujarati Wikipedia workshop at Christ college - 1

Gujarati Wikipedia workshop at Christ College - 2

Write about your city on Gujarati Wikipedia

For more details visit https://cis-india.org/openness/blog-old/gujarati-wikipedia-education-program-rajkot

First Pune Odia Wikipedia Workshop Organized!

subha — 2012-11-30T12:44:44Z

The first Pune Odia Wikipedia workshop was organized in Pune on October 27, 2012. Subhashish Panigrahi recollects his experience about the events through this report.

Recently Odia Wikipedia (http://or.wikipedia.org) crossed 3000 articles. After being dormant for 8 long years, Odia Wikipedia emerged as one of the active South Asian wikipedias. I visited Pune on October 27, 2012 to participate in an Odia Wikipedia workshop celebrating this success with the wikipedians and also attend the WikiWomenDay 2012.

Over the last few months Odia Wikipedia has seen many active faces. One of them is Suratha Parhi, a very active Odia wikipedian. Suratha reached out to his friends, colleagues and existing wikipedians staying in Pune to celebrate the success with an Odia Wikipedia workshop. As it was after Durga Puja only a few Odia people in the city were there to attend. We saw a gathering of 10 people at PAI International Learning Center for this workshop. Abhishek Suryavanshi from Wikipedia Club Pune extended his support for organizing the venue for us.

Prior to the workshop I interacted with the participants to understand their interests and efficiency with Odia typing. To my surprise two of the participants were good in typing in phonetic and Inscript. Suratha took the audience through a presentation about Odia Wikipedia explaining the history of Odia language, importance of Wikipedia, how to contribute to Wikipedia, manual of style for writing articles, dos and do nots, rules and regulations and validating articles by adding sources. After the preliminary sessions participants started asking questions about numbers of readers, how to type in Odia, use of Odia Wikipedia and various such questions. Suratha answered their questions with examples and illustrations.

To demonstrate editing on Odia Wikipedia we invited one of the participants. We helped her to create her user account and others also created their user accounts on Odia Wikipedia. Then we invited Sudhir Patel, a type designer and technologist working with CDAC, Pune to introduce Odia typing and how to type easily in Odia. After a small hands-on training for typing, all of the participants were able to start searching for articles they wanted to edit. Some of them created new articles and some edited existing articles. At the end of the session we shared our contacts to stay in touch. We also showed them Chatasabha, a friendly desk on Odia Wikipedia and demonstrated how they can ask questions and see the answered questions. New wikipedians will be also connected to the facebook group to be updated about events and activities. New Wikipedians have decided to meet once again in November for a Odia Wikipedia meetup. Sudhir and Suratha are also planning to organize a introductory session on Odia Wikipedia during the cultural gathering organized by Odia communities.

Above is a picture of participants from the Orissa Wikipedia workshop held on October 27, 2012

More pictures on WikiCommons.

Press Coverage:
OdishaDiary.com, Odisha: Odia Wikipedia workshop organized in Pune to promote Odia language (October 31, 2012)

Videos

Suratha Parhi explaining about Odia Wikipedia

Sudhir Patel explaining about Odia Typing

For more details visit https://cis-india.org/openness/blog-old/first-pune-odia-wikipedia-organized

Malayalam Wikipedia Education Program: August to October Updates

shiju — 2012-11-09T18:18:20Z

Three months back, I wrote a blog post (http://blog.wikimedia.org/2012/07/06/wikipedia-education-a-model-from-malayalam-wikipedia/) about the inauguration of the Wikipedia education program in Malayalam Wikipedia. This program is the first of its kind in an Indic language, and Malayalam community is doing the program in collaboration with the IT@School, a project of the Department of General Education, Government of Kerala, setup in 2001, to foster the IT education in schools.

Three months have passed since the last report in English (regular updates in Malayalam) about the program have been shared with the Malayalam wiki community during this period. Here is a brief update about this ongoing program. The July report was mainly about the inauguration of the project in the Government Higher Secondary School, Anchal West, Kollam, and a few details about the plans of the community regarding this project.

The Wikipedia education program was inaugurated by the IT@School director, Abdul Nasar Kaipanchery on July 14, 2012. After two weeks, we conducted a Malayalam Wikipedia introduction workshop for the students and teachers of Anchal West School. Almost 150 participants including students and teachers attended this workshop. After the workshop students were asked to write an article (on paper in Malayalam) about any topic related to Anchal and submit it to the education program coordinator, Sateesh R. Veliyam, a teacher in that school. Satheesh is also a Malayalam wikipedian. Students were given three weeks to submit the article on paper. Nearly 100 students submitted the articles and the project coordinator (with inputs from other Malayalam Wikipedia community members) shortlisted 34 students for the Wikipedia education program. The selection of the students for this program was based on their writing skills in Malayalam, the interest in this voluntary project, and other skills needed for this time bound Wikipedia education project.

A meeting was conducted with the selected students on August 9 in the school computer lab. As Malayalam Wikipedians knew that the major roadblock for students to start wiki editing in Malayalam would be Malayalam typing (in fact this is the case with all Indic languages) we decided to teach Malayalam typing to students on a priority basis. A printout of the Malayalam Inscript layout was given to the students. The Inscript layout was selected because that is part of the syllabus in Kerala. Students were asked to practice Malayalam typing and learn it within the next two months. From that day onwards students were practising Malayalam typing at school and making a steady progress.

Some recent developments are listed below:

September 8

Students are back to school after the Onam vacation. The progress on their Malayalam typing is evaluated. Malayalam Wikipedians, Kannan Shanmugham and Sugeesh visited students and addressed them. They discussed the potential articles that could be created as part of this project. They also helped few students to create their user names in Malayalam Wikipedia. After addressing the students they also visited some famous people in Anchal, other places, and some organizations to collect reference books and other information related to this project. The collection of reference materials from library, personal collections, and from panchayat office is vital for this project as these are the only places from where we can get any reliable information regarding the different topics that students plan to write.

October 1

As Malayalam typing and the collection of information and reference materials were in progress we received an important book authored by Dr. P. Vinayachandran which had a lot of information about Anchal. Students who achieved a minimum level of expertise in Malayalam typing and those who had created user accounts started editing in Wikipedia. On October 1, four new articles were created by the students who had learned Malayalam typing.

October 12

Shiju Alex visited the school students to see the progress of the project, interacted with them, and welcomed them to Malayalam Wikipedia. Since all of them had acquired a minimum level of expertise in Malayalam typing, we decided to create usernames for all of them. So on that day we created accounts and user pages for all the 34 students who were included in the project.

October 13

All the students who were part of the project reached Kollam to participate in a one-day Malayalam Wikipedia editing workshop. The program started at 10 a.m. Malayalam wikipedians Binu, Sugeesh, Kannan Shanmugham, Ajay Balachandran, Akhil, and Shiju Alex participated in this workshop. It was organized to assist students in getting started with Malayalam Wikipedia, introduce them to basic wiki editing and other related stuff. Apart from providing support for all basic needs, students were also introduced to "talk pages" and the basic policies of Wikipedia which would help them to get started with the project. We finished this one-day workshop at 3.30 p.m. by taking a group photo. A detailed report (in Malayalam) regarding this one day workshop can be read from here.

Students doing Malayalam wiki editing

October 14

Malayalam Wikipedians Sateesh, Sugeesh, Shiju, and our new wikipedian Anathu P. Sankar visited the Rehabilitation Plantation Limited [RPL] which is an important institution near Anchal and is one of the article being developed as part of this project. We met a few key people who provided some references about RPL. It was decided that students who were working on the articles related to RPL will visit again to collect more information about the project.

As of today some of the important progress the main progress made on the project are is listed below:

All students have created their accounts.
All students have created their user pages.
Most students created or edited articles that they were planning to contribute.
Students with the help of their teacher, Satheesh continue collecting reference materials on topics they plan to write.
Students continue editing in Malayalam whenever they get access to computer and internet.

Some of the things that need to be kept in mind regarding this project are:

The project is done entirely on a voluntary basis. No separate time is allocated for students to participate in this project.
Thirty-four students are part of this and most of them are from ninth standard.
Out of the 34 students, 7 are girl students.
Out of 34 students only 10 students have got computers at home.

Kerala schools are using free software for computers. They use a customized version of Ubuntu in computer labs. It is easy to configure Malayalam typing in that. Technically all 34 students need to depend on the five computers available (computers with internet facility) in the school computer lab to practice Malayalam typing, wiki editing, and do the other tasks related to the project. And the lack of regular access to computer and internet is affecting the smooth progress of the project.

As separate time is not allocated for this project, students who are part of this project are working on it either during intervals, lunch time, during early hours before the start of the school, or by staying late after the school working hours. Since we have only around five computers with internet in the school lab, students need to divide and share the timing among themselves. Many of them come to the school on Saturdays and Sundays to participate in the project.

Few important links related to this project:

The master project page of this program is available here.

The list of students participating in this program is available here
The list of articles that students started or enhancing as past of this project is available here
The progress report of the project in Malayalam is regularly updated here

We will keep you posted about the updates from this project as and when it happens. Malayalam community is planning to complete this project (student editing) by the third or fourth week of November.

For more details visit https://cis-india.org/openness/blog-old/malayalam-wikipedia-education-program-august-october-update

Bridging Gender Gap in Pune: WikiWomenDay 2012 Celebrated with Success!

subha — 2012-11-10T08:30:09Z

A2K team members Subhashish Panigrahi and Noopur Raval participated in the "WikiWomenDay" organized by Wikipedia Club Pune at PAI International Learning Solutions, Azam Campus on October 28, 2012. Subhashish unfolds the happenings of this full day free fun workshop.

Globally participation of women on Wikipedia is less than 10 per cent. Women wikipedians across the world have joined hands to boost women's contribution to Wikipedia. Recently the A2K team was in Pune for the WikiWomenDay 2012. Wikipedia Club Pune, the first Wikipedia club in India, to encourage women's participation on Wikipedia, had organized a full day fun event on October 28, 2012 at PAI International Learning Solutions.

Abhishek Suryavanshi, founder of Wikipedia Club Pune briefed about the agenda of the event. Noopur spoke about the global contribution on Wikipedia in terms of various topics and how male-centered topics were well covered. Few of the male centric articles were taken up for comparison with those of women to make the audience understand the gap of contribution. A good majority of articles which were of interest to men were well written whereas women centric articles were of bad shape due to lack of contribution from women. A visual representation was shown to the participants to explain the statistical information about gender gap on Wikipedia. Apart from article contribution, male editors were found to be more social and discussed more on talk pages which also bring more male editors on Wikipedia.

Participants were introduced to the basics of Wikipedia editing (five pillars, notability, importance of source of references, vandalism) before they were explained about actual editing. Each of the participants were provided with a computer and one of them was invited to create her user account.

Thereafter Abhishek demonstrated searching an article on Wikipedia and how logging in to Wikipedia allows editors to edit articles which are protected from editing by anyone. One of the logged in editors was asked to make a small edit on an article which surprised many of the participants. They realized that even they can make changes to the articles, for the first time in their life. Then there was a buzz about the credibility of the articles as they all saw that anyone can edit the articles. So the Wikipedia article on Pune was vandalized and Pune was made the capital of India for a few minutes! The page was refreshed after a while and reverted. This was clear enough to demonstrate how active the editor community is on Wikipedia.

Abhishek Suryavanshi demonstrates wiki editing on WikiWomenDay 2012

Most of the errors and typos get corrected quickly as someone or the other notices that there is a mistake and correct it. However, there are many articles, especially articles of Indian context which still have wrong information because the number of Indian editors are less. A series of editing for various favourite articles chosen by new wikipedians opened up the window for them to understand how important their participation could be. Abhishek, Nikita, Noopur and Subhashish helped the editors with editing.

After engaging the editors for quite sometime with editing there was a fun quiz session to brush up what was taught. The participants were asked questions based on the previous session.

Winners of the quiz were awarded with Wikipedia stickers and badges.

A picture of participants learning wiki editing on WikiWomenDay 2012 in Pune

Some of the participants left after the lunch break. Those who came back then gathered for a Indian language Wikipedia session. Out of the whole audience there were Bengali, Hindi, Marathi and Odia speakers. They all were showed their respective language wikipedias. A demonstration was given to show the typing tool. As the editors were completely new to the Indian language typing, some of them started typing using default Narayam transliteration tool and some took the help of Microsoft ILIT and Google Transliterate as well. During this session new wikipedians edited many articles on Marathi, Hindi and Bengali Wikiepdia. After the whole day session there was still some time left for acclaim and fun. The participants were awarded with participation and contribution certificate by the Wikipedia Club Pune. All the new wikipedians registered on Wikipedia Club Pune.

There was a special announcement for Wikipedia Summit India, Anniversary Celebration of Wikipedia Club Pune. Club members celebrated with cutting a special Wikipedia cake. Rishi Aacharya and Ketaki Pole from PAI International Learning Solutions extended their support for this event.

Meeting with Wikipedia Club Pune members

There was a meeting with some of the Wikipedia Club Pune members on October 27, 2012 at PAI International Learning Solutions. It was attended by Subhashish Panigrahi and Noopur Raval. Abhishek Suryavanshi, founder of the club brought a proposal about the Wikipedia India Summit, anniversary celebration of Wikipedia Club Pune which is planned in the first quarter of 2013. Importance of a India level summit, plans and agenda, logistics and partnership and sponsorship options were discussed during this meeting. There will be public announcement regarding this summit.

For more details visit https://cis-india.org/openness/blog-old/wiki-women-day-2012-pune

Wikipedia Hackathon at BITS Hyderabad

praskrishna — 2012-10-25T08:42:56Z

CIS - A2K team and BITS-Pilani, Hyderabad Campus are organizing a hackathon for their tech fest — ATMOS on October 26 - 27, 2012, from 6.00 p.m. on October 26 to 6.00 a.m. on October 27.

An all night hackathon to get started in contributing technically to the world’s largest source of free information – Wikipedia. The code that you write (and eventually deploy) will be viewed/used 7,938,026,125 times a month! Write user scripts that fix annoying little things with the way Wikipedia functions. Write bots to import (and accurately maintain) large amounts of information from various sources into Wikipedia. Write tools to make it easier to maintain Wikipedia’s standards and fight spam. Most of all join the awesome Open Source community and have fun!

Pre-requisites:

Preferable working knowledge of HTML/CSS/Javascript *or* python.

Laptops, which you will have to carry with you.

To register for the event, click here.

For more details visit https://cis-india.org/openness/events/wikipedia-hackathon-bits-hyderabad

Launch of Assamese Wikipedia Education Program at Guwahati University

nitika — 2013-07-26T11:43:37Z

The Assamese Wikipedia community has shown a rapid growth in the past six months from 20 active editors in January 2012 to 29 active editors in June 2012. The absolute numbers might seem low but in terms of percentages its an overwhelming increment of 45 per cent.

This increment can partly be credited to the photography and article contest, conducting workshops at various educational institutions and organic community growth.

Though Assamese Wikipedia is still a small project with about 1600 articles, the Assamese Wikipedians have the drive, willingness and zest to get more editors and multiply their community. Their enthusiasm and determination has led them to start with an Assamese Wikipedia Education Program. The program was launched on October 14, 2012 with 15 masters students (90 per cent of these are women students) under the guidance of Prof. Dulumoni Goswami, Head of the Department of Education, Guwahati University.

The day before the launch some of the Assamese Wikipedia editors including Jyoti and Durbhajyoti met to design and alter the Wikipedia Education Program for Assamese Wikipedia. It was decided that the entire program will be divided in four different stages which are as follows:

Stage 1: Introduction to Wikipedia + Introduction to Education Program + Assamese typing
Stage 2: Editing Assamese Wikipedia
Stage 3: Advanced editing including adding references, headers, TOC and wiki markups
Stage 4: Concluding the Education Program

In accordance with each of these stages there will be set of deliverables expected out of the students which are as follows:

Deliverable 1: Create Wikipedia user accounts and user pages
Deliverable 2: Submit a two-page typed article in Assamese
Deliverable 3: Students will select one article each and start editing their articles
Deliverable 4: Students will continue enhancing their articles and will start adding references, wiki markups and pictures, if desired.

Assamese Wikipedia Education Program initiated in Guwahati University

On Oct 14, 2012 at 11 a.m., the program was initiated with an introduction about Assamese Wikipedia and Wikipedia Education Program. Students were completely thrilled with the idea of them contributing to Wikipedia articles and created their usernames during the session. Since students were not familiar with Assamese typing a larger part of the session was dedicated to teach students on how to type in Assamese using Rudali. As a deliverable, students will be submitting two-page article typed in Assamese on paper before the first week of November. Thereafter, a second in-class session will be organized where students will be taught editing Assamese Wikipedia.

Students learn Assamese typing using typing tool Rudali.

All the students have willingly enrolled themselves in the program and have not been forced by the faculty members. Indeed, three students were not studying in Guwahati University but still wanted to be a part of the Assamese Education Program. A loud cheer and good wishes to the Assamese Wikipedia community!

Video

For more details visit https://cis-india.org/openness/blog-old/launch-of-assamese-wikipedia-education-program

Wikipedia workshop @ Inmantec College, Ghaziabad

nitika — 2013-01-07T16:30:36Z

The Access to Knowledge team at the Centre for Internet & Society was approached by Gaurav Prashar, Assistant Dean at Inmantec College, Ghaziabad to organize a Wikipedia workshop. Accordingly, a workshop was organized on October 17, 2012.

It was quite overwhelming to see the amount of effort the institution had put in to organize this event. It took place in a large auditorium which was well equipped with all modern facilities like projector, internet, good sound system, each student had a laptop with access to stable internet connection.

Over 120 participants attended the workshop including MCA, BCA, BBA students and faculty members. The workshop included a brief introduction about - what is Wikipedia, who edits Wikipedia, why do they edit Wikipedia, how can one contribute to Wikipedia articles. The presentation was followed by a hands on editing training session where some participants created usernames and tried minor editing.

During the session participants also created a new article, Inmantec, and have taken it as a challenge to edit and improve this article over the period of next one month.

Participants listening to the proceedings at the Wikipedia workshop

The session was highly interactive and students asked a lot of queries regarding other projects supported by Wikimedia Foundation, when and who started Wikipedia, the demographics of existing Wikipedia editors, edit wars, collaborative editing, how they can participate in other activities organized by the A2K team and more.

Towards the end of the session many students showed interest to organize a follow up workshop where they could get to know about Wikipedia Clubs and how they could initiate one at Inmantec college.

Overall, the workshop was a huge success. The A2K team will be in regular touch with the participants through mail and Facebook to provide editing support. The participants will also be sent regular invites about Wikipedia events organised in NCR. The follow up session might be organized sometime in the month of November. Please watch out for more updates.

Presentation being given during Wikipedia workshop held in Ghaziabad

Video

For more details visit https://cis-india.org/openness/blog-old/wikipedia-workshop-ghaziabad

Bengaluru: A Hub for Kannada and Sanskrit Wikipedia and other Wikimedia projects!

Subhashish Panigrahi — 2012-11-04T14:03:49Z

Kannada Wikipedia is one of those Indic language wikipedias which has seen many readers coming up every month. Subhashish Panigrahi summarizes the experiences of some of the very active Kannada wikipedians from the recent Kannada Wikipedia meetup held in Bengaluru on October 7, 2012.

Seven Kannada wikipedians (a couple of them also contribute to Sanskrit Wikipedia) participated in this event. Nitika Tandon and Subhashish Panigrahi from the Access to Knowledge team of the Centre for Internet & Society and Jessie Wild from the Wikimedia Foundation also participated in the event.

After a brief introduction about the theme of the meetup, Omshivaprakash, one of the active contributors for community building who also solves technical issues besides contributing articles explained the history and happenings of Kannada Wikipedia said “the only reason all of us joined together to contribute for Kannada Wikipedia is because we love our mother language, Kannada.” He explained how he reached out to a renowned Kannada writer asking him to document his own writings and books to become active on Kannada Wikipedia and start contributing. In the recent past Kannada community has organized many outreach events. The presentation for each outreach has been translated and customized for effective presentation. In the past they struggled for the six username creation barrier. Om also spoke about the scope of government partnership for including Kannada Wikipedia in the school syllabus (which worked out really well in Kerala) for which he is willing to meet the government officials. Additionally, he also shared the idea of recording an outreach session and presenting it to the government.

Another active wikipedian, Tejas emphasized the importance of having Kannada Wikipedia as part of the syllabus where lecturers and teachers will be learning to teach about Wikipedia in the classroom. As this will be mandatory, both students and teachers will take it seriously and it would be a sustainable practice. To show the results about 4-5 schools could be shortlisted for a pilot program. Tejas also proposed the idea of including Kannada typing in schools because that is something most people are not taught.

The above picture shows some participants working on their laptops during the meetup.

The wikipedians further discussed about Kannada Wiktionary and how collaborations will work to bridge the gap of wikipedians who contribute separately for Kannada Wikipedia and Wiktionary. Frequently Used Entries for Localization (FUEL) is a great project for creating content on Wiktionary, which will involve bringing new people to the community. In Bengaluru, CIS and Sanchaya co-hosted a two-day workshop for discussion regarding the same. Involving more wikimedians for such workshops would be helpful for both the projects, Wikipedia and Wiktionary. “I was always keen to do something for Kannada language on the web, being a software professional nothing leaves me a better chance to work for such a project like Wikipedia in my own language,” expresses Pavithra, another active Kannada Wikipedian who has supported many outreach events and translation projects.

Wikipedians, those who were a few weeks older, spoke about the problems they are facing when searching databases. Even the experienced wikipedians face the same problem. Options, such as having a central place, like a list of templates with little description and templates which could be standardized so that anyone could contribute to the translation and other things which need contribution, were discussed.

Tejas, a long-term Kannada Wikipedian discussed about the non-standard nature of the South Asian language wiktionaries. If Wiktionary could be standardized it could be easier to ask other communities to collaborate and contribute in their respective languages.

Discussion on Sanskrit Wiki projects:
Abhiram, another wikipedian who initially began with editing Sanskrit WikiSource and then started contributing to Kannada Wikipedia explained the hurdles they faced while spreading the word about Sanskrit WikiSource in Karnataka. Being closely associated to Samskrita Bharati and contributing largely to the Kannada WikiSource project, Abhiram feels not many people can write in Sanskrit though they can speak because of their fluency in the Devanagari script. People who study Sanskrit lose their grip of it after they pass 10^th or 12^th grades. “As Sanskrit is rarely found as a spoken language a lot of ground work and motivation for the contributors are needed to cultivate a community. We could plan for 10 spoken Sanskrit sessions in a month to kick-start before we teach how to edit Sanskrit Wikipedia”, Abhiram added.

For more details visit https://cis-india.org/openness/blog-old/bengaluru-a-hub-for-kannada-and-sanskrit-wikipedia

Access To Knowledge/Programme Plan

praskrishna — 2012-09-30T13:25:14Z

Pursuant to the announcement made on July 30, 2012 and as reflected in the FAQ accompanying the announcement, the India Program will become a project of the Access to Knowledge (A2K) program of the Centre for Internet and Society (CIS) an established non-profit organisation working in India whose own goals and objectives are in close alignment with that of the Wikimedia movement.

Context to the CIS A2K programme plan

Between 80 to 120 million Indians have Internet access, and by 2015 that number is expected to increase to 237 million. Correspondingly, between 400 and 700 million Indians have mobile phones, and the number that have mobile-data access to the Internet is increasing exponentially. India is a country with tremendous knowledge resources to contribute to humankind. While the majority off Indians face income-related technological barriers against accessing and contributing to the global storehouse of knowledge, there are a significant number of people in the country who have both the capacity and ability to do both.

For the Wikimedia movement, India represents a largely untapped opportunity to dramatically expand our impact and move toward our vision of a world where everyone can freely share in – and contribute to - the sum of human knowledge. Although the Indian population makes up about 20% of humanity, Indians account for only 4.7% of global Internet users, and India represents only 2.0% of global pageviews and 1.6% of global page edits on Wikimedia's sites. Despite such a disproportionately small presence on Wikimedia, English Wikipedia, our flagship project, ranks in the top ten of the most visited websites in India. We also have Wikipedia projects in 20 Indic languages, which will become increasingly important as the next 100 million Indians to come onto the Internet, given that they are likely to be increasingly using the Internet in languages other than English. Demographically, Indic languages represent a good growth opportunity since estimates suggest only about 150 million of the total Indian population of 1.2 billion have working fluency in English.

In 2010, the Wikimedia movement developed its first strategic plan and set India as a priority geography for growth and investment. At the conclusion of the strategy process, the Wikimedia Foundation created a Global Development team that immediately started laying the groundwork for the India Program. In 2012, the strategic plan was updated and revised to reflect experiences from the initial phase of the India Program and changed realities on the ground.

Objectives

Support the growth of Indic language communities and projects by designing community collaborations and partnerships that recruit and cultivate new editors and explore innovative approaches to building projects (e.g. donations of encyclopaedias and other useful texts, education partnerships and other institutional partnerships) Support India-focused efforts to improve quality of India-relevant content on Indic language and English Wikimedia projects (e.g. university outreach, institutional partnerships and India-relevant thematic contribution campaigns) Drive and complement access to free knowledge across India through alternative technological means (e.g. mobile-based Wikipedia and offline Wikipedia) Help the Indian community and chapter share experiences and tell their stories to the wider Indian and global communities within the Wikimedia movement Generate and document lessons from activities in India that can inform the work of Indian communities and similar programs in other countries Support the Wikimedia community on an on-going basis as and when needed and possible, and by cross-pollinating ideas, encouraging volunteer initiatives and transferring best practices. Partner with formal and informal groupings within the Wikimedia movement in India, for example, the Wikimedia India chapter, language communities, WikiProject India, etc.

Impact

In measuring impact, it is important to differentiate between outputs and outcomes. Desired outputs of the CIS-A2K programme are described in more detail in the sections that follow, and are likely to be re-callibrated, given the customised, changing and experimental nature of the work. Outcomes, on the other hand, relate to expected/desirable impacts that the work seeks to achieve. Both outputs and outcomes can only be achieved through a cooperative effort involving the CIS-A2K programme team, the Wikimedia India chapter, the Wikimedia community, and the other important community groupings that exist online and offline. In other words, the goals can be met if

Desired outputs:
To expand the Indian editing community to 5,000 active editors by June 2015, with at least 1,000 active editors in the Indic language projects. To enable the building of Wikipedia projects (and sister projects such as Wiktionary and Wikisource) while keeping in mind reasonable quality, and have 5 Indic language Wikipedias reaching 50,000 articles, and 5 more reaching 25,000 articles, while also enabling 5 Indic language communities to have 100 active editors, and 5 more to have 50 active editors. To expand Wikipedia readership to 100 million unique visitors per month by June 2015. To ensure Wikipedia is accessible to all literate Indians through mobile and/or offline platforms. To expand the base of India-related articles on English Wikipedia from 115,000 to 165,000 by June 2015, and to halve India-related stubs in the same period.

Desired outcomes:
Foster a strong relationship with and within the Indian Wikimedia community through transparency and communication, and by providing support for community-led activities and facilitating community participation and ownership Expand the Indic language editing community and build interest in Indic language Wikimedia projects Grow high-quality Wikipedia projects (and sister projects such as Wiktionary and Wikisource) Expand Wikipedia readership in India including on mobile and offline platforms Grow India-focused articles across Wikimedia projects.

Program goals

Catalyst Project Approach

The India Program started out as a partnership with the Indian Wikimedia community, which includes the Wikimedia India chapter. The initiative was intended as a means through which the Wikimedia Foundation can help the community grow, improve and expand the projects. This was an experimental effort, as the Wikimedia movement does not have a set of proven programs that can guarantee the growth of a community or project and the India Program was the first catalyst project being undertaken by the movement (further efforts have since got underway in the Middle-East and Brazil). Subsequent to the India Program becoming a project of CIS' A2K program, the aim is to identify pilots that work in achieving impact goals. This will be useful for sustaining the long-term success of the projects and will provide guidance for the development of other languages.

Catalyst Project Approach

Specifically, the A2K Team will focus on testing pilots that tackle the following challenges:

Building editor communities of sufficient critical size to accelerate and sustain growth in Indic languages
Connecting the Wikimedia community to new networks, building awareness of the Wikimedia projects and how they work
Building partnerships with educational and other groups to encourage new users to join the community as editors and content contributors
Encouraging editors of English Wikipedia in India, and strengthening coverage of India-relevant topics therein
Reaching communities with limited Internet connectivity to create access to Wikipedia's educational content

The A2K team will answer the following general questions in its pilot work that will help inform program design in India and in other geographies where the Wikimedia movement is active:

Editing growth: Are there certain types of proactive programming that work well in garnishing editorship in India? Indic languages and English: Is there a difference in strategies/opportunities for growth between Indic language communities and the EN:WP community in India? Program evaluation: Why are the programs in India successes or failures? Pilot testing and learning: Why do some program pilots succeed and others struggle? Community partnership: What is the best way to partner with the community in the individual pilots and the overall program? Ability to replicate in India: What are the features/programs that have succeeded and can succeed elsewhere in India? Ability to replicate internationally: What is replicable from the India experience? What are the cultural factors that should be accounted for before expanding? Capacity: Is it possible to maintain the program's activities within the volunteer community or is staff capacity needed? Return on Investment: Is the financial investment justified by the results of the program? Scale: Are pilots that are being tested scalable within a particular community, and adoptable by other language communities?

Current year plan - July 2012-June 2013

General community support and communications

The A2K team will provide support to the Indian Wikimedia community, which includes the Wikimedia India chapter, on various community-led activities, including outreach events across the country, meetups, contests, conferences, and connections to GLAMs and other institutions. This support will extend to all formal and informal groupings within the Wikimedia movement. Henceforth, requests of support from the community and the chapter will be managed transparently and publicly so that the A2K team can meet expectations, keeping in mind that not all community events will seek A2K program support, and that the A2K program will not always be able to support all requests made. In general, community support is intended to solve a problem or help or add to an existing community or chapter initiative; the A2K team will provide any level of reasonable help as needed.

The A2K team will also provide services to the community with regard to intra- and inter-community communications--most visibly through the quarterly Indian community newsletter, Wikipatrika, and also through direct efforts to cross-pollinate ideas and make connects between projects. The team will support the community to tell its story on the global Wikimedia blog, Wikimedia.in, Wikipedia Village pumps and use all available channels to reach out to the community. The team also will build a formal public relations plan that will advocate the values of the movement and encourage new editors. In all cases, the communication efforts will be such that they stay in facilitation/support mode, allowing full ownership and participation by the community.

Indic language community building

The India Program began work on Indic language community building in October 2011. This area is a top priority of the A2K team, as Wikimedia's reach in India will always be limited by language barriers. The Indic language projects remain small, with the most successful having fewer than 50,000 articles and fewer than 100 active editors on a monthly basis. The primary challenge is to strengthen communities to build and sustain each Indic language project. To date, community building has focused on working closely with some really small but promising project communities (some with fewer than five editors) to help them take the initial steps to expand their communities. This will entail supporting the organization and design of outreach events, projects and pilots to aid the community in catalyzing activity. See Indic Language projects for more info on recent and current activities.

Over the next year, Indic community building will continue to focus on deep engagement with 7-10 Indic project communities, with the addition of systematic digital outreach pilots focused on encouraging new editor engagement. Digital outreach represents a powerful channel to invite and encourage new editors, especially given the increasing readership of various projects in India. The current reader base is the most logical place to foster new editors. A combination of geo-targeted banners, linking to online tutorials and other training material, supported by online help points such as the Teahouse, will be piloted in an Indic language and then rolled out to other languages as well as the English Wikipedia community in India. Digital outreach will be conducted in partnership with the Wikimedia Foundation's newly established Editor Growth and Contribution Program.

Community building will be done by:

Encouraging communication between editors through establishing connections between editors, facilitating meet-ups and encouraging on-wiki discussions on talk pages or forums such as village pumps
Organising collaboration amongst editors through Wikiprojects that are either subject-specific or task-specific (an example of this process can be seen in the Wikiproject to create and improve articles of the 80 most-read medical topics on English Wikipedia that is now active in 5 different Indic languages--Assamese, Bangla, Odia, Telugu and Marathi)
Cross-pollinating ideas across communities by sharing experiences and success (or otherwise) stories in relevant forums such as the various village pumps, as illustrated in this example for Hindi
Supporting Indic language community events such as the Malayalam conference, Sangamothsavam, held at Kollam in May 2012. The A2K team will also offer support to larger events such as Wikiconference, the national conference of Wikimedians in India, but this will be a secondary focus as priority will be placed on Indic-specific activities.

Content addition/donation in Indic languages

Though the A2K team will work with Indian content in all languages, particular emphasis will be placed on generating and improving content in Indic languages. The team will work to find content that is relevant and useful to the Wikimedia movement that is (a) already in the public domain and (b) contributed to the movement under an acceptable copyright license. Such content will include, but not be limited to, dictionaries, thesauruses, encyclopedias and any other encyclopedia-like compilations. The rationale for making content addition/donation a key part of the A2K program work (with the full consent and engagement of the relevant Wikimedia communities involved) is that many smaller Wikipedias need a 'shot in the arm' of content to create sufficient momentum in the projects. In English and other European-language Wikipedias, bot-created content (an integral part of the growth of these Wikipedias in their early years) was possible because sufficient electronic/digital resources existed at the time outside of Wikipedia. For many Indic languages (and indeed, India-related topics in any language), the same is not necessarily true, and content addition/donation may be seen as a necessary intervention--it can be likened to performing the work of a bot in the physical world, with physical texts.

A precedent for content addition/donation exists in the gift of an encyclopedia that the government of the state of Kerala contributed to the Wikimedia movement in December 2008. The gift was received by Jimmy Wales on behalf of the movement and is in the process of being integrated to Malayalam Wikipedia.

New editor cultivation with campaigns on Indian topic areas on English Wikipedia

English Wikipedia is a global resource of nearly 4 million articles. However, only around 115,000 articles (or less than 2.9%) of all articles directly cover topics of relevance in India, and 60,000 of those articles are stubs or articles of poor quality. There is a tremendous opportunity to deepen contributions on India-related topics including areas such as Indian history, geography, law, public policy, politics, art, culture, contributions to the sciences, popular culture, etc.

Over the coming year, in partnership with the Indian Wikipedia community, the Wikimedia India chapter, other groupings (such as WikiProject India) and appropriate national or regional institutions, the CIS A2K team develop campaigns to promote contribution to Wikipedia on specific topic areas. The initial campaigns will involve focused pilots to develop approaches to supporting and cultivating new editors with strong content knowledge. Partnerships will be explored with interest groups outside the existing Wikimedia community to document and celebrate these interests, which could be anything Indian, from efforts that fall under the work of Galleries, Libraries, Archives and Museums (GLAMs), like handicrafts and art, to movies, cricket, history, etc.

Pilot programs

In general, the bulk of the work of the A2K program team will be to run controlled and well-designed pilot programs with the full engagement of the communities involved. These will be developed and carried out in addition to projects focusing on goals A to D. The A2K team will actively design and implement new pilots on the basis of desired impacts and stated goals as outlined through this document. To borrow a phrase from the software development world, the idea behind these pilots will be to continually ensure better design, better engagement and therefore greater chances of success, and to maintain a healthy degree of innovation and experimentation that will allow us, in some cases, to 'fail fast, fail early'.

Built in to the program structure is a speedy evaluation of these pilots that will enable us to document learnings from less successful projects and expand and scale-up more successful attempts. For instance, the India Program, in partnership with the Global Education Program, conducted a pilot project between June-November 2011 with three universities in Pune. The pilot aimed to generate useful content for English Wikipedia and provide lessons for the future growth of education programs within India. The project failed to generate useful content and created significant costs for a variety of reasons, but a thorough evaluation of the pilot was conducted and reported on publicly, and many lessons were learned that will inform future strategies of projects in the same genre. For example, in the coming years, subsequent phases will identify scalable approaches to working with professors and students while taking into account the limitations that were evident in the first attempt; focus will be placed on shifting the design away from English Wikipedia toward Indic languages; work will only be added to Indic language Wikipedias or English Wikipedia if it is of an acceptable quality; students’ training will be made more rigorous; greater and more consistent support from Campus Ambassadors will be provided; and any subsequent project phases will be discussed with the community/ies involved in order to ensure greater community participation in the project right from the outset.

In another instance, the India Program team began two small projects on Facebook in April focused on supporting new editors in English and cultivating community connections and new editors in Odia, as part of a social media pilot. Through these projects, we have learned that social media requires considerable efforts on the part of not just a program team, but instead a whole community. Consequently, in order to succeed, the A2K team will continue to actively engage in the space, and work towards making a cohesive, productive social media space across platforms that is driven and populated by community members, including the chapter, who are already using social media as an extension of their Wikimedia work. One potential pilot project that can work with broad community involvement is an India-focused virtual apprenticeship, building on the Teahouse project.

Approach to measuring results and evaluation

As the work that is being done by the A2K team is of an experimental nature, it is critical that there are clear objectives, robust program design, strong measurement techniques, rigorous documentation, ongoing performance improvement, constant community capacity building and periodic rigorous outside evaluation. Every substantive initiative of the A2K team will have associated pilot designs which will be publicly and regularly developed with and reported to the community. These measures will serve to achieve five objectives:

Increased transparency with the community and chapter so that there is both visibility as well as ownership (and more active involvement of as wide a cross-section of community members as possible)
Discipline of detailed program design to improve the odds of success--especially in the context of the uncharted waters of virtually everything the India Program will be undertaking--with a clear understanding that for any set of experiments, there will be failure and success, though effort will be put towards decreasing failure and increasing success
Facilitation of transfer of capability and best practices within a community, across Indic languages and with communities beyond the India-centric ones
Accountability to community and donors so that a prudent balance is maintained between impact and resources
Fostering of a spirit of learning and continuous improvement, which can only happen if there is detailed and public documentation, communication and training, and an understanding and acceptance that failures will happen with any given set of experiments and that the important thing is to minimise them as well as learn from them.

The A2K team will be supported by a team of five people who will be employees of CIS out of offices in Delhi and Bangalore. The team will be managed by a Programme Director, and consist of individuals working on participation, Indic languages, communication and community and programme support.

Budget

The first year of operations will be supported by a grant from WMF to be administered by CIS for a total of INR 11,000,000. The budget will be spent on team salaries, travel, community events, merchandise for volunteers, and other services as needed.

Read the original published by the Wikimedia Foundation.

For more details visit https://cis-india.org/a2k/access-to-knowledge-program-plan

Wikipedia comes to Hyderabad!

noopur — 2013-02-13T11:40:06Z

This post is a report on the series of Wikipedia meets organized in the city of Hyderabad on September 29-30, 2012. These workshops were a a part of the larger effort to help Wikipedia contributors in the same city to meet each other and strengthen the local community.

The city of Hyderabad is not only an IT hub but also home to many English and Indian language Wikipedians. In a recent series of weekend workshops and meet-ups conducted within the city, I had the opportunity to interact with many of them. We conducted a Wikipedia workshop at BITS-Pilani, Hyderabad, an Odia Wikipedia workshop as well as a general Wikipedia workshop for people interested in contributing to all language Wikipedias. I would like to convey my gratitude to the Computer Science department students at BITS, Hyderabad, Odia Wikipedians Swetapadma and Amaresh and English Wikipedians Tausif and Abhijith for making these events happen despite festivities and protests in the city.

To provide a brief report on the events, the BITS-Pilani, Hyderabad workshop was organized as a general introduction to Wikipedia. The event was organized with the support of the Computer Science department at the college and saw a presence of more than 60 students. It was 2 hour session where 6 students created their Wikipedia user accounts and entered their names on the BITS project page. They were also shown how Wikis work – live and global.

Students were encouraged to make changes to their college article and they discovered how to view recent changes, page views and other functions. It was a particularly informative session because majority of the group did not know that Wikipedia articles are written by common people from all walks of life! The session ended with a proposal to start a Wiki club for their college. The Odia Wikipedia meetup organized on the same day registered 11 participants while the general meetup on the next day had over 20 participants. In all three workshops, the majority of participants were not aware how one could contribute to Wikipedia articles.

Next steps:

It was great to see existing Wikipedians discuss the idea of having a Hyderabad SIG (special interest group) to conduct regular meetings, workshops, photo walks and more! Since the participants have shared their email-IDs, we will stay in touch and inform them about upcoming Telugu and English editing workshops. Students at BITS-Pilani, Hyderabad have also requested a Wikipedia workshop and hackathon for their upcoming techfest this month. A Telugu Wikipedia workshop has been proposed for the second week of October.

For more information on how to conduct a Wikipedia workshop in your city, you could contact noopur@cis-india.org

There was newspaper coverage about this event:

Wiki Meetup, Hindu, September 28, 2012

For more details visit https://cis-india.org/openness/blog-old/wikipedia-hyderabad-report

Access to Knowledge — September 2012 Bulletin

praskrishna — 2012-12-14T06:18:01Z

This is the first newsletter from the Access to Knowledge team of CIS in Delhi. The issue introduces you to the CIS Access to Knowledge program, the team members in Delhi and reports from Workshops conducted by the Wikipedia community.

Beginning from September 1, 2012, Wikimedia Foundation has awarded CIS a two-year grant of upto INR 26,000,000 to support and develop free knowledge in India:

Access to Knowledge Programme

The Wikimedia Foundation’s India Program has become the Access to Knowledge (A2K) programme of CIS.

CIS Office in Delhi

The A2K team consists of four members: Nitika Tandon, Shiju Alex, Subhashish Panigrahi and Noopur Raval.

Statistical Report

Indic Language Wikipedias – Statistical Report (January – June 2012) (by Shiju Alex). The data for this report and analysis are based on the statistical data published at http://stats.wikimedia.org.

Wikipedia Workshops

Note: Although most of these workshops were conducted prior to the grant period, the reports for all of these were written during September, hence we are featuring these:

The First Punjabi Wikipedia Workshop (by Shiju Alex and Subhashish Panigrahi, September 27, 2012).
Punjabi Wikipedia Workshop at Punjabi University, Patiala (by Shiju Alex and Subhashish Panigrahi, September 28, 2012).
Punjabi Wikipedia Workshop at Amritsar (by Shiju Alex and Subhashish Panigrahi, September 30, 2012).
Wikipedia Workshop in British Library, Chandigarh (by Subhashish Panigrahi, September 27, 2012).
Kannada Wiki Workshop at Tumkur University (Tumkur, Karnataka, September 15, 2012).
Wikipedia comes to Hyderabad! (by Noopur Raval, September 30, 2012). There was coverage in the Hindu on September 28, 2012.

Blog Entry

Editor Growth & Contribution Program on Telugu Wikipedia (by Nitika Tandon, September 29, 2012).

About CIS

CIS was registered as a society in Bangalore in 2008. As an independent, non-profit research organisation, it runs different policy research programmes such as Accessibility, Access to Knowledge, Openness, Internet Governance, and Telecom.

CIS is grateful to its donors, Wikimedia Foundation, Ford Foundation, Privacy International, UK, Hans Foundation and the Kusuma Trust which was founded by Anurag Dikshit and Soma Pujari, philanthropists of Indian origin, for its core funding and support for most of its projects.

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Visit us at http://cis-india.org

For more details visit https://cis-india.org/about/newsletters/access-to-knowledge-september-2012-bulletin

The Digital Classroom in the Time of Wikipedia

nishant — 2015-10-05T14:53:30Z

The digital turn in education comes across a wide range of initiatives and processes. The Wikipedia which is the largest user generated content website stands as a figurehead of such a digital turn, writes Nishant Shah.

Context

The digital turn in education has been described across a wide range of initiatives and processes. These include the introduction of digital tools and gadgets as a part of the learning environment, building digital archives and repositories of learning and curriculum building, facilitating remote access to education through information and communications technologies infrastructure, improving quality of access to education and learning resources, building diverse and customised syllabi to accommodate for alternative and contesting perspectives, building peer knowledge communities of information and knowledge production, and including non-canonical material and experiences into formal institutions of education. Different locations, contexts, geo-political circumstances, socio-economic factors, and cultural differences influence the spread, rise and integration of digital technologies in mainstream education. Much academic, policy and implementation attention has been given to these processes and several models of new learning environments and infrastructure have been postulated over the last two decades. The democratising promise of internet technologies has been largely if not exclusively about education, learning, literacy and production of knowledge from different parts of the world.

Wikipedia, one of the first and possibly the largest user generated content websites, that aims to put together the ‘sum total of all human knowledge’ in an open encyclopaedia, stands as the figurehead of such a digital turn. It questions and subverts the traditional analogue forms of knowledge production and relationships. The much discussed experiment conducted by Nature (Giles, 2005 and Orlowski, 2006) that established Wikipedia as an almost equal (if not more) reliable source of information to the fountainhead of print-based knowledge Encyclopaedia Britannica, has become the touchstone by which digital collaborative knowledge structures seek their validity within mainstream classroom pedagogy and learning. Wikipedia itself has emerged as an object of deep scrutiny and contestation, with warring factions going strong about its strengths and weaknesses. The supporters look at how this collaborative peer-to-peer structure has changed knowledge relationships that defined consumers, producers and mediators of knowledge. They see in the rise of Wikipedia, and other such wiki-based structures and user generated content sites that remix, reuse and share knowledge within the digital realm, the potentials and possibilities of changing the futures of knowledge ecologies and economies. The detractors of Wikipedia make a strong case for specialised and expert curatorial practices of knowledge, without which the information explosion of the digital world would collapse all distinctions between speculative writing and rigorous accountable research.

Concerns

In the seemingly unbridgeable differences of these two contesting positions, there is however, a set of common presumptions which remained unquestioned and unchallenged. The example of Wikipedia accordingly serves to throw in sharp relief these more general questions regarding digitally produced knowledge and digitally enabled learning practices.

Design of Trust

The first among them is the concern around Authority and Authorship (Liang, 2010). Increasingly, as Wikipedia becomes a de facto global reference site available in different languages, there is a growing dependence on the authority of information available on Wikipedia. Given that the number of users of Wikipedia is exponentially higher than the number of editors on Wikipedia, there are many users who never confront the structures of participation, processes of editing, and questioning the source of information (Harouni, 2009, Broughton, 2002) found on the site. This is not a problem exclusive to Wikipedia. Given the explosion of user generated sites which often gloss over the problems of authority and authorship, misdirected or misguided information, there is a need for digital criticality which can help people sift through different kinds of information and develop the capacity for effective critical judgment regarding both truth or falsity and rhetorical persuasiveness or manipulation. Especially within the context of scholarly and academic research and learning, classroom teaching and pedagogy, there is a need to define new parameters by which information introduced in the classroom or learning environment needs to stand deeper scrutiny regarding reliability (over authority).

Flattened Politics

The second concern has to do with the depoliticized perception of participation, collaboration and knowledge production on Wikipedia (Graham, 2010). Not only are geographical counters, experiential knowledges and non-standard forms of citation (Prabhala, 2010) ignored on Wikipedia, but they are also rendered redundant under the guise of objectivity. The essentially viral nature of information online and conditions of easy replicability that allow for copy and paste cultures often means that the information gets de-contextualised and de-politicized from its original intentions and circuits of production/distribution.

In many ways, Wikipedia’s adherence to an encyclopaedic model, promotes the idea that there is universal, objective knowledge which can be produced and understood without engaging with the politics of context, language, translation, evidence, etc. This adoption of an older model of aggregating knowledge becomes problematic in the light of new perspectives and theories of reading and writing, which establish knowledge as a contested terrain rather than the benign site that can be mediated through protocols, bots and procedures (Miller, 2007 and Rosenzweig, 2006). In classrooms, students and teachers are both faced with problems when they encounter the simultaneously authoritative and collaborative, definite and tentative nature of information on Wikipedia. The flattened structure of information further complicates our engagement with the larger contexts it refers to and often hinders the learner’s ability to go beyond the self contained universe of Wikipedia, unable to engage with that which has been omitted or left-out and only concentrating on that what has been written and represented.

Technology as Tool

The third concern marks a larger anxiety with the Web 2.0 technologies and their integration with formal structures of education and learning. It has to do with new configurations of power, recalibrated hierarchies of learning and teaching, and distributed communities of learning which might not often be cohesive and concurrent. With the unqualified emphasis on digital gadgets – OLPC, Smart Boards, iPads – and ubiquitous connectivity, there is often a danger to reducing these structures to sheer functionality. There have been experiments where pedagogues have merely introduced user generated sites as reference material and ways of accessing information without actually looking at how they posit questions to existing education systems. The larger trend of distrusting non-academic spaces continues.

A lecture on the problems of Wikipedia is immediately followed by a ban on or “policing” of the use of Wikipedia as a reliable resource, trying to create a false and divisive distinction between offline and online learning tools (Davidson, 2007). With the increased focus on ‘Digital Natives’ within education policy and everyday classroom pedagogy, there is a call for changing the existing classroom and replacing it with a digital classroom – a classroom that challenges the teacher-student relationships, the authority of the prescribed curricula, and the form of learning and teaching within college and university structures. The Digital Classroom is often mistaken to be a virtualisation of the contemporary classroom, where virtual presences and cloud-based resources of learning structure the syllabi and the methods of learning. However, the larger anxieties are about rendering the physical classroom digital by establishing new relationships and structures at the levels of curricula design, teaching, learning and evaluation. The need is to look beyond the social media as a tool, and start unpacking the transparency of the digital interface and the perceived non-hierarchical nature of information filtering (Geiger, 2010) on Wikipedia and other such user generated content portals.

Quality of Access

The fourth concern draws from digital internet rhetoric of Do It Yourself. There is a heavy promotion of howthe only thing that stops a student (or anybody who is a learner) from being an intelligent and engaged student is lack of resources. This rhetoric finds bolstering in other political movements like FLOSS and A2K (Willinsky, 2006). There is a presumption that the teacher is merely a proxy for the paucity of resources and that once the students have unlimited access to the ‘sum total of all human knowledge’, they will be able to Learn everything on their own. The DIY University models, the proposition of phasing out teachers and investing in digital infrastructure instead, the idea that the digital native student has instinctive abilities to navigate through knowledge systems (like a fish does to water), all obfuscate not only the traditional learning processes but also reduce all learning to Access.

There is no debate about the quality of access. Even when factual errors are spotted, it is celebrated as an opportunity to improve so that information on Wikipedia is by definition flawed and always potentially in the process of being improved. There is little theorisation of both the role of a teacher in a classroom and the relationship with information access and learning. The presumption that the only gating factor to better education is lack of resources glosses over questions of social and economic disadvantage, political contexts, age, language, race, gender, sexuality, social support, etc., that come into play when designing inclusive education systems. Instead, there is a promotion of fact-based skill-oriented learning that fits the larger neo-liberal agenda of producing workforces who necessarily should not have to be critical in their everyday labours (Achterman, 2005). Universities and colleges are finding increasing pressure to produce students who work within such flat knowledge horizons towards market expansion and promotion of information capitalism rather than a critical learner who is able to deploy lessons learned from education in order to question and change the reality of the conditions within which s/he lives.

Rationale

Given these dramatic measures and accelerated changes happening in academia and within the university systems across the worlds, it is necessary to dwell on what a digital college classroom and learning environment looks like in the time of Wikipedia. A synthesis of perspectives from different stakeholders in varied disciplines, engaging with knowledge production, consumption, distribution and access is necessary to understand what the futures and contours of the university system and classroom pedagogy are. The ambition is to look at Wikipedia as a symptom of our times rather than a site of analyses.

Call for Proposals

This is a call for proposals towards a special Reader, from people who are interested in producing historical and contemporary accounts of relationships between education, technology, learning, and pedagogy in order to map existing crises and questions of our present times. We take the classroom as the unit where different processes and flows of the education system meet. In this context, we invite researchers, academic practitioners, students, artists, new media theorists, education policy actors and historians of knowledge to look at the Digital Classroom in the Time of Wikipedia as an opportunity to question global trends in education and ways by which Wikipedia (and other such structures) can be fruitfully integrated in formal education towards better learning. Proposals can be for producing theoretical accounts, critical analyses, case-studies from one’s practice, review of information and knowledge, narratives of art and activist interventions, regional and local snap-shots, and other innovative forms by which the diverse and complex questions can be elaborated.

Key Questions

Proposals can be inspired by but not limited to some of the questions listed below that we identify as beginning points for engaging with the area:

What does a digital classroom look like? If we had to think beyond just integration of digital tools into the classroom, what are the new models and structures of classrooms (physical, pedagogical, or otherwise) that we are looking at?
What are the new relationships that we are mapping in the time of Wikipedia – student-teacher, teacher-curriculum, student-classroom, student-student, technology-education, pedagogy-learning? How do we account for the shifts and map the transitions?
How do we understand the changing nature and function of the university and education with the rise of the internet? What are the policy and practice visions of the University of the Future?
What does the integration of Wikipedia and similar structures in everyday classroom practice lead to? What does it change and for whom?
What is the role of the teacher in the age of ubiquitous information access? How do we restructure our ideas of pedagogy, learning and evaluation?
What are the historical tensions between technology and education that are being replayed with the rise of the digital?
What does the rise of Wikipedia mean for our traditional understandings of data repositories? What are the politics and implications of Wikimedia’s other projects on Alternative Citation, Wikipictures, GLAM, etc. on the larger knowledge ecology and industry?

References:

Achterman, D. (2005). “Surviving Wikipedia: Improving student search habits through information literacy and teacher collaboration”, Knowledge Quest, 33(5), 38−40.
Davidson, C. (2007). “We can’t ignore the influence of digital technologies”, Education Digest, 73(1), 15−18.
Geiger, S. (2011). “The Lives of Bots”, Critical Point of View A Wikipedia Reader (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.
Giles, J. (2005). “Internet encyclopedias go head to head”, Nature, 438(7070), 900−901.
Graham, M. (2011). “Wiki Space: Palimpsests and the Politics of Exclusion”, Critical Point of View A Wikipedia Reader (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.
Harouni, H. (2009). “High School Research and Critical Literacy: Social Studies with and Despite Wikipedia”, Harvard Educational Review, 79 (3), 473-494.
Liang, L. (2011). “A brief History of the Internet from the 15th to the 18th Century”, Critical Point of View A Wikipedia Reader (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.
Miller, N. (2007). “Wikipedia revisited” ETC: A Review of General Semantics, 64(2), 147−150.
Orlowski, A. (2006, March 26). Nature mag cooked Wikipedia study, The Register. Retrieved December 17, 2011, from http://www.theregister.co.uk/2005/10/18/wikipedia_quality_problem/
Prabhala, A. (2011). People Are Knowledge. Documentary retrieved from December 17, 2011 from http://vimeo.com/26469276.
Rosenzweig, R. (2006). “Can history be open source? Wikipedia and the future of the past” Journal of American History, 93(1), 117–146.
Willinsky, J. (2006). The Access Principle: The Case for Open Access to Research and Scholarship. MIT Press :Massachusetts.
Collaborators: Dr. David Theo Goldberg, University of California Humanities Research Institute and Claudia Sullivan, Digital Media and Learning Initiative, HASTAC.
Photo source: Flickr (Creative Commons-licensed content for noncommercial use requiring attribution and share alike distribution).

For more details visit https://cis-india.org/raw/digital-humanities/blogs/digital-classroom/digital-classroom-in-time-of-wikipedia

WikiWars - A report

nishant — 2010-10-06T11:21:56Z

The Centre for Internet and Society, Bangalore and the Institute of Network Cultures, Amsterdam, hosted WikiWars – an international event that brought together scholars, researchers, academics, artists and practitioners from various disciplines, to discuss the emergence and growth of Wikipedia and what it means for the information societies we inhabit. With participants from 15 countries making presentations about Wikipedia and the knowledge ecology within which it exists, the event saw a vigorous set of debates and discussions as questions about education, pedagogy, language, access, geography, resistance, art and subversion were raised by the presenters. The 2 day event marked the beginning of the process that hopes to produce the first critical reader – Critical Point of View (CPOV) - that collects key resources for research and inquiry around Wikipedia.

The debates around Wikipedia, the de facto dynamic knowledge production system online, are very fairly divided into two competing camps. There is a group of people who swear by Wikipedia – celebrating its democratic processes of knowledge production, ease of access, and the de-canonisation of knowledge to produce the ‘WikiWay’; And then there is a group of people who swear at Wikipedia – raising concerns over authenticity, reliability, vulgarisation of knowledge and the de-hierarchisation of knowledge systems that Wikipedia seems to embody. The debates between the two groups are often passionate and situated in wildly speculative and often personal interests and investments in Wikipedia and the Web 2.0 Information Revolution that it seems to be a symptom of. The debates also play out in various international locations, most of them relying on personal anecdotes, experiences and half hearted data that does not stand the tests of rigour.

WikiWars, then, concentrated on things which are about Wikipedia but also not about Wikipedia. In many ways, as Geert Lovink, the Director of INC suggested, WikiWars was a recognition of the fact that Wikipedia has come of age and can now be systematically and philosophically examined as a work in progress that has long-term implications about our future. It was the ambition of the Editorial team (consisting of Geert Lovink, Sabine Nerdeer, Nathaniel Tkacz, Johanna Niyesito, Sunil Abraham and Nishant Shah) to veer away from the recognised battle-lines drawn in, around and about Wikipedia, and instead examine the fault-lines that run under many of our assumptions, prejudices and imaginations of Wikipedia. And Wikiwars, through careful screening and invested interests, became one of the first platforms in the world to initiate a critical discourse on Wikipedia, seeking to engage with its histories, it contemporary manifestations and practices, and the futures that it seeks to inhabit.

The different presentations brought in located debates, theoretical and philosophical concepts and personal experiences to build frameworks that explain and contextualise Wikipedia as one of the most contested spaces online. The eight panels across two days dealt with four major thematic areas which need to be summarised in brief:

1. Education, Pedagogy and Knowledge: At the very basis of Wikipedia (and other structures like it) is the question of knowledge production, the possibility of using it as an educational tool and the potentials it has for introducing new pedagogies and learning practices in and outside of institutionalised education. Presenters from various disciplines engaged with these questions in interesting ways.

Usha Raman from Teacher Plus in Hyderabad, brought in the question of primary education, the need for teacher training programmes and the ways by which infrastructure development needs to be thought through when talking of Wikipedia and education in the Indian context. The necessity of locating Wikipedia in a much larger debates on learning were also echoed by Noopur Rawal and Srikeit Tadepalli, students from Christ University who brought their experience of Wikipedia and the expectations from classroom education and learning in their presentation.

In the same field, but from a different approach, a panel examined Wikipedia as a site to critique Western Knowledge production systems. Stian Haklev and Johanna Niyesito concentrated on the questions of language and knowledge production. Haklev made an impassioned argument deconstructing the utopian idea of Wikipedia’s multilingual dreams and instead made a call for recognising the black-holes when it comes to non-English production and consumption of knowledge on Wikipedia. He further explored the implications that linguistic imbalance has on the very governance structure of Wikipedia and its communities. Niyesito challenged the ‘global’ and ‘cosmopolitan’ image that Wikipedia has built for itself and posited the idea of Wikipedia as a translingual space where different languages and cultures negotiate common understandings and processes of producing knowledge. HanTeng Liao explored knowledge production through the market economy of key-words to see how the linguistic biases of search engines that harvest these keywords, determines the access and visibility of different Wikipedia pages.

Resistance, Diversity and Representation: While these questions were present as undercurrents to most of the presentations at WikWars, they were perhaps most fiercely present in the debates that followed the presentations by Eric Ilya Lee (Academia Sinica, Taiwan), YiPing Tsou (National Central University, Taiwan), William Beutler and Eric Zimmerman (IDC, Israel).

For Lee and Tsou, the responses to the Chinese language Wikipedia from popular media and personal experiences, were demonstrative of the fact that the lack of diverse means of representation and participation lead to a strong resistance of Wikipedia in Taiwan. Beutler looked at the heavily contested editorial space and policies of Wikipedia to make a point about how lack of effective governance systems based on mutual tolerance and diversity lead to stressful and often traumatic experiences for users who might not be represented through the mainstream ideas and ideologies of an English speaking populace.

Zimmerman took a startling position, calling for a regime of attribution and dissolving the pseudonymous structures of knowledge production in Wikipedia in order to build designs of trust and verification into the system, thus leading to better and more credible research tools and representations.

The tone of debates was altered with presentations by Mark Graham (Oxford Research Institute) and the team of artists Nathaniel Stern and Scott Kildal, the team responsible for the Wikipedia Art Project. Graham showed the complexity of visualising space and how the production of space (or physical geography) on Wikipedia often reflects the virtual density of access and presence online. Showing a nuanced set of images that help mapping these new geographies for a richer diversity and representation, Graham showed how systems like Wikipedia ‘cannot know what they cannot know’ despite the reliance on the wisdom of crowds.

Stern and Kildall, in giving an account of their project which used Wikipedia’s policies to undermine and challenge it, show how the institutionalisation of a space and its ‘canonisation’ can quickly lead to a new set of problems where the space becomes the very thing it had set itself against.

3. Politics of Free, Open and Exclusion: The rhetoric of free and open have been built into all popular discourses around Wikipedia. However, the presentations at WikiWars showed that these need to be taken with at least a pinch of salt and further examined for what they signify. Alok Nandi of Architempo made a dramatic and creative revisit of these guiding principles of Wikipedia. He showed how an inquiry into rituals of participation, distortion and access on Wikipedia can promote, not merely looking at the politics of exclusion but also at the politics of inclusion and the problems therein.

Dror Kamir’s evocative narrative of ‘Your side, my side and Wikipedia’ illustrated how the question of boundaries, of knowledges, of facts and truths get distorted as language, community, nationality, etc. come into play in recording and documenting knowledge on Wikipedia. Concentrating on conflict zones in the Middle East, he talked about the lack and perhaps the impossibility of producing neutrality the way in which Wikipedia demands of its users. These ideas resonated with the propositions that ShunLing Chen from Harvard had floated in the opening panel to explore the ‘boundary work’ of Wikipedia and how it defines and produces itself in relation to external forces and controversies. These discussions on the politics of presence, absence, inclusion and exclusion were further layered by presentations by Linda Gross, Elad Weider, Heather Ford and Nathaniel Tkacz who produced a critique of the Free and Open, taking a cautionary step away from accepting these as inherently good.

While Gross explored the structure of egalitarianism that Wikipedia builds for itself, Ford presented an analysis of the licensing regimes of the knowledge produced within Wikipedia and the problems they pose to traditional knowledges and non-mainstream information. Weider, trained as a lawyer, critiqued the neo-liberal discourse around Wikipedia and tried to correlate the communities with markets. Tkacz’s historical overview of Free and Open, resulted in a compelling inquiry into the very structures that inform the shape and functioning of objects like Wikipedia.

Twitter: #WikiWars http://twitter.com/wikiwars and www.twitter.com/jackerhack/wikiwars

Flickr: http://www.flickr.com/photos/30479432@N03/sets/72157623193288710/

CPOV blog : http://networkcultures.org/wpmu/cpov/

The videos fom the Wikiwars event are embedded below:

For more details visit https://cis-india.org/research/conferences/conference-blogs/wwrep

Wikiwars: 12th, 13th January, Bangalore

nishant — 2012-03-13T10:43:09Z

The Centre for Internet and Society and the Institute of Network Cultures brought together a critical range of scholars, academicians, practitioners, artists and researchers to inquire into the new conditions which emerge with the rise of Wikipedia. The first of two events, WikiWars was the beginning of a knowledge network that shall contribute to a reader titled Critical Point of View, becoming the first resource tool to engage creatively and fruitfully with the diverse range of questions that surround Wikipedia.

The Wikipedia has emerged as the de facto global reference of dynamic knowledge. Different stakeholders – Wikipedians, users, academics, researchers, gurus of Web 2.0, publishing houses and governments have entered into fierce debates and discussions about what the rise of Wikipedia and Wiki cultures means and how they influence the information societies we live in. The Wikipedia itself has been at the centre of much controversy, pivoted around questions of accuracy, anonymity, vandalism, expertise and authority.

The first event, titled WikiWars is scheduled on the 12th and 13th of January 2010. This is the registration page for interested participants who want to join us in the discussions at the WikiWars.

For Event Details look here

For information on Programme, Panels, participants and presentation titles, look here (MS Office) or here (PDF document)

For more details on WikiWars and CPOV, look here

We have, apart from the 40 presenters, 45 seats available for interested participants to join the discussions.

There are no fees for registration, but the seats are limited, available only on first come first serve basis and not expandable.

To register, email us on : nishant@cis-india.org

Registrations closes: 10th January, 12:00 midnight, Indian Time.

Make sure you give us the following information in your registration request: Name, Email address, Cell phone/contact number, Institutional affiliation, Position/Designation, Areas of interest.

We will publish the final list of registered participants on the 11th of January 2010. Registered participants will be provided with a Registration kit and lunch & refreshments during the event.

Please Note: We might not be able to accommodate participants who turn up at the venue without prior registration due to logistical constraints.

For more details visit https://cis-india.org/research/conferences/conference-blogs/wikwarsreg