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Malayalam Wikipedia Education Program: August to October Updates
https://cis-india.org/openness/blog-old/malayalam-wikipedia-education-program-august-october-update
<b>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. </b>
<p style="text-align: justify;">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 <a class="external-link" href="http://blog.wikimedia.org/2012/07/06/wikipedia-education-a-model-from-malayalam-wikipedia/">July report</a> 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.</p>
<p style="text-align: justify;">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.</p>
<p style="text-align: justify;">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.</p>
<p>Some recent developments are listed below:</p>
<h3>September 8</h3>
<p style="text-align: justify;">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.</p>
<h3>October 1</h3>
<p style="text-align: justify;">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.</p>
<h3>October 12</h3>
<p style="text-align: justify;">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.</p>
<h3>October 13</h3>
<p style="text-align: justify;">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 <a class="external-link" href="http://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%BF%E0%B4%AA%E0%B5%80%E0%B4%A1%E0%B4%BF%E0%B4%AF:%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%AA%E0%B4%A6%E0%B5%8D%E0%B4%A7%E0%B4%A4%E0%B4%BF/%E0%B4%85%E0%B4%9E%E0%B5%8D%E0%B4%9A%E0%B5%BD_%E0%B4%B5%E0%B5%86%E0%B4%B8%E0%B5%8D%E0%B4%B1%E0%B5%8D%E0%B4%B1%E0%B5%8D_%E0%B4%97%E0%B4%B5._%E0%B4%B9%E0%B4%AF%E0%B5%BC_%E0%B4%B8%E0%B5%86%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%A8%E0%B5%8D%E0%B4%B1%E0%B4%B1%E0%B4%BF_%E0%B4%B8%E0%B5%8D%E0%B4%95%E0%B5%82%E0%B5%BE/%E0%B4%B1%E0%B4%BF%E0%B4%AA%E0%B5%8D%E0%B4%AA%E0%B5%8B%E0%B5%BC%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B5%8D">here</a>.</p>
<p><img src="https://cis-india.org/Itschoolmal_wiki10.JPG/image_preview" alt="Students attending Malayalam wikipedia workshop" class="image-inline image-inline" title="Students attending Malayalam wikipedia workshop" /><br />Students doing Malayalam wiki editing</p>
<h3>October 14</h3>
<p style="text-align: justify;">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.</p>
<p>As of today some of the important progress the main progress made on the project are is listed below:</p>
<ul>
<li>All students have created their accounts.</li>
<li>All students have created their user pages.</li>
<li>Most students created or edited articles that they were planning to contribute.</li>
<li>Students with the help of their teacher, Satheesh continue collecting reference materials on topics they plan to write.</li>
<li>Students continue editing in Malayalam whenever they get access to computer and internet.</li></ul>
<p>Some of the things that need to be kept in mind regarding this project are:</p>
<ul>
<li style="text-align: justify;">The project is done entirely on a voluntary basis. No separate time is allocated for students to participate in this project.</li>
<li>Thirty-four students are part of this and most of them are from ninth standard.</li>
<li>Out of the 34 students, 7 are girl students.</li>
<li>Out of 34 students only 10 students have got computers at home.</li></ul>
<p style="text-align: justify;">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.</p>
<p style="text-align: justify;">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.</p>
<p>Few important links related to this project:</p>
<ul>
<li>The master project page of this program is available<a class="external-link" href="http://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%BF%E0%B4%AA%E0%B5%80%E0%B4%A1%E0%B4%BF%E0%B4%AF:%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%AA%E0%B4%A6%E0%B5%8D%E0%B4%A7%E0%B4%A4%E0%B4%BF/%E0%B4%85%E0%B4%9E%E0%B5%8D%E0%B4%9A%E0%B5%BD_%E0%B4%B5%E0%B5%86%E0%B4%B8%E0%B5%8D%E0%B4%B1%E0%B5%8D%E0%B4%B1%E0%B5%8D_%E0%B4%97%E0%B4%B5._%E0%B4%B9%E0%B4%AF%E0%B5%BC_%E0%B4%B8%E0%B5%86%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%A8%E0%B5%8D%E0%B4%B1%E0%B4%B1%E0%B4%BF_%E0%B4%B8%E0%B5%8D%E0%B4%95%E0%B5%82%E0%B5%BE"> here</a>.</li></ul>
<ul>
<li>The list of students participating in this program is available <a class="external-link" href="http://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%BF%E0%B4%AA%E0%B5%80%E0%B4%A1%E0%B4%BF%E0%B4%AF:%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%AA%E0%B4%A6%E0%B5%8D%E0%B4%A7%E0%B4%A4%E0%B4%BF/%E0%B4%85%E0%B4%9E%E0%B5%8D%E0%B4%9A%E0%B5%BD_%E0%B4%B5%E0%B5%86%E0%B4%B8%E0%B5%8D%E0%B4%B1%E0%B5%8D%E0%B4%B1%E0%B5%8D_%E0%B4%97%E0%B4%B5._%E0%B4%B9%E0%B4%AF%E0%B5%BC_%E0%B4%B8%E0%B5%86%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%A8%E0%B5%8D%E0%B4%B1%E0%B4%B1%E0%B4%BF_%E0%B4%B8%E0%B5%8D%E0%B4%95%E0%B5%82%E0%B5%BE/%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B5%BC%E0%B4%A4%E0%B5%8D%E0%B4%A5%E0%B4%BF%E0%B4%95%E0%B5%BE">here</a></li>
<li>The list of articles that students started or enhancing as past of this project is available <a class="external-link" href="http://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%BF%E0%B4%AA%E0%B5%80%E0%B4%A1%E0%B4%BF%E0%B4%AF:%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%AA%E0%B4%A6%E0%B5%8D%E0%B4%A7%E0%B4%A4%E0%B4%BF/%E0%B4%85%E0%B4%9E%E0%B5%8D%E0%B4%9A%E0%B5%BD_%E0%B4%B5%E0%B5%86%E0%B4%B8%E0%B5%8D%E0%B4%B1%E0%B5%8D%E0%B4%B1%E0%B5%8D_%E0%B4%97%E0%B4%B5._%E0%B4%B9%E0%B4%AF%E0%B5%BC_%E0%B4%B8%E0%B5%86%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%A8%E0%B5%8D%E0%B4%B1%E0%B4%B1%E0%B4%BF_%E0%B4%B8%E0%B5%8D%E0%B4%95%E0%B5%82%E0%B5%BE/%E0%B4%B2%E0%B5%87%E0%B4%96%E0%B4%A8%E0%B4%99%E0%B5%8D%E0%B4%99%E0%B5%BE">here</a></li>
<li>The progress report of the project in Malayalam is regularly updated <a class="external-link" href="http://ml.wikipedia.org/wiki/%E0%B4%B5%E0%B4%BF%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%BF%E0%B4%AA%E0%B5%80%E0%B4%A1%E0%B4%BF%E0%B4%AF:%E0%B4%B5%E0%B4%BF%E0%B4%A6%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%AD%E0%B5%8D%E0%B4%AF%E0%B4%BE%E0%B4%B8_%E0%B4%AA%E0%B4%A6%E0%B5%8D%E0%B4%A7%E0%B4%A4%E0%B4%BF/%E0%B4%85%E0%B4%9E%E0%B5%8D%E0%B4%9A%E0%B5%BD_%E0%B4%B5%E0%B5%86%E0%B4%B8%E0%B5%8D%E0%B4%B1%E0%B5%8D%E0%B4%B1%E0%B5%8D_%E0%B4%97%E0%B4%B5._%E0%B4%B9%E0%B4%AF%E0%B5%BC_%E0%B4%B8%E0%B5%86%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B4%A8%E0%B5%8D%E0%B4%B1%E0%B4%B1%E0%B4%BF_%E0%B4%B8%E0%B5%8D%E0%B4%95%E0%B5%82%E0%B5%BE/%E0%B4%B1%E0%B4%BF%E0%B4%AA%E0%B5%8D%E0%B4%AA%E0%B5%8B%E0%B5%BC%E0%B4%9F%E0%B5%8D%E0%B4%9F%E0%B5%8D">here</a></li></ul>
<hr />
<p style="text-align: justify;"><em>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</em>.</p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/malayalam-wikipedia-education-program-august-october-update'>https://cis-india.org/openness/blog-old/malayalam-wikipedia-education-program-august-october-update</a>
</p>
No publishershijuAccess to KnowledgeWikimediaWikipediaWorkshopOpenness2012-11-09T18:18:20ZBlog EntryBridging Gender Gap in Pune: WikiWomenDay 2012 Celebrated with Success!
https://cis-india.org/openness/blog-old/wiki-women-day-2012-pune
<b>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.</b>
<p style="text-align: justify; ">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 <a href="http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Club_Pune/WikiWomenDay">WikiWomenDay 2012</a>. <a href="http://en.wikipedia.org/wiki/Wikipedia:Wikipedia_Club_Pune">Wikipedia Club Pune</a>, 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 <a href="http://www.pai-ils.com/">PAI International Learning Solutions</a>.</p>
<p style="text-align: justify; ">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 <a href="http://visual.ly/wikipedias-gender-gap">representation</a> 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.</p>
<p style="text-align: justify; ">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.</p>
<table class="invisible">
<tbody>
<tr>
<td style="text-align: justify; ">
<p>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.</p>
</td>
</tr>
<tr>
<td style="text-align: center; ">
<p style="text-align: center; "><img src="https://cis-india.org/home-images/WikiLearning.png" alt="Wiki Learning" class="image-inline" title="Wiki Learning" /></p>
Abhishek Suryavanshi demonstrates wiki editing on WikiWomenDay 2012</td>
</tr>
<tr>
<td>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">Winners of the quiz were awarded with Wikipedia stickers and badges.</p>
</td>
</tr>
<tr>
<td>
<p style="text-align: center; "><img src="https://cis-india.org/home-images/WP.png" alt="Pune Wikipedia Session" class="image-inline" title="Pune Wikipedia Session" /></p>
<p style="text-align: center; ">A picture of participants learning wiki editing on WikiWomenDay 2012 in Pune</p>
</td>
</tr>
</tbody>
</table>
<p style="text-align: justify; ">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 <a href="http://mediawiki.org/wiki/Extension:Narayam">Narayam</a> transliteration tool and some took the help of <a href="http://www.bhashaindia.com/ilit">Microsoft ILIT</a> and <a href="http://www.google.co.in/transliterate">Google Transliterate</a> as well. During this session new wikipedians edited many articles on <a href="http://mr.wikipedia.org/">Marathi</a>, <a href="http://hi.wikipedia.org/">Hindi</a> and <a href="http://bn.wikipedia.org/">Bengali</a> 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.</p>
<p style="text-align: justify; ">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.</p>
<h3>Meeting with Wikipedia Club Pune members</h3>
<p style="text-align: justify; ">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.</p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/wiki-women-day-2012-pune'>https://cis-india.org/openness/blog-old/wiki-women-day-2012-pune</a>
</p>
No publishersubhaAccess to KnowledgeWikimediaWikipediaWorkshopOpenness2012-11-10T08:30:09ZBlog EntryWikipedia Hackathon at BITS Hyderabad
https://cis-india.org/openness/events/wikipedia-hackathon-bits-hyderabad
<b>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.</b>
<p style="text-align: justify; ">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!</p>
<h3>Pre-requisites:</h3>
<ul>
<li>Preferable working knowledge of HTML/CSS/Javascript *or* python.</li>
</ul>
<ul>
<li>Laptops, which you will have to carry with you.</li>
</ul>
<p><span style="text-align: start; float: none; ">To register for the event, click </span><a href="https://docs.google.com/spreadsheet/viewform?formkey=dGpCalViX1FCc0FwT1g2ZFNqN3FrNUE6MQ" style="text-align: start; " target="_blank">here</a><span style="text-align: start; float: none; ">.</span></p>
<p>
For more details visit <a href='https://cis-india.org/openness/events/wikipedia-hackathon-bits-hyderabad'>https://cis-india.org/openness/events/wikipedia-hackathon-bits-hyderabad</a>
</p>
No publisherpraskrishnaAccess to KnowledgeWikimediaWikipediaOpennessEvent Type2012-10-25T08:42:56ZEventLaunch of Assamese Wikipedia Education Program at Guwahati University
https://cis-india.org/openness/blog-old/launch-of-assamese-wikipedia-education-program
<b>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.</b>
<p style="text-align: justify; ">This increment can partly be credited to the photography and article contest, conducting workshops at various educational institutions and organic community growth.</p>
<p style="text-align: justify; ">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, <a class="external-link" href="https://en.wikipedia.org/wiki/Guwahati_University">Guwahati University</a>.</p>
<p style="text-align: justify; ">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:</p>
<ul>
<li>Stage 1: Introduction to Wikipedia + Introduction to Education Program + Assamese typing</li>
<li>Stage 2: Editing Assamese Wikipedia</li>
<li>Stage 3: Advanced editing including adding references, headers, TOC and wiki markups</li>
<li>Stage 4: Concluding the Education Program</li>
</ul>
<p style="text-align: justify; ">In accordance with each of these stages there will be set of deliverables expected out of the students which are as follows:</p>
<ul>
<li>Deliverable 1: Create Wikipedia user accounts and user pages</li>
<li>Deliverable 2: Submit a two-page typed article in Assamese</li>
<li>Deliverable 3: Students will select one article each and start editing their articles</li>
<li>Deliverable 4: Students will continue enhancing their articles and will start adding references, wiki markups and pictures, if desired.</li>
</ul>
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<p><img src="https://cis-india.org/home-images/Assam1.jpg/@@images/e24483a8-26fa-40d2-b814-2b3769562139.jpeg" alt="Assam Wikipedia Workshop 1" class="image-inline" title="Assam Wikipedia Workshop 1" /></p>
<p>Assamese Wikipedia Education Program initiated in Guwahati University</p>
</td>
<td style="text-align: justify; ">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.</td>
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<p><img src="https://cis-india.org/home-images/Assam2.jpg/@@images/531afaa1-f266-4bab-805d-280bfa654302.jpeg" alt="Assam Wikipedia 2" class="image-inline" title="Assam Wikipedia 2" /></p>
<p style="text-align: center; ">Students learn Assamese typing using typing tool Rudali.</p>
</td>
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</tbody>
</table>
<p style="text-align: justify; ">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!</p>
<hr />
<p style="text-align: justify; "><b>Video</b></p>
<p><iframe frameborder="0" height="315" src="http://www.youtube.com/embed/Gn2cJStjQSM" width="300"></iframe></p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/launch-of-assamese-wikipedia-education-program'>https://cis-india.org/openness/blog-old/launch-of-assamese-wikipedia-education-program</a>
</p>
No publishernitikaAccess to KnowledgeWikimediaWikipediaWorkshopVideoOpenness2013-07-26T11:43:37ZBlog EntryWikipedia workshop @ Inmantec College, Ghaziabad
https://cis-india.org/openness/blog-old/wikipedia-workshop-ghaziabad
<b>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.</b>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">During the session participants also created a new article, <a href="http://en.wikipedia.org/wiki/Inmantec" target="_blank">Inmantec</a>, and have taken it as a challenge to edit and improve this article over the period of next one month.</p>
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<p style="text-align: justify; "><img src="https://cis-india.org/home-images/W1.png/@@images/6a6632cb-31a7-4770-ad54-1114320a449c.png" alt="workshop ghaziabad1" class="image-inline" title="workshop ghaziabad1" /></p>
<p style="text-align: justify; ">Participants listening to the proceedings at the Wikipedia workshop</p>
</td>
<td style="text-align: justify; ">
<p><br />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.</p>
<p>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.</p>
</td>
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</tbody>
</table>
<p style="text-align: justify; ">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.</p>
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<p style="text-align: center; "><img src="https://cis-india.org/home-images/W2.png/@@images/c4fecf43-4bc7-44cb-ac49-f96ef8e1e54f.png" alt="w2" class="image-inline" title="w2" /></p>
<p style="text-align: center; ">Presentation being given during Wikipedia workshop held in Ghaziabad</p>
</td>
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<hr />
<p><b>Video</b></p>
<p><iframe frameborder="0" height="141" src="http://www.youtube.com/embed/lOqLqPE-MrE" width="300"></iframe></p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/wikipedia-workshop-ghaziabad'>https://cis-india.org/openness/blog-old/wikipedia-workshop-ghaziabad</a>
</p>
No publishernitikaAccess to KnowledgeWikimediaWikipediaWorkshopVideoOpenness2013-01-07T16:30:36ZBlog EntryBengaluru: A Hub for Kannada and Sanskrit Wikipedia and other Wikimedia projects!
https://cis-india.org/openness/blog-old/bengaluru-a-hub-for-kannada-and-sanskrit-wikipedia
<b>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.</b>
<p style="text-align: justify; ">Seven Kannada wikipedians (a couple of them also contribute to Sanskrit Wikipedia) participated in this <a class="external-link" href="http://kn.wikipedia.org/wiki/%E0%B2%B5%E0%B2%BF%E0%B2%95%E0%B2%BF%E0%B2%AA%E0%B3%80%E0%B2%A1%E0%B2%BF%E0%B2%AF:%E0%B2%B8%E0%B2%AE%E0%B3%8D%E0%B2%AE%E0%B2%BF%E0%B2%B2%E0%B2%A8/%E0%B3%AB">event</a>. 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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<hr />
<p><i> </i></p>
<p><i> </i></p>
<p style="text-align: center; "><img src="https://cis-india.org/home-images/wkp2.jpg" alt="bengaluru wikipedia" class="image-inline" title="bengaluru wikipedia" /></p>
<p style="text-align: center; "><i>The above picture shows some participants working on their laptops during the meetup.</i></p>
<hr />
<p style="text-align: justify; ">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 <a href="http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CCAQFjAA&url=http%3A%2F%2Fsanchaya.net%2F2012%2F05%2Ffuel-kannada-workshop-on-kannada-computing-terminology%2F&ei=8L93UMrzD4iHrAfIsICQCg&usg=AFQjCNFfXFz-D48NPY27lCwY-cx_O4OoSw&sig2=_PkJ_65fL-q5XrczMchblg" target="_blank">Sanchaya</a><i> </i>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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; "><b>Discussion on Sanskrit Wiki projects:</b><br />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 <a href="http://samskritabharati.in/" target="_blank">Samskrita Bharati</a> 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<sup>th</sup> or 12<sup>th</sup> 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.</p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/bengaluru-a-hub-for-kannada-and-sanskrit-wikipedia'>https://cis-india.org/openness/blog-old/bengaluru-a-hub-for-kannada-and-sanskrit-wikipedia</a>
</p>
No publisherSubhashish PanigrahiOpennessWikipediaAccess to KnowledgeWikimedia2012-11-04T14:03:49ZBlog EntryAccess To Knowledge/Programme Plan
https://cis-india.org/a2k/access-to-knowledge-program-plan
<b>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.</b>
<hr />
<h2>Context to the CIS A2K programme plan</h2>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h3 style="text-align: justify; ">Objectives</h3>
<p style="text-align: justify; ">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.</p>
<h3 style="text-align: justify; ">Impact</h3>
<p style="text-align: justify; ">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<br /><br /><b>Desired outputs</b>:<br />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.<br /><br /><b>Desired outcomes</b>:<br />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.</p>
<h2 style="text-align: justify; ">Program goals</h2>
<h3><b>Catalyst Project Approach</b></h3>
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<td style="text-align: justify; ">
<p>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.</p>
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<p><img class="thumbimage" height="300" src="http://upload.wikimedia.org/wikipedia/commons/thumb/5/51/Wikimedia_Catalyst_Programs.pdf/page1-400px-Wikimedia_Catalyst_Programs.pdf.jpg" width="400" /></p>
<p>Catalyst Project Approach</p>
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<p style="text-align: justify; ">Specifically, the A2K Team will focus on testing pilots that tackle the following challenges:</p>
<ul>
<li style="text-align: justify; ">Building editor communities of sufficient critical size to accelerate and sustain growth in Indic languages</li>
<li style="text-align: justify; ">Connecting the Wikimedia community to new networks, building awareness of the Wikimedia projects and how they work</li>
<li style="text-align: justify; ">Building partnerships with educational and other groups to encourage new users to join the community as editors and content contributors</li>
<li style="text-align: justify; ">Encouraging editors of English Wikipedia in India, and strengthening coverage of India-relevant topics therein</li>
<li style="text-align: justify; ">Reaching communities with limited Internet connectivity to create access to Wikipedia's educational content</li>
</ul>
<p style="text-align: justify; ">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:</p>
<p style="text-align: justify; ">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?</p>
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<h2 style="text-align: justify; ">Current year plan - July 2012-June 2013</h2>
<h3>General community support and communications</h3>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h3 style="text-align: justify; ">Indic language community building</h3>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">Community building will be done by:</p>
<ol>
<li>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</li>
<li style="text-align: justify; ">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)</li>
<li style="text-align: justify; ">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</li>
<li style="text-align: justify; ">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.</li>
</ol>
<h3>Content addition/donation in Indic languages</h3>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h3 style="text-align: justify; ">New editor cultivation with campaigns on Indian topic areas on English Wikipedia</h3>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h3 style="text-align: justify; ">Pilot programs</h3>
<p style="text-align: justify; ">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'.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h2 style="text-align: justify; ">Approach to measuring results and evaluation</h2>
<p style="text-align: justify; ">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:</p>
<ol>
<li style="text-align: justify; ">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)</li>
<li style="text-align: justify; ">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</li>
<li style="text-align: justify; ">Facilitation of transfer of capability and best practices within a community, across Indic languages and with communities beyond the India-centric ones</li>
<li style="text-align: justify; ">Accountability to community and donors so that a prudent balance is maintained between impact and resources</li>
<li style="text-align: justify; ">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.</li>
</ol>
<p style="text-align: justify; ">The <a href="http://meta.wikimedia.org/wiki/Access_To_Knowledge/Team" title="Access To Knowledge/Team">A2K team</a> 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.</p>
<h3 style="text-align: justify; ">Budget</h3>
<p style="text-align: justify; ">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.</p>
<hr />
<p>Read the original <a class="external-link" href="http://meta.wikimedia.org/wiki/Access_To_Knowledge/Programme_Plan#Context_to_the_CIS_A2K_programme_plan">published</a> by the Wikimedia Foundation.</p>
<p>
For more details visit <a href='https://cis-india.org/a2k/access-to-knowledge-program-plan'>https://cis-india.org/a2k/access-to-knowledge-program-plan</a>
</p>
No publisherpraskrishnaOpennessWikipediaAccess to Knowledge2012-09-30T13:25:14ZBlog EntryWikipedia comes to Hyderabad!
https://cis-india.org/openness/blog-old/wikipedia-hyderabad-report
<b>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. </b>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<p style="text-align: justify; ">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.</p>
<h3>Next steps:</h3>
<p style="text-align: justify; ">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.</p>
<hr />
<p>For more information on how to conduct a Wikipedia workshop in your city, you could contact <a href="mailto:noopur@cis-india.org">noopur@cis-india.org</a></p>
<hr />
<p>There was newspaper coverage about this event:</p>
<ul>
<li>Wiki Meetup, <a class="external-link" href="http://www.thehindu.com/todays-paper/tp-features/tp-metroplus/drumming-session/article3943855.ece">Hindu</a>, September 28, 2012</li>
</ul>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/wikipedia-hyderabad-report'>https://cis-india.org/openness/blog-old/wikipedia-hyderabad-report</a>
</p>
No publishernoopurAccess to KnowledgeWikimediaWikipediaWorkshopOpenness2013-02-13T11:40:06ZBlog EntryAccess to Knowledge — September 2012 Bulletin
https://cis-india.org/about/newsletters/access-to-knowledge-september-2012-bulletin
<b>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.</b>
<p style="text-align: justify; ">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:</p>
<hr />
<h3><a href="https://cis-india.org/a2k/access-to-knowledge-program-plan">Access to Knowledge Programme</a></h3>
<ul style="text-align: justify; ">
<li>The Wikimedia Foundation’s India Program has become the Access to Knowledge (A2K) programme of CIS. </li>
</ul>
<hr />
<h3 style="text-align: justify; ">CIS Office in Delhi</h3>
<ul style="text-align: justify; ">
<li>The <a href="http://meta.wikimedia.org/wiki/Access_To_Knowledge/Team" title="Access To Knowledge/Team">A2K team</a> consists of four members: <a href="https://cis-india.org/about/people/our-team">Nitika Tandon</a>, <a href="https://cis-india.org/about/people/our-team">Shiju Alex</a>, <a href="https://cis-india.org/about/people/our-team">Subhashish Panigrahi</a> and <a href="https://cis-india.org/about/people/our-team">Noopur Raval</a>.</li>
</ul>
<hr />
<h3 style="text-align: justify; ">Statistical Report</h3>
<ul style="text-align: justify; ">
<li><a href="https://cis-india.org/openness/indic-language-wikipedias-statistical-report-jan-june-2012">Indic Language Wikipedias – Statistical Report</a> (January – June 2012) (by Shiju Alex). The data for this report and analysis are based on the statistical data published at <a href="http://stats.wikimedia.org">http://stats.wikimedia.org</a>.</li>
</ul>
<hr />
<h3 style="text-align: justify; ">Wikipedia Workshops</h3>
<p style="text-align: justify; "><span class="visualHighlight"><b>Note</b>: 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:</span></p>
<ul style="text-align: justify; ">
<li><a href="https://cis-india.org/openness/first-punjabi-wikipedia-workshop">The First Punjabi Wikipedia Workshop</a> (by Shiju Alex and Subhashish Panigrahi, September 27, 2012). </li>
<li><a href="https://cis-india.org/openness/blog/punjabi-wikipedia-workshop-at-punjabi-university-patiala">Punjabi Wikipedia Workshop at Punjabi University, Patiala</a> (by Shiju Alex and Subhashish Panigrahi, September 28, 2012).</li>
<li><a href="https://cis-india.org/openness/blog/punjabi-wikipedia-workshop-at-amritsar">Punjabi Wikipedia Workshop at Amritsar</a> (by Shiju Alex and Subhashish Panigrahi, September 30, 2012).</li>
<li><a href="https://cis-india.org/openness/report-of-the-wikipedia-workshop-in-british-library">Wikipedia Workshop in British Library, Chandigarh</a> (by Subhashish Panigrahi, September 27, 2012).</li>
<li><a href="https://cis-india.org/openness/kannada-wiki-workshop-tumkur-university">Kannada Wiki Workshop at Tumkur University</a> (Tumkur, Karnataka, September 15, 2012).</li>
<li><a href="https://cis-india.org/openness/blog/wikipedia-hyderabad-report">Wikipedia comes to Hyderabad!</a> (by Noopur Raval, September 30, 2012). There was coverage in the <a href="http://www.thehindu.com/todays-paper/tp-features/tp-metroplus/drumming-session/article3943855.ece">Hindu</a> on September 28, 2012.</li>
</ul>
<hr />
<h3 style="text-align: justify; ">Blog Entry</h3>
<ul style="text-align: justify; ">
<li><a href="https://cis-india.org/openness/editor-growth-and-contribution-on-telegu-wikipedia">Editor Growth & Contribution Program on Telugu Wikipedia</a> (by Nitika Tandon, September 29, 2012).</li>
</ul>
<hr />
<h2><a href="https://cis-india.org/">About CIS</a></h2>
<p style="text-align: justify; ">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 <a href="https://cis-india.org/accessibility">Accessibility</a>, <a href="https://cis-india.org/a2k">Access to Knowledge</a>, <a href="https://cis-india.org/openness">Openness</a>, <a href="https://cis-india.org/internet-governance">Internet Governance</a>, and <a href="https://cis-india.org/telecom">Telecom</a>.</p>
<p style="text-align: justify; "><i> </i></p>
<p style="text-align: justify; "><i>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.</i></p>
<h3 style="text-align: justify; ">Follow us elsewhere</h3>
<ul style="text-align: justify; ">
<li>Get short, timely messages from us on <a href="https://twitter.com/cis_india">Twitter</a></li>
<li>Join the CIS group on <a href="http://www.facebook.com/groups/28535315687/">Facebook</a></li>
<li>Visit us at <a href="https://cis-india.org/about/">http://cis-india.org</a></li>
</ul>
<p>
For more details visit <a href='https://cis-india.org/about/newsletters/access-to-knowledge-september-2012-bulletin'>https://cis-india.org/about/newsletters/access-to-knowledge-september-2012-bulletin</a>
</p>
No publisherpraskrishnaAccess to KnowledgeWikimediaWikipediaOpennessNewsletter2012-12-14T06:18:01ZPageThe Digital Classroom in the Time of Wikipedia
https://cis-india.org/raw/digital-humanities/blogs/digital-classroom/digital-classroom-in-time-of-wikipedia
<b>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.</b>
<h2>Context</h2>
<p>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.</p>
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 <em>Encyclopaedia Britannica</em>, 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.
<h2>Concerns</h2>
<p>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.</p>
<h3><strong>Design of Trust</strong></h3>
<h3></h3>
<p>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).</p>
<h3>Flattened Politics</h3>
<p>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.</p>
<p>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.</p>
<table class="plain">
<tbody>
<tr>
<td>
<h3>Technology as Tool</h3>
<p>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.</p>
</td>
<td><img src="https://cis-india.org/home-images/DC.jpg/image_preview" title="Digital Technology" height="270" width="363" alt="Digital Technology" class="image-inline image-inline" /></td>
</tr>
</tbody>
</table>
<p>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.</p>
<h3>Quality of Access</h3>
<p>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.</p>
<p>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.</p>
<h2>Rationale<br /></h2>
<p>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.</p>
<h2>Call for Proposals</h2>
<p>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 <em>Digital Classroom in the Time of Wikipedia</em> 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.</p>
<h2>Key Questions</h2>
<p>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:</p>
<ol><li>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?</li><li>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?</li><li>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?</li><li>What does the integration of Wikipedia and similar structures in everyday classroom practice lead to? What does it change and for whom?</li><li>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?</li><li>What are the historical tensions between technology and education that are being replayed with the rise of the digital?</li><li>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?</li></ol>
<hr />
<p><strong>References</strong>:</p>
<ol><li>Achterman, D. (2005). “Surviving Wikipedia: Improving student search habits through information literacy and teacher collaboration”, <em>Knowledge Quest</em>, 33(5), 38−40.</li><li>Davidson, C. (2007). “We can’t ignore the influence of digital technologies”,<em> Education Digest</em>, 73(1), 15−18.</li><li>Geiger, S. (2011). “The Lives of Bots”, <em>Critical Point of View A Wikipedia Reader</em> (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.</li><li>Giles, J. (2005). “Internet encyclopedias go head to head”, <em>Nature</em>, 438(7070), 900−901.</li><li>Graham, M. (2011). “Wiki Space: Palimpsests and the Politics of Exclusion”, <em>Critical Point of View A Wikipedia Reader</em> (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.</li><li>Harouni, H. (2009). “High School Research and Critical Literacy: Social Studies with and Despite Wikipedia”, <em>Harvard Educational Review</em>, 79 (3), 473-494.</li><li>Liang, L. (2011). “A brief History of the Internet from the 15th to the 18th Century”, <em>Critical Point of View A Wikipedia Reader</em> (Eds.) Geert Lovink and Nathaniel Tkacz. Institute of Network Cultures : Amsterdam.</li><li>Miller, N. (2007). “Wikipedia revisited” <em>ETC: A Review of General Semantics</em>, 64(2), 147−150.</li><li>Orlowski, A. (2006, March 26). Nature mag cooked Wikipedia study, <em>The Register</em>. Retrieved December 17, 2011, from <a class="external-link" href="http://www.theregister.co.uk/2005/10/18/wikipedia_quality_problem/">http://www.theregister.co.uk/2005/10/18/wikipedia_quality_problem/</a></li><li>Prabhala, A. (2011). <em>People Are Knowledge</em>. Documentary retrieved from December 17, 2011 from <a class="external-link" href="http://vimeo.com/26469276">http://vimeo.com/26469276</a>.</li><li>Rosenzweig, R. (2006). “Can history be open source? Wikipedia and the future of the past” <em>Journal of American History</em>, 93(1), 117–146.</li><li>Willinsky, J. (2006). <em>The Access Principle: The Case for Open Access to Research and Scholarship</em>. MIT Press :Massachusetts.
<hr /><strong>Collaborators</strong>: Dr. David Theo Goldberg, <em>University of California
Humanities Research Institute</em> and Claudia Sullivan, <em>Digital Media and
Learning Initiative, HASTAC</em>.<br /><strong>Photo source</strong>: <a class="external-link" href="http://www.flickr.com/search/?q=digital+classrooms&l=1">Flickr</a> (Creative Commons-licensed content for noncommercial use requiring attribution and share alike distribution).<br /></li></ol>
<p>
For more details visit <a href='https://cis-india.org/raw/digital-humanities/blogs/digital-classroom/digital-classroom-in-time-of-wikipedia'>https://cis-india.org/raw/digital-humanities/blogs/digital-classroom/digital-classroom-in-time-of-wikipedia</a>
</p>
No publishernishantWikipediaResearchers at WorkLearningDigital Classroom in the Time of Wikipedia2015-10-05T14:53:30ZBlog EntryWikiWars - A report
https://cis-india.org/research/conferences/conference-blogs/wwrep
<b>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.</b>
<p style="text-align: justify;">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.</p>
<p style="text-align: justify;">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.</p>
<p style="text-align: justify;">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:</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpFirst">1. <strong><u>Education, Pedagogy and
Knowledge:</u></strong> 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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpFirst"> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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. </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle"> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<strong><u>Resistance, Diversity
and Representation:</u></strong> 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).
<p> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle"> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">3. <strong><u>Politics of Free, Open
and Exclusion:</u></strong> 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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle"> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle"> </p>
<p style="text-align: justify;" class="MsoListParagraphCxSpMiddle">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.</p>
<p style="text-align: justify;">Twitter:
#WikiWars <a href="http://twitter.com/wikiwars">http://twitter.com/wikiwars</a>
and <a href="http://www.twitter.com/jackerhack/wikiwars">www.<strong>twitter</strong>.com/jackerhack/<strong>wikiwars</strong></a><cite></cite></p>
<p style="text-align: justify;">Flickr:
<a href="http://www.flickr.com/photos/30479432@N03/sets/72157623193288710/">http://www.flickr.com/photos/30479432@N03/sets/72157623193288710/</a></p>
<p>
CPOV blog : <a href="http://networkcultures.org/wpmu/cpov/">http://networkcultures.org/wpmu/cpov/</a></p>
<p> </p>
<p>The videos fom the Wikiwars event are embedded below:</p>
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<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHM_QoA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHM_RgA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHM_z4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN2T4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN2gMA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN2iUA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN2z0A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN3C4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN3QYA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHN3QYA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOgCwA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOgGgA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOgiUA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOqA4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOqxYA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOrhIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOrm4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOrycA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHOzEoA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHQoxAA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHQo3MA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHSrGAA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHSsTcA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHToz8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHUuGIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHUuTIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHUugsA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHUvW8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHUvk8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHVuwwA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHdpxMA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHdz3IA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHd0DMA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHd0iYA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHf4nkA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHf404A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHf43AA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHf5EIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHf5zYA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHghjkA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgh0EA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgiAIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgiFcA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgiUMA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgijUA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgjjIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgjyAA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgjzwA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgj1QA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgkCQA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgkE8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgkHEA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHgkTcA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHg3n8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHg3zgA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHg4GIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHg5ykA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHg52gA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHhjUEA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHhr04A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHhsAcA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh10oA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh114A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh%2B0AA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh%2B2EA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh_AcA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh_A8A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh_lQA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHh_w4A"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHjmiIA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHjnHEA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHjuxkA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHjuzwA"></embed>
<embed height="250" width="250" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHjvRUA"></embed>
<embed height="270" width="320" allowfullscreen="true" allowscriptaccess="always" type="application/x-shockwave-flash" src="http://blip.tv/play/AYHj4kEA"></embed>
<p>
For more details visit <a href='https://cis-india.org/research/conferences/conference-blogs/wwrep'>https://cis-india.org/research/conferences/conference-blogs/wwrep</a>
</p>
No publishernishantDigital GovernanceWikipediaFeaturedCyberculturesWorkshopCPOV2010-10-06T11:21:56ZBlog EntryWikiwars: 12th, 13th January, Bangalore
https://cis-india.org/research/conferences/conference-blogs/wikwarsreg
<b>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. </b>
<p>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.</p>
<p> 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.</p>
<p>For Event Details look <a href="https://cis-india.org/events/wikiwars" class="external-link"> here</a></p>
<p>For information on Programme, Panels, participants and presentation titles, look <a href="https://cis-india.org/research/conferences/wikiwars" class="internal-link" title="Wikiwars.xls">here</a> (MS Office) or <a href="https://cis-india.org/research/conferences/conference-blogs/uploads/wikiwarsprog1/view" class="external-link">here</a> (PDF document)</p>
<p>For more details on WikiWars and CPOV, look <a href="https://cis-india.org/publications/workshops/conference-blogs/Wikiwars" class="external-link">here</a></p>
<p>We have, apart from the 40 presenters, 45 seats available for interested participants to join the discussions.</p>
<strong>There are no fees for registration, but the seats are limited, available only on first come first serve basis and not expandable.<br /></strong>
<p> </p>
To register, email us on : nishant@cis-india.org
<p>Registrations closes: 10th January, 12:00 midnight, Indian Time.</p>
<p>Make sure you give us the following information in your registration request: <strong>Name, Email address, Cell phone/contact number, Institutional affiliation, Position/Designation, Areas of interest.</strong></p>
<p>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.</p>
<p>Please Note: We might not be able to accommodate participants who turn up at the venue without prior registration due to logistical constraints.</p>
<p>
For more details visit <a href='https://cis-india.org/research/conferences/conference-blogs/wikwarsreg'>https://cis-india.org/research/conferences/conference-blogs/wikwarsreg</a>
</p>
No publishernishantFeaturedWikipedia2012-03-13T10:43:09ZBlog EntryWiki Academy
https://cis-india.org/openness/blog-old/wiki-academy
<b>An article by Hari Prasad Nadig on Wiki Academy, a workshop based on usage of Indian languages, editing and its applications in academics of Wikipedia - the free online encyclopedia, was held at Eric Mathias hall in St Aloysius College in Mangalore on Saturday, August 22. </b>
<p> <em>Where the mind is without fear and the head is held high; </em></p>
<p><em>Where knowledge is free; </em><strong>- Rabindranath Tagore </strong></p>
<p> <em>ಜ್ಞಾನವೆಂಬುದು</em><em> </em><em>ಯಾರೊಬ್ಬರ</em><em> </em><em>ಸೊತ್ತಲ್ಲ</em><em>. </em><em>ಅದು</em><em> </em><em>ಎಲ್ಲರದೂ</em><em> </em><em>ಆಗಬೇಕು</em><em>. </em><em>ಮಾನವಕುಲದ</em><em> </em><em>ಒಟ್ಟು</em><em> </em><em>ಅರಿವು</em><em> </em><em>ಪ್ರತಿಯೊಬ್ಬರಿಗೂ</em><em> </em><em>ಸಿಗಬೇಕು</em><em>, </em><em>ಜ್ಞಾನವನ್ನು</em><em> </em><em>ಮುಚ್ಚಿಟ್ಟು</em><em> </em><em>ಅಥವ</em><em> </em><em>ಹಿಡಿದಿಟ್ಟು</em><em> </em><em>ಪ್ರಯೋಜನವಿಲ್ಲ</em><em>. </em><em>ಹಂಚಿಕೊಂಡ</em><em> </em><em>ಜ್ಞಾನ</em><em> </em><em>ಮತ್ತಷ್ಟು</em><em> </em><em>ಬೆಳೆಯುತ್ತದೆ</em> - ಇದು ಒಂದು ರೀತಿಯಲ್ಲಿ ವಿಕಿಪೀಡಿಯ ಯೋಜನೆಯ ಹಿಂದಿರುವ ಸಿದ್ಧಾಂತ.</p>
<p>ವಿಕಿಪೀಡಿಯ ಒಂದು ಮುಕ್ತ ವಿಶ್ವಕೋಶ. ಎಲ್ಲರೂ ತಮ್ಮ ಅರಿವು ಹಂಚಿಕೊಳ್ಳಬಹುದಾದ ವಿಶ್ವಕೋಶ. ಯಾರೊಬ್ಬರೂ ಎಡಿಟ್ ಮಾಡಬಹುದಾದ ಪುಟಗಳ ಗುಚ್ಛ. ಇದನ್ನು ನಡೆಸುವುದು ಜಗತ್ತಿನಾದ್ಯಂತ ತಮಗರಿವಿರುವ ವಿಷಯಗಳನ್ನು ಹಂಚಿಕೊಳ್ಳುತ್ತ ತಾವೂ ಹೊಸ ವಿಷಯಗಳನ್ನು ಅರಿತುಕೊಳ್ಳಲು ಉತ್ಸುಕರಾಗಿರುವ ಆಸಕ್ತರ ಸಮುದಾಯ. ಪ್ರಾರಂಭವಾದ ಕೆಲವೇ ವರ್ಷಗಳಲ್ಲಿ ಅಂತರ್ಜಾಲದ ಅತ್ಯಂತ ಪ್ರಮುಖ ವೆಬ್ಸೈಟುಗಳಲ್ಲಿ ಒಂದಾದ ಯೋಜನೆ ಇದು. ಅಂತರ್ಜಾಲದಲ್ಲಿ ಇಂದು ಅತ್ಯಂತ ಬಳಕೆಯಾಗುವ ಮೊದಲ ಐದು ವೆಬ್ಸೈಟುಗಳಲ್ಲಿ ಇದೂ ಒಂದು.</p>
<p>ನಾಲ್ಕಾರು ವರ್ಷಗಳೇ ಈ ವಿಕಿಪೀಡಿಯದಲ್ಲಿ ಕಳೆದವರಿಗೆ ಎಲ್ಲರೊಡನೆ ಕುಳಿತು ಒಂದು ದಿನದಲ್ಲಿ ವಿಕಿ ಬಗ್ಗೆ ಹಂಚಿಕೊಳ್ಳುವುದು ಬಹುದೊಡ್ಡ ಸವಾಲು. ಏಕೆಂದರೆ, ವಿಕಿ(ಪೀಡಿಯ) ಬಗ್ಗೆ ಹಂಚಿಕೊಳ್ಳಲು ನಮಲ್ಲಿರುವ ವಿಷಯಗಳು ನೂರಾರು. ಮಂಗಳೂರಿನಲ್ಲಿ ರಾಜ್ಯಮಟ್ಟದ ಮೊಟ್ಟಮೊದಲ ವಿಕಿ ಅಕಾಡೆಮಿ ಆಯೋಜಿಸಿದಾಗ ನಮಗೆದುರಾದ ಸವಾಲು ಕೂಡ ಇದೇ. ಅಲ್ಲಿ ಅಂದು ನೆರೆದಿದ್ದ ಇನ್ನೂರಕ್ಕೂ ಹೆಚ್ಚು ಜನ ಆಸಕ್ತರ ಸಮೂಹ ನಮಗಿದ್ದ ಸವಾಲನ್ನು ಇಮ್ಮಡಿಗೊಳಿಸಿತ್ತು.</p>
<p>"ಮಂಗಳೂರು ಆಸ್ಟ್ರೇಲಿಯದಲ್ಲಿ ಕೂಡ ಇದೆ. ಅದರ ಬಗ್ಗೆ ಲೇಖನ ಉಂಟೋ?" ಎಂದು ಸಭಿಕರೊಬ್ಬರು ಪ್ರಶ್ನೆ ಮುಂದಿಟ್ಟಾಗ ಕಾರ್ಯಕ್ರಮ ನಡೆಸಿಕೊಟ್ಟ ನಮಗೂ ಕುತೂಹಲ. ಅಲ್ಲಿಯೇ ಆಂಗ್ಲ ವಿಕಿಯ 'ಮಂಗಳೂರು' ಪುಟ ತೆರೆದು ನೋಡಿದಾಗ ಆಸ್ಟ್ರೇಲಿಯದಲ್ಲಿರುವ 'ಮಂಗಳೂರು' ಎಂಬ ಊರಿನ ಬಗ್ಗೆಯೂ ಮಾಹಿತಿ ಓದಿ ಹೇಳುವಾಗ ಎಲ್ಲಿಲ್ಲದ ಖುಷಿ. ನಮ್ಮೆಲ್ಲರ ನಡುವೆ ಇರುವ ಮಾಹಿತಿಯ ತುಣುಕುಗಳು ಒಟ್ಟಾದಾಗ ಮಾತ್ರ ಹೀಗಾಗಲು ಸಾಧ್ಯ ಅಲ್ವ? ಇಲ್ಲದಿದ್ದರೆ ವಿಕ್ಟೋರಿಯ, ಆಸ್ಟ್ರೇಲಿಯದಲ್ಲಿರುವ ಮಂಗಳೂರಿಗೆ ಒಂದು ರೈಲ್ವೇ ಸ್ಟೇಶನ್ ಕೂಡ ಇದೆ, ಒಂದು ಏರ್ಪೋರ್ಟ್ ಕೂಡ ಇದೆ ಎಂಬುದಿರಲಿ, ಮತ್ತೊಂದು ಮಂಗಳೂರು ಪರದೇಶವೊಂದರಲ್ಲಿದೆ ಎಂಬುದೂ ತಿಳಿದುಬರದು.</p>
<p>ಇದೇ ರೀತಿಯ ಪ್ರಶ್ನೆಗಳು ಉತ್ಸಾಹದ ಕಾರ್ಯಕ್ರಮವನ್ನಾಗಿಸಿತು ಆ ದಿನ. ಮಂಗಳೂರಿನಲ್ಲಿ ನಡೆದ ವಿಕಿ ಅಕಾಡೆಮಿ ನಮ್ಮೆಲ್ಲರ ಮನಸ್ಸಿನಲ್ಲಿ ಅಚ್ಚುಳಿಯುವಷ್ಟು.</p>
<p>ವಿಕಿಪೀಡಿಯ ಎಂದರೇನು, ಅದರ ಸಿದ್ಧಾಂತ ಏನು, ಅದರಲ್ಲಿ ಯಾರು ಭಾಗವಹಿಸಬಹುದು, ಹೇಗೆ ಭಾಗವಹಿಸಬಹುದು? ಭಾಗವಹಿಸಲು ಬೇಕಾದದ್ದು ಏನು? ಇದೇ ಮೊದಲಾದ ವಿಷಯಗಳೊಂದಿಗೆ ಕಾರ್ಯಕ್ರಮ ಪ್ರಾರಂಭಿಸಿದೆವು. ಸೇಂಟ್ ಅಲೋಶಿಯಸ್ ನಲ್ಲಿ ನೆರೆದಿದ್ದ ಆಸಕ್ತರು ನೆರೆದ ಸಂಖ್ಯೆಯಲ್ಲಿ ಒಡ್ಡಿದ ಸವಾಲು ನಮಗೆ ಅಷ್ಟೇ ಉತ್ಸಾಹ ಮೂಡಿಸಿದ್ದು ಹೌದು. ಬಿಳಿಗಿರಿರಂಗನ ಬೆಟ್ಟವನ್ನು ಕಾರ್ಯಕ್ಷೇತ್ರವಾಗಿ ಮಾಡಿಕೊಂಡಿರುವ ಡಾಕ್ಟರರಾದ ಪ್ರಶಾಂತ್ ಎನ್ ಎಸ್ ನನ್ನ ಜೊತೆ ಕಾರ್ಯಕ್ರಮ ನಡೆಸಿಕೊಟ್ಟವರು. ಇವರ ನಿತ್ಯದ ವಿಕಿಪೀಡಿಯ ಎಡಿಟ್ಸ್ ನೋಡಿದರೆ ಅದಲ್ಲಿರುವ ಅವರಿಗಿರುವ ಆಸಕ್ತಿ ಬಗ್ಗೆ ತಿಳಿಸದೇ ಇರದು.</p>
<p><img src="https://cis-india.org/home-images/wiki-academy.png/image_preview" title="Wiki Academy " height="169" width="400" alt="Wiki Academy " class="image-inline" /> <img src="https://cis-india.org/home-images/IN22-MANGALORE-WIKIPE_1376f.jpg/image_preview" title="Wiki Academy in Mangalore" height="266" width="400" alt="Wiki Academy in Mangalore" class="image-inline" /></p>
<p>ಈ ಯೋಜನೆಯ ಜನಪ್ರಿಯತೆಗೆ ಕಾರಣವೇನು? ಇದು ಹೇಗೆ ಇಷ್ಟು ದೊಡ್ಡದಾಗಿ ಬೆಳದದ್ದು? ವಿಕಿಪೀಡಿಯ ಎಂಬುದೊಂದು ಇಷ್ಟು ಅದ್ಭುತವಾದ ಯೋಜನೆಯಾದದ್ದು ಹೇಗೆ - ಮುಂತಾದ ವಿಷಯಗಳ ಬಗ್ಗೆ ನಾವು ಬೆಳಕು ಚೆಲ್ಲುವ ಪ್ರಯತ್ನ ಮಾಡಿದೆವು. ಸಹಯೋಗದಲ್ಲಿ (Collaboration) ಮಾಡಿದ ಕೆಲಸ ಹೇಗೆ ಜಗತ್ ಸ್ವರೂಪ ಪಡೆದು ಉತ್ತಮವಾಗುತ್ತ ಹೋಗುತ್ತದೆ ಹಾಗು ವಿಶ್ವ ಮಟ್ಟದಲ್ಲಿ ಇದು ಹೇಗೆ ಕಾಣುತ್ತದೆ ಎಂಬುದರ ಕುರಿತು ಮಾತಾನಾಡಲು ಪ್ರಯತ್ನಿಸಿದೆವು. ರಾಜ್ಯಮಟ್ಟದಲ್ಲಿ ಪ್ರಾರಂಭಿಸುವಾಗ ನಮ್ಮ ಭಾಷೆ ಕನ್ನಡದಲ್ಲಿ ನಾಲ್ಕು ವರ್ಷಗಳ ಹಿಂದೆಯೇ ಪ್ರಾರಂಭವಾಗಿರುವ ವಿಕಿಪೀಡಿಯ ಆವೃತ್ತಿ ಮರೆಯಲಾಗದು, ಅದರ ಕುರಿತು ಕೂಡ ಚರ್ಚೆ ಮಾಡಿದೆವು. ವಿಕಿಪೀಡಿಯ ಬಹುಭಾಷಾ ವಿಶ್ವಕೋಶ್ವವಾಗಿ ರೂಪುಗೊಳ್ಳುತ್ತಿರುವ ಕುರಿತು, ಅದರ ಪ್ರಾಮುಖ್ಯತೆ ಕುರಿತು ಕೂಡ ಮಾತನಾಡಿದೆವು.</p>
<p>ಮಧ್ಯಾಹ್ನ ವಿಕಿಪೀಡಿಯ ಬಳಸುವುದು ಹೇಗೆ, ಈ ಯೋಜನೆಯಲ್ಲಿ ಪಾಲ್ಗೊಳ್ಳುವುದು ಹೇಗೆ ಎಂಬುದರ ಕುರಿತು ಕಾರ್ಯಾಗಾರವಿತ್ತು. ಕಾರ್ಯಕ್ರಮದಲ್ಲಿ ಪಾಲ್ಗೊಂಡವರು ಸ್ವತಃ ಮುಂದೆ ಬಂದು ವಿಕಿಪೀಡಿಯದಲ್ಲಿ ತಾವೂ ಒಂದು ಅಕೌಂಟು ತೆರೆದು ಎಡಿಟ್ ಮಾಡುವಂತೆ ಮಾಡಿದೆವು. ಇದು ಸಭೆಯಲ್ಲಿ ನೆರೆದಿದ್ದ ಹಲವರಿಗೆ ಬಹಳ ಖುಷಿಕೊಟ್ಟ ವಿಷಯವೆಂದು ಈಗ ನಾನು ಹೇಳಬಲ್ಲೆ. ಏಕೆಂದರೆ ಯಾವುದೇ ಯೋಜನೆಯಾಗಲಿ, ತಂತ್ರಜ್ಞಾನವಾಗಲಿ - ಅದರ ಬಗ್ಗೆ ಕೇಳುವುದು ಸುಲಭ, ಆದರೆ ಬಳಸಿ ನೋಡುವಾಗ ಸಮಸ್ಯೆ ಎದುರಾದಾಗ ಕಷ್ಟ! ನೇರ ಕಾರ್ಯಕ್ರಮದಲ್ಲಿ ಪಾಲ್ಗೊಂಡವರನ್ನೇ ಭಾಗವಹಿಸಲು ಕೇಳುತ್ತ ಅವರ ಕೈಯಲ್ಲೇ ಅಕೌಂಟು ತೆರೆಯುವಂತೆ ಮಾಡುವುದು, ಪುಟವೊಂದನ್ನು ಎಡಿಟ್ ಮಾಡುವಂತೆ ಮಾಡುವುದು - ಸಭಿಕರಲ್ಲಿ ಪ್ರಶ್ನೆಗಳ ಸರಮಾಲೆಯನ್ನೇ ಹುಟ್ಟುಹಾಕಿತು! ನಮಗೂ ಅದೇ ಬೇಕಿದ್ದದ್ದು. ಎಲ್ಲರ ಪ್ರಶ್ನೆಗಳಿಗೆ ನಮಗೆ ತಿಳಿದ ಉತ್ತರ ನೀಡುತ್ತ ಅವರಿಗೆ ಎದುರಾದ ಸಮಸ್ಯೆಗಳನ್ನು ಪರಿಹರಿಸುವ ಪ್ರಯತ್ನ ಮಾಡಿದೆವು. ಒಟ್ಟಾರೆ, ನಮಗದು ಬಹಳ ಖುಷಿಕೊಟ್ಟ ಕಾರ್ಯಾಗಾರ!</p>
<p>ದಿನದ ಕಾರ್ಯಕ್ರಮ ಮುಗಿದ ಮೇಲೆ ವಿದ್ಯಾರ್ಥಿಗಳು, ಉಪನ್ಯಾಸಕರು, ಪತ್ರಕರ್ತರು - ಎಲ್ಲ ನಮ್ಮಲ್ಲಿ ಬಂದು ವಿಕಿಪೀಡಿಯದೊಂದಿಗೆ ಅವರ ಅನುಭವ ಹಂಚಿಕೊಳ್ಳುತ್ತ ಕಳೆದ ಸಮಯವಂತೂ ಮರೆಯಲಾಗದ್ದು. ತಂತ್ರಜ್ಞರಾಗಿ ನಾವು ಕಾಣುವ ವಿಕಿಪೀಡಿಯ ಎಲ್ಲರಿಗೂ ತನ್ನದೇ ಮುಖವನ್ನು ಕಾಣಿಸುತ್ತದೆಂಬ ಅರಿವು ಈ ಯೋಜನೆಯ ಸಮಗ್ರತೆಯ ಪರಿಚಯ ಹೆಚ್ಚಿಸಿತು. ವಿಕಿಪೀಡಿಯ ನಮ್ಮೆಲ್ಲರಿಗೂ ಮತ್ತಷ್ಟು ಹತ್ತಿರವಾಯಿತು.</p>
<p>[ವಿಕಿ ಅಕಾಡೆಮಿಯನ್ನು ಸಾಧ್ಯವಾಗಿಸುತ್ತಿರುವ ಸೆಂಟರ್ ಫಾರ್ ಇಂಟರ್ನೆಟ್ ಎಂಡ್ ಸೊಸೈಟಿಯವರಿಗೆ ವಿಕಿಪೀಡಿಯ ಸಮುದಾಯದ ಪರವಾಗಿ ಅಭಿನಂದನೆಗಳು. ಹೆಚ್ಚಿನದೇನೂ ಅಪೇಕ್ಷೆಯಿಲ್ಲದೆ ವಿಕಿಪೀಡಿಯದ ಸ್ವಯಂಸೇವಕರಿಗೆ ಪ್ರೋತ್ಸಾಹ ನೀಡುತ್ತಿದ್ದಾರೆ. ವಿಕಿ ಬಗ್ಗೆ ಮಾಹಿತಿ ಹಂಚಿಕೊಳ್ಳುವ ನಮ್ಮೆಲ್ಲರ ಪ್ರಯತ್ನದಲ್ಲಿ ಇವರ ಪಾತ್ರ, ಕೊಡುಗೆ ಗಣನೀಯವಾದದ್ದು.</p>
<p>ಮಂಗಳೂರಿನ ಆವೃತ್ತಿಯನ್ನು ಆಯೋಜಿಸುವಲ್ಲಿ ಪ್ರಮುಖ ಪಾತ್ರವಹಿಸಿದ ಮಂಗಳೂರು ಆಕಾಶವಾಣಿಯ ಸಾತ್ವಿಕ್, ಸೇಂಟ್ ಅಲೋಶಿಯಸ್ ಕಾಲೇಜಿನ ಉತ್ಸುಕ ಉಪನ್ಯಾಸಕರೂ, ಸರಳ ಜೀವಿಯೂ ಆದ ರೆವರೆಂಡ್ ಫಾದರ್ ರಿಚರ್ಡ್ ರೆಗೋ ಇವರಿಬ್ಬರಿಗೂ ನಮ್ಮೆಲ್ಲರ ಪರವಾಗಿ ಹೃತ್ಪೂರ್ವಕ ಅಭಿನಂದನೆಗಳು.</p>
<p>ಇದೆಲ್ಲದರ ಜೊತೆಗೆ ವಿಕಿ ಅಕಾಡೆಮಿಯನ್ನು ಕುತೂಹಲದಿಂದ, ವಿಶ್ವಾಸದಿಂದ ನೋಡುತ್ತ ವಿಕಿ ಕುರಿತು ಮಾಹಿತಿ ಹಂಚಿಕೊಳ್ಳುವಲ್ಲಿ ತಮ್ಮದೂ ಒಂದು ಪಾತ್ರವಿದೆ ಎಂಬಂತೆ ನಡೆದ ಪತ್ರಕರ್ತ ಸ್ನೇಹಿತರಿಗೆ ನಾವೆಲ್ಲರೂ ಕೃತಜ್ಞರು. ಇವರಿಲ್ಲದೆ ನಾವು ಕೈಗೆತ್ತಿಕೊಂಡಿರುವ ಅರಿವು ಹಂಚಿಕೊಳ್ಳುವ ಅಭಿಯಾನ ಅಪೂರ್ಣ.</p>
<p><strong></strong></p>
<p><a href="https://cis-india.org/openness/blog-old/uploads/wiki-academy" class="internal-link" title="Wiki Academy">More information available here</a></p>
<p><a href="https://cis-india.org/openness/wa-aug-09-slides.pdf" class="internal-link" title="Wiki Academy">Seminar held at Managlore - slides available here</a></p>
<p> </p>
<p>
For more details visit <a href='https://cis-india.org/openness/blog-old/wiki-academy'>https://cis-india.org/openness/blog-old/wiki-academy</a>
</p>
No publisherradhaOpen ContentWikipedia2011-08-18T05:01:57ZBlog EntryCPOV: Critical Point of View
https://cis-india.org/research/conferences/conference-blogs/Wikiwars
<b>The Centre for Internet and Society (Bangalore, India) and the Institute of Network Cultures (Amsterdam, Netherlands) seek to bring together ideas, experiences and scholarship about Wikipedia in a reader that charts out detailed user stories as well as empirical and analytical work to produce.. The organisations will jointly host two separate conferences aimed at building a Wikipedia Knowledge Network and charting scholarship and stories about The Wikipedia from around the world. </b>
<h2 align="center"><strong>CPOV: Critical Point of View</strong></h2>
<h2 align="center"><strong>Wikipedia
and the Politics of Open Knowledge</strong></h2>
<div align="left" class="pullquote">Proposal for a research network, two conferences
and a reader</div>
<div align="left" class="pullquote"> </div>
<div class="pullquote"> Organized by Centre for Internet & Society
(Bangalore, India) and the Institute of Network Cultures (Amsterdam,
Netherlands)</div>
<p><strong><br /></strong></p>
<p><strong>Introduction:</strong> It would be no exaggeration to state that
Wikipedia is at the brink of becoming the de facto global reference of dynamic
knowledge. The highly visible clashes amongst opinion leaders, university
professors, Web 2.0 ‘evangelists’ and publishers over accuracy, anonymity,
trust, vandalism and expertise only seem to fuel further growth of Wikipedia
and its user base. In this respect, what does it mean to now say that Wikipedia
has become “mainstream”?</p>
<p>The accelerated growth and scope of Wikipedia as
a knowledge reference of universal ambition is unheard of. The Google search
engine gives preferential treatment to Wikipedia in an attempt to beat search
engine optimizers and to provide a more fruitful experience to its users. Apart
from leaving its modern counterparts <em>Britannica</em> and <em>Encarta</em> in
the dust, such scale and breadth places Wikipedia on par with such historical
milestones as Pliny the Elder's <em>Naturalis Historia</em>, the Ming Dynasty's <em>Wen-hsien
ta-ch' eng</em>, and the key work of French Enlightenment, the Encyclopédie.</p>
<p>Wikipedia owns a whole set of characteristics –
including number and automation (bots) of contributors, regularity of updates,
fluidity, ease of search, number of languages, and growing user base. In doing
so, this online encyclopedia might be cited as the most visible and successful
example of the migration of FLOSS (Free/Libre/Open Source Software) principles
into mainstream culture. Those of us who believe in pluralism, and the
possibility of another world have reason to celebrate and defend Wikipedia from
intellectual- property-right-maximalists
and promoters of proprietary models of knowledge production and dissemination.
However, such celebration and defense should contain critical insights,
informed by the changing realities of the Internet at large and the Wikipedia
project in particular.</p>
<p>The Wikimedia Foundation has recently employed
its first research analyst and provides spaces for “Wikipediology”, including
projects such as the Wiki Project on vandalism studies. Nonetheless, critical
Wikipedia research should also be done outside the self-reflexivity of the
Wikimedia Foundation and its community. There is an urgent need for
quantitative and qualitative research from an Humanities and Arts perspective
that could benefit both the wider user base and the active Wikipedia community
itself.</p>
<p>More than this though, as one of the largest if
not the largest self-contained general knowledge reference of our time,
Wikipedia offers critical insights into the contemporary status of knowledge,
its organizing principles, function, and impact; its production styles,
mechanisms for conflict resolution and power (re-)constitution. New strategic
and tactical operations of knowledge/power are clearly at work. The concept of
the open remains ambiguous in this formation, serving as both a rallying
concept and masking new agonistic encounters.</p>
<p>By permanently (re)formulating the open and
inclusive as the guiding Wikipedia principle being formulated by the community
itself, one might also look at this norm as a narrative or even call it a
founding myth. For example, the demographic profile of the Wikipedia editor as
a white male geek with a limited mono-cultural worldview based on Western
rationality remains a concern. However, the question of (non)diversity being
formulated in Wikipedia discussions needs also to be posed beyond existing
stereotypes and at the general level of discourse. The question of
(post)identity and representation is not necessarily resolved via the
discursive construction of 'inclusion', if such inclusion may require leaving
competing knowledge histories and practices at the door and if it puts a
culture of editing not next to a culture of listening/hearing.</p>
<p>In the most material and perceptional way, every
new technology modifies conditions of possibility for knowledge. The logic of
technologies bleeds into the very structures and organizing principles of
knowledge and today, both medium and message may reflect the<em> </em>ideas of the (organized) network<em>,</em> multitude or the Deleuzian
machine<em>.</em> It is through a selected mix of technological and
normative conditions – the distributed architecture of the net, the Wiki
software platform, commons-based property licenses and the FLOSS zeitgeist –
that Wikipedia as the encyclopedia of the information age emerges, both
continuing and transforming the Enlightenment encyclopedic impulse or <em>will
to know</em>.</p>
<p>The authors of these proposal are aware of the
seemingly conflicting overarching research agenda: At one level is a
philosophical, epistemological and theoretical investigation of knowledge
artifacts and social, culture construction in terms of , authority and
politics. At the other level the research agenda is an empirical, anecdotal,
sociological investigation of the specific phenomenon of the Wikipedia. This
has been done on purpose so that the learnings from theoretical research
activities can inform practice oriented research and vice-versa.</p>
<p>Overall the conferences and reader may include
the following areas inviting theoretical, empirical, practical and art-based
contributions:</p>
<ol type="1" start="1"><li><em>WikiTheory
(opening session)</em></li><li><em>Wikipedia and
Critique of Western Knowledge Production</em></li><li><em>Encyclopedia
Models-- from 18th to 21th Century</em></li><li><em>Wiki Art</em></li><li><em>Designing Debate</em></li><li><em>Critique of Free and Open</em></li><li><em>Global
Politics of Exclusion</em></li><li><em>The
Place of Resistance</em></li><li><em>Wikipedia and Education</em></li><li><em>Wiki-analytics, Wikipedia as Platform and Software Studies</em></li><li><em>Wikipedia and Conditions of Knowledge Production<br /></em></li></ol>
<p> </p>
<h3>Descriptions of the Sessions/Fields of Interest</h3>
<p class="callout"> <em>1. WikiTheory –
Mining for Concepts (opening session)</em></p>
<p>Besides providing a general overview of the
topics to come, and with an emphasis on diverse global approaches, the aim here
is develop concepts that could be used in further research and that could fit
into larger projects on Internet culture and the critique of the free and open.
Is it possible to develop a counter-hegemony of critical practices that
situates itself in the midst of technological cultures? What kind of critical
lessons does Wikipedia provide in the face of overwhelming Web 2.0 hype and P2P
utopianism? How can a radical Wikipedia critique be developed that does not
present itself as the cynical ‘I told you so’ outsider or mimic the
neo-conservatist position of Andrew Keen? What kind of insight can Wikipedia
offer regarding the continuing tension between knowledge and information?</p>
<p class="callout"><em>2.
Wikipedia and Critical Histories of Western Knowledge Production</em></p>
<div class="pullquote">This session may include topics like: western vs.
non/post-western knowledge production, textual vs. oral tradition, visual vs.
textual knowledge, Wikipedia and language diversity, and indigenous knowledge.</div>
<p>The persistence of almost buried
master-narratives: The Western tradition of Enlightenment tends to permeate
both common and official understandings of knowledge on Wikipedia. Mirroring
the Enlightenment itself, Wikipedia both offers a very particular type of
knowledge and simultaneously makes claims upon the universal - e.g. in the
formulation of visionary goals, structure of articles, author positions,
writing style, categorization of entries, conflict resolution models and so on.
The ways in which such ideals persist and continue to bear their mark on the
present in often subtle ways requires further attention. Indeed, the 'grand
narratives' of the Enlightenment that Jean-Francis Lyotard claimed had
retreated with the emergence of 'computerized societies' continue to inform the
popular imaginary in ways largely untouched by the deconstructive moment.
Frederic Jameson once referred to this as the 'persistence of buried
master-narratives', a 'political unconscious' that guides decisions
irrespective of philosophical status. Likewise, this resonates with Foucault's
urge 'to reveal a <em>positive unconscious</em> of knowledge' as that which
performs the task of subjugation but operates beyond contention. What matters
here is not truth or belief, but operation.</p>
<p>The predominance of textual or even linguistical
cultures: The current system of Wikipedia citation prejudices textual systems
of knowledge over oral and visual systems of knowledge. This under-values the
knowledge systems of cultural memory and related technique such as mnemo
techniques or oral poetry on the one hand, and illiterate populations on the
other hand.</p>
<p> </p>
<p class="callout"><em>3.
Encyclopedia Models-- from 18th to 21th Century</em></p>
<p>The word made durable: In this session we want to
give an overview of various attempts to create a collection of global
knowledge. In order to get a better understanding of the cultural specificity
of the underlying code on which Wikipedia is built, this topic seeks to dig
further into the histories of the encyclopedia. D' Alembert's <em>Preliminary
Discourse</em> to the <em>Encyclopedie</em> is often described as the most
succinct statement of European Enlightenment, and the Encyclopedie itself as
the material project of Enlightenment. It is through the <em>Encyclopedie</em>
that the Enlightenment becomes durable, tangible and disseminated. What can be
learned by examining such historical precedents?</p>
<p>Encyclopedias have been said to be sources of
national images and stereotypes of the self and the other within Europe. In
Wikipedia image construction tends to be both disembogue and masked in favor of
a cosmopolitan, global self-understanding. This session might interrogate to
what extent knowledge production’s construction of national images is shifted
from a discursive to an automatic georeferencing system of construction.</p>
<p>As machines think (or maybe Knowing Machines or
The Machinic Intellect): This session may also look to historical attempts to
revolutionize knowledge through the creation of new technologies and to what
extent these alternate histories resonate with Wikipedia specifically and the
technologies of the Net as driven by knowledge imperatives more generally. Examples
include the Mundaneum, the Memex, the Galactic Network and project Xanadu. </p>
<p class="callout"><em>4.
Wikipedia Art</em></p>
<p>Art at the gates: Wikipedia Art is understood
both as artwork and intervention. Taking place largely on Wikipedia itself, the
project Wikipedia Art was considered controversial and was quickly removed (see
recent debate on nettime-l). What does this project reveal about this type of
knowledge production? What is the threshold of legitimacy for this type of
knowledge and how are the boundaries policed? What is at stake in the rejection
of art?</p>
<p class="callout"><em>5.
Models of Disambiguation and Designing Debate </em></p>
<div class="pullquote"><em>May
include topics like: </em>Dissent made visible, After Talk / Alerts /
Mailing Lists, the role of forum software, technical opportunities for
discontent, barnstars/award culture.</div>
<p>The paradox of neutrality: The Neutral Point of
View policy of Wikipedia does not always accurately depict the state of debate
on topics: The view held by a corporate lobby, using funded research, will find
equal space as the opinions of thousands of disadvantaged persons who might be
impacted by the actions of the corporate lobby. Would it make sense to replace
the NPoV policy and think about Wikipedia as a space of open political
agonality; as a battle for meaning underpinned by the desire for reason?</p>
<p>New crises of authenticity: As Wikipedia gains
the status of default reference for other printed textual knowledge artifacts –
there are emerging challenges of representation; longevity born digital
references; digital manipulation of sources; and circular referencing.
Shuddhabrata Sengupta of CSDS/Sarai says “Wikipedia encouraged in its community
the active exercise of a critical and skeptical attitude towards any received
form of knowledge”. In this context the evolving notions of authenticity has to
be further interrogated given the rise of peer-produced knowledge and the
diminishing cult of the expert. <em></em></p>
<p> </p>
<p class="callout"><em>6.
Critique of Free and Open </em></p>
<div class="pullquote">May include topics like: the parasite model of
free culture (“You work for free, others will make the money from your free
labour.”), governance, the role of developers, economy of Wikipedia, the beliefs
of the founders as the political foundation of Wikipedia, critical
interrogation of knowledge in relation to 'the open'.</div>
<p>Vacuous collaboration: Master concepts like
freedom and openness are at constant risk of remaining empty or constituting an
‘empty signifier’. The failure to fill such concepts has lead to many
descriptions of Wikipedia as 'collaborations' or even 'ad hoc meritocracies'
(Alex Bruns). Both these second-tier notions also tend to mask the
reconfiguration of the political and new forms of closure.</p>
<p>Paid and voluntary community manipulation: Many
Wikipedians hold strong opinions on range of sensitive areas including identity,
religion, science, politics, culture, and use sophisticated techniques such as
astro-turfing on Wikipedia. Additionally, some states, corporations and
organized religious groups sometimes pay specialists to engage in astro-turfing
in order to remove critical opinions and rewrite information from Wikipedia.</p>
<p> </p>
<p class="callout"><em>7.
Global Politics of Exclusion </em></p>
<div class="pullquote"><em>May
include topics like: </em>non-western, language, connectedness, oral
histories, women, non-geeks.</div>
<p>Tyranny of the connected: In societies which are
compounded by digital and participation divides, the connected usually always
win over those who don't have access and time to spare.</p>
<p>Gendered Knowledge: While women are strongly
represented among readers, globally, they are
hardly represented among contributors. In offlist chats, women express
that they do not feel comfortable when contributing to Wikipedia conversations.
They even felt silenced by the perception of Wikipedia as a masculine tech
culture. Some women have already created an alternative space of discussion at
wikichix.org. Does the separation of discussion spaces and the marginalization
of domestic issues and social impacts on Wikipedia turn back time?</p>
<p>Morality laundering: Moral standards that exist
in one country are being exported to other countries via Wikipedia. For
example, photo-realistic images of human bodies on pages dealing with sexuality
and anatomy are being replaced with drawings. Does this type of common
denominator approach undermine the pluralism of global sexuality? The call and
eventual refusal of image censorship for the entry on Mohammad represents a
similar scenario.</p>
<p>Language diversity: Despite the self-imposed
normative claim of language diversity and the self-description of Wikipedia as
a truly multi-lingual project, English is the Lingua Franca in translingual
meta projects and policy discussions. Also, on the level of content, is the
English Wikipedia the 'Leitmedium' in terms of (content) synchronization. In
what other ways does the language divide operate on Wikipedia?</p>
<p>Global governance: Governance of Wikipedia has
evolved and become increasingly sophisticated to match its phenomenal growth
and the attention it has garnered. While these changes in governance have
managed to sustain the growth of Wikipedia and prevent its credibility from
being undermined, there is a need to understand the impact that various
governance mechanisms have on the different incarnations of Wikipedia
throughout the world. Such analysis should consider separately (and compare)
different national chapters, plus extend beyond Wikipedia projects to the
governance of the Wikimedia Foundation.</p>
<p></p>
<p>Form and format: As the Wikipedia becomes a
standard of documentation and knowledge archive, it becomes important to focus
on traditional, oral and ephemeral knowledges which might die because of the
limitations of technologised platforms to capture them. Oral histories,
community knowledges, incipient systems of documenting personal and collective
memories, etc. start getting lost as the logo-centric, ‘objectively verifiable’
structures of knowledge production come into being. Rather than a critique of
Wikipedia, analysis needs to concentrate on ways by which such knowledge
systems are not lost and further tools which need to be developed in order to
make them accessible and visible.</p>
<p> </p>
<p class="callout"><em>8.
The Place of Resistance</em></p>
<p>Why do people resign from Wikipedia? Are critical
voices silenced by the majority of the mass? Does the exclusion of the
Wikipedia Art project reveal that within Wikipedia is no place for contesting
forms, repertoires, styles that go beyond linguistic approaches? Rituals and
mechanisms of exclusion offers critical insights into the contemporary status
of resistance formation in an paradigmatic age of diversity and inclusion.
Going beyond and extending the thinking of social movement scholars such as
Touraine or Melucci the study of Wikipedia might inform culture and identity
approaches of social movement studies and vice versa.</p>
<p>Can Wikipedia said to be a social movement and/or
how do social movement actors appropriate the Wikipedia to built alternatives?</p>
<p class="callout"><em>9.
Media Literacy and Education </em></p>
<p>Knowing about knowing: While technologies like
newspapers, television, radio and cinema have given birth to educational
institutions that engage in media studies, thereby providing tools for the
discerning citizen-consumer and future professional, there is still much work
required to develop similar critical models for emerging projects like
Wikipedia. The common institutional (non)response to warn against the ‘dangers’
of Wikipedia-like projects and discourage or ban their use seems grossly
inadequate. The rise of 'prosumers' suggests a need for new 'production
literacies' in addition to the traditional 'consumption literacy'. Furthermore,
there is also a growing number of meta projects on Wikipedia that seek cooperation
with schools and academia. But is the Wikimedia foundation and select national
bodies the legitimate actors to teach media literacy or is this rather a public
relations effort? What would Wikipedia literacy entail?</p>
<p class="callout"><em>10.
Wiki-analytics, Wikipedia as Platform and Software Studies</em></p>
<div class="pullquote"><em>Possible Topics: </em>Protocological
Knowledge, Knowledge vs. Information, Cultural Analytics, Cybernetics in the
present, (Un)dead labour and the posthuman bot.</div>
<p>Knowledge in the neighborhood of software: Can we
start thinking of Wikipedia as an interplay of editors and technology, since
software and notification systems are such an important part of the Wikipedia
project? Indeed, whilst humans argue over knowledge statements, 'bots' do much
of the dirty work and general knowledge housekeeping – a kind of (un)dead
labour. The presumption here, of code as politics, is that the wiki principles
themselves need to be debated from a perspective of software studies. To what
extent has bot politics triumphed over vernacular expertise or lead to an empowerment of the e-tech geeks
in knowledge projects? Related to this is the question of the cultural history
of Wikipedia as a platform. What is the relation between policy formation and
technical protocols? Is Wikipedia knowledge
Cybernetic?</p>
<p>Wikipedia as a data set: Besides the automation
participation in the form of the bot, Wikipedia is an information artifact
through and through. What kind of data analysis techniques can contribute to a
radical critique or illuminate network regularities beyond human
interpretation? What additional anonymised data sets of edit and use history
should be released by the Wikimedia Foundation to promote media literacy and
education.</p>
<p> </p>
<p class="callout"><em>11.
Wikipedia and Conditions of Knowledge Production</em></p>
<div class="pullquote">Possible Topics: Politics of knowledge production,
question of authority, The fallacy of objectivity, Wikipedia and the Public
Sphere.</div>
<p>The alarm that traditional bastions of
knowledge production and consumption (like universities and publishing houses)
raise against Wikipedia, brings into sharp relief, the fact that the Wikipedia
is a part of a much larger knowledge production industry. With the Wikipedia’s
integration into more ‘mainstream’ usage, it becomes necessary to focus on how
the emergence of such a space (and the principles it embodies) also affects the
much larger and global politics, aesthetics and mechanics of knowledge
production. Wikipedia has substantially changed academic trends of publication,
citation, classroom pedagogy and research. It has also been central to many
debates about who produces knowledge and who has the ‘right’ to be an Authority
on the knowledge thus produced.</p>
<p>Moving beyond the class-room and questions
of plagiarism or teaching, there is need to investigate the pre-conditions and
the contexts within which Wikipedia emerges, and the kind of questions it poses
to processes of knowledge production, consumption and verification.</p>
<p> </p>
<h3><em>Production
Details</em></h3>
<p>Besides setting up a network for critical
Wikipedia research with its own mailing list and organizing two events early
2010 in Bangalore and Amsterdam (to start with), the aim is to gather materials
for a Wikipedia Research Reader that will be published in the INC Reader series
around September-October 2010.</p>
<div class="pullquote">Research and editorial group: Geert Lovink and
Sabine Niederer (Amsterdam), Nathaniel Tkacz (Melbourne), Sunil Abraham
(Bangalore), Johanna Niesyto (Siegen), Nishant Shah (Bangalore).</div>
<h3><em>Contact
info: </em></h3>
<p>Sunil Abraham: <a href="mailto:sunil@cis-india.org">sunil@cis-india.org</a></p>
<p>Nishant Shah: <a href="mailto:Nishant@cis-india.org">Nishant@cis-india.org</a></p>
<p> </p>
<p> </p>
<p>For more information on how to apply to the Bangalore WikiWars conference, please <a title="CPOV - Critical Point of View : Wikiwars" class="internal-link" href="/research/conferences/wikiwars">click here</a>.</p>
<p>
For more details visit <a href='https://cis-india.org/research/conferences/conference-blogs/Wikiwars'>https://cis-india.org/research/conferences/conference-blogs/Wikiwars</a>
</p>
No publishernishantWikipediaart and interventioncyberculturesdigital subjectivesVandalismdigital artdigital pluralism2009-07-13T09:07:42ZBlog EntryAnalysing Wikipedia: A First Attempt at Clustering
https://cis-india.org/raw/histories-of-the-internet/blogs/wiki-analysis-and-assist/our-first-attempt-at-clustering
<b>In this, their second update on their Analysing Wikipedia project, Kiran Jonnalagadda and Hans Varghese Mathews discuss their first attempt at grouping the various editors of a frequently edited Wikipedia document, each distinguished from the others by some particular interest, through a quick machine process requiring minimal human intervention.</b>
<p>For our first trials, we attempted two ways of analysing Wikipedia. Here’s
a description of the first:</p>
<p>Given a target article, we retrieved its revision history over the last
<em>n</em> days and made a list of all the users who had edited the article
during this period. Then, for each of them, we made a list of all the other
articles they had edited during the same period. We filtered this for
outliers:</p>
<ol><li>Wikipedia administrators rack up thousands of edits each month as they
revert vandalism and annotate pages across the site. Our data downloading
script can remove them from consideration in one of two ways. We used both in
various combinations while attempting to arrive at a reasonable dataset for
analysis:</li>
<ol type="a"><li>Ignore anyone who made more than a specified number of
edits.</li><li>Ignore explicitly specified users.</li></ol>
<li>Some users (almost always anonymous) make one edit to an article and are
never seen again. Others make an edit but have no articles in common with any
of the other editors, typically because they edited to make an annotation,
such as making a link to the same article in another language Wikipedia. We
added the ability to filter for these by requiring that users have at least
one other (or more) articles in common.</li></ol>
<p>The following is Hans’s explanation for how the data thus retrieved was
analysed.</p>
<h3>Report of an Experiment in Clustering</h3>
<ol start="0">
<li>
<p>The object of the exercise described in what follows was to see if the various
editors of a frequently edited Wikipedia document could be clustered in different
groups, each distinguished from the others by some particular interest, through
some <em>quick</em> machine process requiring minimal human intervention.
The experiment was not entirely unsuccessful; but the supervention of human judgement
upon machine decision was more haphazard than one could wish.</p>
</li>
<li>
<p>The Wikipedia page named <strong>Evolution</strong> was chosen as the primary document;
and for our collection of editors we chose, out of all the editors that this page had
had from November 2008 through January 2009, those who had in that same period
edited at least one other Wikipedia page. The rationale for proceeding so was to
compute in some very quick and convenient way a <em>measure of similarity</em> between
each pair of the editors to be clustered: without <em>at all</em> considering, at this stage,
the textual character of their individual interventions. The data from which these
similarities were computed constituted a matrix, with a row for each such ancillary
document and a column for each editor; and the entry in the <em>i<sup>th</sup></em>
row and the <em>j<sup>th</sup></em> column was 1 if the <em>i<sup>th</sup></em>
page had been edited by the <em>j<sup>th</sup></em> editor, and 0
otherwise. The similarity between any pair of editors was then assessed by counting
the pages they had both edited against the counts, for each, of those pages that
one had edited but the other not: but in such a way that, among the pages both
had edited, those that were <em>on the whole</em> less edited received more weight; while
among the pages only one or other had edited, those that were on the whole less
edited received less weight.</p>
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<p>The similarities thus obtained were collected in a square and <em>symmetric</em> matrix,
having as many rows and columns as there were editors: with the similarity between
the <em>i<sup>th</sup></em> and the <em>j<sup>th</sup></em> editor being the entry in the
<em>i<sup>th</sup></em> row and the <em>j<sup>th</sup></em> column, and
the entry in the <em>j<sup>th</sup></em> row and the <em>i<sup>th</sup></em>
column as well. This matrix of similarities
was then used to cluster the editors in a variety of ways, using various techniques.
Three among these clusterings were retained, on considerations of variation in size
between, and of <em>coherence</em> within, their constitutive clusters: with the coherence of
a given cluster of individuals being measured by
λ<sub>1</sub>/(λ<sub>1</sub> + λ<sub>2</sub> + ... + λ<sub><em>k</em></sub>), where
λ<sub>1</sub> is the largest among the positive eigenvalues {λ<sub>1</sub>, λ<sub>2</sub>, ... λ<sub><em>k</em></sub>} of the submatrix
recording the similarities between the individuals in that cluster.</p>
<div class="pullquote">A square matrix <em>A</em> of numbers, with <em>m</em> rows and columns say, may be regarded as device
for <em>rotating the direction</em> and <em>rescaling the length</em> of any vector <strong>v</strong> having <em>m</em> numerical entries
or components: through the usual multiplication, with the <em>i<sup>th</sup></em> component of the resultant vector
A · <strong>v</strong> being (A<sub><em>i</em>1</sub><em>v</em><sub>1</sub> +
A<sub><em>i</em>2</sub><em>v</em><sub>2</sub> + ... + A<sub><em>im</em></sub><em>v<sub>m</sub></em>),
where <em>A<sub>ij</sub></em> is the entry in the <em>i<sup>th</sup></em> row and <em>j<sup>th</sup></em>
column of <em>A</em>, while <em>v<sub>j</sub></em> is the <em>j<sup>th</sup></em> component of <strong>v</strong>.
An <em>eigenvector</em> <strong>u</strong> of <em>A</em> is a vector of <em>unit length</em>
whose direction is only reversed, if it is at all rotated; and one has <em>A</em> · <strong>u</strong> = λ<strong>u</strong> for some
<em>eigenvalue</em> λ now, with a reversal of direction if λ < 0, and with the size or ‘absolute value’
|λ| being the rescaling of length.</div>
<div class="pullquote">A vector <strong>v</strong> has the usual <em>Euclidean</em> length ||<strong>v</strong>|| =
(<em>v<sup>2</sup><sub>1</sub></em> + <em>v<sup>2</sup><sub>2</sub></em> ... +
<em>v<sup>2</sup><sub>m</sub></em>)<sup>½</sup> here. To specify
the direction of <strong>v</strong> we must consider the <em>m</em> <em>standard
basis vectors</em> we obtain by taking the <strong>0</strong>
vector here, whose <em>m</em> components are all zeroes, and replacing any one of these with 1; and
<strong>e</strong><sub><em>k</em></sub> usually denotes the vector which has 1 for its <em>k<sup>th</sup></em> component and zeroes everywhere else.
Now for each <em>j</em> ∈ {1, 2, ..., <em>m</em>} the <em>direction-number</em> <em>v<sub>j</sub></em>/||<strong>v</strong>|| is the cosine of the angle between
<strong>v</strong> and <strong>e</strong><sub><em>j</em></sub> in the plane this pair of vectors would determine, whenever <strong>v</strong> is not a multiple of
<strong>e</strong><sub><em>j</em></sub> : whenever <strong>v</strong> cannot be obtained from <strong>e</strong><sub><em>j</em></sub> by multiplying each component of the latter with
some number. Note that when <strong>v</strong> is so obtained the <em>direction-number</em> <em>v<sub>j</sub></em>/||<strong>v</strong>|| would be either
1 = cosine(0<sup>◦</sup>) or −1 = cosine(180<sup>◦</sup>) : which is appropriate, since <strong>v</strong> would lie either along
<strong>e</strong><sub><em>j</em></sub> itself or along its reverse −<strong>e</strong><sub><em>j</em></sub>
in any plane that <strong>e</strong><sub><em>j</em></sub> might help determine. The word “plane”
has its common geometrical meaning now.</div>
<p>We note that such a criterion of coherence would favour those clusters in which
the similarities between members were more uniform than elsewhere: were the
similarities between them used to locate all the editors in some Euclidean space,
using some technique like multidimensional scaling for instance, our criterion would
favour <em>globular</em> clusters over <em>flat</em> or <em>chainlike</em> ones.
Regarding variation between the
sizes of constitutive clusters in a clustering, the desideratum was that the largest
such cluster should not exceed too much the mean size of the remainder, when their
difference is scaled by the variation in size there.</p>
<p>The specifics of the clustering techniques that were employed, and the statistical
tests which decided the retention of clusterings, are set out in the technical
supplement to this report; and the computation of similarities described in <strong>1</strong> may be
found there as well.</p>
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<p>Each cluster within a retained clustering was next used to induce a weighting
on the collection of edited pages, in the evident way, with the weight of a document
relative to a cluster being the proportion of the individuals there who had edited it;
and the names of its most frequently edited pages were taken as indicative of the
interest of that group or ‘pack’ of editors. A choice between the three retained
clusterings might now be made by considering how <em>distinctively</em> the separate interests
of their several constitutive packs could be characterised.</p>
<p>Such judgements are apt to vary considerably between individuals, of course:
but we note that there were appreciable congruences between the three clusterings
that were retained. Each clustering yielded one notably coherent pack, consisting
of the same individuals almost in each clustering, set apart by their attention to
<em>creationism</em> and <em>intelligent design</em>. Each retained clustering also yielded a pack
whose members seemed to have a special interest in <em>evolution as theory and fact;</em>
and these cognate groups almost overlapped as well. Another group identifiable
in all three clusterings had its members linked by their common attention to the
Wikipedia <em>Sandbox</em>. These results are hardly surprising. But we note that all three
clusterings did indicate a small group, somewhat more coherent in one than in the
other two, of individuals linked by an interest in the <em>gastrointestinal tract.</em></p>
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<p>Given the ‘virtual’ character of our packs or groups we should expect that
some individuals may sit well in more than one of them; and we should find a way
to allot such an individual to each among the groups with which he might have
comparable affinities. A convenient way to do so would be to locate our editors in
some Euclidean space, again, so that each group may be identified with the <em>centroid</em>
of the points to which its members are assigned. An individual who is markedly
further from the centroid of his own group, than his fellows there, might now be
allotted to some other groups: if, for instance, his distances from their centroids,
compared to his distances from the rest, are markedly closer to his distance from
his assigned centroid. Proceeding so would work best with globular spatial clusters,
again, and we should be cautious about how similarities between individuals will
be used to spatially locate them: especially when some very few of the clusters in
a clustering are markedly more coherent than the others.</p>
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<p>
For more details visit <a href='https://cis-india.org/raw/histories-of-the-internet/blogs/wiki-analysis-and-assist/our-first-attempt-at-clustering'>https://cis-india.org/raw/histories-of-the-internet/blogs/wiki-analysis-and-assist/our-first-attempt-at-clustering</a>
</p>
No publisherjaceWikipedia2011-08-04T06:11:49ZBlog Entry