The 9th annual conference for Open Education research, practice and policy, OER18, took place at the Bristol Watershed Cinema on 18 and 19 April 2018. Its theme was ‘Open to All’ and it featured Wikimedia heavily in its programme.
While her page has only been live on Wikipedia for two months, Mary’s page has now been viewed in excess of 7000 timesbecause a) editors were motivated to address Wikipedia’s gender gap problem where less than 15% of editors are female and less than 17% of biographies are of notable women and b) we felt Mary’s story was important enough that it should be shared on Wikipedia’s front page and introduced to an audience of up to 25 million.
Did you know you could do that? Nominate a page newly created in the last seven days, or significantly expanded on, to be included on Wikipedia’s front page in this way?
Did you know that Wikipedia works with Turnitin to address issues of plagiarism and copyright violation using the Copyvio tool and that the Dashboard for managing assignments now offers Authorship Highlighting of students’ edits thereby making it easier to visualize and evaluate student work.
Did you know that Wikipedia does not want you to cite it? It is a tertiary source; an aggregator of articles with facts backed up from reliable published secondary sources. You can’t cite Wikipedia but you can cite the references it uses. In this way it is reframed as the digital gateway to further research sources.
Did you know that Wikidata, Wikimedia’s repository of structured open data, now has 3 million linked citations added to it which can be queried using the new Scholia tool – a tool to handle scientific bibliographic information? (The Scholia Web service creates on-the-fly scholarly profiles for researchers, organizations, journals, publishers, individual scholarly works, and for research topics. To collect the data, it queries the SPARQL-based Wikidata Query Service).
Did you know that releasing images through Wikimedia Commons can result in a huge increase in views with detailed metrics about the number of views these images are accruing? E.g. Images released by the Bodleian Library have accrued 218,460,571 views to date.
Did you know that thanks to the new I4OC initiative (April 2017) there exists a collaboration between scholarly publishers, researchers, and other interested parties to promote the unrestricted availability of scholarly citation data? Before I4OC started, publishers releasing references in the open accounted for just 1% of citation metadata collected annually by Crossref. Following discussions over the past months, several subscription-access and open-access publishers have recently made the decision to release reference list metadata publicly. These include: American Geophysical Union, Association for Computing Machinery, BMJ, Cambridge University Press, Cold Spring Harbor Laboratory Press, EMBO Press, Royal Society of Chemistry, SAGE Publishing, Springer Nature, Taylor & Francis, and Wiley. These publishers join other publishers who have been opening their references through Crossref for some time.
Did you know that thanks to Wikidata you can now query, analyse & visualise the largest reference work on the internet? You can also add your research data to combine datasets on Wikidata.
Did you know that the University of Portsmouth have been running a Wikipedia assignment called Human Geography for the last five years where each student is assigned a different short stub article for a village in England and Wales, and asked to expand it to provide a rounded description of the place and, in particular, an account of its historical development?
Did you know that, so far, they have left Scotland untouched and so there will be many villages and towns in Scotland ripe to have articles created and improved?
Did you know that Wikivoyage is Wikipedia’s sister project and a Lonely Planet-esque travel guide? Students can write articles about their hometown area with bullet-pointed sections on ‘Things to do’, ‘Things to See’, ‘Things to Buy’, ‘Places to stay’ with Open Street Maps included and images added from Wikimedia Commons.
Did you know how students and staff at the University of Edinburgh have reacted to the Wikipedia in the Classroom assignments we have run this year? You can view a compilation of their feedback in this video.
Did you know that students can create entire textbooks, chapters of textbooks, on Wikipedia’s sister project, Wikibooks?
Did you know that every September the world’s largest photography competition takes place, Wiki Loves Monuments? Participants are encouraged to photograph and upload images of listed buildings and monuments to document our cultural heritage.
Did you know that the WikiShootme tool helps identify notable buildings in your area that require an image uploading?
Did you know that taking part in Wikimedia activities does not always require a heavy time component and that short, fun activities can also help: adding a citation through the Citation Hunt tool (“Whack-a-mole for citations”), playing the Wikidata game, adding images through WikiShootMe and FIST; taking part in fun Wiki Races (6 degrees of separation for Wiki links between articles).
Did you know that you can learn how to edit at our 90 minute training sessions and how to become a trainer at our 3 hour Train the Trainer events?
Did you know that I can deliver presentations and training as you require; be it on Wikisource (the free content library), Wikidata (the free and open respository of structured data), Wikimedia Commons (the free media respository), the Wikicite initiative, WikiVoyage (the free travel guide), writing articles for Wikipedia, adding your research to Wikipedia or something else entirely?
Last week I attended the eighth Open Educational Resources conference (OER17) at Resource for London. Themed on ‘the Politics of Open‘. Little did we know when these themes were announced this time last year just how timely this conference would be.
Gamifying Wikimedia; Learning Through Play workshop. Jointly presented with Dr. Martin Poulter, Wikimedian in Residence at the University of Oxford). (slides). A fun-filled hour where we played a Wiki Race game (e.g. Youtube video example of a Wiki War) challenging participants to navigate, using only the wiki links in the body of a Wikipedia article from Open Educational Resources to Holloway Road in Wikipedia’s own version of ‘Six degrees of separation’. Other games we looked at were WikiShootme – a fun way of crowdsourcing pictures for notable locations without one online – and Citation Hunt (where participants are invited to find a reference to back up one statement on Wikipedia flagged as requiring one by the [Citation Needed] tag).
This last presentation outlined the work the Wikimedia residency at the University of Edinburgh over the last fifteen months; the lessons learnt and the recommendations.
It was not recorded so here’s what I said:
Lo and Behold: Reveries of a Connected Campus
The Wikimedia residency at the University of Edinburgh began in January 2016 so I am about to write my 15th month report this week. An infographic for the first 12 months is available to view at tinyurl.com/WikiResidency.
I should say that the reason for the title of the talk, Lo and Behold, is because I am massive fan of Werner Herzog and the film that bears the name. Potentially the subtitle for this talk could have been ‘a year of chaos, hostility and murder’. Thankfully, the reverse was true.
But the residency has also, at its heart, been about making connections. Both across the university’s three teaching colleges and beyond; with the city of Edinburgh itself. Demonstrating how staff, students and members of the public can most benefit from and contribute to the development of the huge open knowledge resource that are the Wikimedia projects. And we made some significant connections over the last year in all of these areas.
But first some context as to how this came to be. In 1583 the University of Edinburgh came to be then a short time later in 2001 Wikipedia, the free online encyclopaedia was established.
In 2011, ten years after Wikipedia first launched, the Chronicle of Higher Education published an article by the vice president of Oxford University of Press acclaiming that ‘Wikipedia had come of age’ and that it was time Wikipedia played “a vital role in formal education settings“.
In 2013, two years after this article was published, Scotland got its first ever Wikimedian in Residence at the National Library of Scotland, Ally Crockford. Melissa Highton, Director of Learning, Teaching & Web Services at the University of Edinburgh, invited both Ally Crockford and the newly installed Wikimedian in Residence at the Museums and Galleries Scotland, Sara Thomas, to hold an editathon during the university’s February 2015 term break. This editathon, themed on Women, Science and Scottish History was to help recognise and celebrate the achievements of the Edinburgh 7, the first female medical students in Britain, with new and improved Wikipedia pages. At the event, Melissa Highton invited Professor Allison Littlejohn to conduct some research to see if there was actually some formal and informal learning going on at these Wikipedia editing events. This research was then shared later that year at the Wikipedia Science Conference organised by the Wikimedian in Residence at the Bodleian Library, Martin Poulter.
Happily the research bore out that there was real merit in having a Wikimedian in an education setting because there was indeed informal and formal learning going on at editathon events. Up until this point all the residencies had tended to be GLAM oriented (Galleries, Libraries, Archives and Museums) so Melissa was quite bold in arguing for a Wikimedian on a university-wide remit. And I’m pleased to say that calculated risk worked out.
To raise awareness of Wikipedia and its sister projects
To design and deliver digital skills engagement events such as editathons (groups of staff & student editors coming together to edit Wikipedia pages on a focused theme – both inside and outside the curriculum)
To work with colleagues all across the institution to find ways in which the University – as a knowledge creation organisation – can most benefit and contribute to the development of this huge open knowledge resource.
But how to go about serving the university as their newest resource? Wikipedia in education is well established elsewhere but we were in slightly uncharted territory at the university so I could have been sat twiddling my thumbs for the year; waiting for take-up that may never have come (although I don’t think for a moment this would have happened). I could also have been treated as a snake oil salesman peddling the educational equivalent of fast food.
If I had been I would have been given short shrift. Thankfully, this ancient university is a thoroughly innovative modern one and among its 36,000 students and 13,000 staff there are a great many proponents of Open Knowledge.
I have never been busier.
The trick, if there was one, was to get colleagues to see there was a link between the Wikimedia projects and the work they were doing; to see there was a shared mission; to recognise that both were knowledge producers and, for want of a better word, ‘ideas factories’. And that collaborations between the university and Wikimedia could be fruitful for both sides. More than the sum of their parts. That involved engaging people in the conversation. Getting in the room. Because once in the room, colleagues could see the connections and did start to look at Wikipedia differently.
One of the biggest factors in the residency’s success was the new WYSIWYG Visual Editor interface, making editing so much easier and more akin to using WordPress and Ms Word through its drop-down menus.
But we had to get people in the room first of all to give it a go. That’s why the ‘edit-a-thon’ model proved particularly successful. Hosting an event on a particular theme for editors to come together and create or improve Wikipedia articles on that theme.
So we’d fit in with other events already happening in the academic calendar and stage our own when people were likely to be able to attend. Be it a Women in Espionage themed editathon for Spy Week; a Festival of Samhuinn event for Halloween to improve articles about those passed away; or Ada Lovelace Day to celebrate Women in STEM; inviting colleagues from STEM subjects, English, History, Scottish Studies and more to come take part in these events.
We’d also draw in other institutions like the National Library of Scotland and the University of Sheffield’s Centre for the Gothic in our Robert Louis Stevenson Day event themed on Gothic writers.
And in our third year of running the History of Medicine we have colleagues sharing Open Knowledge from across the university and beyond including the Royal College of Physicians (Edinburgh), the Royal College of Physicians and Surgeons (Glasgow), the Surgeons’ Hall Museums, the Lothian Health Service Archives and more.
So once people were engaged and their curiosity piqued then we could begin to show how the other Wikimedia projects link with Wikipedia and how information literacy is improved through engagement with Wikipedia.
Ultimately, what you wanted attendees to get from the experience was this; the idea that knowledge is most useful when it is used; engaged with; built upon.
And that housing knowledge in silos, of any kind, be they Wikimedia projects or university repositories, is missing a trick when that knowledge could be engaged with and built upon.
That’s why in the Wikimedia universe, Robert Louis Stevenson’s Wikipedia article has a link to his out-of-copyright longer works on Wikisource, the free content library. It also links to images related to RLS hosted on Wikimedia Commons, the free media repository. And it has a link to the Wikidata page on RLS where all the machine-readable structured linked data about RLS is kept.
And, in terms of raising awareness of these sister projects, we have had a showcase about Wikisource, the free content library, which has resulted in some digitised PhD theses being uploaded and linked to from Wikipedia, just one click away. Sharing open knowledge.
We have also had a number of Wikidata showcase events as Wikidata represents the bright future of the Wikimedia projects. Machine-readable, language independent, this central hub acts as a repository of linked structured data for all the Wikimedia projects and the wider internet beyond. This means the data from the largest reference work on the internet can be queried, analysed & visualised as never before.
And that’s the thing. Wikipedia doesn’t want you to cite it. It is a tertiary source; an aggregator of articles built on citations from reliable secondary sources. In this way it is reframing itself as the front matter to all research. And should be understood as such.
Another important factor is the work Wikipedia is doing with Altmetric and Crossref to ensure more permanent DOIs are used as citations which can then be tracked for impact. Wikipedia is now the number 5 most prolific DOI referrer according to Crossref… and even that is thought to be a gross underestimate of its actual standing.
The new Content Translation tool, developed in the last two years, has made a big impact as it allows one Wikipedia article to be translated, using machine translation to take all the formatting across paragraph by paragraph to create a new article in a different language Wikipedia. Thereby building understanding.
And this is something our Translation Studies MSc students were motivated to address as they could see exactly how knowledge was unevenly spread throughout the different language Wikipedias.
Similarly, one really important factor was this idea of taking ownership to help redress areas of under-representation and systemic bias on Wikipedia. In this way many of our Wikipedia events focused on addressing the gender gap.
Less than 15% of women edit Wikipedia and this skews the content in much the same way with only 16.85% of biographies about notable women. Given that the gender gap is real and that a lot of institutions will be undertaking initiatives as part of their commitment to Athena Swan, the creating of new role models for young and old alike goes a long way to engage people in helping to address this issue.
That’s why it is enormously pleasing that over the whole year, 65% of attendees at our events were female.
Over the course of this same year, Fake News has come to the fore. For Wikipedia editors this is nothing new as they have been combatting Fake news for years. Evaluating sources is core skill for a Wikipedia editor.
In fact, all the skills and experiences that universities and PISA are articulating they want to see students imbued with at this moment in time are ones that Wikipedia assignments help develop. And that’s not just hot air. The assignments we have run this year actually have delivered on these.
As a result of colleagues seeing connections with, and benefits of, a Wikipedia assignment we have run three Wikipedia in the Classroom assignments and three online assignments.
We have a case study of students in Reproductive Biology Hons. researching and writing new articles about reproductive health such as High-Grade Serous Carcinoma and thereby improving their research & communication skills and contributing their knowledge to the global Open Knowledge community. This is set to run for its third year this September.
We have a case study of students on the Translation Studies MSc course translating 4000 words from one language Wikipedia to another using the Content Translation tool as part of their Independent Study module; thereby getting much-needed published practice in translation. This has been such a success that we have continued for a second semester and Edinburgh University Translation Society are also publishing their own Wikipedia translations now too.
Translation has been a massive part of the residency; communicating how both sides can benefit massively from one another. My approach has been based on my background. Teaching in the Far East helped me see how to engage learners through stimulating, engaging & accessible activities; graded to their needs. In this way, my approach with translating Wikipedia’s policies and guidelines into a way that educators can engage with has been to:
But my main task is to finish the residency in January 2018 leaving behind a sustainable way for involvement with Wikimedia to continue.
That, for me, is a mixture of People and Process. Identifying the people who are going to take this on and work with them to support others but also preparing enough materials so that the process of involvement is easy enough for anyone to pick it up and get started.
That’s why I’m working to embed this in our Digital Skills programme and have already trained 12 Wikimedia ambassadors to support the Wikimedia activities in their area of the university. That’s why I have created and curated 110 videos and video tutorials on the university’s Media Hopper channel. That’s why I’ve written up case studies and shared a reusable lesson plan on TES so anyone can teach Wikipedia editing. There is nothing worse than people struggling on their own to edit Wikipedia and becoming frustrated when they get told they are doing it the wrong way. Well, by sharing the right way and by showing how easy it now is I believe we can make this sustainable across Edinburgh and beyond.
Key learning points
Sharing good practice & working collaboratively is crucially important.
Creating a variety of stimulating events where practitioners from different backgrounds participate in an open knowledge community has proved to be a successful approach.
Wikipedia & its sister projects offer a great deal to Higher Education and can be successfully integrated to enhance the learning & teaching within the curriculum.
Areas of under-representation and systemic bias have proven to be extremely important motivators for participants.
Demystifying Wikipedia through presentations, workshops & scaffolded resources has yielded positive reactions & an increased understanding of Wikipedia’s important role in academia.
Reasons why other universities should also look into hosting a Wikimedian as part of their digital skills team.
The new Visual Editor is super easy to learn, fun and addictive.
Wikidata – query, analyse & visualise the largest reference work on the internet. Add your research data to combine datasets on Wikidata.
WikiCite – tidying up the citations on Wikipedia to make a consistent, queryable bibliographic repository enhancing the visibility and impact of research.
Wikisource – Quotations and images from long ago can still touch and inspire. Out of copyright texts such as digitised PhD theses can be uploaded & linked to from Wikipedia.
Content Translation – The new tool allows Translation Students to get much-needed published translation practice and help share knowledge globally; correcting areas of under-representation and building understanding.
The gender gap is real and working with Wikipedia helps address this as part of Athena Swan initiatives; creating new roles models for young & old alike.
Develop students’ information literacy, digital literacy & research skills.
Fake news is prevalent. Engaging with Wikipedia helps develop a critical information literate approach to its usage and to other online sources of information.
So there’s your summary of why you too should engage with Wikimedia. 10 good solid reasons why the cost of a Wikimedian, as just one more digital skills trainer among all your others, is peanuts compared to what the university as a whole can benefit out of the experience. Indeed, staff and students are already consulting Wikipedia for pre-research purposes so why not ensure gaps in representation and inaccuracies are addressed? Because if not you then who?
I began by saying the Chronicle of Higher Education acclaimed “Wikipedia had Come of Age” way back in 2011. With Wikipedia now 16 (going on 17) and this being the Politics of Open, I’ll leave you with one final thought, has Wikipedia now come of age? Is now the time for Wikipedia in Education?
And, to paraphrase our First Minister, if not now then when?
But don’t just take my word for it, here are the staff and students who have taken part in Wikipedia in the Classroom assignments at the University of Edinburgh this year.
Wikipedia as an important source of health information and not medical advice.
“The Internet, especially Wikipedia, had proven its importance in everyday life. Even the medical sector is influenced by Wikipedia’s omnipresence. It has gained considerable attention among both healthcare professionals and the lay public in providing medical information. Patients rely on the information they obtain from Wikipedia before deciding to seek professional help. As a result, physicians are confronted by a professional dilemma as patients weigh information provided by medical professionals against that on Wikipedia, the new provider of health information….
We state that Wikipedia should not be viewed as being inappropriate for its use in medical education. Given Wikipedia’s central role in medical education as reported in our survey, its integration could yield new opportunities in undergraduate education. High-quality medical education and sustainability necessitates the need to know how to search and retrieve unbiased, comprehensive, and reliable information. Students should therefore be advised in reflected information search and encouraged to contribute to the “perpetual beta” improving Wikipedia’s reliability. Therefore, we ask for inclusion in medical curricula, since guiding students’ use and evaluation of information resources is an important role of higher education. It is of utmost importance to establish information literacy, evidence-based practices, and life-long learning habits among future physicians early on, hereby contributing to medical education of the highest quality.
Accordingly, this is an appeal to see Wikipedia as what it is: an educational opportunity. This is an appeal to academic educators for supplementing Wikipedia entries with credible information from the scientific literature. They also should teach their protégés to obtain and critically evaluate information as well as to supplement or correct entries. Finally, this is an appeal to medical students to develop professional responsibility while working with this dynamic resource. Criticism should be maintained and caution exercised since every user relies on the accuracy, conscientiousness, and objectivity of the contributor.”(Herbert et al, BMC Medical Education, 2015)
Reproductive Medicine Wikipedia assignment at Edinburgh University – September 2016
In September 2016, Reproductive Biology Honours students undertook a group research project to research, in groups of 4-5 students with a tutor, a term from reproductive biomedicine that was not yet represented on Wikipedia. All 38 were trained to edit Wikipedia and they worked collaboratively both to undertake the research and produce the finished written article. The assignment developed the students’ information literacy, digital literacy, collaborative working, academic writing & referencing and ability to communicate to an audience. The end result was 8 new articles on reproductive medicine which enriches the global open knowledge community and will be added to & improved upon long after they have left university creating a rich legacy to look back upon.
Rather than a writing an assignment for an audience of one, the course tutor, and never read again, Aine’s article can be viewed, built on & expanded by an audience of millions. Since creating the article in September 2016, the article has now been viewed 2196 times.
Reflections on a Wikipedia assignment
by Áine Kavanagh.
The process of writing a Wikipedia article involved me trying to answer the questions I was asking myself about the topic. What was it? Why should I care about it? What does it mean to society? I also needed to make the answers to those questions clear to other people who can’t see inside my head.
It then moved onto questions I thought other people might ask about the topic. Writing for Wikipedia is really an exercise in empathy and perspective. Who else is going to want to know about this and what might they be interested in about it?
Is what I’m writing accessible and understandable? Am I presenting it in a useful way? It’s an incredibly public piece of writing which is only useful if it serves the public, so trying to put yourself in the frame of someone who’s not you reading what you’ve written is important (and possibly the most difficult part).
It’s also about co-operation from the get-go. You can’t post a Wikipedia article and allow no one else to edit it. You are offering something up to the world. You can always come back to it, but you can never make it completely your own again. The beauty of Wikipedia is in groupthink, in the crowd intelligence it facilitates, but this means shared ownership, which can be hard to get your head around at first.
It’s a unique way of writing, and some tips for other students starting out on a Wikipedia project is to not be intimidated. Wikipedia articles in theory can be indefinitely long and dense and will be around for an indefinitely long time, so writing a few hundred words can seem like adding a grain of sand to a desert. But if the information is not already there then you are contributing – and what is Wikipedia if not just a big bunch of contributions?
There’s also the fear that editors already on Wikipedia will swoop down and denounce your article as completely useless – but the beauty of storing information is that you can never really have too much of it. There’s no-one who can truly judge what is and isn’t worthy of knowing*.
*There’s no-one who can judge what’s worth knowing, but the sum of human knowledge needs to be organised, and so there are actually guidelines as to what a Wikipedia article is (objective account of a thing) and is not (platform for self-promotion).
The University of Edinburgh offers a taught Translation Studies. As part of an independent study module, students were asked to choose a Wikipedia article that was at least 4000 words long and to translate it into another language. 29 people took part in the assignment, translating articles from English to Arabic, Chinese, French, Greek, Turkish, Japanese and from Spanish, Chinese, Japanese, Arabic, and Norwegian (bokmal) into English. Students were allowed to choose the article and language they wished to work on but the article choice had to be run past their course tutor who would check the article’s suitability for a class assignment in terms of the article’s subject and the degree of challenge to the language used in the article. Importantly, the tutors were prepared to reject any articles they thought were too simple in the language being used or too frivolous in the subject matter with students reminded that the purpose of the assignment was to further develop their translation skills in tandem with supporting the dissemination of important articles into another language. (The relative importance of the article being decided in negotiation between the student and the tutor.)
The assignment was structured with two in-person training sessions after which students were expected to translate the articles in their own time and submit them. The first in-person session introduced the students to editing Wikipedia and then got them to select the articles they would be working on. The Gapfinder tool was used to help identify trending pages with no corresponding coverage in the target language. A week later at the second in-person session, the students began the process of translating their chosen article.
The students used the Content Translation tool to prepare their translations which helped with the formatting of the article so that they could focus on the translation itself. There is a screencast demonstrating how to use the Content Translation tool which students watched at the end of session one and received more detailed instruction on the use of the tool in session two. The students had until the end of the semester (15 December) to complete and publish the translations.
As of writing, the assignment is now complete and a third in-person drop-in session was held to assist the students with any issues relating to the publishing of the articles. The students were also supported by email. Issues did arise, such as the source article being edited by a Wikipedia community member during the translation process. However, the student in question was able to flag this concern via email and I was able to look at the issue and advise promptly not to change the nature of the translation but instead stick with the older version they had begun to translate. Referencing and notability has also been flagged up when an article has been published in the target Wikipedia but again the student in question was reassured that ensuring the referencing is as clear & detailed as on the source Wikipedia will mean there is no problem. The course is routinely monitored with any issues noted to ensure best practice is documented for future iterations of this project. Student volunteers and course tutors have also provided video interview feedback on the course.
The is the first time Wikimedia UK has supported a translation classroom course, and the first time it has encouraged the use of the Content Translation tool – and we are keen to learn how this will develop. The course has been making a very positive impression within the university so far and there’s an commitment on both sides to continue this assignment next semester too.
In addition, through the running of this course in Translation Studies MSc, the residency has been introduced to Edinburgh University’s Translation Society (EUTS). Student representatives from EUTS learned of the Wikipedia Translation assignment through the Translation Studies MSc course leader and requested to take part in the exercise. As there was not enough in the computing lab to accommodate them during the in-person sessions, the EUTS reps sought to meet in order to learn more about how their society could collaborate with Wikimedia in a way that would be mutually beneficial. The meeting was extremely positive and there are now plans to have an EUTS translation project beginning in February 2017 where the student reps will invite all 100+ of their members to attend and take part in. Discussions are at an early stage but both parties are keen to see this happen with current consideration being given to whether the project should have an over-arching theme, fitting in with students’ interest areas and Wikimedia’s strategic priorities; using University College London’s translation editathon themed on women’s health as a model for the collaboration.
There have been additional benefits from the session as also in attendance during the assignment was a staff member from Edinburgh University’s MRC Centre for Regenerative Medicine. The staff member in question works as a Eurostemcell Translation Manager and is keen to support the translation of Eurostemcell related articles into different languages as the MRC Centre for Regenerative Medicine works closely with European partner labs to share research knowledge related to the study of stemcells; particularly on Wikipedia as they receive research funding on this very basis. Consequently, a Danish Wikimedia trainer has been contacted and secured for a scheduled Eurostemcell Wikipedia editathon at a Danish partner lab in Copenhagen at the end of November 2016. If this Danish pilot works well then the Eurostemcell team plan on holding Wikipedia editathons every year for World Stem Cell Day.