Tag: Wikipedia

Witchy Wikidata – a 6th birthday celebration event for Halloween

Wikidata is turning 6 years old at the end of October 2018“the source for open structured data on the web and for facts within Wikipedia.” so we are hosting a birthday celebration on Wednesday 31st October 2018 in time for Halloween in Teaching Studio LG.07, David Hume Tower, University of Edinburgh.

Wikidata is a free and open data repository of the world’s knowledge that anyone can read & edit. Wikidata’s linked database acts as central storage for the structured data of its Wikimedia sister projects.

Using Wikidata, information on Wikipedia can be queried & visualised as never before. The sheer versatility of how this data can be used is only just beginning to be understood & explored.

In this session we will explain why Wikidata is so special, why its users are so excited by the possibilities it offers, why it may overtake Wikipedia in years to come as the project to watch and how it is quietly on course to change the world.

Pumpkinpedia

What will the session include?

  • An introduction to Wikidata: what it is, why it is useful and all the amazing things that can be done with structured, linked, machine-readable open data.
  • A practical activity using the Survey of Scottish Witchcraft database where you will learn the ‘nuts & bolts’ of how to use and edit Wikidata (manually and in bulk) and help shape the future of open knowledge!
  • A practical guide to querying Wikidata using the SPARQL Query Service.
  • Cake and Wikidata swag to take home.

Who should attend?

Absolutely anyone can use Wikidata for something, so people of all disciplines and walks of life are encouraged to attend this session. Basic knowledge of using the internet will be needed for the practical activity, but there are no other pre-requisites.

Anyone interested in open knowledge, academic research, application development or data visualisation should come away buzzing with exciting new ideas!

NB: Please bring a laptop with you OR email ewan.mcandrew@ed.ac.uk at least 24 hours ahead of the event if you need to borrow one.

Please also create a Wikidata account ahead of the event.

Programme

  • 10:45 – 11:00: Welcome, Tea/Coffee, Registration
  • 11:00 – 11:30: Introduction to Wikidata – what is it, and why is it useful? – Dr. Sara Thomas, Scotland Programme Co-ordinator for Wikimedia UK.
  • 11:30 – 12:30: Introduction to SPARQL queries – Delphine Dallison (Wikimedian at the Scottish Library and Information Council).
  • 12:30 – 13:00: Break for lunch
  • 13:00 – 14:30: Witchy data session – Ewan McAndrew (Wikimedian in Residence at the University of Edinburgh).
    • Manual edits practical – adding data from the Survey of Scottish Witchcraft database to Wikidata.
    • Mass edits practical – adding data in bulk from the Survey of Scottish Witchcraft database to Wikidata.
    • Visualising the results
  • 14:30 – 14:45:– Close and thanks.

Book here to attend.

If coming from outside the University of Edinburgh then book your place via Eventbrite here.

North Berwick witches – the logo for the Survey of Scottish Witchcraft database (Public Domain, via Wikimedia Commons)

Ada Lovelace Day – 1 month to go!

On Tuesday 9th October 2018, the University’s Information Services team are running an edit-a-thon to celebrate Ada Lovelace Day 2018 which is an international celebration day of the achievements of women in science, technology, engineering and maths (STEM).

It’s a little over a month until Ada Lovelace Day 2018 so do pop it in your calendar now and we’ll announce further details about the University’s plans on our Ada Lovelace Day website shortly.

This year the event will have a particular focus on Contemporary Women in STEM and #ALD2018 is to be hosted at the JCMB building (subject to room confirmation) with a evening networking event in the social space at the Joseph Black building (wine and nibbles supplied by the Royal Society of Chemistry).

There will be a range of guest speakers in the morning followed by fun STEM activities in the afternoon (see below for details). Full Wikipedia editing training will be given at 2-3pm. Thereafter the afternoon’s edit-a-thon will focus on improving the quality of Wikipedia articles related to Contemporary Women in STEM! This year we will also be hosting a Women in STEM data hackathon.

Following on from last year’s panel discussion, to close the day there will be a more informal discussion and networking event. Five guest speakers from a variety of career stages have been invited to say a few words to promote discussion inc. Dr. Jenni Garden, Christina Miller Research Fellow at the School of Chemistry and Professor Lesley Yellowlees.

All three events (morning, afternoon and evening) will be free and open to all so taking part in Ada Lovelace Day is as as easy as 1,2,3.

You can book to attend one session, two sessions or all three and booking will open very soon. Watch this space.

Who is your STEM heroine?

A regular activity for Ada Lovelace Day (ALD) at the University of Edinburgh is the Wikipedia editing event or editathon. This year the focus is contemporary women in STEM who do not currently have Wikipedia pages.

Nominate your contemporary STEM heroine for consideration at the Wikipedia editathon Tuesday 9th October. This should only take 5-10 minutes and it will really help us to create new role models for young and old alike on the world’s go-to source for information, Wikipedia.

Submit your STEM heroine nomination (Google Form)

Please note the deadline for submissions is now Monday 8th October.

Assistant Principal Melissa Highton welcoming attendees to Ada Lovelace Day 2017
Assistant Principal Melissa Highton welcoming attendees to Ada Lovelace Day 2017

Draft Programme

Morning session 11am-12:30pm: Talks

Morning of short talks chaired by Anne-Marie Scott.

Confirmed room: Teaching Studio G.07 at Murchison House.

Tea and coffee will be served at 11am.

Talks will commence at 11.15am.

    • Housekeeping and welcome from Anne-Marie Scott, Deputy Director or Learning, Teaching & Web Services.
    • Women in High Performance Computing (HPC) – Athina Frantzana
    • Introduction to the Gender and Equality Images Internship – Francesca Vavotici. This 10-minute talk will explore the role of the Gender and Equality Images Intern and will offer an overview of the Library and University collections. With such wealth of fascinating materials available, the talk will provide insight into the research process and share some of the highlights so far.
    • Women in STEM Society – Charlie and Yvonne.
    • Wellcomm Kings – Rosie and Izzy
    • Knitting Ada – Find out about how Madeleine Shepherd hacked her knitting machine to create a portrait of Ada Lovelace in yarn.
    • University of Edinburgh Physics Society – Olivia Jackson.

The morning session will close with elevator pitches for the drop-in activities in the afternoon.

(Pic from Ada Lovelace Day 2016 at the University of Edinburgh – own work CC-BY-SA).

Activities 12:30pm-5:30pm: Activities

Chaired by Stewart Cromar and James Slack (Information Services)

Confirmed rooms: 

12:30pm-5:30pm: HPC Carpentry: a hands-on introduction to Supercomputing (3211 – JCMB Building)

  • David Henty, Weronika Filinger, Clair Barrass
  • Needs to be pre-registered
  • Edinburgh University hosts the UK national supercomputer, ARCHER, and many other machines available to Edinburgh researchers. This hands-on session will explain what High Performance Computing (HPC )is, what a supercomputer is, how to use it and what you can get out of it. We have run similar workshops previously under the “Women in HPC” initiative in UK and abroad and are keen to repeat the workshop for a local audience.

12:30pm-1:30pm: DIY Film School (Teaching Studio G.07 at Murchison House).

  • Liam Duffy and Stephen Donnelly (Information Services)
  • Introductory talk on DIY Film School and then practising & recording of the below activities

12:30pm-2:30pm: STEM stories (Teaching Studio G.07 at Murchison House).

  • Edinburgh University Women in STEM Society Committee members: Yvonne Anderson, Charlie Simms, Sarah Aitkin, Lyndsey Scott, Serene Messai
  • Aim: To allow students to share and discuss their experiences at university, particularly women in STEM.
  • All participants are given postcards on which they can write a good or bad experience they have had during university to do with equality and diversity.We will have a whiteboard split into good and bad and will get people to put their postcard on the side that applies to them.
  • Outcome: Bringing up subjects such as unconscious bias and making people aware that sexism is a current problem within stem subjects. Focusing on positive stories but also ways of addressing the negative ones.

12:30pm-2:30pm: Cake decorating (Teaching Studio G.07 at Murchison House).

  • Edinburgh University Women in STEM Society Committee: Yvonne Anderson, Charlie Simms, Sarah Aitkin, Lyndsey Scott, Serene Messai
  • Audience given cupcake and bio about a famous women in STEM and decorate their cake to represent her. The aim is simply to educate people on the important female figures within STEM.
Women in Red Wikipedia editing.  Photo by Dr Alexander Chow. CC-BY-SA

Contemporary Women in STEM editathon 2:30pm-5:30pm

Chaired by Ewan McAndrew and Stephanie ‘Charlie’ Farley.

Confirmed room: Teaching Studio G.07 at Murchison House.

    • Create pages on contemporary Women in STEM figures crowdsourced from suggestions from circulating this Googleform.
      • Wikipedia training from 2:30pm-3.30pm
      • Creating new pages from 3.30pm-5pm.
      • Publishing new pages 5pm-5.30pm.
      • Potentially personal/research websites as sources of information
      • Sources for open-access images? Approach repositories
      • Identify if there are books we need to buy into library ahead of time. e.g. Last year Chemistry was their lives proved very helpful
      • Use review articles for sources of bio information.
      • Short activities  can have big results e.g. training to add an image, an info box (5-10 mins), citation (5-10) or data (5-10 mins)

Women in STEM data hackathon 3:30pm-5:30pm

Teaching Studio G.07 at Murchison House.

  • Data on Women in STEM can be provided in an editable table – participants fill in blank columns with missing verifiable information.
    • E.g. Place of study, field of work, notable achievements…

At the end of the Wikipedia and Wikidata workshops we will tweet out the newly created pages and new data visualisations (maps, timelines etc.)

Ada Lovelace
Alfred Edward Chalon [Public domain], via Wikimedia Commons

Evening discussion & networking event 5.45pm-7.30pm

Chaired by Dr. Michael Seery, Director of Teaching at the School of Chemistry.

Venue: Social area at the School of Chemistry in Joseph Black building.

Following on from last year’s panel discussion, this will be a more informal discussion and networking event. Five guest speakers from a variety of career stages have been invited to say a few words  to promote discussion inc. Dr. Jenni Garden, Christina Miller Research Fellow at the School of Chemistry and Professor Lesley Yellowlees.

Wine and nibbles provided by the Royal Society of Chemistry,

Previous Women in STEM editathons

Review the Wikipedia articles improved and created at previous ALD editathons:

  1. ALD Wikipedia editathon 2017
  2. ALD Wikipedia editathon 2016
  3. ALD Wikipedia editathon 2015

Ada Lovelace Day 2017 short film

In celebration of International Women’s Day (#IWD2018) watch footage from Ada Lovelace Day 2017 at the University of Edinburgh. Via Media Hopper Create you can watch and download a Creative Commons licenced (CC BY-SA) full HD version for sharing/repurposing/remixing!

How to run a Wikipedia editathon – a workshop for health information professionals at the EAHIL conference

This post was authored by Ruth Jenkins, Academic Support Librarian at the University of Edinburgh.

For some time, Wikipedia has been shown to be a resource to engage with, rather than avoid. Wikipedia is heavily used for medical information by students and health professionals – and the fact that it is openly available is crucial for people finding health information, particularly in developing countries or in health crises. Good quality Wikipedia articles are an important contribution to the body of openly available information – particularly relevant for improving health information literacy. In fact, some argue that updating Wikipedia should be part of every doctor’s work, contributing to the dissemination of scientific knowledge.

Participants editing Wikipedia

With that in mind, Academic Support Librarians for Medicine Marshall Dozier, Ruth Jenkins and Donna Watson recently co-presented a workshop on How to run a Wikipedia editathon, at the European Association for Health Information and Libraries (EAHIL) Conference in Cardiff in July. Ewan McAndrew, our Wikimedian in Residence here at the University of Edinburgh, was instrumental in the planning and structuring of the workshop, giving us lots of advice and help. On the day, we were joined by Jason Evans, Wikimedian in Residence at the National Library of Wales, who spoke about his role at NLW and the Wikimedia community and helped support participants during editing.

We wanted our workshop to give participants experience of editing Wikipedia and build their confidence using Wikipedia as part of the learning experience for students and others. Our workshop was a kind of train-the-trainer editathon. An editathon is an event to bring people together at a scheduled time to create entries or edit Wikipedia on a specific topic, and they are valuable opportunities for collaborating with subject experts, and to involve students and the public.

Where a typical editathon would be a half-day event, we only had 90 minutes. As such, our workshop was themed around a “micro-editathon” – micro in scale, timing and tasks. We focused on giving participants insights into running an editathon, offered hands-on experience, and small-scale edits such as adding images and missing citations to articles.

Systematic review edit
Key stats from the EAHIl Wikipedia editathon

We also presented on the Wikipedia assignment in the Reproductive Biology Honours programme here at Edinburgh, including a clip from this video of a student’s reflections on the assignment, which sparked discussion from the attendees. Jason Evans’ talk about Wikimedia UK and Wikiproject Medicine, contextualised the participants’ edits within the wider Wikimedia community.

We are waiting on feedback from the event, but anecdotally, the main response was a wish for a longer workshop, with more time to get to know Wikipedia better! There was lots of discussion about take-home ideas, and we hope they are inspired to deliver editathon events in their own organisations and countries. We also spotted that some of our participants continued to make edits on Wikipedia in the following weeks, which is a great sign.

If you want to know more, you can visit the event website which roughly follows the structure of our workshop and includes plenty of further resources: https://thinking.is.ed.ac.uk/eahil-editathon/

Further information.

Pic of Ruth Jenkins at the Reproductive Biology Hons. Wikipedia workshop.
By Stinglehammer [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], from Wikimedia Commons

The internet’s favourite website for information

Wikipedia at 17.

  • The world’s biggest encyclopedia will turn eighteen in January 2019.
  • English Wikipedia has 5.7m articles (full list of all 302 language Wikipedias)
  • 500 million visitors per month
  • 1.5 billion monthly unique devices per month.
  • 17 billion pageviews per month.
  • Completely open process and more reliable than you think
  • All edits are recorded in the View History of a page in permanent links so pages can be rolled back to their last good state if need be. e.g. View History page for Jeremy Hunt.
  • Vandalism removed more quickly than you think (only 7% of edits are considered vandalism)
  • Used in schools & universities to teach information literacy & help combat fake news.
  • Guidelines around use of reliable sources, conflict of interest, verifiability, and neutral point of view.
  • Articles ‘looked after’ (monitored and maintained) by editors from 2000+ WikiProjects.
  • Includes a quality and ratings scale – the two highest quality levels of articles are community reviewed.
  • Information organised in categories using a category tree. These categories can help create dynamic timelines.
  • Knowledge discussed on Talk pages  and at the Wikipedia Tea House where you can ask questions.
  •  87.5% of students report using Wikipedia for their academic work (Selwyn and Gorard, 2016) in “an introductory and/or clarificatory role” as part of their information gathering and research and finding it ‘academically useful’ in this context.
  • Used by 90% of medical students and 50-75% of physicians. (Masukume, Kipersztok, Shafee, Das, and Heilmam, 2017)
  • Research from the Harvard Business School has also discovered that, unlike other more partisan areas of the internet, Wikipedia’s focus on NPOV (neutral point of view) means editors actually become more moderate over time; the researchers seeing this as evidence that editing “Wikipedia helps break people out of their ideological echo chambers
  • It is the place people turn to orientate themselves on a topic.

 

More reading

Did Media Literacy backfire?

“Too many students I met were being told that Wikipedia was untrustworthy and were, instead, being encouraged to do research. As a result, the message that many had taken home was to turn to Google and use whatever came up first. They heard that Google was trustworthy and Wikipedia was not.” (Boyd, 2017)

Don’t cite Wikipedia, write Wikipedia.

  • Wikipedia does not want you to cite it. It considers itself a tertiary resource; an online encyclopedia built from articles which in turn are based on reliable, published, secondary sources.
  • Wikipedia is relentlessly transparent. Everything on Wikipedia can be checked, challenged and corrected. Cite the sources Wikipedia uses, not Wikipedia itself.
Own work by Stinglehammer, CC-BY-SA

Wikipedia does need more subject specialists to engage with it to improve its coverage, however. More eyes on a page helps address omissions and improves the content.

Six in six minutes – 3 students and 3 staff discuss Wikipedia in the Classroom

  1. Karoline Nanfeldt – 4th year Psychology undergraduate student.
  2. Tomas Sanders – 4th year History undergraduate student.
  3. Aine Kavanagh – Senior Hons. Reproductive Biology student.
  4. Ruth Jenkins – Academic Support Librarian at the University of Edinburgh Medical School.
  5. Dr. Jenni Garden – Christina Miller Research Fellow at the University of Edinburgh’s School of Chemistry.
  6. Dr. Michael Seery – Reader in Education at the University of Edinburgh’s School of Chemistry.

Wikipedia has a problem with systemic bias.

A 2011 survey suggests that on English Wikipedia around 90% of editors are male, and are typically formally educated, in white-collar jobs (or students) and living in the Global North.

“if there is a typical Wikipedia editor, he has a college degree, is 30- years-old, is computer savvy but not necessarily a programmer, doesn’t actually spend much time playing games, and lives in US or Europe.”

This means that the articles within Wikipedia typically reflect this bias. For example only 17% of biographies in English Wikipedia are of women. Many articles reflect the perspective of English speakers in the northern hemisphere, and many of the topics covered reflect the interests of this relatively small group of editors. Wikipedia needs a diverse community of editors to bring diverse perspectives and interests.

Wikipedia is also a community that operates with certain expectations and social norms in mind. Sometimes new editors can have a less than positive experience when they aren’t fully aware of this.

“5 Pillars of Wikipedia” flickr photo by giulia.forsythe https://flickr.com/photos/gforsythe/21684596874 shared under a Creative Commons (BY) license

There are only 80,000 regular contributors to Wikipedia. Of these, only 3,000 are considered ‘very active. That’s the population of a small village like Pitlochry trying to curate the world’s knowledge.

We need to increase the diversity and number of Wikipedia editors.  One way to do that is to run edit-a-thons and other facilitated activities that introduce some of these norms and expectations at the same time learning how to technically edit Wikipedia.

Isn’t editing Wikipedia hard?

Maybe it was a little hard once but not now. It’s all dropdown menus now with the Visual Editor interface. So super easy, intuitive and “addictive as hell“!

Do you need a quick overview of what all the buttons and menu options on Wikimedia do? Luckily we have just the very thing for you.

By Zeromonk (Own work) [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons

Search is the way we live now” – Google and Wikipedia

  • Google depends on Wikipedia. Click through rate decreases by 80% if Wikipedia links are removed. (McMahon, Johnson and Hecht, 2017)
  • Wikipedia depends on Google. 84.5% of visits to Wikipedia attributable to Google. (McMahon, Johnson and Hecht, 2017)
  • Google processed 91% of searches internationally and 97.4% of the searches made using mobile devices according to 2011 figures in Hillis, Petit & Jarrett (2013).
  • Google’s ranking algorithm also has a ‘funnelling effect’ according to Beel & Gipp (2009); narrowing the sources clicked upon 90% of the time to just the first page of results with a 42% clickthrough on first choice alone.
  • This means that addressing knowledge gaps on Wikipedia will surface the knowledge to Google’s top ten results and increase clickthrough and knowledge-sharing. Wikipedia editing can therefore be seen as a form of activism in the democratisation of access to information.

 

The Symbiotic Relationship between Wikipedia and Google.

Learn how to edit Wikipedia in 30 mins

More Reading

Open.Ed – OER and Open Knowledge at the University of Edinburgh

The following post was co-written by Stephanie ‘Charlie’ Farley and Lorna Campbell who work at the University of Edinburgh’s Open Education Resources (OER) Service. It was presented by Wikimedian in Residence, Ewan McAndrew, at the Repository Fringe Conference 2018 held on 2nd & 3rd July 2018 at the Royal Society of Edinburgh.

 

Open.Ed  – OER & Open Knowledge at the University of Edinburgh

by Charlie Farley & Lorna M. Campbell

The University of Edinburgh’s OER Service is based within information Services and provides staff and students with practical advice and guidance on creating, finding and using open educational resources.  Charlie Farley and Lorna Campbell run a wide range of workshops and initiatives within the University and beyond, and also maintain Open.Ed which provides a one stop shop to access open educational resources produced by staff and students across the university.  The University does not have a single OER Repository, instead we have multiple repositories across the institution for different kinds of content and we believe in sharing our open resources where ever they will be found most easily, e.g. Media Hopper Create, flickr, Vimeo, Sketchfab, TES, etc.

 

OER Mission, Vision and Policy

CC BY-NC-SA 2.0, Centre for Research Collections, https://flic.kr/p/snkn7o
  • Provide the highest quality learning and teaching environment for the greater wellbeing of our students
  • Make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world.
  • OER Vision draws on history of the Edinburgh Settlement, excellent education and research collections, traditions of the Enlightenment.
  • OER Policy encourages staff and students to use, create and publish OERs to enhance the quality of the student experience.

At Edinburgh we believe that open education is strongly in line with our institutional mission to provide the highest quality learning and teaching environment for the greater wellbeing of our students, and to make a significant, sustainable and socially responsible contribution to Scotland, the UK and the world, promoting health and economic and cultural wellbeing.

Our vision for OER builds on our excellent education and research collections, traditions of the Scottish Enlightenment and the university’s civic mission.   In addition to the OER Service, this vision is backed up by our OER Policy which encourages both staff and students to engage with the use and creation of OER and open knowledge, to enhance the quality of the student experience while at the same time making a significant contribution to the cultural and digital commons.

OER for Digital Skills

OER can help to develop digital skills for both staff and students. 23 Things for Digital Knowledge is an award winning, open online course, adapted from an open course developed by the University of Oxford.  23 Things is designed to encourage digital literacy by exposing learners to a wide range of digital tools for personal and professional development. Learners spend a little time each week, building up and expanding their digital skills and are encouraged to share their experiences with others.  All course content and materials are licensed under a CC BY licence and the University actively encourages others to take and adapt the course. The course has already been used by many individuals and organisations outwith Edinburgh and it has recently been adapted for use by the Scottish Social Services Council.

OER for Equality and Diversity

OER can make a significant contribution to diversifying the curriculum.  A number of studies, including the National LGBT Survey released by the Government today, have shown that lesbian, gay, bisexual and transsexual health is not well-covered in Medical curricula, however knowledge of LGBT health and of the sensitivities needed to treat LGBT patients are valuable skills for qualifying doctors.

Using materials from the commons, a project at the University of Edinburgh, LGBT+ Healthcare 101, sought to address the lack of teaching on LGBT health within the curriculum through OER.  The project remixed and repurposed resources originally created by Case Western Reserve University, and then contributed these resources back to the commons as CC BY licensed OER.  New open resources including digital stories recorded from patient interviews, and resources for Secondary School children of all ages, were also created and released as CC BY OER.

OER for Knowledge Exchange

Open access makes research outputs freely accessible to all. It allows research to be disseminated quickly and widely, the research process to operate more efficiently, and has the potential to increase use and understanding of research by the wider public.  However it is not always easy for those outwith academia to know how to access these outputs, even though they are freely and openly available.   In order to address this issue, we’ve created a series of open educational resources in the form of video interviews and case studies called Innovating with Open Knowledge.  These resources are aimed at creative individuals, private researchers, and entrepreneurs to provide guidance on how to find and access the open outputs of Higher Education.  The resources focus on developing digital and data literacy skills and feature case study interviews with creative individuals and entrepreneurs engaging with the University of Edinburgh’s world class research outputs.

OER and Co-creation 

We believe strongly in engaging both staff and students in the co-creation of open education and one hugely successful example of this is the School of Geosciences Outreach and Engagement course.  Over two semesters, students develop an outreach project that communicates an element of GeoSciences outside the university community.  Students work with schools, museums, and community groups to create a wide range of resources for science engagement. Students gain experience of science outreach, public engagement, and knowledge transfer while working in new environments and developing transferable skills to enhance employability.  A key element of the course is to develop reusable resources which are then repurposed by our Open Content Curation Interns to create OER that are then shared online through Open.Ed and TES where they could be found and reused by other teachers and learners.

e.g. The Sea-Level Story, http://open.ed.ac.uk/the-sea-level-story-geoscience/

Open Content Curation Student Interns 

Open Content Curation student interns play an important role in OER creation at the University.  These fully-paid interns help to repurpose and share resources created by staff and other students while at the same time developing their own digital literacy skills. We’re now in the third year of this internship and the feedback we’ve received from the students has been nothing short of inspiring. This is Tomas Sanders who worked as our Open Content Curation Intern last year, and who then went on to run a successful Wikipedia editathon for Black History Month with the student History Society.

OER for Playful Learning

The OER Service also runs a wide range of events that develop playful and creative strategies for finding and reusing open licensed content.  Board Game Jam is a popular workshop that leads groups through creating, licensing, and sharing an OER board game using digitised images from the University collections.  It’s a fun and creative way to teach copyright and open licensing by stealth.   GifItUp is another workshop that provides an introduction to creating GIFs using free and open tools and openly licensed and public domain images.  It teaches colleagues how to find and use open licensed public heritage content and encourages discussion of the ethical responsibilities we as creators have towards those materials.

OER for Creativity

Eric Lucey was a pioneering biologist and film maker at the University of Edinburgh whose film collection from the 1950s and 60s has now been made available under open license by University’s Centre for Research Collections. With help and guidance from the OER Service on open licensing and content reuse, students from Edinburgh College of Art and the Edinburgh Film Society have created film poems from the Lucey collection for the Magma Poetry journal.  And we’ve also released open film snippets from our MOOC content that can be reused in a wide range of creative contexts.

These are just a few examples of how the OER Services encourages staff and students at the University of Edinburgh to engage with and contribute to a wide range of open content collections, while enhancing their own digital skills and contributing resources back to the digital commons.  For more information about the OER Service you can visit Open.Ed here, or contact Lorna or Charlie via the details below.

 

Lorna M. Campbell

lorna.m.campbell@ed.ac.uk

@LornaMCampbell

 

Charlie Farley

stephanie.farley@ed.ac.uk

@SFarley_Charlie

Board Game Jam, CC BY-SA 2.0 Open.Ed, https://flic.kr/p/R53nGm

 

 

 

 

Celebrating 100 years of Votes for Women

A photograph of the Great Procession and Women’s Demonstration in Edinburgh in 1909. The image shows crowds of people congregated together to watch the procession. Many of those marching are carrying large banners. There is a brass band marching in front of the banner procession. There are also horses and carts that are carrying men and women. The photograph also shows a long view of Princes Street, which emphasises the amount of people who turned out for the demonstration. CC-BY-SA via Wikimedia Commons – kindly shared by Edinburgh Central Library’s Capital Collections.

To celebrate 100 years since the Representation of the People Act (1918) gave some women the vote, we held three #Vote100 Wikipedia editing events.

34 brand new biography articles have now surfaced on Wikipedia about Scotland’s suffragettes and the Eagle House suffragettes, along with 220 improved pages and items of data so people can discover all about their lives and contributions.

Wikipedia editathon for Processions 2018 at the University of Edinburgh Library. CC-BY-SA via Wikimedia Commons
Students and staff creating new Wikipedia pages about Scottish suffragettes at Processions 2018. CC-BY-SA via Wikimedia Commons.

 

“Annie’s Arboretum” at Eagle House

Eagle House (suffragette’s rest) became an important refuge for suffragettes who had been released from Holloway prison after hunger strikes. Many major people from the suffragette movement were invited to stay at Eagle house and to plant a tree to celebrate a prison sentence — at least 47 trees were planted between April 1909 and July 1911, including by Emmeline Pankhurst, Christabel Pankhurst, Annie Kenney, Charlotte Despard, Millicent Fawcett and Lady Lytton.

Read more in the Histropedia timeline (external website).

Suffragettes Annie Kenney, Mary Blathwayt and Emmeline Pankhurst, Eagle House, Batheaston 1910. Public Domain via Wikimedia Commons.

The Scottish suffragettes

New Wikipedia pages have been created about: Maude Edwards slashing the portrait of King George V at the Royal Scottish Academy and her defiance at trial; the force-feeding of Frances Gordon and Arabella Scott at Perth Prison by the doctor who was “emotionally hooked” to Arabella Scott and offered to escort her to Canada; the attempted arson conducted by pioneer doctor Dorothea Chalmers Smith; the Aberdonian suffragette & organiser, Caroline Phillips, being sacked by telegram by Christabel Pankhurst; and the “energetic little woman from Stranraer” Jane Taylour who was a firebrand lecturer on Women’s Suffrage touring up and down Scotland and England.

Read more in the Histropedia timeline (external website).

Bessie Watson – suffragette aged 9 years old.
In 1909, the Women’s Social and Political Union (WSPU) staged a march through Edinburgh to demonstrate “what women have done and can and will do”. Bessie Watson had played the bagpipes from an early age and at the age of nine she was asked to join the WSPU march and play the pipes. The march had a big impact on Bessie and she became involved in the suffragette movement. This involved playing the pipes outside the Calton Gaol to raise the spirits of incarcerated suffragettes. Playing the pipes led Bessie to do remarkable things and she became one of the first Girl Guides in Edinburgh and was seen by the King. The Capital Collections exhibition includes images of Bessie and the 1909 march as well as pictures of Calton Gaol. CC-BY-SA via Wikimedia Commons. Kindly shared by Edinburgh Central Library’s Capital Collections.

Academia and Wikipedia – a presentation at Maynooth University on 18 June 2018

Below is what I said at the Academia and Wikipedia Conference held at Maynooth University on 18 June 2018. My slides are here.

I have been working at the University of Edinburgh for two and a half years now in this rather strange sounding role of Wikimedian in Residence. My role here today is to explain a little about what I do at the University of Edinburgh and why we think there is a need for all universities to engage with Wikimedia.

So the Academia and Wikipedia conference is a very timely conference for the work we have been doing.

Academia and Wikipedia. This is a huge discussion right now. It needs to be. Not least in terms of what value we as higher education institutions place in students, staff and members of the public being conversant with how knowledge is created, curated and contested online and with the digital intermediaries that govern our daily lives. Beyond this in terms of what value we place on the transparency of knowledge sharing and having somewhere online you can go to orientate yourself on a topic and students can contribute their scholarship for the common good.

Because I take the view that there is a huge & pivotal role for universities to play in this discussion.

Full disclosure, I was not born a Wikimedian. Although I am interested in all the things so perhaps I was. My background is in Software Development, English & Media teaching and Information Management and the work we do at the University of Edinburgh draws on all 3 of these aspects.

So what can I tell you about the residency itself?

I can tell you that it started, and has continued, with information literacy and digital skills at its heart. Our IT director, Melissa Highton, was asked at the time what strategies could be employed to help better meet the information literacy and digital skills needs of our staff and students at the university, and how could we better meet our commitment to sharing open knowledge.

Working with Wikimedia ticked all these boxes.

But because the University of Edinburgh is a research-based institution, Professor Allison Littlejohn from the Open University was invited to come along to our first editing event in 2015 to help us make sure there was value in a collaboration with Wikimedia UK and to analyse what was going on in these editing events and what their impact actually was. And what she discovered was that there was indeed genuine formal and informal learning going on at these events and she’s produced two research papers arising from that 1 event.

The first looked at the formation of networks of practice and social capital through participation in an editathon. Through Allison’s work we learned that activity did not stop after the editathon event and participants did see it as an important part of their professional development. The second paper looked at the process of becoming a Wikipedia editor – and how participants felt editing was a form of knowledge activism and helped generate important discussions about how knowledge is created, curated and contested online and how Wikipedia editors can positively impact on the knowledge available to people all around the world and addressing those knowledge gaps. So we had strong evidence there was real merit in universities engaging with Wikipedia editing because of this. This made the business case once we aligned it with our information literacy and digital skills strategy.

Since then we have never looked back. As the university’s new resource, I could have been twiddling my thumbs or treated as a snake oil salesman but I’ve never been busier. While academia and Wikipedia have something of a chequered history*, as soon as we started discussing the university taking an informed approach to Wikipedia and knowledge sharing, we found we had a lot to talk about.

And that’s what Wikipedia is about – making connections, wiki-linking from one subject to another, disappearing down the rabbit hole of knowledge. And that’s what the residency has been about, delivering workshops and creating resources which allow colleagues across the whole university to see the connections between their work and the work of the Wikimedia projects. As such we have now created a network of Open Knowledge nodes. We find that when we work with a colleague in one discipline this can often lead to further collaborations and other colleagues being brought in and other disciplines. The number of connections and positive quality interactions that a collaboration with Wikimedia affords makes, I think, working in this space finding areas of mutual benefit makes this the most exciting in academia right now, because it is so emergent but it has so much potential to make a really “significant, sustainable and socially responsible contribution to the world”.

I’m supported on all sides by a growing number of people all passionate for the sharing of Open Knowledge. There’s our IT Director Melissa, and Anne-Marie her deputy. Our Open Education team, our digital curator, our academic support librarians. Our course leaders from year one in Translation studies, World Christianity and Reproductive Biology. The team at Wikimedia UK, course leaders from year two. Course leaders in Digital Sociology, Reproductive Biology, Anthropology, English Literature, Design Informatics, Data Science for Design. A growing number of Wikimedians in Residence. And, latterly, Mayor of London, Sadiq Khan, was tweeting his support of Wikimedia UK recently too.

So “if you build it they will come”.

And it grows over time.

Timelines of engagement

Of the in-curriculum work we have done – all of these courses have been repeated because of the positive reactions of staff and students. And we’re adding to these with workshops in Digital Sociology MSc, Global Health MSc, Data Science for Design MSc. We’re also now discussing which year group we should work with in the Law school – postgraduate, undergraduate, or both – because supporting digital research skills and the ability to communicate their scholarship an accessible way is absolutely something we as a university should be looking to do.

By way of example of our work with students , Reproductive Biology Hons. student, Áine Kavanagh scrupulously researched an article on one of the most serious and most deadly forms of ovarian cancer, backing up her work with over sixty references and creating her own openly-licensed diagram in Photoshop to help illustrate the article. The artice has now been viewed over 40,000 times since 2016, addressing a serious knowledge gap with scholarly research. Áine benefited from the practice academically and she enjoyed doing it personally. Because her scholarship lasted beyond the assignment and did something for the common good. Lots of the students see that as the main benefit of engaging with Wikipedia and are enthusiastic to help because of this.

The reason being: “Search is the way we live now”.

Google and Wikipedia have a symbiotic relationship where they depend on one another. Google is the #1 search engine and Wikipedia is the go-to information site, powering Google’s Knowledge Graph. So because Wikipedia pages are given a high ranking by Google’s algorithm, there is real agency to Wikipedia editing which our editors find inspiring. They become an activist for knowledge.

And it’s never been easier to contribute because of the new Visual Editor interface and all the little fun things you can do to add citations, images, links and more – while it’s also never been harder to vandalise because of the increased checks & balances put in place.

So there is lots to talk about in terms of Wikimedia in education… but I’ll let our students and staff speak to this and I’m happy to answer any questions you may have.

* Everything about Wikipedia is relentlessly transparent so here is its ‘warts & all’ history:

Danah Boyd also wrote some articles back in 2005 on academia & wikipedia which make for interesting reading… if for nothing other than Jimmy Wales’s ‘Wikipedia as steakhouse’ analogy which deserves to be read:

Danah also wrote an article entitled Did Media Literacy backfire? last year which has a very pertinent point to the discussion of Wikipedia in academic contexts:

“Too many students I met were being told that Wikipedia was untrustworthy and were, instead, being encouraged to do research. As a result, the message that many had taken home was to turn to Google and use whatever came up first. They heard that Google was trustworthy and Wikipedia was not.”

How useful has  this approach been to date?

 

Use of Wikipedia in higher education

Jemima John, 4th year undergraduate at the University of Edinburgh’s School of Law.

This post was co-authored with Jemima John (pictured above), 4th year undergraduate student at the University of Edinburgh’s School of Law and a Digital Skills intern in Information Services. It was written with a focus on Wikipedia and legal education but speaks to Wikipedia’s role in tertiary education more generally. You can watch an interview with Jemima John on Media Hopper.

 

Uses of Wikipedia in higher education

Since the early 2000’s, Wikipedia has acquired somewhat of a negative reputation for being unreliable. Educators are normally wary of allowing Wikipedia as a source that anyone can edit. This is due to believing it to be a source of misinformation, going directly against their role to reduce misinformation in the world.

However, what if the contrary is true?

What if Wikipedia can be used to reduce misinformation in the world, an often-highlighted problem of our current times. This is the very mission of Wikimedia organization. The Wikimedia projects exist to combat misinformation[1]. Indeed, Wikipedians have been combating fake news for years as source evaluation is a core skill of a Wikipedian[2]. Researchers found that only 7 percent of all Wikipedia edits are considered vandalism[3] and nearly all vandalism edits are reverted instantly by automated programs (bots) which help to patrol Wikipedia for copyright violation, plagiarism and vandalism. If a page is targeted for vandalism it can also be ‘semi-protected’ (essentially locking the page so new edits are reviewed before being added) for one day, two days or longer as required while accounts or IP addresses repeating vandalism can be blocked indefinitely. While Wikipedia is still the encyclopedia that anyone can edit, a recent implementation is new users cannot create new pages until their account has been active for four days and accrued at least ten edits. Within the first four days, however, new users can submit their new pages for review by another editor who quality checks it is sufficiently neutral, notable and well-referenced for inclusion in Wikipedia’s live space.

Due to open licensing of Wikipedia content, it is more visible across the Internet. For example, Google scrapes from Wikipedia biographies to feature as sidebar profiles as part of its ‘Knowledge Graph’ answer engine results for notable people; among many other topics. Wikipedia articles also happen to be within the top five search results due to its preferential status in Google’s ranking algorithm. This is important when one considers ‘search is the way we live now’. According to 2011 figures, Google processed 91% of searches internationally and 97.4% of searches from mobile devices[4]. Google has also been found to have a funneling effect whereby the sources clicked upon the first page of results are clicked on 90% of the time with 42% click through on the first choice alone[5]. Indeed, more recently, research published in 2017 found that Wikipedia and Google have a symbiotic relationship whereby Google depends on Wikipedia – click through rates decrease by 80% if Wikipedia links are removed – and Wikipedia depends on Google – 84.5% of the visits to Wikipedia are attributable to Google[6]. While, just this year, researchers at MIT and the University of Pittsburgh published a paper that evidenced that science is actually shaped by Wikipedia; demonstrating the free encyclopedia’s influence. The randomised control trial the researchers undertook evidenced a strong causal impact that, as one of the most accessed websites in the world, incorporating ideas into Wikipedia leads to those ideas being used more in the scientific literature. [7]

Today Wikipedia is the fifth most visited website[8] on the Internet and sometimes more trusted than traditional news publications, according to a recent YouGov poll[9]. This poll indicated that Wikipedia was trusted by the British people more than such reputable news sites as the Guardian, BBC, the Telegraph, the Times and others. Wikipedia relies on these sources, and other similar sources with a reputation for fact-checking and accuracy, so would not necessarily advocate trusting a Wikipedia article over these other sites.

However, Wikipedia’s policies on Neutral Point of View (NPOV) and identifying reliable sources do help police its content and plainly increases trust in its content. Research from the Harvard Business School has also discovered that, unlike other more partisan areas of the internet, Wikipedia’s focus on NPOV (neutral point of view) means editors actually become more moderate over time; the researchers seeing this as evidence that editing “Wikipedia helps break people out of their ideological echo chambers”.[10] More than this, it is worth considering what value one would place on having somewhere online like Wikipedia – and unlike many other of the world’s top ten websites – where it is completely, ruthlessly transparent in how pages are put together so that you can see: when edits were made; and by whom; and so that edits can always be checked, challenged and corrected if need be. After all, all edits to a Wikipedia page are recorded in its View History which includes which account or IP address made the edit along with a date, time and edit summary. Importantly, these entries in the View History are all permanent links so that different versions of the page can be compared and, ultimately, so a page can always be reverted back to its last good state if any unhelpful edits are ever made.

Indeed, the process of researching and writing a Wikipedia article demonstrates ‘how the sausage is made’ – how knowledge is created, curated and contested online – and asks students as part of their research to consider what constitutes a reliable source. In this way, students can be introduced to the pros and cons of searching a variety of databases as part of discussions on information and media literacy[11]. Ultimately, whether it is a news article, journal article or Wikipedia article one should always evaluate what one is reading. That much has always been true. Wikipedia, for its part, has as its policy that no Wikipedia page should be cited in an academic paper. Rather Wikipedia considers itself a tertiary source; an encyclopedia of articles made up from citations from high quality published secondary sources. If one cites anything it is these sources that one should cite, not Wikipedia itself. In this way, Wikipedia reframes itself as useful place for pre-researching a topic in order to orientate oneself before delving into the scholarly literature. Hence, it is not the endpoint of research but the beginning; the digital gateway to academic research. In this way, it can then be seen as a valuable resource in itself. 2016 research confirmed that 87.5% of students were using it in this way; in “an introductory and/or clarificatory role” as part of their information gathering and research and finding it ‘academically useful’ in this context[12]. Now in its seventeenth year, Wikipedia has approaching 5.7 million articles in English[13] with about ten edits per second across all Wikimedia projects and nearly 500 articles created each day[14]. As the largest reference work on the internet, it is simply too big to fail now and too important a source of information for the world. Consequently, Wikipedia has realized this and has taken out an endowment to ensure it exists it perpetuity.

Within the boundaries of Wikipedia editing guidelines of notability, reliability, and verifiability, it can prove to be a valuable resource in education. Editing Wikipedia articles builds a number of key skills. It encourages digital creation and digital collaboration skills. It builds legal research skills through finding relevant sources. Most of all, the ability to synthesize the research in an accessible manner for a non-legal audience is an unique but incredibly valuable skill for any law student. What is amazing about editing and creating Wikipedia articles is that the articles it allows for dialogue and improvement over the article through collaboration with other editors.

Indeed, it was the ‘realness’ and collaborative element of the assignment that appealed to students on the Reproductive Biology Hons. programme along with seizing a rare opportunity to communicate medical knowledge to a lay audience[15][16]. Being able to communicate to a non-specialist audience is a key skill for new medics just as communicating legal knowledge is a key skill for new entrants to the legal profession.

For History undergraduates, it was the opportunity to improve the public’s understanding of history in a way that was active and not just passively receiving knowledge. More than this, it was recognizing that people’s understanding of the diversity of history would not be improved until staff and students actively engaged with addressing these gaps in representation; particularly in underrepresented areas such as social history, gender history and queer history.[17]

A Wikipedia assignment isn’t just another essay or presentation that students may never return to, but something that has actually been created; a way of demonstrating the relevance of a student’s degree and communicating their scholarship in a real-world application of teaching and learning. Beyond this, the experience of a Wikipedia assignment at Bucknell University was that:

at the close of the semester, students said that simply knowing that an audience of editors existed was enough to change how they wrote. They chose words more carefully. They double-checked their work for accuracy and reliability. And they began to think about how best they could communicate their scholarship to readers who were as curious, conscientious, and committed and as they were[18].

Once the article becomes live on Wikipedia and indexed in Google’s top five results, students realise that there is agency to sharing their scholarship with the world. By way of example, Reproductive Biology Honours student Áine Kavanagh’s scrupulously researched a brand new article on high-grade serous carcinoma, one of the most deadly and most common forms of ovarian cancer[19]. This article, including over sixty references and open-licensed diagrams Áine herself created, has now been viewed over 33,000 times since it was published in September 2016[20]; adding a well-referenced source of health information to the global Open Knowledge community. Hence, rather than students’ work being disposed of at the end of an assignment, it can become a community project that can then be added to and improved over time; either by the students themselves or by other editors anywhere around the world. This has been a key motivator for students taking part in Wikipedia projects at the University of Edinburgh.

Of these other editors, there are some 2000+ WikiProjects on Wikipedia where editors come together to focus on a particular area of Wikipedia because they are passionate about the subject and/or have expertise in that area. If you check the Talk page of an article on Wikipedia you will see the WikiProject that has been assigned to ‘look after’ the article. In this way, content on Wikipedia is monitored and curated by a team of subject specialists; amateur enthusiasts and professionals alike. WikiProject Law aims to organise the law-related articles that consist of defining concepts spanning jurisdictions. There is a need for more articles focused on Scots law and there is scope to start a WikiProject to organise articles regarding Scots law.

There can be a number of applications within the law school. A Wikipedia assignment can be run in a single afternoon or over the course of an entire semester. It can be done as individual work, paired work or group work. Starting small and building up over time has proven a sensible methodology although best practice has been developed over a number of years at the university and elsewhere if bolder approaches are warranted.

It can be a formative assessed from a student perspective, it should be noted that if software seems too difficult to learn, students may feel like it is not worth the formative assessment and that it should be summative in nature. Indeed, recent experience is that students have been enthused to take part in Wikipedia assignments and put great efforts in to complete the assignment so receiving some feedback on their efforts always goes some way to ensuring they are fully satisfied by the experience: be it a group discussion; using a Wikipedia marking rubric; individual assessment; peer assessment; blogging their reflections on the project; or providing an oral presentation. The timing of the assignment may also help ensure its success. If it is assigned during a time of the term where other summative assessments may be due then the students may be more strategic in where they place their priorities.

Hence, past experience at the University of Edinburgh has suggested that a Wikipedia assignment incorporating such elements as students having discussions around information literacy and learning how to edit/ how to use a new form of educational technology may work best in the first semester as part of inducting the students into good digital research habits for the rest of the year before the course programme becomes busier in the second and third semesters. World Christianity MSc students and Psychology undergraduate students have also reported in recent interviews how the experience of adding references to Wikipedia was both a motivating and “very exciting”[21] moment for them; partly because of the “slick” way Wikipedia allows you to add citations easily and partly because of the fact they were able to draw from relevant news articles and bring them together with books and journal articles (and more) to holistically convey the subject they were writing about.[22]

In terms of how hard or difficult Wikipedia editing now is, Wikipedia has a new WYSIWYG (What You See Is What You Get) Visual Editor interface which is easy to learn in an hour and just takes a little practice. It makes use of dropdown menus much like one experiences in word processing applications such as Microsoft Word and WordPress blogging and has been described variously as “super easy”, “fun”, “really intuitive” and “addictive as hell.”

There is also scope for a Wikipedia assignment to form a proportion of the summative element of the course as they have done on the World Christianity MSc.[23] It should be noted that contributions made to Wikipedia are not static, but rather they are picked up by other Wikipedia editors to improve the reliability of the site. In educational contexts, this could be seen negatively but students have intimated that they like their work surviving beyond the life of the assignment and becoming a community project that can be added to over time. Beyond this, students can download their finished pages as a pdf, create books of their finished articles and, because all edits are recorded as permanent links in the View History of a page, they will always have a permanent link to their version of the page, no matter what changes are made to improve or expand it by other editors.

Wikipedia is an useful source but it can never replace formal legal education which teaches specialist knowledge, analytical skills, ethical standards, and importantly impart a love of democracy and justice. Wikipedia in legal education will only supplement these activities.

For further information – refer to:  

References

[1] Kamenetz, Anya (2017). “What Students Can Learn By Writing For Wikipedia”. NPR.org.

[2] Davis, LiAnna (2016). “Why Wiki Education’s work combats fake news — and how you can help”. Wiki Education.

[3] Adler B.T., de Alfaro L., Mola-Velasco S.M., Rosso P., West A.G. (2011) Wikipedia Vandalism Detection: Combining Natural Language, Metadata, and Reputation Features.

[4] Hillis, Ken; Petit, Michael; Jarrett, Kylie (2012). Google and the Culture of Search. Routledge. ISBN9781136933066.

[5] Beel, J.; Gipp, B. (2009). “Google Scholar’s ranking algorithm: The impact of citation counts (An empirical study)”. 2009 Third International Conference on Research Challenges in Information Science: 439–446. doi:1109/RCIS.2009.5089308.

[6] McMahon, Connor; Johnson, Isaac; and Hecht, Brent (2017). The Substantial Interdependence of Wikipedia and Google: A Case Study on the Relationship Between Peer Production Communities and Information Technologies.

[7] Thompson, Neil; Hanley, Douglas (2018). “Science Is Shaped by Wikipedia: Evidence From a Randomized Control Trial”. Rochester, NY.

[8] https://www.alexa.com/topsites

[9]https://yougov.co.uk/news/2014/08/09/more-british-people-trust-wikipedia-trust-news/

[10] Guo, Jeff (2016). “Wikipedia is fixing one of the Internet’s biggest flaws”. Washington Post. ISSN 0190-8286.

[11] “Wikipedia and Information Literacy – Academic Support Librarian Ruth Jenkins”. Media Hopper Create – The University of Edinburgh Media Platform.

[12] Selwyn, Neil; Gorard, Stephen (2016). “Students’ use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness”. The Internet and Higher Education. 28: 28–34. doi:10.1016/j.iheduc.2015.08.004. ISSN 1096-7516.

[13] “Wikipedia:Statistics”. Wikipedia.

[14]https://tools.wmflabs.org/wmcharts/wmchart0002.php

[15] “Wikipedia in the Classroom – Interview with Aine Kavanagh (Reproductive Biology Hons. student)”. Media Hopper Create – The University of Edinburgh Media Platform.

[16] “Wikipedia in the Classroom – Eve Sealy, Senior Honours student on the Reproductive Honours programme”. Media Hopper Create – The University of Edinburgh Media Platform.

[17] “Wikipedia and History – Tomas Sanders, History undergraduate at the School of History, Classics and Archaeology”. Media Hopper Create – The University of Edinburgh Media Platform.

[18] Stuhl, Andrew (2014-10-14). “Wikipedia and Student Writing”. Wiki Education.

[19] https://en.wikipedia.org/wiki/High-grade_serous_carcinoma

[20] https://tools.wmflabs.org/pageviews/?project=en.wikipedia.org&platform=all-access&agent=user&range=all-time&pages=High-grade_serous_carcinoma

[21] “Wikipedia in the Classroom – Psychology student Karoline Nanfeldt”. Media Hopper Create – The University of Edinburgh Media Platform.

[22] “World Christianity MSc students on the Wikipedia literature review assignment”. Media Hopper Create – The University of Edinburgh Media Platform.

[23] “Wikipedia in the Classroom – Interview with Dr. Alex Chow (World Christianity MTh/MSc programme)”. Media Hopper Create – The University of Edinburgh Media Platform.

 

 

Wikimedia at the Open Educational Resources Conference 2018

Ewan McAndrew – Wikimedian in Residence at the University of Edinburgh (Doug Belshaw, CC-0)

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.

 

Lorna Campbell takes the stage for her opening keynote at OER18 (Own work, CC-0)

 

Anne-Marie Scott and Jason Evans supporting the EdTech Wikipedia editathon at OER18 (Own work, CC-0)

OER18 further builds on the advocacy work of the last seven years when Martin Poulter first presented on ‘Wikipedia and Higher Education: beat them or join them?’ back in 2011. An overview of Wikimedia UK’s growing engagement with the OER Conference over the years can be found on the Wikimedia UK site. A playlist of the recorded talks from the conference can be found on ALT’s Youtube channel while the Wikimedia related sessions are also hosted on CC-BY licences on the University of Edinburgh’s Media Hopper channel along with a recently uploaded playlist of 2018 videos of interviews with staff and students about the Wikimedia residency. A roundup of blogposts since the conference can be found on OER18’s site.

Data Science for Design MSc students’ feedback on the Survey of Scottish Witchcraft database import into Wikidata. (Own work, CC-0)

 

Wikimedia UK at OER18 – Jason Evans (National Wikimedian for Wales), Martin Poulter (Wikimedian in Residence at the University of Oxford) and Hannah Evans, Programme Co-ordinator at Wikimedia UK. (Own work, CC-0)

Reflections on International Women’s Day 2018 and Wikipedia – A Gude Cause

I have been working as Wikimedian in Residence at the University of Edinburgh for just over two years now (one year part-time and one year full-time) so now seems a good time to start the deep delving of reflecting back. (I’m also, it has to be said, contractually obliged to reflect back now I am undertaking my CMALT).

The importance of reflection in my role, or any role for that matter, is not lost on me… and not a new experience either. My background is in English and Media teaching at secondary school level and the yearly soul-searching and evidencing of continuous professional development is something other teachers will recognise. Teaching, it has to be said, can be a very solitary profession at times. Aside from tea and lunch breaks you often spend the lion’s share of your day working autonomously in your own classroom; reflecting on your work and intuitively planning to better meet the needs of your students. Like most teachers, I tried to lead by example, offering support, guidance, humour when needed, cajoling when needed, and generally trying to remove any barriers to learning. Like most teachers, I needed to train myself to remember all the good things achieved during each day rather than dwelling on the work still outstanding or the things that hadn’t worked out.

The volunteering I did in various archives too (University of Glasgow Archives, Glasgow School of Art Archives and the Royal Conservatoire of Scotland Archives) was solitary in nature a great deal of the time. I didn’t mind that. There was something immensely gratifying about the process of quietly sorting* through the archives, looking for buried treasures and helping to catalogue & write about them so others could learn about them. A world away from the noise of the classroom. Though I’ll confess that those moments when I felt I made a difference in the classroom and helped inspire a love of learning in others (not to mention the daily barrage of humour that was released on me) is something one can’t help but miss.

Teaching and volunteering in libraries/archives were two aspects of my life for a while; and I felt they complemented one another perfectly. So, you can imagine how thrilled I was that these aspects could be combined in one role working as the Wikimedian in Residence at the University of Edinburgh.

The difference now is that I am no longer just a teacher. I learn just as much as I teach… which I love. Such is the fast-developing nature of the Wikimedia projects, there is always something new to learn and to share with others once mastered. Beyond this, after completing four courses of study in higher education, I was well versed in being a student but found I had a lot to learn about the inner workings of a university; especially one like the University of Edinburgh with some 35,000 students and 13,000 staff. Working to support the whole university across all the teaching colleges and support groups to see how the university could benefit from, and contribute to, the Wikimedia projects is a very new role; the first in the United Kingdom so I am immensely grateful for the opportunity to break new ground. I have never wavered in my belief that there are huge areas of crossover between universities and the Wikimedia projects and therefore huge opportunities to explore the untapped potential of collaborating with one another. This has been hugely exciting, hugely rewarding…. and, at times, more than a little daunting because there is so much that could and should be done. And in those few quiet moments when I have had my head too far buried in my laptop to see the wood for the trees and my inner Eeyore has taken over this can feel like another solitary role.

Only it hasn’t been. Not really.

And this, more than anything else, is why I believe that the residency is working.

Because I work in an incredibly supportive environment and learn everyday from the example of brilliant, inspiring women. Reflecting back, my two years at the University of Edinburgh has been characterised by, and shaped by, the fantastic female colleagues I work with. Even today at our International Women’s Day Wikipedia event to celebrate the lives and contributions of the suffragettes, I was struck by the absolute enthusiasm for editing Wikipedia by our all-female group of attendees. “This is soooo addictive.” was proclaimed multiple times this afternoon. Which is unfailingly awesome to hear as Wikipedia has (historically) been seen as the preserve of white techy males.

Not anymore. Not on the evidence of the last two years. Things are definitely changing for the better. Though there is still a way to go. #PressForProgress

So, I would like to pay tribute on International Women’s Day to the inspiring women that I feel honoured to work with and learn from. You’ve helped champion the work of the residency, of Wikimedia UK and the sharing of open knowledge. You’ve pointed me in the right direction (sometimes literally), provided advice, ideas, support, carved turnips, Periodic table cupcakes, guided me, forced me to take pictures of strip clubs for Wiki Loves Monuments, made me laugh, made me see things differently, challenged me to grow as a practitioner; and demonstrated just what it means to be dedicated & brilliant professional.

I am not normally one to pay compliments or give enough credit where credit is due as a general rule. A fault I know.

But in the dying moments of International Women’s Day I thought I could sneak this out.

I am endlessly grateful so I doff my hat to you all!

 

  • Melissa Highton – Twas bold to be first to host a university-wide Wiki residency. And Melissa has been never less than brilliantly supportive throughout.
  • Anne-Marie Scott* – “quietly sorting” maybe Anne-Marie’s superpower/kryptonite.
  • Lorna Campbell – Tumshie carving maybe Lorna’s superpower… among many others.
  • Charlie Farley – My brilliant (and award-winning!) Open Education team colleague.
  • Marshall Dozier
  • Nahad Gilbert
  • Jo Newman
  • Nicola Osborne
  • Jo Spiller
  • Donna Watson
  • Ruth Jenkins
  • Kirsty Lingstadt
  • Allison Littlejohn
  • Gill Hamilton
  • Clare Button
  • Leah McCabe
  • Susan Greig
  • Maren Deepwell
  • Viv Rolfe
  • Sheila MacNeill
  • Catherine Cronin
  • Maha Bali
  • Karoline Nanfeldt – Inspiring student!
  • Ally Crockford – the first Wikimedian in Residence in Scotland. Never forgotten.
  • Alice White – our wondrous Wellcome Library Wikimedian.
  • Jess Wade
  • Sara Thomas – the one and only.
  • Gillian Daly
  • Amy Burge
  • Susan Ross
  • Siobhan O’Connor
  • Sophie Nicholl
  • Rebecca O’Neill
  • Lesley Orr
  • Daria Cybulska
  • Lucy Crompton-Reid
  • Katherine Maher
  • Agnes Bruszik
  • Josie Fraser
  • Kara Johnston
  • Lorraine Spalding
  • Steph Hay
  • Jackie Aim
  • Karen Gregory
  • Melissa Terras
  • Jen Ross
  • Dorothy Miel
  • Marissa Wu
  • Charlotte Bosseaux
  • Hephzibah Israel
  • Polly Arnold
  • Jane Norman
  • Lydia Crow
  • Zoe Tupling
  • Penny Andrews
  • Karen Bowman
  • Lea Auregann.
  • Lydia Pintscher
  • Agomoni GanguliMitra
  • Celeste McLaughlin
  • Lauren Nixon
  • Mary Going.
  • Alice Doyle
  • Catherine Koppe
  • Laura Arnautovic
  • Lauren Johnston-Smith
  • Jemima John
  • Jenni Houston
  • Christina Hussell
  • Caroline Wallace
  • Cathy Abbott
  • Jenny Lauder
  • Rowena Stewart
  • Sara Mörtsell
  • Fiona Brown
  • Jessie Paterson
  • Victoria Dishon
  • Siobhan Leachman
  • Athina Frantzana
  • Caroline Kuhn
  • Mihaela Bodlovic
  • Naomi Appleton
  • Cinzia Pusceddu
  • Christine Sinclair
  • Sebnem Susam–Saraeva.

And many more besides that I have no doubt shamefully forgotten.

Consider my hat doffed.