Agreed. I think it's a great idea to have a kind of "checkpoint" review earlier in the semester. Did you know that Pharos started an 'Educational peer review' process recently?
http://en.wikipedia.org/wiki/Category:Educational_peer_review_requests I really like the idea and it could be a significant improvement when it comes to giving the students feedback. I would be more than happy if this kind of initiative was successful. Thanks a lot for your thoughts, Derrick! Frank Am 16.04.2012 um 19:27 schrieb Derrick Coetzee: > My thoughts: > > Even with the very best student groups I've seen, it was absolutely necessary > to review their work periodically. These days I use my Followed users tools > to facilitate this. > > http://toolserver.org/~dcoetzee/followedusers/ > > I absolutely agree that it should be *mandatory* to have an experienced > Wikipedian review each contribution before it goes live in mainspace, or else > you can end up with a lot of people panicking to clean up contributions that > were not ready for deployment. This is feasible because of the program > requirement that there are a limited number of students per CA/OA, and > contributes directly to student learning and to the project. > > Moreover, I think it's very important to have at least one less thorough > "checkpoint" review earlier in the semester, where the student's initial > draft is reviewed for any problems. Students are deploying very late in the > term, and if they have serious issues such as copyright violations it may be > too late to do much about them. > > Finally, I think it's vital that ambassadors examine the topic choices of the > students as soon as they're made, and make sure they're suitable for articles. > > I don't believe Sonia's experience with her class is representative (that > particular faculty member has a history of issues), but I do think that > certain measures are good for every student int he program. > > -- > Derrick Coetzee > User:Dcoetzee > > On Mon, Apr 16, 2012 at 4:45 PM, Sonia Newton-Shostakovich > <[email protected]> wrote: > Seconding Guerillero, with a little added thought: > > Some, okay, a lot of the edits students have made have been frankly terrible. > Many classes do not have ambassadors actively supervising them, and are > putting out edits that are more harmful than helpful to the project and don't > get fixed (and personally, I've been involved with a class just as "on call > for questions"; just reviewed their work recently and was kicking myself for > not having the foresight to monitor them regardless of my explicit role. Yay > cleanup!) We don't have enough active ambassadors to follow each student > around, nor is there infrastructure in place to make sure each class has some > oversight of that sort. > > It's a dual-fold problem: firstly, as an Articles for Creation reviewer, I'm > sometimes coming across students who are obviously part of classes but who > have not made any edits which would allow me to find their course page, and > whose instructions have clearly been dismal; secondly, as an ambassador, I'm > sometimes overwhelmed when looking at just a couple of courses and trying to > make a student's contributions conform to our standards without destroying > their morale and/or grade. A lot of this could be prevented on the campus > side of things: before the in-hindsight cleaning up, instructions for > students should be sufficient and accurate, and supervision by experienced > Wikipedians made compulsory. Too many terrible paragraphs will fall through > the gaps otherwise. > > The more work I see from this project the more I'm inclined to agree with > Piotr that profs who haven't ever done tasks similar to that they set for > their students should not be setting those tasks. > > Sonia > > > On Tue, Apr 17, 2012 at 11:31 AM, Guerillero Wikipedia > <[email protected]> wrote: > That is the issue world wide. Here are some of the issues that I see. > > (a) We need to have the guts to say no sometimes. At least in the states, I > feel that we would get better results if we tried to get more small liberal > arts schools who have class sizes that range from 10-30. One hundred plus > person classes do not work well with our model. > > (b) We need to shoot for upper level classes. PSY 100 or ENG 101 should not > be our target class. The students do not know yet how to write effectively in > their subject area, for the most part, and have yet to do real research. 200 > or 300 level classes would be easier to work with. > > These two things cut down on the number of volunteers. Who wants to work with > 100 freshman who do not comunicate with you no matter how hard you try and > who have yet to learn how to produce a workable product. > > --Guerillero > > > On Mon, Apr 16, 2012 at 7:21 PM, Everton Zanella Alvarenga > <[email protected]> wrote: > Interesting thread! > > http://en.wikipedia.org/wiki/Wikipedia_talk:Ambassadors#The_future_of_our_program > > This is the main challenge in my opinion for the second semester for > WEP in Brazil, multiply the number of ambassadors - there is some > progress here in the pilot. To convince professors on the importance > and need of this program after showing successful cases seems easier > than to have enough campus ambassadors for the demand. A key step of > the project when we are thinking about expanding in any place. > > Tom > > -- > Everton Zanella Alvarenga (also Tom) > Wikimedia Brasil > Wikimedia Foundation > > _______________________________________________ > Education mailing list > [email protected] > https://lists.wikimedia.org/mailman/listinfo/education > > > _______________________________________________ > Education mailing list > [email protected] > https://lists.wikimedia.org/mailman/listinfo/education > > > > _______________________________________________ > Education mailing list > [email protected] > https://lists.wikimedia.org/mailman/listinfo/education > > > > _______________________________________________ > Education mailing list > [email protected] > https://lists.wikimedia.org/mailman/listinfo/education
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