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matters worse, the students think that they are getting close by passing some sort of wiki-training about Wiki-ettiquette and mark-up and "being bold" and all that, but then they get eaten alive by Chem editors. Very occasionally their instructors wade in and then THEY get eaten alive because they dont know their stuff well enough or dont want to take the time to learn the breadth and context of the info that we seek in this project. And then we have a slew of editors who have no patience playing wet-nurse or homework assistant.
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310:, largely because I think its missing some of the more "humanities" oriented solutions for getting students engaged. Topics like individual novels, pieces of performance art, or books of important scholarly or critical theory are very easy to write as new editors, and includes the arts and literary studies more: something that I think you all have been strategically moving towards. Hope it helps!
147:. (I didn't want to reply on that page since it had already been archived -- I took a Wiki break over the holidays, so didn't see your response until today.) In terms of prompts for students evaluating the reliability of articles, in the library world a lot of folks use the CRAAP test. This is, I think, one of the
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Chemistry is a difficult area to edit. Classes will attempt it anyway, even if we do try to steer them towards low-hanging fruit. When classes edit, there's a variety/spectrum of good/bad results, and I understand your experience has been that the spectrum is heavily weighted on the not-so-good side.
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Now those are good ideas, the ones I like are biographies of chemists and historical chemistry subjects. One approach would be to review lists of members of national academies - UK, US, Russia, Germany, France, Canada all have them. Do we have biographies of all the members? Often the biographies
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doable for students? If there are many, maybe we could suggest them to some instructors. So, for example, I'm thinking about biographies of chemists, articles about the more prominent academic programs/departments/associations, the history of chemistry, maybe even historical chemistry subjects, even
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I don't have any editing history in chemistry, I'm afraid! That's precisely why I'm actively seeking (or have sought) more experienced editors, and experienced chemistry instructors who have taught with
Knowledge (XXG), to review this handbook. I don't want people to reinvent the wheel, so I drafted
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My thanks to jbmurray for noticing these edits and asking about them. I do not consider ASSIGN to literally be outdated, but if there is something to update, then let's do that. I think that ASSIGN actually reflects the views of the
Knowledge (XXG) editing community as a whole somewhat better than,
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Okay thanks for being so open and consultative. The women scientists in the academies are prime territory. And it is not just fluff: for chemists, we like to see the technical aspects of (women's and others) contributions explained within the bio. One repeated suggestion is that your guidelines
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Thanks for the ideas. As you can imagine, a lot of the time instructors have particular outcomes they want to achieve that would necessitate students working on more complex topics, but we do try to talk with instructors about expectations, so it's good to have these easier projects at the ready.
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The Chem project has gotten to such a high level, and then these undergrads get lured into contributing and their stuff is almost uniformly rejected. Read: slaughterhouse. The #1 requirement for contributing to the project is a high level knowledge of chemistry, which no undergrad has. To make
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Regarding the other
Wikimedia projects: Organizationally, we're committed to Knowledge (XXG). I don't think we have the experience or capacity to support Wikiversity or Wikisource projects at this time, although I think Simplewiki is something we should, at some point, look into more (this was
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What if we pretend the advice is for academics rather than students? What advice would you give them (or, perhaps, what help pages would you point them to)? Maybe the most effective way to help the students is actually to give the instructor information on that higher level that is then their
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In any case, those are unvarnished, admittedly snotty comments that are only slightly exaggerated. What you are doing is highly admirable, my point is that there might be places where the students could have a more satisfying experience. Hope that I dont come across as a complete jerk.
603:, for example. If there are additional resources you'd like us to review, or specific comments on the content of the brochure, please share them! It's especially helpful at the handbook's Talk page, where they can be of use to others who might come along to offer similar suggestions.
155:. Those questions aren't perfectly suited to a Knowledge (XXG) article, but I think the general areas apply well. And could even be used in an exercise where students evaluate not the article but first the sources used in a Knowledge (XXG) article. Again, thanks for your response!
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Hi Eryk, Thanks again for your efforts with the above-referenced guide. If possible, for consistency with the others with whom you consulted, please change my listing in the
Acknowledgements section to "David A. Sonnenfeld, SUNY Environmental Science and Forestry". Kind regards,
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floated as an idea by a couple WikiProject
Medicine folks, too). The biggest problem with these, however, is that a big appeal of working on Knowledge (XXG) for instructors as well as students is its impact and reputation (and, of course, that's why standards are high). --
201:
Thank you for reaching out about sharing my experience with editing "Feminist
Digital Humanities" as part of Professor Koh's course this year. I would be happy to be share with your blog and appreciate the opportunity! I just emailed you with a response. Thanks,
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I want to reframe Eryk's pitch soliciting feedback about this brochure in two ways. I also want to add that although not all feedback will be incorporated into the brochure, it will all be heard and considered when we actually provide support for classes.
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So the question of this brochure is, given that it'll happen with or without us, what can we do in a support role to maximize the odds they'll make positive contributions and minimize negative impacts on the rest of the community (e.g. cleanup time)?
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to your training materials. The location of the prefs switch was wrong (for the
English Knowledge (XXG); it's correct for, say, the French Knowledge (XXG)), and I added links. Please feel free to remove them if links won't work in your context.
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at least historically, pages and training modules from WikiEd have done. Therefore, I'd like to see more links to it, not fewer. However, there probably could be better ways to link it. In particular, the one at Course pages seems a bit
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I have posted a few comments about "page one" of the brochure - my aim is to suggest we use clear and simple language and, at all costs, seek to prevent any student as seeing this as either in "lecture mode" or as in "Dr. Seuss mode."
807:. My worry is that there is no low-hanging fruit. And I also worry that many of the active chem editors have totally lost patience with these homework assignments. We often just revert a lot of their contributions wholesale. --
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Hello! Thank you so much for reaching out to me about my experiences as a student editing
Knowledge (XXG) articles. I would be happy to answer some questions. Just let me know what I need to do next!
231:, in particular, in that he has spent a lot of time on the page that you call "outdated." If it really is outdated, then I suggest you either bring it up to date or add a suitable template. --
102:, whether it be someone you have had disagreements with in the past, a good friend, or just some random person. Sending you a heartfelt and warm greetings for Christmas and New Year 2015.
470:. Will you be attending WikiCon in a couple of weeks? If you are, I'd to speak with about the work you're doing and see if I can incorporate it with the work some of us are doing at
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Also, it's probably worth mentioning that in 2016 we'll be making a big push to improve articles about women scientists as part of our Year of
Science campaign.
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Hi! Thank you so much for the kind words! I'd be happy to answer any questions for the blog! let me know what works best for you! I also emailed you.
595:, who has already chimed in). Much of this content has been curated or distilled from the many project guides available at WikiProject Chemistry;
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I had a pretty big hand in putting that together; if it's comprehensible, blame Eryk, but the content complaints should probably go my way.
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Biography#Wiki Education Foundation is seeking input on a Biographies training guide for students
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You're right - I removed those links in error and was just coming back now to revert my own edits, sorry you had to do it for me.
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Hi, Eryk. I would be glad to answer some questions about my Knowledge (XXG) Education experience. Let me know about next steps.
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ANOTHER major direction was suggested on the Chemistry project page, that students contribute chemistry into these venues:
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Thanks for the note at the chemistry project. Just curious: how much content have you contributed to chemistry?--
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to me. If we disagree, perhaps this should be discussed with more editors, at
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Ask any teenage gamer what "newbie" or "noob" means to others. Thanks.
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Hey Eryk, just wanted to let you know that I updated the brochure, with
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the current draft alongside our Content Expert in the sciences
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Experience Editing Knowledge (XXG) with GIS3614 Feminist Theory
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Thanks so much! And in time for them to make it to print. :)
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Just in case you didn't see it, I've left some comments at
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Now can you get rid of "daunting" ad "newbies"? <g: -->
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Just creating your talk page. Glad to have you around!
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I will be! Feel free to send an e-mail ahead of time!
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