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Indian students because it requires less skills with
English to write. It does seem that every Wikimedia community is of the opinion that their project requires special skills of participants (probably with cause), but if it is accepted that the Simple WP community is correct, and that editors there need higher English skills than those on en.wp, then the argument for moving IEP to Simple seems to be in significnat difficulties, irrespective of other concerns.
218:. Or, I dunno, you could tally up the number of barnstars given by uninvolved editors. Personally, I think *regular* editing should be more highly rewarded: which schools have fewest editors who miss a week's editing? Note that I'm all for some good-humoured competition between schools. (Some people will be less happy even about that.) But basing that on sheer quantity opens the door to a misunderstanding of what the educational project should be about. --
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262:"The Leaderboard for the Canada Education Program is in action, documenting the work of more than 600 students enrolled in five participating courses this term. The Leaderboard was recently updated to show the activity among the different courses. All told, students have already contributed more than 1.1 million characters to the English Knowledge -- that's the equivalent of 725 printed pages. See which class is on top."
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Hi! Just a brief comment, if I may. :) I'd love to see the IEP try again, and should it get up and running I'll be placing my name forward to help out where I can. But in the case of Simple, I think the mistake was that the coordinators went in with the assumption that Simple WP would be good for
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I've been getting the feeling that the climate on en.wp is making it difficult for any large-scale educaion program, and so I'd be concerned (as I imagine others are), that even a small en.wp second trial of the IEP would face problems. My only thought was that maybe something could be leveraged
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Jon, we don't intend to judge the students' contributions based on sheer quantity. For both us and the
Ambassadors the leaderboard pages serve as an indicator of which classes / students are active and which are not (and to which extend). Maybe we should clarify that on the leaderboard pages.
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An indication of activity is a good idea. (Again, I think what's most important is that students edit regularly.) I guess that what made me raise my eyebrows was the way it was put in an email I received this afternoon:
120:, just trying to figure out what I need to do to get linked onto it. My name appears in the article list and the student list in my course. Not really important, but it would be nice to see how I'm doing so far! Thanks,
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Jon, you're right – it would be great to have some qualitative metrics. We did this as part of the Public Policy pilot in fall 2010 and spring 2011. Here's some information:
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This suggests that the
Psychology class, with its sheer volume of edits, is "on top." Yet this is a class that, precisely in part because of its sheer size, has caused a
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P.S. It is in everybody's interest that the quality of the content is high. I did not mean to create the impression that quantity is more important than quality.
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The problem with a qualitative assessment is that it's very work intensive. We've not come up with a good way of automating the process. Any ideas? --
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Jon, I've moved the pages to the outreach wiki and disabled the link here. Thanks a lot for your feedback. I really appreciate it! --
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Hello Frank, just stopping by in case you might be interested to let you know you are mentioned (and provide illustration for) an
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is wonderful. Thanks for the good work on the
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Hello, Frank
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Well, others have mentioned the kinds of goals championed by the
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Hey Frank, I sent you an email. Hope you received it. --
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348:. Regards,
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