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editors, and I suspect that some of them will want to continue to work on their articles even after the semester is over. In workshops and one-on-one meetings, I saw students enthusiastically engage with research and technology in new ways. In at least one case, because an editor suggested the addition of an image, the students really wanted to dig in to policies and procedures to learn how to make it happen. I also saw eyes light up when wikitext was changed to italics, section headings, etc. As an educator who works with technology both as an end-user and as a content-provider, it made me happy to see students excited to learn what goes on behind the scenes. I can only hope that some of those students, now that they have felt the satisfaction of creating web-based content, will continue to develop their skills.
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the editors at
Knowledge. We would not attempt this again without a course page or registering with the appropriate education portals. If we were to undertake this assignment again, we would require students to work with an editor or ambassador in their sandboxes. Finally, we would not plan for all pages to go live—only those approved by the editors—and, their grades would be somewhat tied to that determination.
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made after our submissions. If changes were made following our students’ submission, reverting those changes will take longer. Our librarian will assist us in this endeavor and she will describe the process in more detail in her own response. This second option should take the responsibility of editing our students’ posts out of the hands of the
Knowledge and alleviate your workload.
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made after our submissions. If changes were made following our students’ submission, reverting those changes will take longer. Our librarian will assist us in this endeavor and she will describe the process in more detail in her own response. This second option should take the responsibility of editing our students’ posts out of the hands of the
Knowledge and alleviate your workload.
469:, We are hoping to try to follow the WikiGuidelines for the incident page and pursue options for resolutions on our talk page. In our comment above, we state several options for resolution with our topics but it doesn't seem that options were seen. I'll restate those options again here to see if they are viable for managing the current content of the pages:
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tutorials. NeuroJoe’s requirements are listed below. In addition, two class periods were dedicated to library training sessions with our
Knowledge experts at the college. Students also utilized our experts, engaged several Knowledge editors’ help, and utilized the Knowledge Help Center throughout
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Our goal was to improve
Knowledge neuroscience content consistent with the objectives for the Society for Neuroscience. We anticipated that this project and improving Knowledge content would be a significant long-term undertaking and, we assure you, that we are not taking it lightly. There are two
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entry: As stated above, if any entry needs attention after the course is over and the students are not able to maintain a relationship with
Knowledge, I can simply undo their changes provided that no changes were made after their submissions. If changes were made following our students’ submissions,
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Unfortunately, we did not register the course or create a course page. This was due to being novices and we apologize for that oversight. At the time, it seemed like a suggestion more so than a requirement. However, in hindsight, we see how beneficial both could have been to us, our students and
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1) We feel that many of our students did create pages that are significant positive research contributions to
Knowledge community. We believe that many students invested in their projects and are quite proud of their work. While we cannot require them to pursue edits beyond the course, we suspect
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1) We feel that many of our students did create pages that are significant positive research contributions to
Knowledge community. We believe that many students invested in their projects and are quite proud of their work. While we cannot require them to pursue edits beyond the course, we suspect
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2) For the students who do not wish to maintain a relationship with
Knowledge, or if the first option does not seem viable for some topics, we can simply revert/delete all the changes made by our students--provided a) that they were not in conjunction with another editor; and, b) no changes were
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If it is recommended that we undo the revisions made by any students who aren’t able to continue to work on articles after the semester is over, here is what I will do. I will look at each article. I will first revert the articles that have been edited only by the students. Then, for articles that
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2) For the students who do not wish to maintain a relationship with
Knowledge, or if the first option does not seem viable for some topics, we can simply revert/delete all the changes made by our students--provided a) that they were not in conjunction with another editor; and, b) no changes were
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3) Finally, since it seems that some editors feel that peer review comments are problematic on the talk page for the topic, in addition to the above, we are willing to remove all peer review comments from the topics’ talk pages and move them to our students’ talk pages. We would appreciate more
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I'm willing to copy this comment to the incident page if the rest of the content goes there. But I wanted to jump in now to say that I will be glad to continue to work with this class if I am called upon. I know the students have been grateful for the interactions they’ve had with other Knowledge
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3) Finally, since it seems that some editors feel that peer review comments are problematic on the talk page for the topic, in addition to the above, we are willing to remove all peer review comments from the topics’ talk pages and move them to our students’ talk pages. We would appreciate more
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Both of us feel that, as our course winds up, we now know how valuable this experience was on several fronts. It taught students how to research and write, and despite some flaws, we think they did a quite good job on both. It provided the Wiki community with updated information that was
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that several students may want to continue to work on their pages, in cooperation with kindly editors, to produce fine pages that meet all Knowledge standards. We are happy to find out which students/topics wish to proceed and share a list of those topics.
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that several students may want to continue to work on their pages, in cooperation with kindly editors, to produce fine pages that meet all Knowledge standards. We are happy to find out which students/topics wish to proceed and share a list of those topics.
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Our students have excellent research skills and our intention was to help the Knowledge content. We did not intend to create problems for anyone. If we have acted counter to our original intention of helping, then we can certainly undo all changes.
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I would like to reiterate that these students have learned a lot from this project, and I think they have contributed to the knowledge of others too. I am excited to see the progress and I hope other editors can feel the
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consistently based on cited work, not student opinion. It taught all of us the value of Knowledge as not only a static source of factual information but as a dynamic resource for the scientific and broader community.
409:, to keep everything together? I'm swamped today and might not get to respond soon, but by putting it there, others are more likely to weigh in, and we avoid having a fractured conversation. Best,
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the project. There were multiple submissions required (as per the B1481 course page) to ensure that a quality product would go live at the final submission.
95:. We also very closely followed a publication from the Journal of Undergraduate Neuroscience Education, by the same author, that can be easily downloaded at:
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All our students were required to take the same online tutorials provided at the NeuroJoe/BI481 course page as well as the
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have subsequently been edited by others, I will work collaboratively as much as I can to get any necessary changes made.
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http://www.funjournal.org/images/stories/downloads/2012_Volume_11_Issue_1/burdo_11_1_a1-a5.pdf
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professors teaching this course and we did follow a previously established course page:
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Please let us know if these options are viable and if we should proceed with them.
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Please let us know which option you would like for us to pursue moving forward. (
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To manage any concerns about the current pages, we have several suggestions:
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To manage any concerns about the current pages, we have several suggestions:
57:. Thanks for continuing in the face of my grumpiness early on! Best regards,
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Hi Sandy, we want to allay your concerns about the structure of the course.
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Following up here, as per above. Thank you for your continued assistance,
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Shows exactly what to type in to get your desired formatting output
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Hi again! Would you mind if I copied this over to the thread at
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This overview page links to some of the more detailed info below
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Knowledge:Education noticeboard#Agraphia: we have a good one
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List of resources students were required to complete
331:Knowledge:Identifying reliable sources (medicine)
164:The pages that our students have taken on are:
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335:How to find proper sources and referencing
341:Knowledge:List of policies and guidelines
107:Knowledge:Training/For students/Resources
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490:guidance on whether we should do this.
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520:reverting will take longer of course.
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311:Template:Invitation to edit/tutorial
88:Current Course Goals and Structure:
36:The Excellent New Editor's Barnstar
345:How not to anger the WP community
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224:Environmental enrichment (neural)
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372:Knowledge:Neutral point of view
366:Knowledge:What Knowledge is not
355:Detailed editing "how to" info
103:Knowledge:Training/For students
378:Knowledge:No original research
179:Dorsolateral Prefrontal Cortex
42:A new editor on the right path
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530:21:59, 13 December 2013 (UTC)
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305:How to create a user subpage
295:Has a good video walkthrough
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93:User:NeuroJoe/BI481 Fall 2012
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396:Knowledge:Manual of Style
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259:Inferior temporal gyrus
80:Comment to SandyGeorgia
517:Neural masculinization
244:Neural Masculinization
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