84:? Another suggestion might be for them to propose their edits on talk, and explain their sources, before they make their edits so there will be less likelihood that all of their edits will have to be removed ... experienced editors are generally happy to explain our sourcing and copyvio policies if students will first post on talk so we know they need help, and we can guide them to proper medical sources.
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up-to-date. Therefore there is a high change your students might find little that can be added without affecting the balance of the article and, as beginners, are quite likely to cause disruption to an article that is viewed 5,000 times a day and is a top Google hit for this condition. I suggest you find a different topic or at the very least, discuss any proposed changes on the talk page. Regards,
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responsibility for helping to fix issues that arise. Perhaps it will work out. Remember that
Wikipedian's are not free course assistants or markers. Unlike normal student essays, the "D-grade" student's homework isn't hidden away in a folder somewhere but is instead published on the #1 Google hit for these medical conditions -- and we take seriously our responsibility to readers. --
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instead. A learning project can be created there. Content inside a learning project is generally left for the class and instructor to edit and manage, particularly if you indicate that it is for a real-world class in the article instructions. Let me know if you have any questions. You can reach
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Hi Colin. Your concerns add a new wrinkle to this assignment, one that is becoming more complicated every day. I have asked the students to work in their sandboxes for now and to discuss their proposed changes on the associated talk pages. The students selected their own topics; as long as the
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Hello
Sanetti. My name is Lane and I support the Knowledge education program and participate in development of health articles on Knowledge. Some users have expressed some concerns about your class's contributions and I thought that I would offer to schedule a phone or video chat with you, if you
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should have steered students away from articles that are already high quality and comprehensive. I don't think advising newbies to tackle the "most viewed articles on the list at WikiProject
Medicine" is a good idea. If you want to ignore that advice and wait to see what happens, please then take
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Thanks for getting your students to improve WP pages by adding material on evolutionary medicine. If some of those students need pointers on following protocol, I'm willing to help. Evolutionary approaches to human behavior can be controversial, especially if they touch on sex differences, so any
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as part of a student assignment. It is already a featured article, and as such has been reviewed for being comprehensive, reliably sourced, readable and of a professional standard. It is one of several articles monitored by members of the medical wikiproject to ensure it stays accurate and
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material like that needs to conform to an especially high level of reliability. The Autism pages have been thin when it comes to evolutionary approaches and sex differences, so I hope your student
Stephanie doesn't give up. We could use some expert opinion. Thanks again.
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Hello
Cynthia, I think I agree with the comments by Colin and Sandy above. I notice that the course focuses particularly on Darwinian medicine. I think it is very important to be clear that with regards to many medical conditions, evolutionary aspects may well be
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is encouraging your students to do same! In that sense, it will be helpful if you have an ambassador, as it is unfortunate that the students might not know how to sort out commentary from editors who know policy versus those who do not. Best,
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I'm also here for now to point out that you have added course tags incorrectly to article talk pages ... would you mind moving them to the top section of the top pages, where they will not be archived and will be seen by subsequent editors?
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Sanetti, are you working with the
Education Program on this course? You should have previously received the advice I gave above rather than it being a surprising "new wrinkle". There is a reason for the advice in that page. The
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to include into mainstream encyclopedia articles. Of course there are famous theories (about the evolutionary advantage of haemoglobinopathies in sickle cell disease, for instance) but unless these theories are covered in
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I am concerned that your students aren't yet aware of
Knowledge editing norms, and they might be better off to confine their edits to sandbox while they learn. Specifically, have you instructed them in
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By the way, I prefer to keep conversations together, rather than spreading them across two user talk pages ... I have your talk page watchlisted, so you can respond here, and I will follow up here.
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263:(sorry to use the first encountered as an example, but explaining the problems there may be one way to head off potential issues before other students make the same mistakes).
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I realize I still owe
Sanetti a long explanation of the numerous problems I am already encountering with this class's student editing, but for now I want to echo
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I appreciate your interest. Often the education program goes along without much trouble, but for medicine, standards and expectations are often raised. Thanks.
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topic was reasonable, in the sense that there were solid secondary sources, I okayed it. Shall we see how things go on the talk pages?
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I have also noticed the unfortunate (but not atypical to
Knowledge) factor that one editor who is persisting in trying to add
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373:, there might well be a reason to exclude them from Knowledge. I can be reached through my talk page for further discussion.
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228:(we give weight to theories according to their representation in secondary reliable sources), and that there are several
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and wanted to suggest an alternative for your future classes. You might consider having students create content at
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on your course list which are already (supposedly) comprehensive and based on recent, high-quality,
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text in student essays, as they relate to MEDRS, and particularly as they relate to the
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Also, I'm wondering if you have engaged an ambassador to help explain the concept of
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Examples of what kinds of assignments have worked in the past
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I have corrected a significant typo above-- wrong sandbox.
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Knowledge:Training/For educators/Kinds of articles to avoid
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high-quality sourcing requirement for featured articles
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an inability to hear what other editors are explaining
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I'll try to catch up with more later. Best regards,
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Hi, Sanetti; I just wanted to draw your attention to
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Review of
Knowledge Education Program infrastructure
104:Hello again, Cynthia ... I'm sorry for the delay.
395:liked. If you wish do to this, contact me through
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342:, but that is all I have time for today.
415:Responses to any questions you might have
106:Here is a brief overview of my concerns;
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459:Wikiversity:User_talk:Dave Braunschweig
448:! I noticed the recent discussion at
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366:too underdeveloped scientifically
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409:basics of editing Knowledge
26:14:53, 12 August 2013 (UTC)
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390:Offer to chat about course
371:reliable secondary sources
340:User talk:Sarmocid/sandbox
238:our due weight NPOV policy
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440:Wikiversity Alternative
403:Short tour of Knowledge
234:MEDRS-compliant sources
177:Hi Sanetti. Please see
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39:Regards,
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157:Leadwind
70:WP:MEDRS
66:WP:UNDUE
59:And now
348:Georgia
301:Georgia
281:Georgia
202:Sanetti
134:Georgia
114:Georgia
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18:Sanetti
480:. --
461:. --
457:me at
444:Hello
430:(talk)
345:Sandy
326:Colin
298:Sandy
278:Sandy
248:undue
220:Colin
188:Colin
131:Sandy
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