When we started the monthly Bay Area WikiSalon meetups a few months back, I was eager to try out a newly-invented way for a group to build a wiki page together. The purpose of a Wikidojo, as the event is called, is twofold. Of course, it’s a way to quickly build a page. But much more importantly to me, and to the purpose of the WikiSalon series, is that everybody involved learns something from seeing how other people approach the task. How does an experienced editor add a footnote? Where does a new editor stumble? How do you add a photo? What’s up with categories and talk pages, anyway? Watching somebody at work, and hearing them describe what they’re doing and why, can be tremendously informative and inspiring.
So at our June event, I proposed that we try out a Wikidojo, and write a Wikipedia article together. It was a delightful experience, though as you’ll see below, it didn’t go exactly as I had expected!
I offered the group a few suggested topics, and was pleased that they preferred my first pick. We wrote about the Ghost Town Royals, a little league baseball team (and league) founded a decade ago in Oakland, with the aim of offering kids an alternative to the street life all too many get drawn into. It’s a topic close to my heart: the league is in my neighborhood, and presents opportunities to kids with big needs. The topic passes Wikipedia’s rigorous notability standard, in that it’s been covered in several news articles; but it’s something most people would have a hard time learning about even if they knew what they were looking for, because much of the news coverage doesn’t easily show up in a web search. (You can see the results of our work at the link above.)
The Wikidojo model was invented by Nikola Kalchev, inspired by Vassia Atanassova’s 2014 talk about educational approaches with wiki; and it has been conducted in many places around the world. I learned about it from my friend Asaf Bartov, and was immediately drawn to the seductively simple idea: everybody takes a seven minute turn at building a wiki page, as the “pilot.” Every pilot has a “copilot,” who engages them in discussion during their shift. And everybody else gets to listen and absorb what’s going on.
Asaf (and various online writeups and videos) had warned me of the common pitfalls. Above all, I was supposed to be rigid on one point…ensure that the audience keeps quiet! That’s necessary, I was assured, to permit the “magic” to develop between the pilot and the copilot, and to permit each team to approach the task in their own way without too much interference or distraction.
Well, there’s only one thing to say on that point: I failed. After the very first round, I was seduced by an eager participant to mix it up. Our second copilot wanted to act as a facilitator, moving around the room with the microphone, to take suggestions and comments from the audience. To be honest, I didn’t want to do that — I knew this was just the thing Asaf had warned me about. But I’m a sucker for enthusiasm, and our copilot had it in spades. So we gave that a shot. To my eye, it made it more difficult for the pilot, who had a cacophony of ideas coming from multiple sources, making it difficult to chart his own course — which is the main thing Wikidojo is designed to showcase. It was also difficult to get back to the original format, as the audience enthusiasm for voicing suggestions lasted into the later rounds. But, my preferences aside, a show of hands afterward (9 to 7 vote?) indicated it was actually the preferred approach. So, this might be a variant to be explored further. As I see it, there’s so much experimentation built into the activity to begin with, that changing the format midstream is disorienting. I’d advise anyone trying a Wikidojo for the first time to be clear about the rules from the beginning (one way or another), and stick with them throughout the event.
Another factor that made it tough to stick to the original format was…me. I wasn’t so great at following my own rules! Several times, I jumped in with suggestions for the pilot and copilot. I tried to restrain myself, but in some cases I think it was the right thing to do. For instance, the topic we had chosen has only sparse media coverage, and because I had researched it prior to the event, I knew some approaches to searching that would prove to be time-consuming dead ends. I didn’t think having a team take up most of their seven minutes in a fruitless search would be very satisfying, so I intervened. And at another point, a new wiki editor suggested adding an image to the article. He wasn’t worried about it being perfect for the article, as he was mainly interested in learning the process; the pair seemed poised to run a time-consuming search for an image which, at best, would have yielded a photo under copyright, and complications that couldn’t be resolved in the allotted time. I again jumped in, to suggest adding an unrelated photo of a child playing baseball. I think it was a good suggestion, as it permitted them to successfully post a picture in the time allotted.
Overall, I had a lot of fun, and am looking forward to trying it out again. Before encountering the Wikidojo model, I have often wanted to engage a larger group in improving an article in person, but I didn’t see any effective way to do it. Edit-a-thons tend to follow a less formal structure than Wikidojo; at an edit-a-thon, smaller groups typically form. That’s a great approach too, but can limit cross-pollination of ideas. Wikidojo is much better suited to a shared experience and shared learning.
The informal feedback I heard was positive; participants enjoyed watching each other work, and a number of people learned new wiki skills. There were some good suggestions, as well; I have collected more detailed notes and feedback on this wiki page. The next time I do it, I think I’d choose a less esoteric topic, that’s easier to research, and that the audience already knows to some degree. But even with a few unexpected twists and turns, it was a lot of fun, and it stimulated some great discussion about how different people approach wiki.
Our June event also featured an informative and fun presentation by staff of the San Francisco Public Library and OCLC; watch the video here. And this month, we look forward to a meetup at San Francisco hacker space Noisebridge, in which we’ll focus on the Wikipedia article on basic income.
At Wikimedia Foundation, I am working on a project to help people translate articles from one language to another. The project started in 2014 and went to production in 2015.
Over the last one year, a total of 100,000 new artcles were created across many languages. A new article get translated in every five minutes, 2000+ articles translated per week.
The 100000th Wikipedia page created with Content Translation is in Spanish, for the song ‘Crying, Waiting, Hoping’
I designed the technical architecture and continue to be the main developer. I am so proud to be part of a project that contributed this much for free knowledge.
Related blog posts in Wikimedia blog:
Naradanews Malayalam published a note on this
|OpenStreetMap Carto Style||2.41.0||2016-07-12||No infos|
|Mapbox GL JS||v0.21.0||2016-07-13||11 new features & improvements, 10 bug fixes|
|Naviki iOS||3.45||2016-07-13||Some improvements|
|Komoot iOS||8.2||2016-07-14||Some extensions and improvements|
|QMapShack Lin/Mac/Win||1.6.3||2016-07-15||No infos|
|Cruiser for Android||1.4.9||2016-07-16||SVG Graphics|
|Cruiser for Desktop||1.2.8||2016-07-16||No infos|
|Locus Map Free||3.18.4||2016-07-16||Bugfix release|
|osm2pgsql||0.90.1||2016-07-16||Maintainance release without new features|
|Mapillary iOS||4.4.3||2016-07-17||Some fixes|
|Naviki Android||3.45||2016-07-18||Some improvements|
provided by the OSM Software Watchlist
|Buenos Aires||Geobirras en Bellagamba||22/07/2016|
|Seattle||”’State of The Map US 2016”’||23/07/2016-25/07/2016|
|Cerro de Pasco||Mapping Raymi en Oxapampa||26/07/2016|
|Tokyo||”’State of The Map Japan 2016”’||06/08/2016|
|Ballerup||OpenStreetMap 12th Anniversary||13/08/2016|
Note: If you like to see your event here, please put it into the calendar. Only data which is there, will appear in weeklyOSM. Please check your event in our public calendar preview and correct it, where appropiate..
This weekly was produced by Hakuch, Laura Barroso, Nakaner, Peda, Polyglot, Rogehm, SrrReal, TheFive, derFred, escada, jinalfoflia, malenki, stephan75, widedangel.
In June, Educational Partnerships Manager Jami Mathewson presented at the Festival of Learning conference in Burnaby, British Columbia. She joined Classroom Program instructors Dr. Judy Chan and Dr. Rosie Redfield of the University of British Columbia to share student learning outcomes and the impact students can make to Wikipedia during an assignment.
Wikipedia Content Expert Adam Hyland attended the Wiki Diversity conference in Washington, DC. Patti Provance joined Adam to represent the National Women’s Studies Association. The two shared the successes of our partnership and the impact women’s studies students are having on Wikipedia, bolstered by analytics from Kevin Shiroo (see below).
Outreach Manager Samantha Erickson and Jami attended the American Astronomical Society’s conference in San Diego, CA. They joined Wikipedia editor Emily Temple-Wood and Greg Boustead of the Simons Foundation to coordinate an edit-a-thon with astronomers at the meeting. Fifty-five people attended the event to learn more about editing within their field, and we started 28 new articles about women in astronomy!
Jami remotely joined Dr. Alexandria Lockett of Spelman College and Dr. Jamila Lyn of Morehouse College for their symposium about integrating Wikipedia into writing-intensive courses. The event was funded by the Associated Colleges of the South (ACS) and brought together faculty from ACS institutions. Dr. Lockett and Dr. Lyn used this great opportunity to expose faculty to the diversity problems facing Wikipedia and to set a plan for empowering students to become a part of Wikipedia’s community. Samantha also gave a video presentation to a group of instructional technologists at Connecticut College. Read more about their efforts to engage instructors and diversify Wikipedia here.
The Spring 2016 term’s numbers alone are cause to celebrate (more than 4,000 students from 215 courses), but is also a success based in quality and impact. Our students contributed almost 4 million words to Wikipedia during the Spring 2016 term. As a direct result of their work, the world now has better access to information ranging from political science to women and film and from biogeochemistry to the history of travel writing.
Though we supported the largest number of classes and students yet, the term ran seamlessly. Classroom Program Manager Helaine Blumenthal, Samantha and Wikipedia Content Experts Adam Hyland and Ian Ramjohn coordinated their efforts to ensure that instructors and students alike received timely, relevant, and effective support.
The end of the Spring 2016 term also marked the first half of the Wikipedia Year of Science. Well over half of the content our students added this term was part of that initiative. More than 2,000 students from 116 courses contributed over 2.2 million words to Wikipedia in the STEM and social sciences. Not only did roughly half of our students learn how to communicate scientific knowledge in a meaningful and impactful way, but Wikipedia now has better coverage of topics such as Cold War Science, Sociology, Paleontology, and Endangered Languages.
We look toward the Fall 2016 term. We’re excited to continue the auspicious work of the Year of Science and see the Classroom Program continue to grow and exceed our expectations. The Spring term has shown us though that we’re prepared for this growth, and excited to embrace it.
New features in the Dashboard made it possible to track the work of a student in Topics in Occupational Safety and Health who created Perda auditiva ocupacional on the Portuguese Wikipedia, a translation of the wikipedia:Occupational hearing loss article. Other students in the class expanded existing Noise and Occupational hazard articles.
We’ve reached the end of the first year for the Visiting Scholars program. Community Engagement Manager Ryan McGrady spent time this month collecting, verifying, updating, and organizing data about the program and its contributions. He will collate that data for a first-year program review report.
A year’s worth of work produced by Scholars shows the impact that even a small number of experienced Wikipedians can have on public knowledge when they’re empowered by educational institutions and resources. June was our Scholars’ most productive month yet. That’s in part due to Rollins College Visiting Scholar User:M2545. In just under 3 weeks, she’s created 12 new articles and improved 36 others. She has also uploaded an impressive 226 new images to Wikimedia Commons, with several appearing in Wikipedia articles. You can read more about User:M2545 in the announcement of her position on our blog.
Gary Greenbaum at George Mason University had three articles appear in the “Did You Know?” section of the Main Page:
We highlighted the work of Visiting Scholar Barbara Page in a recent blog post, UPitt Visiting Scholar is opening access to women’s health information. It discusses the work she’s contributed over the past year to improve women’s health articles through the University of Pittsburgh’s resources.
The Visiting Scholars positions for Barbara Page and Casey Monaghan at the University of Pittsburgh officially ended in May. However, we’re pleased to share that all parties have agreed to continue their relationship for at least another term.
In June, Wiki Ed launched its completely revamped Editing Wikipedia handbook. It’s a step-by-step guide for students assigned to write or expand a Wikipedia article with our program. Previously, we’d mailed copies of a handbook intended for a general audience of new editors. This guide focuses explicitly on what students need to know, heading off the challenges we know students typically face. It also complements Wiki Ed’s online training tools, directing students to appropriate training modules for each step of the assignment.
Communications Manager Eryk Salvaggio also set up an interview with the Washington Post’s Caitlin Dewey for an article, “The surprising reason some college professors are telling students to use Wikipedia in class.” This was a major media piece which was picked up and republished in many markets, including the LA Times, NY Post, and more.
Our main focus for digital infrastructure this month has been to clean up and consolidate the style standards of the Dashboard. We’ll begin a “living style guide” to standardize the common design elements. This will make it easier for new developers to begin contributing to the Dashboard, and it will help us to maintain design consistency as we build features. We’ve also fixed a slew of bugs and design inconsistencies, and improved the reliability of the Dashboard’s automated tests.
With financial support from Wikimedia Foundation, Product Manager, Digital Services Sage Ross and WINTR developer Matt Fordham built two new Dashboard features: Available Articles and the Universal Language Selector. The Available Articles feature — accessible from the ‘Articles’ tab of a course page — lets instructors compile a list of Wikipedia articles without assigning them to individual students. This will make it easier for instructors who create a list of recommended topics for students to choose from. A student can click an article from the list to select it as their assignment. The Universal Language Selector — a feature that is now available on the Programs & Events Dashboard alpha test site — lets users select their preferred language using the same well-tested interface as on Wikipedia.
Sage attended Wikimania 2016 at the end of the month. Wikimania provided a chance to collaborate in person with many of the global volunteers and Wikimedia Foundation staff who are interested in using and building our Dashboard system.
The end of June also marked the end of our contract with Seattle design and development firm WINTR; for the next fiscal year, we’ll be primarily be developing new Dashboard features project-by-project as funding becomes available. We’ll be working throughout the summer to update the dDshboard assignment creator and training content for the fall 2016 term.
This month, we looked at how much content Wiki Ed has contributed to Women’s studies articles. We wanted to see if our NWSA partnership has made an impact on those contributions. To measure it, we defined “women’s studies” as a set of WikiProjects. Those are groups of volunteers who share an interest in improving a common topic area. We identified the pages those “women’s studies” associated WikiProjects considered within their scope.
From those pages, we tabulated the number of positive bytes being added over time to the subject area. That included both Wiki Ed students and general editors. We saw that the partnership has had a real impact. The amount of content Wiki Ed students added to women’s studies topics increased by 36%. (That’s comparing Fall 2014 to Fall 2015.)
Among all women’s studies content added to Wikipedia, the portion contributed by Wiki Ed’s students grew by 8%. That went from 4.0% of overall contributions to 4.3%. That was due to a 25.7% increase in general editor activity during the same time. So our students contributed more content, but so did the general volunteer base. That’s a positive signal for the gender gap. It shows that there’s increased coverage coming from Wiki Ed, but also outside of it.
Between Fall 2015 and Spring 2016, we noticed a significant drop in students’ online training completion rates. The share of students who completed the training dropped from ~75% to ~45%.
We had shifted from a longer, all-inclusive training to a training that staggered modules throughout the term, teaching specific content when students needed it most.
After extensive analysis, we determined that there were multiple causes behind the drop. First, the change in our tracking design caused a change in measurement. That produced deceptively low completion rates. When we considered module assignments individually, completion rates are at 65%, much closer to previous figures.
The majority of assigned modules are completed. However, we do observe a negative relationship between a modules position in the course timeline and the likelihood of the module being completed. Those that take place later in the term are less likely to be finished.
This relationship persists even after controlling for students who drop the course. The graph above plots the average due date for a given module against the frequency that the module is completed. The size of the circle represents the number of students’ assigned a module. This shows a clear negative relationship over time. These insights are leading to changes in how we assign training modules.
This month, we started work on a tool that will identify articles as being related to either pop culture or academia. Our end goal for this tool is to filter articles and reveal deeper insights into Wiki Ed’s role within the larger Wikipedia community. We think students are making large contributions to academic content areas (rather than pop cultural ones), but in order to validate that we have be able to sort through the work contributed by the general community more effectively.
So we’re building a labelled data set of articles using Wikipedia’s labelling infrastructure. This data set will then be fed into a machine-learning algorithm and, after appropriate evaluation, we’ll use it to apply labels to unknown pages. Then, we’ll be able to measure our impact on academic articles compared to pop culture articles.
For the month of June, expenses were $266,775 versus the plan of $285,007. The variance of $18k is mainly due to our decision to hold off on expanding staff and office space.
The preliminary expenditures for FY 2015-16 were $2,940,255 versus the approved plan of $3,679,246, resulting in a variance of $739k. Approximately 93% of the variance is due to our decision during the year to hold back on planned expenditures until we had a clearer picture of what our long-term funding would be. The remaining 7% was a result of savings due to unused funds or prudent spending.
Our expenditures for the year were approximately at 80% of our planned budget.
As June is our year-end, these numbers are preliminary and pre-audit. Although no major adjustments are expected, ongoing year-end analysis and audit preparation will likely have some effect on these numbers.
June kicked off with the Wiki Education Foundation Board meeting in Houston. The Development team planned a breakfast to leverage the Board’s strong Houston presence and contacts. Board Chair Diana Strassmann, along with Board members Karen Twitchell and Karen George, invited their Houston contacts, who attended the June 3 breakfast along with Executive Director Frank Schulenburg and Senior Manager of Development Tom Porter. The cultivation event resulted in several gifts of support and netted one new Classroom Program participant, who will teach in the spring 2017 term. The small, intimate setting of the breakfast proved a highly successful cultivation tool. As a result, we are optimistic about the possibility for building a strong base of support in Houston.
Gifts earned at the Houston event were matched by the Stanton Foundation as a dollar-for-dollar challenge grant. In total, the Stanton Foundation generously donated $34,154 as part of the match program during the month of June.
Tom also attended the American Astrological Society (AAS) Conference in San Diego in June, with Greg Boustead from the Simons Foundation.
In June, Frank attended the board meeting in Houston, presented the annual plan and budget for next fiscal year, and engaged with the board in conversations about the current status of the organization and the time ahead. After the meeting, Frank followed up with attendees of the Houston fundraising breakfast, and discussed opportunities for supporting Wiki Education Foundation’s work.
Frank also worked on different aspects of the upcoming all-staff meeting in July. He engaged with an external consultant to provide team-development measures, started to work collaboratively with Director of Programs LiAnna on the agenda for the meeting, and developed a plan for team activities around the topics “leadership across all levels” and “resilient organization”.
Also this month, Frank created a new “Executive Director’s Summary Report” that will increase the senior leadership team’s effectiveness in keeping track of organizational performance indicators on a monthly level.
Frank engaged with the board on his own performance review for the past year, including a self-evaluation and feedback from the other members of the Wiki Education Foundation’s leadership team. Furthermore, Frank set up an improved hiring process that will allow us to better track and document each step along the way.
Frank met with board candidate Ted Yang, introduced him to staff, and discussed the current status and the future of the Wiki Education Foundation.
There’s a new opportunity for a Wikipedia Visiting Scholar at the University of North Carolina (UNC), with the Department of Psychology & Neuroscience.
Through the Wikipedia Visiting Scholars program, educational institutions grant Wikipedia editors access to high-quality research materials, empowering them to write even better content in areas of mutual interest.
Wikipedians get access to sources to write about topics they’re already interested in, and institutions increase the impact of their holdings while making a contribution to public knowledge in a particular field.
The University of North Carolina at Chapel Hill was founded in 1789, making it one of the oldest public universities in the United States. One of the original Public Ivies, it consistently ranks among the best universities. It is committed to making the best quality education and information available to the widest audience possible. Visiting Scholars is one way to make that possible. The Department of Psychology and Neuroscience is rated as one of the nation’s best, with the Clinical Psychology program in particular ranked #2 by U.S. News and World Report for 2017.
UNC is looking to work with an experienced Wikipedian to improve the quality of articles about clinical psychological science, with a possible emphasis on evidence-based assessment articles (especially open access or public domain tools). The Scholar will receive access to the library system’s electronic resources, including databases and ebooks, as well as the department’s collection of meta-analyses and systematic reviews relevant to the focus area.
Supporting this position at UNC is Eric Youngstrom, a professor of Psychology and Neuroscience and Psychiatry who sees Visiting Scholars as a way to improve public access to accurate information about psychological assessment. “We are passionate about putting the best information where the most people will benefit. People are not helped when their problems are misdiagnosed, and may be hurt due to side effects, the expense and burden of inappropriate treatment, and delays in getting helpful treatment.”
This Visiting Scholars opportunity is an extension of UNC’s project to improve public knowledge about evidence-based assessment. There may be optional opportunities to get involved in the project in other ways if the Scholar is interested.
|Smith's idea of the elephant as emphasised by him.|
|The actual Stela in question|
|Somnathpur carvings. The figures to the |
left and right hold the puported cobs.
The Wikipedia Year of Science is a massive effort to mobilize students, instructors, and libraries from higher educational institutions to improve Wikipedia’s coverage of science. We’ve met countless scientists and supported the work of thousands of students in the USA and Canada. With the Year of Science entering the second round, we wanted to look back on the impact we’ve seen so far.
Students worked on Wikipedia articles seen 163 million times. That’s millions of people finding scientific information that’s been written by students, drawing from reliable academic sources, contributed under the eye of an expert (the instructor), and shared with the world — and we’re only six months into the year.
More than 4,000 students developed science communication skills by writing for one of the most-read websites. That’s experience communicating research to the public in a meaningful way. Consider Wikipedia’s article on Geobiology, which was scant when Caltech student Alice Michel took it on as an assignment. She worked to make the article actually express what her field is and does. Now, she’s the author of one of the top-three sources of information about Geobiology on Google. And she’s just one of the 4,000 stories we could tell.
More women are contributing to Wikipedia’s science articles. While Wikipedia’s volunteer editor base is estimated to be 90% male, Wiki Ed students are about 68% women.
When higher ed courses edit Wikipedia, it means more women are contributing. That leads to better coverage of women scientists, women’s health, and women’s interests that are otherwise neglected. It’s also a chance for young women scientists to flex their knowledge in public. That’s an empowering experience.
Student editors added more science content to Wikipedia than any other group of Wikipedians. A full 6% of science coverage contributed at the end of the spring term came from our student editors. That’s six percent of new science content on the largest volunteer-written project on the planet.
These students contributed three times as much content as the average Wikipedian. And they did it in fields that are often neglected on Wikipedia: Students improved access to information on science topics ranging from biology to environmental sciences to geography to the history of science and beyond.
We’ve seen incredible articles about women scientists that may otherwise have never seen the light of day. That includes women such as Jadwiga Lenartowicz Rylko, who saved lives while imprisoned in a Nazi Concentration camp. It includes Eugenie Clark, “The Shark Lady,” who helped to promote marine conservation. It includes Mercy Jackson, one of the first women to earn a medical degree. These women are among others who are better represented on Wikipedia, where they can serve to inspire a next generation of doctors and scientists. We’re helping to bring women to Wikipedia, and we’re helping improve science articles about women on Wikipedia.
Students made medical articles on Wikipedia more reliable. More people turn to Wikipedia for health information than any other website. That’s a source of panic for some, but others, such as Dr. Amin Azzam at UCSF, see an obligation to make sure the information is accurate. Medical students have access to medical journals and supervision from a healthcare professional. They’re contributing solid, verifiable knowledge about health to the public. That ranges from medical conditions to health policies.
To help empower students to write better science articles on Wikipedia, Wiki Ed has produced printed guides. These guides help students create or improve articles on biology and chemistry, genetics, and environmental sciences. They’re available digitally too, for anyone interested in improving science articles on Wikipedia. Printed copies are available for students participating in our Classroom Program.
Of course, the Year of Science has had an impact on Wiki Ed, too. The first term of the Year of Science has been the largest set of students we’ve ever supported. We’ve scaled our support and developed tools to sustain further growth, without compromising the standards of quality that Wikipedia requires. New online and printed tools for classrooms, stronger staff support, and a deeper connection to the science community have made Wikipedia’s support for STEM projects better than they have ever been. Topic areas outside of STEM and the social sciences are benefiting from those resources as well.
Won’t you join us? If you’d like to work with us to expand the Year of Science, we’d love to hear from you. Whether you’re a higher education instructor looking to bring Wikipedia into your course, a librarian looking to expand access to your special collections with a Visiting Scholar, or you’re interested in offering financial support, reach out to us: email@example.com.
Wikipedia has language editions, Wikidata has labels, aliases, descriptions, and some properties in multiple languages. This a great resource, to get the world’s knowledge in your language! But looking at the technical site, things become a little dim. Wikimedia sites have their interface translated in many languages, but beyond that, English rules supreme. Despite many requests, only few tools on Labs have a translatable (and translated) interface.
One exception is PetScan, which uses the i18n mechanism from its predecessor CatScan, namely a single wiki page on meta, which contains all interface translations. This works in principle, as the many translations there show, but it has several disadvantages, ranging from bespoke wikitext parsing, over load/rendering times on meta, to the fact that there is no easy way to answer the question “which of these keys have not been translated into Italian”? New software features require new interface strings, so the situation gets worse over time.
The answer I got when asking about good ways to translate interfaces is usually “just use TranslateWiki“, which IIRC is used for the official Wikimedia sites. This is a great project, with powerful applications, but I was looking for something more light-weight, both on the “add a translation” side, and the “how to use this in my tool” side.
ToolTranslate is a tool that allows everyone (after the usual OAuth ceremony) to provide translations for interface texts, in almost 300 languages. I even made a video demonstrating how easy it is to add translations (ToolTranslate uses its own mechanism, so the demo edit shows up live in the interface). You can even also your own tool, without having to jump through bureaucratic hurdles, just with the press of a button!
There is a simplistic demo page, mainly intended for tool authors, to see how it works in practice. Besides ToolTranslate itself, I also used it on my WikiLovesMonuments tool, to show that it is feasible to retrofit an existing tool. This took less than 10 minutes.
Many California restaurants won’t automatically bring water to your table. Signs dot college campuses apologizing for brown grass. It’s all part of a plan to tackle California’s historic drought.
Understanding local water supplies is more important than ever. That’s why we’re so impressed by the work of students in Dr. Julian Fulton’s ENVS 110 Course at California State University, Sacramento. As part of our Year of Science initiative, Dr. Fulton assigned students to write Wikipedia articles about California’s water systems.
One of the impacts is a better understanding of the politics of water management in California. These students literally wrote the article on California’s Sustainable Groundwater Management Act. The article summarizes the several bills included in the 2014 act, which sought to improve the management of groundwater supplies sustainably through 2042. Somewhat unbelievably, this important topic didn’t have a Wikipedia article until students took it on.
For historical political context, student editors also created an article on the first attempt to regulate California’s water supplies, the Water Commission Act of 1913.
The students also created an article offering context about California’s policies and practices regarding water reuse. That article explores the technology, and the social and economic challenges.
They didn’t stop at the policy level. They also created resources to better understand local water supplies. That includes better information about the American River. The Maidu people relied on it for thousands of years, and it was a favored destination of the gold-digging miners in the California gold rush. Today, it’s a source of water for Sacramento. Students wrote about the American River’s neighboring bodies of water, too, such as the artificial Bushy Lake.
The nearby Sacramento River got attention too. Students expanded an article about an initiative, California Water Fix and Eco Restore, which would channel water from Sacramento to two points 30 miles away. It’s a bid to restore the surrounding ecosystem while still tapping into the river as a source of water. The article explores how water is currently carried from the site, and explores some of the controversies and politics behind the initiative.
Students in the class worked on 74 articles, contributing more than 86,000 words about California’s water to Wikipedia. These articles are coming up in Google searches, answering questions about important issues tied to California’s conservation. So far, the articles they’ve worked on have been served up more than 1 million times.
This knowledge is crucial for shaping the appreciation of a natural resource. These students did a brilliant job inspiring an appreciation of the role of water in California’s recreation, power, politics, and ecology.
It’s one of the reasons science matters: to be better informed about the way we live and the decisions we make. Thanks to Dr. Fulton’s course, we can all be better informed about the water we rely on to live.
Interested in seeing what your own students can do on Wikipedia? We’re still looking for courses to join our Year of Science campaign. Check out our resources, or send us an email to brainstorm ways this assignment can complement your own course goals: firstname.lastname@example.org.
For a while now, Wikimedia pages (usually, Wikipedia articles) have a “page image”, an image from that page used as a thumbnail in article previews, e.g. in the mobile app. While it is not entirely clear to me how this is image is chosen, it appears to be the first image of the article in most cases, probably excluding some icons.
Wikidata is doing something similar with the “image” property (P18), however, this needs to be an image of the item’s subject, not “something related to the item”. Wikipedia’s “page image” often turns out to be a painting made by the article’s subject, or a map, or something related to an event. This discrepancy prevent an automated import of the “page image” into Wikidata. However, exceptions aside, the “page item” presents a highly specific resource for P18-suitable images.
So I added a new function to my WD_FIST tool, to help facilitate the import of suitable images from that rich source into Wikidata. As a first step, a bot checks several large Wikipedias on a daily basis, and retrieves “page images” where the associated Wikidata item has none, and the “page image” is stored on Commons. It also skips “non-subject” pages like list articles. In a second stage, images (excluding PNG, GIF, and SVG) that are used as a “page image” on at least three Wikipedias for the same subject are put into a main candidate list. The image must also not be on the tool-internal “ignore” list. Even after all this filtering, >32K candidates remain in the current list.
I will likely add more Wikipedias to this list (es and pt will show up tomorrow), and eventually lower the inclusion threshold, as candidates are added to Wikidata, or to the “ignore” list.
As the candidate list is already heavily filtered, I am not applying some of the usual WD-FIST filters. This also helps with retrieving a candidate set of 50 very quickly. In this mode, the tool also lends itself well to mobile usage.
Since visiting Italy and seeing Ancient Greek art, Roman art, and Renaissance art I have been thinking about gay art. Classical artwork contains a lot of nude imagery, and so does Renaissance artwork. Western culture since classical times has avoided discussing sexuality, and consequently, there has been a disconnect between high art and the values of Western society. Access to high art has been continuous in Western society from at least since the Renaissance, so typical people in big cities in Western countries have known that sculptures and paintings of nude sexy people are being produced in their communities. At the same time, there seems to be a longstanding tradition in Western culture of depicting nude sexy males then denying that the work is erotica. This raise a few issues –
In Italy I saw classical and Renaissance sculptures and paintings. Some were obviously gay and sexy. I just checked the Wikipedia article on Saint Sebastian, who is traditionally depicted as gay erotica. There seems to be some doubt that gay erotica produced as art is actually gay erotica, and that instead it might be some kind of symbolic artistic game which communicates deeper meaning through artistic conventions.
While I was in Italy I bought a 60-page booklet on Caravaggio which mentions sexual themes in his art on several pages. The book denies that Caravaggio ever intended his work to be gay erotica. It is silly to say so, since his work looks similar to that intentionally produced for the gay erotica marketplace. If the gender were switched, and females instead of males were posed as his figures, then there would be no doubt that the works were erotica. I think this is because of a double standard, and a dated presumption that male erotica targeted at males is not possible to produce. One of the image captions in the book says, “the splayed legs hark back to a symbolic code also used by Michaelangelo to signify resurrection, victory, and triumph” when describing the Amor Vincit Omnia. There are any number of other books and critiques which say similar things about similar works by any artists, and suggest that in the contemporary time of the work no one imagined eroticism. I think this is total bunk, and is the culture of another time in which everyone was under some pressure to believe unreasonable things about sexuality. Anyone who wants to read lots of essays about a single artist producing gay erotica can read about Caravaggio, because it seems like the academic consensus of his work is that it is not gay, which is a silly conclusion.
For considering subject matter by many artists which is said to not be gay erotica, check reviews about Saint Sebastian. The Wikipedia article on Saint Sebastian currently has almost no coverage of the gay interest of the figure as a gay icon. Nowadays, I think public taste for gay erotica is better established, because there is an open marketplace for defining the genre, and settling the taste for such art. When people are free and encouraged to produce gay erotica, they produce art that looks like traditional depictions of Saint Sebastian. Traditional depictions of Saint Sebastian did not influence taste for gay erotica, but rather, they both draw from deeper desires for this kind of imagery. Despite centuries of denying that Saint Sebastian icons are gay art, they are, and instead of believing the weird rationalizations of non-gay art scholars over the centuries, the reasonable thing to do is consider the views of communities which can say and express themselves without restriction or social pressure. In the case when an art critique might include addressing a taboo topic, I put more value on contemporary art critiques than those made before the advent of Internet. People who are under no social pressure can freely say that sexy Saint Sebastian icons would only be produced in a sexy way by someone who intended to make sexy art. It is a cultural curiosity that there are so many critiques of Saint Sebastian depictions which do not recognize, accept, and comment on this.
My best answers to the questions above are –
|Traccar Server||3.6||2016-07-09||Added Geofencing|
|Mapillary iOS||4.4.1||2016-07-10||some fixes|
|ODL Studio||1.3.4||2016-07-11||Many new features in the route calculation|
provided by the OSM Software Watchlist
|Trentino||Presentation of a hiking map done using OpenStreetMap data, Storo||15/07/2016|
|Seattle||”’State of The Map US 2016”’||23/07/2016-25/07/2016|
|Tokyo||”’State of The Map Japan 2016”’||06/08/2016|
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This weekly was produced by Hakuch, Laura Barroso, Nakaner, Peda, Polyglot, Rogehm, SomeoneElse, derFred, escada, jinalfoflia, mgehling.
Start talking about genetics in public and see what happens. Genetics is often a confounding science. The public often lacks context for research that yields genetic breakthroughs, even as knowledge within the field of molecular biology and genomics is expanding.
How can the public make informed decisions on policies that advance such research? And how can educators foster a culture of communication to the public within their classrooms?
We think Wikipedia assignments are one possible way. When students in higher education courses write about genetics for Wikipedia, they’re sharing knowledge with the world. That can go a long way to empowering the public. But it’s also crucial for students to think about how they describe this knowledge to the public. Writing for Wikipedia means writing for real people, not just an instructor who already knows what the student knows. Students still have to make sure they’re accurate; but with Wikipedia, they also have to make sure they’re understood.
Ideal Wikipedia articles provide an overview that a layperson can understand, with details relevant to experts.
Let’s take the topic of gene maps. A gene map reveals the arrangement of genes on a chromosome. Genes carry slices of the code that builds a protein, and chromosomes hold hundreds (or thousands) of them. The arrangement of these genes determines the appearance of genetic traits. Red hair, for example, is the result of a specific arrangements of genes. Gene maps help us understand where these genes appear in a chromosome. When we understand that, we can better understand how these traits appear.
If you looked for gene maps a while ago, you may not have come away with a good sense of what they do. The article was two sentences long. Here they are:
“A gene map is the descriptive representation of the structure of a single gene. It includes the DNA sequence of a gene with introns and exons, 3′ or 5′ transcribed-untranslated regions, termination (poly-adenylation) signal, regulatory elements such as promoters, enhancers and it may include known mutations defining alternative alleles of the same gene.”
Accurate? Sure. But certainly not friendly. A curious searcher would likely have their understanding thwarted. That’s why student work on the clarity of science coverage is so crucial to the Wikipedia project.
“Gene maps help describe the spatial arrangement of genes on a chromosome. Genes are designated to a specific location on a chromosome known as the locus and can be used as molecular markers to find the distance between other genes on a chromosome. Maps provide researchers with the opportunity to predict the inheritance patterns of specific traits, which can eventually lead to a better understanding of disease-linked traits.”
Clearer. The reader walks away knowing why it matters.
Of course, reading about a gene map on Wikipedia won’t create a legion of armchair geneticists overnight. But consider the thinking behind writing that article from a student’s perspective. The question shifts from “what do I know?” to “how can I express what I know?” That’s science communication, and an important question for researchers and academics alike. Good practice is hard to come by, but there it is.
When students tackle these articles on Wikipedia, they’re improving the most-accessed source of information on Earth. Articles on science topics typically appear in the top five Google search results. At the tail end of the first term of our Year of Science, students contributed 6% of that month’s new science content to Wikipedia. Over time, that has the potential to transform Wikipedia into a comprehensive and comprehensible source of information about genetics and biology.
We’re still looking to help courses in genetics, molecular biology and others sciences get started. We can even send your students our guide to Editing Wikipedia articles on genes and proteins. (Like all of our resources, print copies are provided, completely free, to participants). If you’re curious about bringing the benefits of this assignment to your students (and your field), we’d love to talk. Reach out to us: email@example.com.
In my twenty years of using speeching recognition I've had a number of setups. I began at MIT's Accessibility Lab with discrete speech—articulating ... every ... single ... word ... discretely. IBM's ViaVoice was the first that allowed me to dictate in phrases—much less of a strain—and ran on Linux for a brief time. Sadly, IBM handed this off to Scansoft, which buried it, and they were then bought my Nuance. This meant that at the start of the naughts, Nuance's NaturallySpeaking was the only game in town. In 2003, I used NaturallySpeaking alongside Linux by running it on a headless or virtual machine. This was the approach I then used for the next 13 years.
In the past year, I've been impressed by Google's speech recognition. Big data and new machine learning techniques have advanced the state of the art. Sadly, you can't customize Google speech for your particular vocabulary, nor can you use it to control your desktop. Still, mainstream mobile applications (and voice assistants) have revitalized the speech recognition field. This doesn't immediately serve the accessibility market, but it gives me hope that there will be spillover.
The need to eventually upgrade my OS (from Kubuntu 14.04) and the news that Simon/KDESpeech was discontinued led me to the conclusion that it was time for a change. I want simple, native desktop dictation. As intriguing as Windows Bash is, I decided MacOS offered the best potential for a Unix desktop with speech recognition. Apple is behind others in the accuracy of their speech recognition—not nearly as good as Google—but their enhanced dictation provides useful control of the desktop, and Nuance's Dictate runs on MacOS as well. Unfortunately, Dictate 5 is a disaster on El Capitan: it crashes right out of the box.
So, I'm still using NaturallySpeaking in a virtual machine. But I have two hopes. First, I hope Nuance's Dictate, which is very accurate and permits custom vocabularies, will eventually run well on MacOS. Second, I hope Apple's Enhanced Dictation will permit customization and improve in quality. Both of these are much more likely than seeing speech recognition on a Linux Desktop.
Which brings me to my current setup. I continue to use the Kinesis Advantage keyboard; I'd be screwed without it. I continue to use the Plantronics Savi W440 wireless headset, seen in the back, for most of my dictation in the Windows virtual machine. If I need to transcribe notes or interviews, or intensively write or edit, this provides the best recognition. The new bit of hardware is the Buddy 7G FlamingoMic, which I use as the Mac's microphone: I use it for desktop control and dictating short emails.
The first thing I did upon getting the iMac was cover the webcam and microphone with electrical tape—masking tape won't completely silent the microphone. As this was my first PC that's fully USB3, I also learned that USB3 and wireless headsets don't work well together. So the webcam, headset transmitter, and Flamingo mic are all plugged in to a small USB2 hub with individual power switches and LEDs for each device, making it easy to disable each. The Buddy 7G microphones, like the SpeechWare ones, are not general purpose mics: they won't be good for music, for instance. They have circuitry built in for filtering out noise and picking up voices. I bought the Buddy 7G because I suspect it is as nearly good as the SpeechWares. I bought the Flamingo because it is portable and much cheaper than the version with the built in base. The USB2 hub I'm using cost $6 and is easily mounted to the desk using double sided tape; desktop units cost hundreds more though they offer no more functionality than a hub.
Finally, here's the accuracy of dictating the rainbow passage using the two microphones and Mac Enhanced Diction and Nuance Speech Recognition.
|Buddy 75||Savi W440|
Naturally Speaking 13
Enhanced Dictation El Capitan
You can see that the Buddy 7G desk mic is quite good, but not as good as a headset, and that El Capitan's Enhanced Dictation is okay but frustrating for serious use.
July 9 2016. Semantic MediaWiki 2.4, the next feature version after 2.3, has now been released. This new version brings many enhancements and new features such as substantial improvements on how to handle multilingual content, providing more control on what data values may be stored validly (based on patterns) and on how data values may be displayed and formatted (e.g. units, precision). Also the maintenance scripts were extended to provide more features easing the work of the system administrators. Other improvements allow to select pages via ranges or with single values using comparators and placeholders. See also the release page for information on further improvements and new features. Additionally this version fixes a lot of bugs and brings stability and performance improvements. Automated software testing was further expanded to assure software stability. See the page Installation for details on how to install and upgrade.
Semantic MediaWiki 2.4 released en
Ten years ago today, I created a Wikipedia account for the very first time, and made a few small edits that I probably would not make exactly the same way in 2016. For those who know about my Wikipedia participation over the past decade, you may not be surprised to learn that my initial series of edits was made at the request of my boss. As it happens, my very first edit was in fact to a discussion page, explaining my rationale. In retrospect, this instinct served me well later on, in ways I couldn’t have known at the time.
But anyway, I came back the day after, and a few days after that, and started making edits based on my own interests. At the time these included: Michael Mann, The Crow (1994 film), Mike Bellotti, The Postal Service, Truthiness, and Ratfucking. So: action movies, college football, indie rock, and amusing political jargon. I have more interests today than I did when I started editing in my mid-20s—relatively late, compared to some editors I know—but I’m still interested in all of the above, even if some of the specific topics aren’t quite as relevant. I continued making small edits over the next two years, learning more as I went, until finally building up the confidence to create my very first article, about legendary Portland, Oregon retailer and TV pitchman Tom Peterson.
Looking back on these ten years, my contributions are rather modest compared with many, many other editors whom I’ve come to know. But here is a short recounting, both on-wiki and off: I’ve attended four Wikimania conferences and two WikiConference USAs; appeared as a speaker at four combined; made several thousand edits across primary and secondary accounts; created dozens and improved hundreds of articles; launched a business initially predicated on helping companies and organizations with COI compliance; and helped put the world’s largest PR companies on the record about following Wikipedia’s rules. Oh, and I started this blog, now more than seven years old.
To say that Wikipedia has changed me far more than I have changed it would be an understatement. I owe a great deal of this decade to Wikipedia and everyone there, and this put me in mind of what, specifically, I have learned from it. Dare I say, to finally invoke the title of this piece, all I really needed to know I learned editing Wikipedia.
The following is an entirely non-comprehensive list of life principles as elucidated by the principles of Wikipedia as I’ve come to understand them. I’d love to hear feedback, whether you agree or disagree, and especially if you can think of any others:
So, does all this mean Wikipedia is perfect? Heck, no! What I mean is that it’s an excellent place not just to soak up the sum of all human knowledge, but also to learn how to conduct oneself in a society riven with conflict and ambiguity, where might sometimes seems to make right and in the end all one can really be certain about having the power to safeguard is one’s own integrity. Maybe that’s a dim view of the world, but when you consider all the bad things that happen every day, you know, getting into (and out of) an edit war on Wikipedia is a relatively safe and surprisingly practical way to learn some key lessons about life. In another ten years’ time, I’m sure I’ll have learned some more.
When the world searches for knowledge, it often ends up on Wikipedia. For college and university students, learning how to think critically about the information they find is a crucial skill. But what if they could have a hand in improving the information the public finds when it searches for the knowledge these students are already learning in your classroom?
That’s the idea behind our Year of Science. This summer, the Wiki Education Foundation will be hitting the road as a part of the Wikipedia Year of Science. We’ll be sharing information about the Classroom Program and our Visiting Scholars Program.
As the fall 2016 term approaches, science instructors have an opportunity to participate. We’re looking for instructors to ask students to research and write a Wikipedia article instead of a term paper. That makes Wikipedia’s science content more comprehensive and comprehensible. Ars Technica, Motherboard, and The Washington Post have covered our campaign, which so far has involved 2,180 science students who have contributed 2 million words to Wikipedia in the spring 2016 term alone.
We’ve asked instructors why more of their colleagues don’t teach with Wikipedia. After all, pairing a real-world writing assignment that motivates students to make a difference outside of their classroom seems like a win-win. Many of our participants agree, and up to 92% of them said they’d use Wikipedia as a teaching tool again. They told us that people don’t know they can use Wikipedia as a powerful pedagogical tool. We’re coming to academic conferences to spread the word, and show academics how easy it can be. We offer staff support, online tools, printed guides, and Wikipedia expertise.
Curious? Here’s 5 reasons why Wikipedia assignments are better than a term paper.
If you or someone you know is headed to one of these annual meetings, please send them our way. If you’re in the Orlando, Chicago, Savannah, Columbus, or Fort Lauderdale areas, we’re always excited to use this rare opportunity to meet face-to-face for assignment design. We’d love to brainstorm ways we can collaborate in the upcoming term. Join us and help make the Wikipedia Year of Science a huge success! For more information, email firstname.lastname@example.org.
Next week, I’ll head to Orlando for the Allied Genetics Conference. The meeting brings together geneticists from different areas of research and will be a great opportunity to tackle Wikipedia’s content gaps within the discipline. For conference attendees interested in learning about how Wikipedia assignments benefit student learning, please stop by the exhibit hall and the Wiki Education Foundation booth. I’ll be there during the following times:
I’m looking forward to empowering geneticists and their students to participate in our programs to make Wikipedia better. Editing articles about genes and proteins may seem tricky to newcomers, which is why Wiki Ed has developed a handbook with tips on creating or expanding genetics articles. If you’re attending the conference, stop by my booth for a copy and to design an assignment that’s a great fit for you and your students.
In late July, Outreach Manager Samantha Erickson heads to Chicago for the Joint Statistics Meeting. More than 6,000 statisticians will represent everything from statistical applications to methodology to data science. Wikipedia articles about these topics can use a refresher, and instructors may even be interested in assigning their students to use Wikipedia’s open data for a research project. Samantha is excited to think about new ways we can engage statistics students on Wikipedia. Please stop by the Wiki Education Foundation booth for more information:
I’ll head to the beautiful city of Savannah for the Botanical Society of America’s conference. We work closely with the American Society of Plant Biologists, and we’ve found plant science students have a lot to contribute to Wikipedia. Stop by at the following times to learn more about how Wiki Ed supports instructors and students:
Director of Programs LiAnna Davis will join me at the Mathematical Association of America’s conference in Columbus. We’ll join mathematicians to celebrate math—and to highlight how complex math articles are on Wikipedia. Students can make articles more understandable to novice mathematicians through a Wikipedia assignment, and LiAnna and I will help instructors design impactful assignments.
Finally, Samantha and I will meet in Fort Lauderdale to evangelize the benefits of a Wikipedia assignment at the Ecological Society of America’s annual meeting. We’ve already had so many ecology courses participate in the Classroom Program that we created a guideline for editing ecology articles. We can’t wait to bring the experience to even more students this coming fall.
We’d love to see you there!
German summary: Alaa Mustafa hat gerade 6 Wochen Praktikum in der Software-Entwicklung bei Wikimedia Deutschland hinter sich. Der syrische IT-Spezialist flüchtete letzten Sommer vor dem Bürgerkrieg in Syrien nach Deutschland. Während er auf die Mühlen der Bürokratie wartete, bewarb er sich um ein Praktikum bei der Entwicklung von Wikidata. Wir haben ihn zum Ende seines Praktikums zu seinen Erfahrungen befragt. Das Interview fand auf Englisch statt, der Sprache, die Alaa auch in der täglichen Arbeit bei Wikimedia Deutschland benutzte.
Alaa Mustafa just finished six weeks of an internship at the software development department at Wikimedia Deutschland. The Syrian IT specialist came to Germany last summer, fleeing from the war. While he was stuck in bureaucracy, he applied for an internship to become part of the Wikidata team. We asked him about his experience at Wikimedia Deutschland in a short interview as his internship came to an end.
Can you tell me something about your background?
My name is Alaa Mustafa. I was born in Damascus and I am 28 years old. First, I studied in an institute for computer engineering for two years. Then I moved to university and studied for four years, with a major in information technology. Actually, after graduation, I didn’t work in that field. Rather, I was working in a company which sold consumer electronics – pretty much like Media Markt or Saturn here. There I worked in sales, in marketing, and in the business development team.
And then you came to Germany?
Yes, I came to Germany last summer, one year ago.
And what made you apply for an internship at Wikimedia Deutschland?
I’m a newcomer here, so I was looking for ways to integrate – Germany is a new country for me. I searched on websites for jobs in English and there I came across Wikimedia Deutschland. I reached out, got an interview, and then Lydia (product manager of Wikidata) accepted me.
Right now, you’re still waiting for the bureaucracy to sort out everything. Are you allowed to work now?
I may work, but it took a long time to get an approval from the Ausländerbehörde. The Agentur für Arbeit supports me, but right now I’m not allowed to make money through my work.
All in all, did you like the few weeks that you spent with us?
I liked it very much. Back in Syria, I had already heard of Wikimedia, a big organization and a great source for knowledge. I only worked here a bit over a month, for 45 days, but I feel really proud that I was part of this organization.
Let’s talk a bit about what you did here as an intern. I understand that you mostly helped Lydia?
Actually, I was working as an assistent for Lydia. There are many things on Wikidata pages that take a lot of time that Lydia doesn’t always have to do herself – things like updates on events or new features, so I did that.
But I was also asked about the website from the point of view of a user – not as a developer, but as an ordinary user: how does the website look like when a user opens Wikidata for the first time. We talked about possible improvements to the interface. Our UX team at Wikimedia Deutschland is currently working on the user experience and I was able to support them.
I wanted to have an opportunity to talk to everyone personally. Here, in the office, we always talk about work, but having dinner together gave us a chance to get to know each other personally. It was a very friendly dinner and that evening made me very happy.
I cooked something called Hummus (حُمُّص) and some rice with chicken. Typical Arabic food – two kinds of Hummus and chicken rice. It’s delicious! But you need to learn how to eat it correctly: with your hands, using bread to scoop it up.
So many people from Syria are now in Germany, I think we’ll soon see high quality Syrian food over here. You can already find good Hummus around Hermannplatz, so it’s a start.
Would you say that there are huge cultural differences regarding the work you did in Damascus and the work here? Or is work in IT the same all over the world?
The management side is definitely different. In Syria, even if your manager is wrong, you should go with him.
Here I feel that everyone can discuss everything freely and is listened to. We have a daily standup meeting where everyone has a chance to say something. I was only here for a little more than a month and I could give an honest critique about aspects of the product and Lydia never told me that I shouldn’t criticize things – rather, she appreciated it and took it as input.
Yes, things are different here. Discussion is very much valued. That makes the work very motivating. Everyone can discuss everything with everyone and it’s a very friendly atmosphere.
Anything else you would like to say? What comes next for you?
I now feel that these 45 days were… how should I say… I’d call it my “golden days” in Germany.
Within the next 10 days, I will start learning German at a school. I already studied German on my own with books, so I’m in a good position, but I really should go to school and take a proper course. That will take about 6 months, 4 hours every day.
After that I will search for work. Let’s see if Wikimedia Deutschland will have openings. But in any case, I’m proud that I was part of this organization and I will always try to keep in touch with you.
Today, the Wikimedia Foundation filed a motion to intervene in Equustek v. Google, a case currently before the Supreme Court of Canada. We took this step because we believe the Supreme Court’s forthcoming decision could have serious implications for freedom of expression and access to information online. Other organizations expected to intervene include the Canadian Civil Liberties Association and the Electronic Frontier Foundation.
This case began when the networking device manufacturer Equustek Solutions filed a lawsuit in Canada against Datalink Technologies, a competitor. Equustek argued that Datalink had infringed Equustek’s intellectual property, and a British Columbia Court ordered Datalink to cease selling certain products.
When Datalink disobeyed the Court by continuing sales of its allegedly infringing products, the Court ordered Google, an uninvolved non-party to the dispute between the two companies, to indefinitely remove or cease indexing the entirety of Datalink’s websites—and several third-party web pages that referred to Datalink as well. In effect, the Court ordered Google to erase Datalink from Google’s search results. Further, the Court ordered that this removal be made effective globally across all of Google’s domains; not just on Google.ca in Canada, but on Google.com, Google.cn, and Google.fr and others as well. Google appealed the order, and the case is now before Canada’s highest Court.
An order of this kind threatens the free flow of information on the internet. Not only does it lack geographic or temporal limits—it is indefinite, and worldwide—but it was issued against an organization that was uninvolved in the underlying dispute and that was not accused of any wrongdoing. It is questionable whether such orders would be appropriate under any circumstances, but if considered, courts should take far greater care to safeguard free expression.
Removal orders such as those in Equustek could significantly impact the Wikimedia movement in several ways and ultimately pose a threat to online free expression and access to information, two of Wikimedia’s guiding values. To begin, the Wikimedia projects receive approximately 50% of their traffic from search engines such as Google. A global, indefinite order to de-index Wikimedia content would therefore impact a major source of Wikimedia’s readership.
In addition, the decision allows Canadian courts to order the worldwide removal or de-indexing of whole pages or even entire websites based on a small amount of allegedly infringing content. The Foundation believes that such broad removals would inevitably sweep up vastly more non-infringing expression than offending content. The overbreadth of such orders is a particular threat to Wikimedia projects such as Wikipedia, which contain countless external hyperlinks. These links often serve as necessary references for the Wikimedia movement’s free educational content. Under the lower Court’s reasoning, a single link to allegedly infringing content could result in the de-indexing of entire articles full of valuable, non-infringing educational information. We worry that such sweeping orders could create a chilling effect for editors, who might avoid inserting needed references for fear that those references could lead to an article’s complete erasure from search results.
We are similarly concerned about the extraterritorial application of the lower Court’s decision. It allows Canadian plaintiffs to use Canadian law to dictate the content that users in other countries may access, even if the offending content is perfectly legal in those countries. It could also set a troubling precedent for the reverse: foreign courts controlling the content that Canadians may view, even content that is legal in Canada.
Lastly, we are troubled that the lower Court’s decision has the potential to deputize search engines, like Google, or other organizations (who may not have the same resources as Google to sustain ongoing litigation) unrelated to underlying disputes to enforce private rights.
Therefore, we believe we must speak up in this case, with the hope that the Canadian Supreme Court will see the far-reaching impact such orders can have upon free speech, access to knowledge, and the internet at large. If the Supreme Court grants us leave to intervene, we will have eight weeks to submit a formal brief. We will keep the communities apprised of any developments in the case.
Michelle Paulson, Legal Director*
*Special thanks to Jim Buatti, WMF Legal Fellow, and Steven Pong, WMF Privacy Fellow, for their assistance on this case, and to Kris Borg-Olivier and Andrew Lokan of Paliare Roland for their representation of the Foundation.
Somewhere near the North Pole, deep within a frozen sandstone mountain, is the Svalbard Global Seed Vault. The vault has some doomsday overtones: It’s intended to house a wide variety of plant seeds for use in the event of a global crisis.
That vault may seem like the lair of some James Bond supervillain. But it the wake of disaster, it may just save Earth’s biodiversity. The site is part of a broader conservation strategy known as “ex situ conservation,” or “off-site conservation.”
Students in Dr. Jeremie Fant and Dr. Stuart Wagenius’ Conservation Genetics course at Northwestern University expanded that article as it relates to plants. Together, the class outlined a few forms of ex situ conservation.
Such forms include freezing seeds in liquid nitrogen (cryopreservation), or allowing seeds to bloom and propagate in a restricted environment.
Preserving seeds in this way creates a kind of living library, and so it serves as an appropriate metaphor for Wikipedia. Students in plant biology and botany courses have developed a wealth of knowledge for current and future generations.
For example, the world has a better understanding of how plants gravitate toward sunlight, or at least, away from shade. That’s thanks to students at the University of Washington, Seattle’s Plant Behavior course, led by Dr. Liz Van Volkenburgh.
Student editors expanded the article’s coverage to better explain how plants sense shade. It includes the fascinating tidbit that plants can tell the difference between a shadow cast by an inanimate object and the shade of other plants. The spectrum of a plant’s shadow reveals this information, which helps make plants aware of local competitors.
Finally, students helped understand the use of seeds when they aren’t being locked up in a frozen tundra. One group created the article on Peri-urban agriculture, that is, growing food on the fringes of cities. They outlined the benefits and challenges of the practice. For example: It can help capture carbon in the air around cities and provide much-needed green space. On the other hand, not all agriculture is pleasant for neighbors, and resources need to be carefully allocated. In any event, the world now has a well-rounded understanding of the practice thanks to students in Dr. Cecelia Musselman’s “Advanced Writing for Environmental Science” course at Northeastern University.
The possibilities for expanding and improving information about plants, agriculture, and botany on Wikipedia are clear. And our Year of Science initiative is a great way to get involved. If you’d like to find out how your class can get started editing Wikipedia articles on similar topics, reach out! Send a message to email@example.com.
This weekend, Outreach Manager Samantha Erickson and I will attend the American Society of Plant Biologists’ annual meeting in Austin, Texas. As a part of Wiki Ed’s partnership with ASPB, we will be on hand to help plant scientists to incorporate Wikipedia into their classroom assignments. Instructors can empower students to make an impact on the knowledge of millions of readers, while students develop critical thinking, media literacy, research, and writing skills.
If you’re attending the ASPB conference, here are details for how to learn more about our initiative to expand Wikipedia’s coverage of plant science.
Come speak to me or Samantha to design your Wikipedia assignment, learn about the ASPB partnership, or find out why Wikipedia could be a great fit for your course.
Join us for our Wikipedia edit-a-thon.
No experience required! You’ll walk away with a better understanding of how to start a Wikipedia article, view a page’s history, and properly cite content so it makes the encyclopedia more reliable. Bring a Wi-Fi enabled device. Light refreshments provided.
This workshop explores how writing about science is a critical skill for students. Dr. Sarah Wyatt will present. She has assigned her students to edit Wikipedia during the Year of Science, and she’s the ASPB Education Committee Chair. We’ll join her to show how Wikipedia can be used as a tool to achieve science-writing goals.
We hope to see you there!
SAN FRANCISCO, CA, July 1, 2016 — The Wiki Education Foundation board has elected a new board member, Ted Yang. He brings more than 20 years of experience in capital markets and technology. Yang is an active angel investor, advisor to VC and PE firms, Chairman of the Board of Connex International, and sits on several other non-profit boards.
“As an entrepreneur who has founded nine companies, Ted brings critical business acumen along with enthusiasm for education and innovation to our board,” said Dr. Diana Strassmann, Carolyn and Fred McManis Distinguished Professor in the Practice at Rice University and chair of the board of the Wiki Education Foundation.
Yang received his Bachelor of Science and Master of Engineering degrees from the Massachusetts Institute of Technology (MIT). A lively and engaging speaker, he has spoken at the MIT, Wharton, Babson, Columbia, NYU, and Fairfield Business Schools. He has been featured in the Wall Street Journal, NPR, and Fox Business News.
“Open, affordable, and scaleable technology is critical for educating today’s students to solve real-world problems,” said Yang. “Wikipedia is the best platform there is, and the Wiki Education Foundation pushes that knowledge even further. I’m excited to be a part of the team.”
The Wiki Education Foundation is a grant-supported non-profit institution, which supports the use of Wikipedia and Wikimedia projects in higher education contexts across the United States and Canada. It is based in San Francisco. To learn more, visit www.wikiedu.org.
Astronomy is a perfect topic for students and experts to improve during the Wikipedia Year of Science. One of our key interests is making science more accessible to the public. Astronomy students can translate dense, jargon-filled articles into something relatable to, say, parents explaining telescopes to children, or amateur scientists discovering the stars.
That’s why Outreach Manager Samantha Erickson and I attended the American Astronomical Society’s (AAS) conference in San Diego.
Alongside the Simons Foundation, who hosted a Wikipedia edit-a-thon, we introduced AAS members to Wikipedia. We were elated that 55 people showed up to learn more about how to improve astronomy articles. Wikipedia editor and women-in-science phenomenon Emily Temple-Wood helped direct attendees to missing articles about women astronomers. During the three-hour editing session and the days following the event, participants started 28 new articles about women astronomers. Combined, they added 19,500 words to Wikipedia. What stars!
One group of astronomers teamed up to create an article about astrophysicist Heather Knutson, developing a well-cited article by adding 12 references. Another participant translated an article about Yūko Kakazu from Japanese Wikipedia. Making information about scientists available on Wikipedia helps give role models to passionate telescope wielders. They may convert that passion into a career.
Conferences are a great opportunity to see what happens when experts engage with Wikipedia. We saw the enthusiasm scientists have for improving the public’s access to research. Participants had a “stellar” time editing, but some worried that academic obligations kept them too busy to contribute. They can make an impact by assigning students—who already spend time studying and writing about astronomy—to edit Wikipedia. Hopefully, they’ve realized how easily students can use their higher education to impact an astronomical number of readers!
To find out more about teaching with Wikipedia, see our list of resources, or reach out to us: firstname.lastname@example.org.
Photo: Emily Temple-Wood volunteers at the American Astronomical Society conference 2016 Wikipedia edit-a-thon.
|Maps.me Android||var||2016-06-27||Book hotels with booking.com, test bike navigation|
|Mapillary Android||2.31||2016-06-28||Some extensions and some bug fixes|
|Maps.me iOS||6.2.0||2016-06-28||Book hotels with booking.com, test bike navigation|
|Locus Map Free||3.18.2||2016-06-30||Bugfix release|
|OpenLayers||3.17.1||2016-07-04||Patch the recently published 3.17.0|
|Mapbox Android SDK||4.1.0||2016-06-29||Customizable marker views and new ways to customize the user location layer|
provided by the OSM Software Watchlist
|Roma||”’mAppiaM!”’ Mapping of Appia’s Monuments Appia Antica||09/07/2016-11/07/2016|
|Lyon||Rencontre mensuelle mappeurs||12/07/2016|
|Lyon||Missing Maps Lyon @Maison des associations||12/07/2016|
|Trentino||Presentation of a hiking map done using OpenStreetMap data, Storo||15/07/2016|
|Seattle||”’State of The Map US 2016”’||23/07/2016-25/07/2016|
Note: If you like to see your event here, please put it into the calendar. Only data which is there, will appear in weeklyOSM. Please check your event in our public calendar preview and correct it, where appropiate..
|Roma||”’mAppiaM!”’ Mapping of Appia’s Monuments Appia Antica||09.07.2016-11.07.2016|
|Seattle||State of The Map US 2016||23.07.2016-25.07.2016|
|Bonn||FOSS4G 2016 Code Sprint||20.08.2016-22.08.2016|
|Bonn||Workshops at FOSS4G 2016||22.08.2016-23.08.2016|
|Bonn||FOSS4G 2016 Code Sprint Part II||27.08.2016-28.08.2016|
|Brussels||State of the Map 2016||23.09.2016-26.09.2016|
|Metro Manila||State of the Map Asia 2016||01.10.2016-02.10.2016|
This weekly was produced by Laura Barroso, Nakaner, Peda, Polyglot, Rogehm, SomeoneElse, derFred, escada, jinalfoflia, malenki, seumas, wambacher.
In the past year or so I've fully transitioned to editing my prose like code. I've been using markdown for a while now, but my transition to semantic linefeeds, using one sentence per line, has been great. It makes editing paragraphs and viewing changes so much easier. I use NaturallySpeaking with Word—[configured] as a simple text editor—but I also use text editors, which rarely have a print function. So here is a gist that pretty prints markdown source with line numbers and minimal formatting. That makes it easy to print out and edit. When I'm back in front of the computer, I need not search for that annoying comma splice, for example, I know exactly what line it is on.
Think about the last time you saw a video on a Wikipedia article. Hard for you to recall? That’s probably because as of today not many Wikipedia articles include video. Among the 5 million articles on English Wikipedia, only about 8,000 contain video clips (less than 0.15%).
Wikimedia Commons, the online repository of free-use media, hosts more than 31 million media files, but videos are still just a fraction of the files (about 75,000 videos, less than 0.1%).
Reading and seeing helps us further engage with content and can even lead to a deeper or even new understanding of a topic. Text is integral to the way we understand and comprehend knowledge, but in the age of smartphones and multimedia content, video is supplementing and supplanting text.
Today, Wikimedia Israel, the Israeli chapter of the Wikimedia movement, announced a new cooperation with the Israeli News Company, which produces the primetime news program on Israel’s Channel 2. For the past 23 years, Channel 2 News has covered the history of Israel and the Middle East, as well as events around the world. The partnership is aiming to introduce a hundred new video files on current affairs to be added, remixed, and shared on the Wikimedia projects.
Videos cover footage from important historical events like the Oslo Accords, the Israel–Jordan peace treaty, Jerusalem and the Western Wall, the Dead Sea and even videos of Japan and India, footage of Israeli leaders such as Prime minister Benjamin Netanyahu, President Reuven (Ruvi) Rivlin, former President Shimon Peres and more.
We (Wikimedia Israel) worked with Channel 2 News to select videos according to topics and subject areas that aligned with some of the most viewed Hebrew Wikipedia articles in recent months. So far, the videos have been added to 50 Wikipedia articles across several languages.
Interested in a specific video that you think Wikipedia will benefit from having? An event that occurred in Israel? A specific speech or a visit in Israel by a head of state? You are welcome to visit the project page to see what video files are available and request other videos!
The collaboration between Wikimedia Israel and the news company started two years ago when we launched a project together as part of Hebrew Wikipedia’s 10th anniversary. For an entire week, five of the most senior Channel 2 reporters were taught to edit Wikipedia by Wikimedia Israel’s volunteers. Then, each recorded a one minute video, explaining why they had decided to write on this specific topic. According to the Israeli ratings records, more than 2 million people watched the project’s videos.
A few months after our initial work together, we were thrilled and even a little surprised to hear that that the Israeli News Company would also be willing to donate video files to the Wikimedia projects. Avi Weiss, the CEO and Editor-in-chief of the Israeli News Company stated,“We believe that increasing public accessibility to information”, he said, “as well as transparency, are basic foundations of good, responsible journalism.”
We hope this partnership is the first of many initiatives that will bring more quality video content to the Wikimedia projects by individuals and also by other TV channels, news companies, or other institutions.
If you’re interested in learning more about the project or contributing, please visit the project page on Commons.
Itzik Edri, Chairperson
Would I recommend this lens for wikipedians? In general no. Optically its a perfectly good lens but its size greatly reduces its utility to the point where I have uploaded one image taken with this lens and that was pretty much entirely an example of what the lens can do. If you really need a good (if slow) 600mm lens or simply want a lens that looks big (so you look less out of place with bird watchers or something I guess) then it might be an option. Otherwise for cannon users a 100-400mm (original or mk II depending on your price point) with a x1.4 extender covers much the same range although you would lose autofocus unless you are using one of the cameras on this list
We hear many stories of scientists visiting Wikipedia, only to find that knowledge related to their field is missing. A chemist may find certain compounds don’t have an article; a zoologist is likely to find a species of bird isn’t well described. That’s one of the things that inspired us to focus so much energy on improving Wikipedia’s science coverage this year.
But what if a scientist came to Wikipedia, only to discover their entire field was missing? That’s exactly what happened when Dr. Alex Sessions, a professor at Caltech, came across the article on geobiology.
“It was only about 2 paragraphs long and, well, not very good,” he said.
About ten percent of those words described the field this way: “Geobiology is an interdisciplinary field of scientific research that explores interactions between the biosphere and the lithosphere and or the atmosphere.”
The rest explained other fields that were included in geobiology. It was a bit of an identity crisis.
Haunted by those sparse details, the article came immediately to mind when Alice Michel, a fourth-year geobiology student, came to Dr. Sessions for a writing-intensive independent study. “I threw that out as an idea,” he said, “and Alice almost immediately said ‘Yes, let’s do it!’ She wrote the whole wiki page as an independent study project.”
Now, geobiology finally exists! Which is particularly important, because the Wikipedia article is a top-three Google search result for the term. That means Alice’s independent study project is, effectively, the public’s gateway to geobiology.
“I first came across the Geobiology Wikipedia page about three years ago, when I was a freshman trying to decide if I should major in biology or geobiology,” Alice told us. “I was bummed that the page was short and not super informative for my decision, but luckily I chose to do geobiology anyways.”
The article might not have offered very much. Others in Alice’s position may have encountered the article, shrugged, and wrote the whole field off as not all that interesting.
“When I tell people I’m a geobiology major, I typically get a very confused look,” Alice said.
Today, thanks to Alice’s work on the Geobiology Wikipedia article, that same reader might walk away from that article with a million questions. (And a few snazzy trivia points in their pocket: Did you know that Lourens Baas Becking coined the term in 1934 to describe “the relationship between organisms and the Earth?” Now you do.) They would learn the methods behind geobiology, thanks to a nice list with definitions of various techniques. If there’s a word they didn’t understand, they could follow a link to another article that defines it. There’s also a creepy but fascinating photo of some calipers lifting up a microbial mat that’s growing on some acidic soil near the geysers at Yellowstone National Park. It’s cool.
But there’s something else, too: Geobiology is one of the fields trying to understand the primordial soup that created life as we know it. It’s sorting out whether you and your favorite dog came from geyser vents, or meteorites, or something else entirely unexpected.
Suddenly, a reader could ask a million more questions, far beyond “What’s geobiology?” Thanks to Alice’s article, they could ask the kinds of questions geobiologists want to answer. Alice’s article offers an answer to basic questions while preparing us all to ask deeper ones.
“Wikipedia’s audience is definitely really mixed,” Alice said. “That makes the story-telling aspect of science writing really important, because it gets people with less background to follow along without being too mundane for those who may know more. … I had to understand what I was saying, better than if I were rambling away on a term paper. Writing it got me to think about the importance of science communication, especially for young students. I think I’m more interested in the journalistic side of science and the visual portrayal of information as a result.”
She said that writing for Wikipedia helped her focus on the big picture of geobiology, which is precisely what drew her into the field to begin with. As she puts it, “the story of life, and Earth, and all the reasons why we know what we do, and all the questions we still have.”
That’s the beauty of science communication through Wikipedia. So many of us turn to Wikipedia to understand novel science concepts. Focusing on developing the public’s understanding of science requires good, clear communication on Wikipedia. That’s not always there. When instructors work with students to ensure that their topic is presented clearly, it gets read. It makes an impact. After all, writing a description for a paper isn’t science communication, it’s a rehearsal. With Wikipedia, students put their love of science into action. It’s the real deal.
“The clear advantage of having students write Wikipedia articles instead of a conventional term paper is motivation, pure and simple,” Dr. Sessions told us. “They see this as contributing something useful to society … maybe even something their fellow classmates will use some day. [They] work harder and with more enthusiasm than they normally would.”
As someone whose academic career choice included Wikipedia, Alice agreed: “It’s pretty exciting to know that college freshmen and maybe high schoolers might be influenced by something I wrote!”
If you’d like to know more about how these assignments can empower your students to share their passion and curiosity with the public, we’d love to help. We’re still looking for higher ed classrooms to participate in our Year of Science initiative. We offer online trainings for your students, printed handbooks and guides. We take care of the Wikipedia side of things, so you can take care of the rest. Let’s start a conversation: email@example.com.
Last month, I attended the Festival of Learning in Burnaby, British Columbia. The session about teaching with Wikipedia, co-facilitated by Dr. Rosie Redfield, Dr. Judy Chan, and Clint Lalonde, was a great opportunity to showcase Wikipedia’s efficacy as a pedagogical tool for students.
Dr. Redfield taught an ecology class at the University of British Columbia. It’s aimed at upper-level students who aren’t majoring in the field. Students evaluated whether a missing topic was notable enough for Wikipedia. Then, they worked in pairs to start or expand an article. Students searched for sources, and evaluated the kind of source and its bias. That honed their information literacy skills. Then they focused on organization, clarity, and writing for the public.
Dr. Chan assigned students in a food science course at UBC to create or expand an article on food. She was surprised when one team picked the article on smoked salmon, a food so abundant in their region that she expected it to be high quality. Students discovered missing information about packaging, history, and nutrition, which they added. As students worked, they gained a deeper understanding of food science. But they also learned that the public often lacks access to reliable information about something so relevant to their lives.
I’m grateful to these instructors for sharing their stories about why they teach with Wikipedia. The case studies prompted a robust discussion about Wikipedia, the challenges students and instructors face while learning how to write in a new medium, and why this real-world assignment benefits students. Thank you to our hosts at BCcampus for coordinating this session to help us bring Wikipedia into more classrooms.
If you’re interested in participating in the Wiki Education Foundation’s Classroom Program, or if you’re a representative for an academic association that sees an opportunity to partner with us, we’d love to hear from you! Reach out to us: firstname.lastname@example.org
By Lucy Crompton-Reid
I didn’t expect to be crying through much of the opening speech for Wikimania 2016, given by Jimmy Wales in the rather muggy, and very busy, Gym Palace of Esino Lario on the morning of Friday 24th June. As he talked of the inspiring life and tragic murder of his friend Jo Cox MP, he urged us to remember that “Wikipedia is a force for knowledge, and knowledge is a force for peace and understanding.” In the context of the political turmoil in the UK over the past week accompanied by a frightening and shameful increase in racist and xenophobic abuse, I am holding onto that sentiment.
I feel very privileged to have attended Wikimania 2016 on behalf of Wikimedia UK, along with a number of other staff and volunteers. Feeling tense after a delayed flight, I felt myself starting to breathe more deeply as I took in the stunning views of Lake Como on route to the beautiful mountainside town of Esino Lario. My spirits lifted even further when I was given a lift by a local to the tranquil village of Ortanella, where I was staying with my colleagues Daria and Karla in a small, rustic house with a garden full of fireflies.
Before I arrived at Wikimania, a number of people had said to me that it would be the conversations and connections made outside of and in between sessions that would prove to be the most useful, and enduring. Whilst to a large extent this was true for me, I also learnt a huge amount about the global movement through the scheduled conference programme. As a relative newcomer to Wikimedia, it was great to hear about projects involving the cultural heritage sector and to learn more about the current use and future potential of Wikidata in this context. The session on the ‘coolest chapter projects’ was particularly inspiring. Initiatives such as Wikipedia for Peace in Austria, AfroCROWD in New York, Wiki Loves Theatre in Serbia, WikiNobel in Norway and the People’s Pictures Project in Israel were a reminder of how the best ideas are often the most simple, and the most effective projects don’t have to have a big budget.
With a strong personal and professional interest in diversity and equalities I made a beeline for sessions on the gender gap, the first of which didn’t actually touch on gender at all but was a fascinating insight into the extent to which cultural identity is key to editor motivation. This was followed by an equally interesting presentation on the gender gap in the global south, with a particular focus on recent activities in India. I also participated in a discussion on Wikimedia and gender, facilitated by Rosie Stephenson-Goodknight, in which the only two people in the room who disagreed with the proposition that gender is the biggest or most important gap on Wikimedia to deal with, were men. I’m not sure what this says about the issue but it felt like an interesting observation.
It was particularly useful for me to meet with Katherine Maher and Christophe Henner, the new Executive Director and Chair of the Wikimedia Foundation respectively, who discussed the Foundation’s priorities over the next year and the importance of involving Chapters and other Affiliates in the development of a new ten year strategy for the movement.
At any conference, the social aspects are an important element of forging new friendships that can underpin working relationships, and one of the highlights of Wikimania 2016 was the programme of evening events. Having seen ‘country music’ on Friday’s schedule, I had envisaged an evening of traditional Italian folk music, so was surprised (and admittedly, rather pleased) to find myself line-dancing along to Sweet Home Alabama and other American country music classics. Whilst the rock band on Saturday more than made up for the disappointment at being unable to locate a karaoke machine, and I ended the night dancing alongside staff and volunteers from Wikimedia UK, colleagues from Wikimedia Deutschland and Norway, staff from the Foundation and members of the Funds Dissemination Committee.
I can’t write about Wikimania, however, without reflecting on the UK’s referendum on EU membership, which of course is still dominating our thoughts and the news. Whilst Wikimedia UK is politically neutral, at a personal level I felt devastated by the outcome, and my shock and dismay at Friday morning’s news cast a shadow over the whole weekend. The spirit of exchange, collaboration and connection which permeated the conference and which is fundamental to the Wikimedia movement felt terribly at odds with the prospect of the UK leaving the EU, and abandoning one of the greatest peace projects of our time.