User:Theredproject/ITP Core 2

Course name

ITP Core 2

Institution

The Graduate Center, CUNY

Instructor

Lisa Brundage and Michael Mandiberg

Subject

Interactive Technology and Pedagogy

Course dates

2015-02-25 – 2015-04-01

Approximate number of student editors

14

This second core course (part of the CUNY Graduate Center/Interactive Technology and Pedagogy certificate program) will introduce students to IT in the classroom, focusing on cognition and design. Interest areas include research in digital media; hypertext and narrative structure; visualization and design; modes of learning within and outside the classroom; and conceptualization and production of educational media products. The course also provides a hands-on introduction to key educational uses of new-media applications, including online writing tools, electronic archives, and experimentation in virtual spaces.
Main course site: http://2014core2.commons.gc.cuny.edu/

Wikipedia Project Goal

Collaboration and Wikipedia: Collaboratively write a Wikipedia article on one of the key topics or concepts from last semester's Core 1 Seminar. Groups will be assigned February 25th, and the improved article is due April 1st

Potential Articles

Digital Pedagogy

• Flipped classroom
• Blended learning
• Digital humanities
• Educational game (redirect from Games Based Learning) Though read *this thread, which is from the last time we tried to edit this page.

Critical Educators

• Ira Shor
• Jean Anyon - this article was expanded by former students upon her death. Needs citations and NPOV.
• Henry Giroux
• Joe L. Kincheloe
• Shirley R. Steinberg
• Peter McLaren

Notable CUNY GC Faculty who have pages. Most of them need citations, NPOV, and to have those long lists of articles summarized/removed... Robert Reid-Pharr, Susan Buck-Morss, even Frances Fox Piven (that page is likely contested, given the political attacks on her.) Some are entirely missing, such as David Joselit, Claire Bishop (art historian), David Savran, etc. Frankly, pick a Distinguished Professor in your field, and odds are they don't have one, or could use some work.

Training

Wikipedia Training: Art+Feminism Train The Trainers session February 17th, 2015. FULL DETAILS TO FOLLOW Workshop will cover:

• Basics of editing
• Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
• Collaborating and engaging with the Wiki editing community
• Tips on finding the best articles to work
• Handouts: Using Talk Pages handout and Evaluating Wikipedia brochure

Timeline

Week 1 (2015-02-23): Wikipedia essentials, Editing basics, Exploring the topic area

In class

• Introduction to how Wikipedia will be used in the course
• Wikipedia is a community: a brief overview of its rules, expectations, and etiquette
• Handout: Editing Wikipedia (available in print or online from the Wiki Education Foundation)

Assignment (due Week 2)

• Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.

• Create a User page, and then click the "enroll" button on the top left of this course page.

• To practice editing and communicating on Wikipedia, introduce yourself on the user talk page of one of your classmates, who should also be enrolled in the table at the bottom of the page.

• Read through this brochure on evaluating Wikipedia articles, especially pages 4-7. This will give you a good, brief overview of what to look for in other articles, and what other people will look for in your own.

• Evaluate an existing Wikipedia article related to the class, and leave suggestions for improving it on the article's talk page.
  • A few questions to consider (don't feel limited to these):
    • Is each fact referenced with an appropriate, reliable reference?
    • Is everything in the article relevant to the article topic? Is there anything that distracted you?
    • Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
    • Where does the information come from? Are these neutral sources? If biased, is that biased noted?
    • Are there viewpoints that are overrepresented, or underrepresented?
    • Check a few citations. Do the links work? Is there any close paraphrasing or plagiarism in the article?
    • Is any information out of date? Is anything missing that could be added?

Milestones

• All students have Wikipedia user accounts and are listed on the course page.

Week 2 (2015-03-02): Using sources and choosing articles

Course meetings

Wednesday, 4 March 2015

In class

• Handouts: Citing sources on Wikipedia and Avoiding plagiarism on Wikipedia.
  • Be prepared to explain close paraphrasing, plagiarism, and copyright violations on Wikipedia.

Assignment (due Week 3)

• Add one well cited paragraph to an article related to your research, to a Wikipedia article related to the class. Add one well cited paragraph to an article related to your research. Submit a diff of your work to both Michael and Lisa’s talk page.

• In class we will form three groups of three to four students to work on a collaboratively written Wikipedia article.

For next week

• Begin work, with a conversation on the article talk page.

Week 3 (2015-03-09): Finalizing topics and starting research, Drafting starter articles

Course meetings

Wednesday, 11 March 2015

In class

• Discuss the range of topics students will be working on and strategies for researching and writing about them.

• Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
• Q&A session with instructor about interacting on Wikipedia and getting started with writing.

Assignment (due Week 4)

• Mark your article's talk page with a banner to let other editors know you're working on it. Add this code in the top section of the talk page:

{{course assignment | course = User:Theredproject/ITP Core 2 | term = Spring 2015 }}

• Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

• If you are starting a new article, write an outline of the topic in the form of a standard Wikipedia lead section of 3–4 paragraphs in your sandbox. Wikipedia articles use "summary style", in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section should summarize, very briefly, each of the main aspects of the topic that will be covered in detail in the rest of the article. If you are improving an existing article, draft a new lead section reflecting your proposed changes, and post this along with a brief description of your plans on the article’s talk page. Make sure to check that page often to gather any feedback the community might provide.
• Begin working with classmates and other editors to polish your lead section and fix any major issues.
• Continue research in preparation for writing the body of the article.

Milestones

• All students have started editing articles or drafts on Wikipedia.

Week 4 (2015-03-16): Moving articles to the main space

Course meetings

Wednesday, 18 March 2015

In class

• Handout: Moving out of your sandbox

Assignment (due Week 5)

• Move sandbox articles into main space.
  • If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
  • If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow these instructions on how to move your work.

• Begin expanding your article into a comprehensive treatment of the topic.

Week 5 (2015-03-23): Building articles, Creating first draft, Getting and giving feedback

Course meetings

Wednesday, 25 March 2015

In class

• Demo uploading images and adding images to articles.
• Share experiences and discuss problems.
• Handouts: "Uploading images" and "Evaluating Wikipedia article quality" (handed out originally earlier in the course)

• As a group, have the students offer suggestions for improving one or two of the students' articles, setting the example for what is expected from a solid encyclopedia article.

Assignment (due Week 6)

• Select a classmate's article that you will peer review and copyedit. (You don’t need to start reviewing yet.)

• Expand your article into an initial draft of a comprehensive treatment of the topic.

• Peer review your classmate's article. Leave suggestions on the article talk page.
• Copy-edit the reviewed article.

Milestones

• Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 6 (2015-03-30): Due date

Course meetings

Wednesday, 1 April 2015

Milestones

• Students have finished all their work on Wikipedia that will be considered for grading.

Grading

  5%  

   Completion of Wikipedia training

  15%  

   Early Wikipedia exercises

  10%  

   Quality of bibliography and outline

  10%  

   Peer reviews and collaboration with classmates

  50%  

   Quality of your main Wikipedia contributions

  10%  

   Supplementary assignments