User:EGalvez (WMF)/Sandbox/PCL
| Activity/Output | Behavior outcome | Learning outcome | Non-program Environmental | Non-program Personal | Program design | Grand Total | ||
| 0 | 0 | |||||||
| Educators | 4 | 10 | 6 | 1 | 2 | 27 | 50 | |
| Students | 4 | 6 | 4 | 4 | 21 | 12 | 46 | |
| Grand Total | 0 | 8 | 16 | 10 | 5 | 23 | 39 | 101 |
| Survey | Question | Target audience | Type of program | Area | Topic | Type |
| 1 | Of all the Wikimedia projects that met through the course what you were the most used? (wikipedia, commons, etc.) | Educators | Online | Activity/Output | Editing activity | Behavior |
| 1 | During course development activity: Did you make editing Wikipedia? | Educators | Online | Activity/Output | Editing activity | Behavior |
| 2 | Which of the following resources did your students use when completing the assignment? | Educators | Offline | Activity/Output | Resources | Behavior |
| 2 | Did you instruct your students to use VisualEditor? | Educators | Offline | Activity/Output | Resources | Behavior |
| 3 | Would you use Wikipedia in your school projects or educational? * | Educators | Offline | Behavior outcome | Classroom application | Behavior |
| 3 | Do you think you'll work with your students than the notion of "verifiable information"? * | Educators | Offline | Behavior outcome | Classroom application | Behavior |
| 3 | Do you think you're going to implement some of the activities that you have just created in Hackathon? * | Educators | Offline | Behavior outcome | Classroom application | Behavior |
| 2 | Do you plan to teach with Wikipedia again? | Educators | Offline | Behavior outcome | Classroom application | Behavior |
| 1 | Do you want to continue editing? | Educators | Online | Behavior outcome | Editing activity | Attitude |
| 2 | Would you be interested in helping us connect your institution with a Visiting Scholar? | Educators | Offline | Behavior outcome | Engagement/outreach | Attitude |
| 2 | Would you be willing to recruit a colleague to teach with Wikipedia next term? | Educators | Offline | Behavior outcome | Engagement/outreach | Attitude |
| 2 | The Wiki Education Foundation is dedicated to sharing stories about successful Wikipedia assignments. May we contact you about sharing your story? | Educators | Offline | Behavior outcome | Engagement/outreach | Attitude |
| 1 | Would you do the course again? | Educators | Online | Behavior outcome | Return to course/program | Attitude |
| 2 | Briefly describe why you taught with Wikipedia again this term. | Educators | Offline | Behavior outcome | Return to course/program | Attitude |
| 2 | How would you compare your Wikipedia assignment with a traditional assignment (such as a term paper) in achieving the following student learning objectives? | Educators | Offline | Learning outcome | Classroom application | Attitude |
| 3 | Did it change your perception about Wikipedia as an educator after this experience? * | Educators | Offline | Learning outcome | Classroom application | Attitude |
| 3 | Did it change your perception on the use of data in education? * | Educators | Offline | Learning outcome | Classroom application | Attitude |
| 1 | In education: Do you think that any of the Wikimedia projects, and Wikipedia in particular, they can be useful as a teaching resource? | Educators | Online | Learning outcome | Classroom application | Attitude |
| 1 | What were the ideas and projects Wikipedia changed after the course and its educational application? | Educators | Online | Learning outcome | Classroom application | Attitude |
| 1 | Your knowledge of free culture, will it improved? | Educators | Online | Learning outcome | Wikimedia awareness | Attitude |
| 1 | Could you express in one sentence what the course meant for you? | Educators | Online | Learning outcome | Wikimedia awareness | Attitude |
| 2 | Wiki Ed is interested in demographic information about the students we support. Please provide your best estimate for the following: (percentage of demographics) | Educators | Offline | Non-program Environmental | Classroom demographics | Attribute |
| 1 | Name and surname | Educators | Online | Non-program Personal | Personal information | Attribute |
| 1 | Wikipedia User | Educators | Online | Non-program Personal | Personal information | Attribute |
| 3 | What is your opinion about the choice of the general theme of Educational Hackathon (Big Data, Digital Sources, Free culture)? * Regular Good Very good Excellent | Educators | Offline | Program design | Content & Fit | Attitude |
| 3 | Did the tour of the art show Big Bang Data feel like a contribution to the creative process? * | Educators | Offline | Program design | Content & Fit | Attitude |
| 3 | What other subject or problem you interested in an upcoming event like this? * | Educators | Offline | Program design | Content & Fit | Attitude |
| 1 | Once you completed the course, how would you rate the following quality characteristics that we present below (Clarity, Quality, Innovation) | Educators | Online | Program design | Content & Fit | Attitude |
| 1 | What other topics would you like to see / deeper? | Educators | Online | Program design | Content & Fit | Attitude |
| 3 | What is your opinion about the dynamics of work at the tables (with different colleagues)? * Regular Good Very good Excellent | Educators | Offline | Program design | Logistics & Process | Attitude |
| 1 | The length of the course "bridges between educational, digital and free culture" has been the right one? | Educators | Online | Program design | Logistics & Process | Attitude |
| 1 | The length of weekly classes was the right one? | Educators | Online | Program design | Logistics & Process | Attitude |
| 1 | According to the development of the course and your participation on it, how would you rate the development of proposals for activities? (please score with: Very appropriate, Appropriate, Unsuitable or Nothing inappropriate) (Sense training, Implementation, complexity, Teacher Support Team, Consistency in workshops, Time for activities) | Educators | Online | Program design | Logistics & Process | Attitude |
| 1 | According to the development of the classes, what is your opinion about them?(please score with: Very appropriate, Appropriate, Unsuitable or Nothing inappropriate) (Relevance of materials, Extension Classes, Analysis of experience in the Wikimedia projects) | Educators | Online | Program design | Logistics & Process | Attitude |
| 1 | How would you describe your overall experience with the campus (accessibility, navigability, technical support)? | Educators | Online | Program design | Logistics & Process | Attitude |
| 1 | What are the three main issues you believe require improvements in the course and what you propose? | Educators | Online | Program design | Overall experience | Attitude |
| 2 | Do you have any additional comments about your Wikipedia assignment or for us at the Wiki Education Foundation? | Educators | Offline | Program design | Overall feedback | Attitude |
| 2 | How useful did they find each resource? | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | What other types of information and tools would you find helpful in teaching with Wikipedia? | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | Did you feel that the Wiki Ed team communicated with you sufficiently throughout the term? | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | Were you satisfied with your Classroom Program Manager (Helaine)? | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | Did your Wikipedia Content Expert provide your students with feedback? | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | Please describe other types of staff support you would find helpful in creating and running your assignment. | Educators | Offline | Program design | Resources & Support | Attitude |
| 2 | How did your students find working with VisualEditor versus wikicode? | Educators | Offline | Program design | Software & Tools | Attitude |
| 2 | How would you rate your experience with VisualEditor? | Educators | Offline | Program design | Software & Tools | Attitude |
| 2 | Please evaluate how useful your students found the Dashboard for the following tasks | Educators | Offline | Program design | Software & Tools | Attitude |
| 2 | What additional Dashboard features would your students find helpful? | Educators | Offline | Program design | Software & Tools | Attitude |
| 2 | How effective was the Dashboard in meeting your needs? | Educators | Offline | Program design | Software & Tools | Attitude |
| 2 | What would help the Dashboard meet your needs better? | Educators | Offline | Program design | Software & Tools | Attitude |
| 1 | How easy or difficult consider to edit in Wikipedia? | Educators | Online | Program design | Software & Tools | Attitude |
| 4 | How would you describe your way of working of the article you responsible? * | Students | Offline | Activity/Output | Editing activity | Behavior |
| 4 | The language wiki articles * | Students | Offline | Activity/Output | Editing activity | Behavior |
| 4 | In addition to the relevant article of viquiprojecte, has published other articles or have participated in other Wikimedia projects? * | Students | Offline | Behavior outcome | Editing activity | Behavior |
| 4 | Back to participate in a similar experience? (scale: Certainly not to I'm sure) | Students | Offline | Behavior outcome | Return to course/program | Behavior |
| 5 | How likely are you to recommend such a course to other students? On a scale of 1-5, 5 being extremely likely and 1 being extremely unlikely | Students | Offline | Behavior outcome | Return to course/program | Attitude |
| 5 | How likely are you to continue editing Wikipedia after the end of this course? On a scale of 1-5, 5 being extremely likely and 1 being extremely unlikely | Students | Offline | Behavior outcome | Editing activity | Attitude |
| 5 | If offered, would you elect to take another course with Wikipedia assignments? Yes/No/Wikipedia assignments are not a factor | Students | Offline | Behavior outcome | Return to course/program | Attitude |
| 4 | What do you think Wikipedia edit rather than a traditional schoolwork? (choose from list) (We would like to know the first feeling you had when you were explaining the "newness") | Students | Offline | Learning outcome | Classroom application | Attitude |
| 4 | All critical opinion on the draft proposal ... will be welcome! | Students | Offline | Program design | Overall experience | Attitude |
| 5 | How would you rate your overall assessment of the Wikipedia assignments? On a scale of 1-5, 5 being excellent, and 1 being very bad | Students | Offline | Program design | Overall experience | Attitude |
| 4 | What is your relationship with Wikipedia before participating in the viquiprojecte? (choose from list) | Students | Offline | Non-program Personal | WP use | Attitude |
| 5 | Name (optional) | Students | Offline | Non-program Personal | Personal information | Attribute |
| 5 | Wikipedia userame (optional) | Students | Offline | Non-program Personal | Personal information | Attribute |
| 5 | What language did you mainly edit in? Arabic/English | Students | Offline | Non-program Personal | WP use, language | Attribute |
| 4 | The introductory sessions to Wikipedia and viquiprojecte of Alex and Esther ... * | Students | Offline | Program design | Content & Fit | Attitude |
| 4 | The use of brackets for links, quotes for bold, system headers, templates ... (difficult, easy, other) | Students | Offline | Program design | Software & Tools | Attitude |
| 4 | The images and the use of wikimedia commons * You have trouble loading images commons? You have problems with the use of the licenses? How can we improve it? (open) | Students | Offline | Program design | Software & Tools | Attitude |
| 4 | On the other Wikipedians who occasionally also publishes article working (ways interacted with communities) | Students | Offline | Program design | WikiCulture | Attitude |
| 4 | Whether your users as working article (On using user pages) | Students | Offline | Program design | WikCulture | Attitude |
| 4 | Which highlight the positive aspects of the experience of viquiprojecte? (open) | Students | Offline | Program design | Overall experience | Attitude |
| 4 | And what negative? * We want to fix it! (open) | Students | Offline | Program design | Overall experience | Attitude |
| 5 | What did you like best about the Wikipedia assignments in this course? | Students | Offline | Program design | Overall experience | Attitude |
| 5 | What did you like least about the Wikipedia assignments in this course? | Students | Offline | Program design | Overall experience | Attitude |
| 5 | If you could do something differently, what would it be? | Students | Offline | Program design | Overall experience | Attitude |
| 6 | What motivated you to join the course? | Students | Online | Activity/Output | Expectations | Attitude |
| 6 | Do you think the course will be: | Students | Online | Activity/Output | Expectations | Attitude |
| 6 | In what ways do you think you would mostly contribute? | Students | Online | Behavior outcome | Editing activity | Behavior |
| 7 | What would motivate you to get involved in the WEP project OMPR? | Students | Online | Learning outcome | Classroom application | Attribute |
| 7 | Do you think that participating in the project by writing new articles in Wikipedia... | Students | Online | Learning outcome | Classroom application | Attitude |
| 7 | Do you like the idea of such a learning project? | Students | Online | Learning outcome | Classroom application | Attitude |
| 7 | In your academic practice so far, have you encountered questions, related to: | Students | Online | Non-program Environmental | WP in academia | Attitude |
| 7 | How have the rest of your teachers addressed to issue of using Wikipedia in the learning process (general trend)? | Students | Online | Non-program Environmental | WP in academia | Attitude |
| 6 | From your previous academic experience, have you ever faced issues related to: | Students | Online | Non-program Environmental | WP in academia | Attribute |
| 6 | How do your teachers consider using Wikipedia in the learning process? | Students | Online | Non-program Environmental | WP in academia | Attitude |
| 7 | Have you used Wikipedia so far and for what? | Students | Online | Non-program Personal | WP use | Behavior |
| 7 | Which language version do you use predominantly? | Students | Online | Non-program Personal | WP use, language | Behavior |
| 7 | How do you find the information in Wikipedia? | Students | Online | Non-program Personal | WP use | Behavior |
| 7 | Complete the sentence with your own words: "For me, Wikipedia is ..." | Students | Online | Non-program Personal | WP perception | Attitude |
| 7 | Gender | Students | Online | Non-program Personal | Personal information | Attribute |
| 7 | Year of birth: | Students | Online | Non-program Personal | Personal information | Attribute |
| 6 | Have you used wiki software so far, and for what? | Students | Online | Non-program Personal | WP use, software | Behavior |
| 6 | Have you ever Wikipedia and for what purposes? | Students | Online | Non-program Personal | WP use | Behavior |
| 6 | How do you use the content of Wikipedia? | Students | Online | Non-program Personal | WP use | Behavior |
| 6 | Which language version of Wikipedia are you using (most often)? | Students | Online | Non-program Personal | WP use, language | Behavior |
| 6 | How well do you know Wikipedia and wiki technology? | Students | Online | Non-program Personal | WP use, software | Attitude |
| 6 | Complete the sentence: "For me Wikipedia is... " (please, don't write "an encyclopedia" :) ) | Students | Online | Non-program Personal | WP perception | Attitude |
| 8 | Username of Wikipedia | Volunteers | Offline | Non-program Personal | Personal information | Attribute |
| 8 | Hometown (specify province) | Volunteers | Offline | Non-program Personal | Personal information | Attitude |
| 8 | What is your main activity on Wikipedia? | Volunteers | Offline | Non-program Personal | WP use | Behavior |
| 8 | How often you edit Wikipedia? | Volunteers | Offline | Non-program Personal | WP use | Behavior |
| 8 | Do you know the work of Wikimedia Argentina? | Volunteers | Offline | Non-program Personal | WP awareness | Attitude |
This page is showing version 1. For the latest version, please go to María's sandbox. Thanks for commenting!
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Program Capacity and Learning
Share your vision for our team's work!
Program Capacity and Learning is an integrated team in the Community Engagement department at the WMF. This team combines staff from The Wikipedia Library, the Wikipedia Education Program, and Learning and Evaluation teams. This page includes the integrated team's mission, scope, and new projects. We would love your input. Please review the information on this page and comment in the discussion page.
- Community leaders are vital members of the Wikimedia movement because they spark engagement through Wikimedia programs, bringing content to Wikimedia projects. Through programs, community leaders also build bridges to new opportunities and overcome challenges. Our team empowers community leaders to understand, run, and grow Wikimedia programs.
Broadly, the team's scope is in the following areas:
- We focus on community leadership development and building capacity.
- We provide tools and infrastructure to support program growth and knowledge sharing.
- We help programs make the transition from experimental practice to systematized success.
- We support the development of Wikimedia affiliates and connect them with movement partners.
- To get more specific, the Program Capacity and Learning Team has two main support areas
- Programs and Learning Infrastructure
- Community Leadership Development
1. Programs and Learning Infrastructure
[edit]Supporting shared learning for growing core programs, especially Wikipedia Education Programs, The Wikipedia Library, and the initiatives of GLAM (Galleries, Libraries, Archives, and Museums)
We support programs and program leaders. Here are example work this team can do:
- Tools and supporting technology for core programs
- Recruitment, retention, and development of peer mentors
- Learning and knowledge-sharing tools
- Connecting institutional partners with community members
- Mapping the outcomes of Wikimedia Programs to learn their impact on the world
A model for program growth: A guide for choosing which programs we support
[edit]With the understanding that the Wikimedia Foundation does not run programs, we launched a planning process in November 2015 to consider how this team can support the growth of both existing and new successful programs.
Program Capacity and Learning will focus on supporting programs that are proven to have impact and are more established, rather than new programs that have not yet shown impact. The programs we support are those that have exceeded the "seed" stage, where a program has already been tried out and has shown to have some level of impact. While the specific criteria is still being determined in greater detail, the table below is a starting point to show which programs this team would be able to support, and which programs are outside the team's scope.
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| Programs in the seed phase are very new and experimental type of programs. They are not yet ready for replication. Community innovation of programs happens throughout the movement in various networks and channels, such as IdeaLab, Grants, Partnerships, affiliates, or volunteers. | For programs have have reached the grow phase, the core model of program activities undergoes refinement to change and improve the model. Replication of programs occurs in different contexts, such as different countries, languages, or spaces. | Programs in the scale phase have reached new heights. They become systematized program strategies which are able to more easily reach new audiences and communities. Volunteers adopt, adapt, and expand programs with minimal support. |
2. Community Leadership Development
[edit]Supporting broad community leadership development as well as knowledge sharing about community engagement strategies.
Supporting community leaders is necessary for the movement and is one of the core work areas for this team. This is a list of example areas of work for the team:
- Tools for gathering data and community insights for collaborative decision making.
- Activities for learning, knowledge sharing, and best practices for community engagement.
- Matching community members for peer-to-peer mentoring in program growth, impact and organizational development.
- Staff mentorship, technical consultation including affiliate applications review in support of the Wikimedia Affiliations Committee
The following criteria guide which projects Program Capacity & Learning staff will resource and work on. Our team focuses on initiatives that support:
- Impact: Increases content and / or contributors
- Scalability: Support multiple communities, partnerships, and replication of best practices.
- Sustainability: Support program and community capacity
- Community Leadership: Build leadership, encourages collaboration, and engenders trust.
- Community Need: Point to the need for WMF staff support by multiple data sources.
In our planning we have given priority to community capacity support. This is a subtle, but necessary, shift away from internal WMF data analysis and toward lighter-touch systems for self-support. In this way, we improve competency and tools for self-evaluation and data synthesis by program leaders and Community Resources grants officers. Developing more efficient systems, such as the new Global Metrics API, now in testing, will support our transition to scalable supports for both staff and community volunteers.