 Okay. No. Okay, so I'm Galdar González and from the BASC Wikimedia User Group and I'm going to present something called 10 Things BASC have done in the last five years. That actually is a review of our education initiatives because we have done more things than this. So I have like two minutes for each of the ideas. Let's see if it works. So we have some time for question and answers. Okay. So first things first in first get funds. And this is quite important. You can do a lot of things without funds. You can do a lot of things without money. And you can do a lot of things with only volunteers. But if you want to try something nationwide with lots of people involved and full time, I mean, I have to eat. So it's important to have some funds to pay for staff. So we get the funding from the Culture Department of the BASC government, not from the Education Department, because the Culture Department has a section for language promotion. So that's what we get the funds, not from the education itself. Also, we get some funds from the BASC language institution in Navar. That is another part of the BASC country. We have get some funds from education material innovation funds. There are some kind of funds in many countries to make like new things in education, like new pedagogical items or these kind of things. I don't know if in every country, but I mean, it's something that exists. And we also for some project, we have an Erasmus Plus fund that is given by the European Union. So that's where our funds came to do everything we are doing. Okay. The second thing we made when we started with this project was building a list and adapt metrics. This is quite important for us. Which areas do you want to work on? If you want to work on everything, you are not going to do any... Well, you are going to do things, but it's quite difficult to add metrics. We have a rationale on working on education topics, like topics that would be interesting for secondary students. So we made that list of 2000 articles for secondary students, like 2000 items that secondary students would need to be writing in BASC language in Wikipedia. And we also are working with the list of 1000 and 10,000 articles every Wikipedia should have, because there are like important topics. And we also make some collaboration sprints, like topic-related article lists and like other topics that are not covered by our previous lists. We change metrics according to our list. This is important, because when a government gives you money, they expect something like, how many articles did you write? So how many articles did you write is a nonsense sentence for us, because I could actually write 2 million articles of our insects, like with a bot. But that is not a real encyclopedia. I mean, that's a... Well, it's an insect encyclopedia, but it's not what it's proposed to do. So we have a lot of work with them making them conscious that what they were paying for was not a number of articles, but number of collaborations, number of bites added, and number of visits added to these articles. We have been measuring articles according to size and quality over time. We need... We measure quality using ORES, that is a system that can be used in Wikipedia, like we evaluate like 600 articles, and it gives automatic evaluation of the overall quality of the articles. It's not real quality. I mean, the article could be nonsense, but it gives you an idea of how the articles evolve, articles evolution. So in five years, you can have like, okay, we are making better articles. They are better covered by ORES. They have more... They have larger size normally. Larger is not always better. I mean, sometimes shorter is better, but normally this is the kind of things we are measuring. So we control the narrative. We control... I mean, we promise we are going to do something that we can measure and present as a success. Okay. The second thing we made, the third thing we made after having at least, was testing an infrastructure, like having an idea on how to work on that, so that we designed a couple of pilot tests and work it on every detail on there. We changed whenever... We changed from that pilot test before going to a large scale. You need something here that is a Kami cafe. You need someone, these kind of teachers that it's like, okay, I'm going to do anything. Then you test with them and you see... It must be... You need that confident relation with them to know if it's working, what is not working, how the students are tested with the project. So you can go wider or larger, being sure that the project is not a nonsense. You have learned your script. I mean, I have explained the same thing like 350 times in the last five years. So it's always the same joke. And it's always the same thing what you are saying. And it's important to test it, like, okay, I can't say this in 40 minutes, this in one hour. And if they ask me for a two hours class or something, I will say these things. So not to improvise and know what things work and whatnot. And you have to write learning materials for this infrastructure, like having preachers, having help pages and these kinds of things. So knocking doors. This is quite important because first we started with an up-down approach. I mean, we made an agreement with the university director who went to every faculty director and every faculty director agreed with this and they made like, okay, we are going to make a presentation to whoever comes and then you explain them the project and then you will get teachers involved. And this kind of works, but it's not the best approach. We have seen that door-to-door approach is better. Find teachers that will teach exactly what you need in your list. I mean, we want to write about biology because we have problems there. Okay, then we have to know which biology departments there are, which are the teachers, what are they teaching? Knock doors and try to convince them. We also learned that it's important to write about saturation of programs for the same students. I mean, okay, we need more articles or better articles in biology, but if I knock the doors of 20 biology teachers and 10 of them say, okay, or 10 is very optimistic, like five of them say, okay, I'm going to do that. There will be the same students doing the same thing five times. So this can be a problem. So sometimes you will have teachers that are, okay, I'm going to do this and you have to say, then, okay, I'm not going to this this year. It will be next year because maybe your students will be the same and they will have two times the same segment. And for them, it's quite strange the way every teacher now is asking me to write on Wikipedia. And as the teachers don't know, sometimes they have had the same group like two times in two weeks with the same presentation. We was like, okay, did you stay in the last, I mean, I'm going to explain the same. So it doesn't make sense. And it's important to show teachers what is missing, what they can work on. Petescan is very friendly for this, like finding things that you can work on like in your department, because I mean, for how long is the same? Okay, overall in biology, I need these articles, but maybe they are only teaching advanced genetics. So I don't know what is missing there. So Petescan is a very useful tool for this. You have to show after what they have done, dashboard is very useful for this, like showing, okay, this is what you have done here. These are your metrics. And if you are going to repeat, again, test, improve, test, improve, you will have the same teacher like every year if you make an improvement. For us, it's working. They are happy. And it's also interesting to ask people who they know. Normally, from my experience, it may be different in other places in the world, but from my experience, teachers don't talk between each other. It's like, okay, I can explain to this one, but the other teacher next door won't know I have been talking to them. So if you need something, okay, I need something in genetics, okay, who is the teacher here that could help me? And normally they will say, okay, you should talk to this, but you shouldn't talk to this other because, I mean, he or she doesn't like computers or something like that. I mean, you have to ask them. One thing we have been doing also is improve communications. We have used social media to improve Wikipedia's reputation, mostly in Twitter, now in Mastodon. So you can show people what you have done, what is missing, try to engage them like, okay, we are doing this, but we need more people in history or we need more people. And sometimes, sometimes you have someone answering. Normally, you don't have no one answering, but reputation improves. It's like, okay, I have heard about this. Maybe it's interesting. From our experience, teachers don't want to feel alone. It's like, okay, I'm not the only one doing this. There are other people doing this. And after that, they talk about my school or my high school or my university or whatever. And sometimes, let's imagine that it's the, I don't know, breast cancer awareness day. So you say, okay, this is today's breast cancer awareness day and we have a great article about breast cancer that goes down by students in this university with this teacher. So these kinds of things are relevant to them. Mention the institutions you are working with and so the results. I mean, if you are working with a university, mention them every time you are showing results and be active to interaction. If people interact with you, you should interact with them. I think this is quite non-related to education, but it's related to how you engage more people. Okay, we have done Chikipedia. That is a children encyclopedia. This is quite unique in our movement. Currently, it has more than 6,000 articles. At first, when we started, it was like, okay, we are going to write for children, but it's not like that. It's children writing for them. So most of them are written by students themselves. Like 80% of the articles have been written by students. Secondary and primary education students, some of them are 7 years old. God gives that to the last point. It should be more flexible than Wikipedia because they write very poorly. I mean, they don't know how to write. I would say that I know how to write after finishing university. I mean, it's not easy to write. So students will write something. They are 7 years old. They won't write. They will write something that doesn't make all the sense that we have errors, typographic or otherwise or conceptual. So our work there is more involving education, involving educators and also future teachers to work on that, to show the values of publishing. And it's not so much about having a really reliable children's Wikipedia. It's more about the process itself of writing it. There may be people saying that, okay, yes, but it should be reliable. And I agree, but this is something we have to involve teachers and not the students. I mean, teachers are responsible for what their students are publishing to you, especially when they are primary education students. If someone wants to know more about this, I'm very happy to explain. Okay, improving health pages. This is something we didn't make all them. We didn't make when we started. We made some brochures. Let's improve, but we saw that it's really important. Students aren't going to read the manual. No one reads the manual, but having the manual there is important because it's, okay, if you need help, it's here. They are not going to read it, but teachers are also more confident because, okay, there is a manual. So we made health pages adapted for students and newcomers. There is a big button like education portal in our Wikipedia. We also created the special health pages for teachers, like what to expect, how to deal with the students, normal problems like you can create more than six accounts per IP, how to solve that, what should you do if you read your school has been blocked, these kind of things. I mean, things for teachers, documenting what to do with the students. And also we created a forum, but they are not using it. But there is a, if you want, you can ask like, okay, I want to do this and need help. And we went multimedia. This is something that we didn't expect, but a pandemic came. So we couldn't go to classrooms. So what we did is to record the normal classroom, the normal speech we make. We made like, the normal will be like one hour. So it's like six videos of 10 minutes with topics like how, what is Wikipedia, how to create this, how to navigate, what's the visual editor and these kinds of things. So we started, it was like a pandemic event. We need something now. But now there are many teachers that don't ask anymore to go to their classroom because they have it multimedia and they know that their students prefer to see a video than to hear to me. Okay. Even if the, it's not me, it's my colleague, but they prefer to see the video at home that going, going there and also help via communication channels. We, we answer a lot of questions via direct messages in Twitter, for example, like teachers that are working and they want to do that. And we also asked, we also answered questions by email, like our personal emails, the right students, normally students write that things like it's not working. You have to figure out what is not working and talk to them. But it's quite important for them to have like who to write if they are going to, eventually they will have a problem because they weren't aware in classroom and they didn't see the help pages or the video. So they are going to ask something like, how do I publish? Okay. It is simple. It's simple, stupid. It is super simple. Students are not going to learn all our infrastructure in one hour. It's impossible. I mean, it's not something that we can even try. You can learn how to build a template or what is a good categorization or some kind of things that are unique months to start learning that. So we adopted automatic templates. So they don't have to fill templates anymore. And we avoid explaining to not interested students. Sometimes the students say, I want to make this. Then I go to them and explain how to make a template, how they work, what is to translate everything. For example, we don't explain about categorization. It's something that only Wikipedia and Skr. I mean, it's not something for them. We also have working in automatic translation tools. We have worked with Eluja, that is a foundation working on technology. So now translating into basket is quite a straightforward work. Not perfect, but it's easier for them. And also, we ask for feasible things. We don't ask them like, okay, you are going to write a feature article for tomorrow. It's not possible. It's like, okay, let's think what is possible. And when we have started to work on translation tools, one thing that teachers have said us is the articles are larger and longer than before, because it's easier to translate. So now we ask students not to be too long because that makes a lot of work for the teachers later to correct. So it's like, okay, keep it simpler. Don't be too long. Okay, adding multimedia. This is something that is new. We are working on. Our main project is I can't show the link, but okay, it's there. This is a multimedia project that we are working on. It's pedagogical videos. We have another grant from the bus government to do this, to implement this. And what we are doing is during the course, like 40 weeks of the year that there are elective, we are publishing one video every week on different topics. There are high quality videos done with university professors for the script and professional video makers, like some of them are in YouTuber format, like with an actor or an actress working on that. Some of them are animations. Everything is on Commons. Everything is free and everything is trustworthy. Well, you can subtitle or you can dub the videos. So most of the videos can be adapted to other languages. Actually, some of the videos has been dubbed to Catalan also. And we have met most of the videos are also subtitled in Spanish and English. So they can be used elsewhere. And we are thinking out of the box here. We have the videos in Wikipedia articles, of course, they're on Commons, but we are also using them in YouTube, Twitter, TikTok, Instagram, where we publish also the facts like where does this information come from, which relevant articles you have in Wikipedia, which are the reference. And also we have a project that is called Learn with Ocho. Ocho is Wolfe and it's a project, a multimedia project for children that are actual comic stripes like one page comics on different scientific topics. And we publish every comic in Basque and also without text. So they can be reused if anyone wants in another language, you can reuse the comics. And this was like a side project, but it's actually quite interesting because there are a lot of teachers asking for more comics on this because they are useful for them. And fun with Glamms. Okay, we have worked with Glamms, which are outside of our scope, but always adding them inside our education goals. We have worked with, for example, a museum called Sony UNEA that is a traditional musical instruments museum to add videos and images and sounds of music, like popular music. We have worked with Summer University. We publish a lot of books. And so to have these books for free also in so we can add text there, there for free and with free license. We have worked with them on a digital humanities grant with have given us some projects like an artist that is a project for women artists. And this is a project to teach philosophy to students with current affairs, like all philosophy with current affairs. All of this is included in Wikipedia articles with a museum. This is Urmael Blitz is a project to document species that lives near death poles, like frogs and insects with children. And we have also worked with some newspapers to add free content like images, historical images and some things that are in archives. So we can illustrate better current affairs articles and recent history articles with their images. So these are side projects, but they are also funded with the first government funding. So that's why they're included here. So we have seven minutes left. If you want something to be explained more, there are links in the presentation, which is in commons. But if you want something to be explained, I'm really happy to do that. Also after. Okay, you are doing an excellent work. Two thoughts about two reflections. One is that you mentioned that the students that grade these Chiqui, Peidia, Chiquilechikos, they write not always very good and they are not, the production is not that of that quality, but they learn to write actually. And I'm teaching at the university. And what I found is that I tried to teach paleontology with Wikipedia, but in the end, the main thing I'm doing is teaching how to write. So they learn to write. They learn to write something which is very similar to a scientific article. They need to follow rules, they need to add citations and write with a kind of language that is adequate for any Chiqui. So it is more or less the same, but at different levels. And finally, you create all this infrastructure that fits your needs. And I wonder if there are many projects like mine, we are creating not so well organized infrastructure, but we do also similar that we are doing the same and we could have some resources that we can share. I don't know how, but not working many times, doing many times the same. I don't know if it's useful because perhaps every project has different needs and it's better to, I'm asking you, what do you think about it? Okay. For the first thing, yes. Actually, actually I have discovered that going to university is about learning how to write. It's not about learning. I also studied paleontology, so it's not about paleontology. You learn how to read articles and how to write. For students, it's the same. We have some kids for 80 years old, they had to write about their town. And they had to decide if talking about the model of car that the mayor has was relevant for an article or not. I mean, so we write that the mayor has a blue car, Volkswagen, this kind. And it's something that is very interesting for them to decide like is it relevant or not. So we talk about that or not. Why? And they were 80 or so and it was quite interesting. So yes, it's actually that is important. For the other part, well, everything can be copied in Wikipedia. I mean, we also copy codes from meta or whatever. So yes, some of the things can be directly copied, like the portal. So these kind of things. But for example, going back, we translated a lot of things from Argentina's education project. So I mean, yes, everything is copied. Everything is a remix. But yes, some of the ideas in the infrastructure can be copied. And some of the projects can be copied. And we tried to make everything translatable. It's actually that you have to translate from basket. It's not a very known language. So that's the most difficult part. But if there is something that we can help, of course, we can help with that. Thank you. I'm Asaf from the Wikimedia Foundation. I wanted to say that excuse me, I've been following and admiring your work at the Basque community. I think you have both a passion, a great passion for your work and also very innovative ideas, even as you also remix things from that already exist. I want to call out that you can be a model, your work can be a model for other communities that are small to medium communities. And specifically wanted to congratulate you in this ties with your question about being kind of a good wiki citizen. For example, the comics that you mentioned, you also created an empty version, you know, without the text so that others could easily put text into it. It doesn't take long if you've already created the comic to just also create an empty version. That's the kind of practice that you can do when you produce materials to make it a little more likely that it gets reused, right? Not that it's difficult to remove the original text with graphic editing, etc. But you know, if you already offered it, you're basically inviting people to reuse it. And it goes a long way. And I wanted to add my own question also about Chikipedia. I understand the importance of teaching the process, teaching kids, as you just said, right? Why is it relevant? What are, you know, whereas the quality of the final content doesn't terribly matter. So it's almost like a right only encyclopedia. I mean, I'm assuming not a lot of people actually, not a lot of kids actually go to it to learn the substance, the material. And if so, do you actually reset the contents or like, you know, say, hey, kids would enjoy writing a new article about dinosaurs rather than expanding the existing one? Okay. It's not a read only encyclopedia. Children are reading it. We have a lot of visits. I mean, surprisingly, had visits. I don't have the statistics now, but they are quite visit. We also have an app, which is not very used, but it could be used to only charge Chikipedia search inside Chikipedia. One interesting thing we have found is that there is more adult people reading Chikipedia than kids. One, because the articles are shorter. So it's easier to find like secondary students are very lazy. So okay, I'm going to read the short version. One thing is that, and the other thing that is quite interesting is that many people who, I mean, it's my case, I studied in Basque, but my parents were not, my father doesn't know Basque, my mother is not alphabetizing Basque. So a lot of kids have this problem. So for their parents, it's quite an interesting resource because you can, I mean, it's not very difficult to read it and you can reuse it. So we also have parents reading it. We have children reading it because I know when I go to, sometimes I go to schools and I ask them, do you know Chikipedia? And the answer normally is yes. So I think they are reading and the most read articles about solar system and circulatory system. So there are articles that definitively are for them. So it's not read only, but what most students are writing are more biographies and local things that are not very read. But the global things, like scientific topics, we are covering them with future teachers like in the university, who are writing for like, for their future students. So these are well, better writing articles. And we also are working in a rubric with university teachers to evaluate what their students are doing for future generations. So it's not totally read only, but we have found that write only is also one of the great things it has. We are out of time actually, but I think that now is lunch break. Thanks for the presentation. I'm generally very interested in development of smaller communities. And I'm very curious, because in bigger projects, when it comes with collaboration with universities and teachers, you can go to one university and get no feedback there. But you think, yeah, I will go to the next university or like in the next town or like across the road and to ask them, for example. But in such smaller community, I think it's limited resources. So how do you feel? How do you develop in this condition? Is it challenging? Okay, so this is a bit of social linguistics. BASC speakers, we are around a million people who learn BASC is around 700,000. But we have education in BASC. I mean, all the education system is in BASC. You can learn in BASC. And university, most of the things can be learned whether in BASC or in Spanish, not everything. So it's actually a good entry point to go for teachers who are teaching in BASC to ask them to make something that doesn't exist in the internet. Like if you are working in a major language, like English, Spanish or French, it's like, okay, there will be anyone doing that. But in BASC is or you are doing it or no one is going to that because you are the, I don't know, the chemistry teacher. I mean, there is no other one teaching organic chemistry to is you. So if you are not doing this, it's not going to happen. And we need that. So this approach is quite good. On the other side, we have like the BASC public university has like 16,000 students and some other universities total, it will be like 25, 30,000 students learning in BASC. So it's quite possible to have mostly in every topic, someone working, not in everyone. I mean, for example, there are not experts in middle ages, some kind of things, but you can have someone to write on. And well, the fact is that we have been working with in the universities, we have, in five years, we have had 6,000 students and 2,050 teachers involved. So yes, it's possible. But it requires knocking every door to convince someone else and not every, not every door will have a positive answer. So that's why.