 in the wood at the moment to share our experience at the University of Bari with the experiences in teaching innovation with the Wikimedia projects. I will talk with Ferdinando Traversa, I was gonna introduce himself now. Hi everyone, I'm Ferdinando Traversa. I'm also from Bari in the southern region of Italy, Puglia, named Puglia. I'm the local coordinator for Wikimedia Italy, the local Wikimedia chapter for Puglia. And I hope you enjoy our presentation, thanks. I'm Andrew Krizanovsky from Russia. I'll talk about Wikiversity and using Wikiversity and Wikipedia in education and how to make interesting research in Wikidata with the help of students. And the last report will be from Niboysha, who is the program manager at Wikimedia Serbia. Thank you, okay. The Lagatto and I teach English linguistics and translation studies at the University of Bari in the south of Italy. In this talk, Ferdinando Traversa and I would like to share our experience with projects that exploit the multilingual environment of Wikimedia projects from the perspective of translator training and in the context of modern language education. Our projects, which are basically under the title translated to Nibo, were all supported by Wikimedia Foundation or Wikimedia Italy and will be discussed in the first part of this paper from the academic perspectives in terms of teaching innovation, development of the generic and specific skills and the contribution to the dynamics of knowledge dissemination. Then in the second part, the perspective of the Wikimedia community will be presented by Ferdinando and Wikimedia as well as our regional coordinator for Puglia and Wikimedia Italy. And now we all know that in the academia, Wikimedia projects have long been regarded with a certain kind of prejudice or unreliability of content, anonymous authorship, cut and paste materials for our students and also more recently also with pride because they are a challenging teaching resource and the promising environment for collaborative knowledge building. Now, as far as translation training in particular is concerned, there is an interest in projects which are labeled as teaching translation where Wikimedia, which seems to address a strong file to need for innovative teaching methods based on authentic tasks that is real life translation projects carried out for the benefit of real people and intended for use outside of the translation class. Furthermore, on current research in this field has proved that there seems to be a convergence of interest and the synergy between translator training and translation studies in general and the Wikimedia community with more interest in the two communities for sharing resources is in mind. Since 2018, we have been running the project translated to Niba, which has been recently acknowledged that university credits as part of the teaching offer at our university while greatly contributing to the development of a comprehensive translation competence by phasing our students with useful real-world translation tasks. Wikimedia-based translation projects also contributed to the development of digital and soft skills also known as transversal competencies in the Italian academia, thus representing a particularly appropriate offer for a generation of learners that has been identified with the so-called digital natives whose fluency in ICT is in fact more assumed than test as the recent COVID-19 emergency has revealed. So now by way of example, I will show you some results from our first translator that is a translation marathon, which was about sustainable development. The task was basically either integrating Italian articles that appear to be much shorter than their English counterpart, like for instance, sustainability or millennium development goal, or the translation of the English articles with no Italian version like for instance impact of microcredit. I'll take the Italian page sustainability as a case in point. Before our translation marathon started, it was a very short compared to the English page sustainability in these two slides you can see differences. At the end of the projects, our students have created a page that was totally similar to the English page sustainability, both in land and in layout. Needless to say that they felt that they have contributed to the spread of knowledge in this key issue in contemporary society and they felt that they are sure that their translation competence for a common good. A second experience is the WikiGround tool, WikiVoyage to Puglia Marathon, which was out during the second Italian lockdown in November and December 2020. Following in an intensive writing and workshop held by an English professional travel writer, currently working for Lonely Planet, our students completed a number of articles on both traditional and non-traditional tourist destinations in Puglia, writing WikiVoyage articles from a local perspective. I would like to stress that writing articles from a local perspective may be seen as a contribution to the development of a more sustainable tourism where the insider's view makes itself hard in a foreign language for a wider audience. And finally, the most recent experience was aimed at contributing to the dissemination of knowledge in the medical field, which is one of the most important concern in the Wikipedia community at the moment. Our AMA student who specialized in medical translation as part of their curriculum have been running and have been working on the supervision of teaching staff, professional translators and medical students to translate articles from English Wikipedia on a variety of medical issues. Of course, not all the clitters is gold and Ferdinando can help us understand also why. And nonetheless, we do think that organizing projects of this kind is worthwhile for students, for university and for Wikipedia itself. It was a real-life experience in translation. It was an opportunity to integrate key competencies with new soft and digital skills, identity skills, soft skills, problem solving and teamwork. And it was also a real contribution to the multilingual nature of Wikipedia. And finally, a real contribution to the dissemination of knowledge and I will now leave the floor to Ferdinando to share the perspective of the Wikipedia community. Our commitment as a movement is to enable individuals to participate in the collective building of knowledge. And this is what we helped students do throughout our projects. As Maristella said, we have worked on Wikipedia and Wikipedia. I'd like to show you an example of what the students did during the projects working by themselves, but obviously with our guidance. This is the article about the Tramity Islands here in Puyya before the students had greatly increased its content and after they did so. On the other end, this is an article from the Medical Translator Tom Project on the Italian Wikipedia, which was translated from scratch as there was no other Wikipedia article about such kind of illness. I'd like to highlight that these projects also included some theory lessons and workshops about some particularities of the topics we worked on. And apart from the standard university syllabus in order to get overall better results. For instance, in the Wikipedia project, we worked with a non-implanted tourist guide specialist, Duncan Garwood, and we gave lessons on tourist guides in general, in addition to the specific Wikipedia rule set. Working with media projects and knowing how things are done in general has also given the students worthwhile competence to be exploited in the future. Turning to the students' reception, they were indeed very mused and interested by the concept of using their competence for the common good and practicing what they had learned during university lessons, with the 80% of them being overall satisfied with the project. Our projects have indeed been really participated and therefore have given Wikipedia projects a lot of new editors. 180 students took part in the Bookie Voyage Project, while 100 were involved in the Translator Tom About Medicine. We are also very proud that they have engaged a less-represented group in our movement, with the percentage of women being, respectively, 91% and 77%. Nevertheless, a lot of the students found some hurdles, in particular with the understanding not only of the complexity mechanism but also of our community dynamics. When the students saw that others could edit their work, they were completely astonished. Anyway, the community reception has been great. I am an experienced Wikipedia myself and we worked with other Wikipedians and Wikivoyage editors, who I'd like to thank again. Furthermore, this also represented an opportunity to explore the technical and structural differences between articles of different editions of the same projects, namely Wikipedia and Wikivoyage. Properly adapting all the templates, the references and the technical stuff was particularly difficult to the students and therefore a significant request from them was more time to learn how to handle those things, which we have been increasingly granting during the various projects. In addition to this, many students agreed and confirmed, and this is a real satisfaction for us, that University out-worked with Wikimedia projects and said that projects had indeed been very worthwhile for them. What, as we, as the organizers, have found difficult was defining the area of intervention and finding the articles to edit. The job was made a bit simpler by the many tools that Wikimedia community has to do so, but manual work to filter and choose is always required. Moreover, even if the most of our work is online, being in the same room cannot be replaced by online video conferencing, so our tutoring work was made fairly more difficult. Last but not the least, a thing that we are still doing and that requires a lot of work and time is reviewing and fixing everything, in particular, Wikitext, style and actual content. If you are planning to organize activities with Wikimedia projects, you must do so. You can't just throw everything into the main namespace and end up that the community fixes everything, otherwise, they and I will be really, really mad at you. Thanks for your attention. I'd like to give the floor to Andrew. Hello, I'm Nevesha Ratkoic, Education Program Manager at Wikimedia Serbia. During this presentation, I'll point out the basic things of our education program that were affected by COVID-19 pandemic. At the beginning, I'll show you the timeline where you can see that we held the last workshop only two days before the declaration of a state of emergency in our country and the closing of the schools. The next workshop was scheduled a few days after that, which is why we had to react quickly and plan activities accordingly. Our response was that we contacted the professors in order to plan the workshops by giving support to the teachers who had to start working in different circumstances and by providing solutions that could help them in that. First, we send them brochures and instructions on editing Wikipedia and plans on how we could organize online workshops. We provide specific suggestions on how we could use the Zoom app and Hangouts. These suggestions were more difficult to understand for the older teachers who had not met them before. However, when they accepted them, we did not have any major difficulties in the implementation. For those teachers who were not sure that they could ensure that the participants would follow the workshop and at the same time, we created a recorded workshop on the PlayPosit app. It was a very useful tool that encouraged the interactivity of the participants who had to give answers to questions during the video in order to continue to watch it. Also, we could track those students who watched the workshop. At the end, we used one important resource which is our partnership with institutions that deal with the professional development of teachers. They organized online trainings to build teachers capacity during the pandemic. These trainings were very well attended. So we held a seminar about the use of WikiTools for measuring students' achievement. The seminar was attended by over 200 teachers. The results we obtained this school year were more than satisfied as they exceeded our expectations. We have surpassed the performance of previous school years significantly. Last year, Wikimedia Serbia organized the first online at the WikiCamp, a three-day event that was held on October 24th, 25th and 31th through the Zoom app. The camp gathered students who were interested in actually contributing to the development of education program of Wikimedia Serbia. During the program of the camp, participants had the opportunity to learn how Wikipedia can be used as a teaching tool. Working together in a team spirit, they upgraded their knowledge that helped them improve their communication, writing, negotiation skills, et cetera, which they can use to achieve cooperation with professors and the faculties or other educational institutions. The online at Wikicamp is the first event of its kind. Considering that Wikimedia Serbia has organized offline camps for the past five years, encouraged by the new health situation and taking care of the health of the participants in our projects, we decided to use new technologies last year and to hold a camp in an online environment. This year, we will organize an online Wikicamp again. We hope that we will more than ever bring together participants who are motivated to learn and improve their skills despite the obstacles and challenges that are currently imposed on us, just as we are motivated not to miss the opportunity to organize at Wikicamp again this year. Regarding our future plans, we will work further on organizing more seminars that will empower teachers to use Wikitools in teaching. Given that we expect the preparation of a new accreditation with the Ministry of Education in the months ahead, we plan to accredit an online seminar that would be suitable for organization in the pandemic continues. We will also consider the possibility of organizing offline accredited seminars in schools, respecting all the measures prescribed in the country. In addition, we will, where necessary, make special materials that will facilitate the work in case of pandemic continues for a long period of time. In addition, we also organize a celebration of 15 years last year since the beginning of the education program in Serbia in different way than we expected through the organization of editor tones, media promotion, et cetera. In this photo, you can see the awarding of certificates to the students who participated in the project during the previous semester at the Mathematical Grammar School and how it looked like. They do the classes in such a way that half of the classes present at school and the other half follows the classes online. Classes were held in the, held in complaints with all prescribed measures, which we also complained with it during the awarding of the certificates. The project in which these students participated was about the writing articles about Canadian mathematicians. Thanks to the English teacher who had the project representatives of the Canadian Embassy in Serbia became interested in this project, which can possibly open us new possibilities. Thank you for your attention. If you have any questions, I'm at your disposal. My very dear friends, I'm glad to tell you about my work with students in Wikipedia, Wikiversity and Wikidata. You can use this short link in order to access this presentation online with active links. My name is Andrey Grzhanowski. I'm from Russia. Moscow is the capital of Russia. There are Institute and University in Moscow where students work with Wikipedia and write articles on Wikipedia. In the northwest of Russia, there is Karelia, and the capital of Karelia is Petrozavodsk. And my university is Petrozavodsk State University. I teach the subject Internet Mathematics and my students about 10 years research and edit Wikipedia and other Wiki projects. We can use dictionary, Wikidata, Wikiversity and Comments to Wikimedia. Translating a good article is much easier than writing from scratch a good article. Together with students, we took from English Wikipedia good and featured that is high quality articles from English Wikipedia and translated these articles into Russian into Russian Wikipedia. And we took articles related to computer science. You can see the list which contains 33 of these articles, which were translated a written during six years. If you want to use Wikipedia as a teaching tool, I recommend you the article written by George Kamechny. During your lesson, you can use small assignment, for example, add a reference for one statement, or you can use a large assignment per month. For example, write an article during a semester. Our methodology, our idea is to split the complex big work to write one article to 18 more simple and small tasks. And first, the student need to search a literature to create a section references. After that, the student draws and creates figures and animations. For example, you see the animation for the article about Turing tests invented by Alan Turing. After that, student should do the routine work categorization and verification. After that, students review the article written each other. After that, peer review performed by Wiki editors. And you can see the whole list of tasks online. Therefore, during the semester, one student writes, translates and writes one article in Wikipedia. This methodology was published in the form of text book in our university. This book about writing articles by students with the help of the teacher. And since this book has open license, so translators are welcome. The student is a researcher. So we have a problem because in Wikipedia no original research is permitted. But the university saved us because it's possible to make and publish original research in the university. Over the past few years, we have been editing Wikipedia less and less. Wikipedia is getting more and more our attention. We started in Russian Wikipedia, the Curse Programming Wikidata, and translated this course into English Wikipedia in the university Research in Programming Wikidata. How we work with students in our course? And first, together with students, we select a Wikipedia object. For example, sheet or bank, see a lot of different available objects. After that, we make the most interesting part. We invent which computer problems would be solved using Wikidata related to this object. Because different objects have different properties and different tasks should be invented. After that, we write some programming code in the form of Sparkle scripts and solve these problems. Then we get some visualization. For example, you see the map of neighbors of Russia by a number of sister cities. And upload these images to Wikimedia Commons so that after we can include these images into our articles in the university. And students create quizzes. It's a question with several possible answers. It's a technical possibility in the university. You can look at one of quizzes. You see the fragment of the article in the university where the student solves the task, the problem of searching the neighbors' country of Russia by a number of sister cities. You see several objects and several properties used in this problem, the code, Sparkle code, in order to search these countries. And the result in the form of the map with colored countries. In the last year, I worked with six students and every student wrote an article research in Russian Wikipedia, translated it into English Wikipedia and wrote a text in Latik format contributing to our book programming Wikidata for youth and students. And I hope that every year we will add more materials to this book. If you're interested, welcome to look at the very first draft of this book by this link. I hope I was able to show that Wikidata is a great research material for computer science students. Now is the best time to show the difference between Wikipedia and Wikipedia for students. These two projects develop very different skills in students. Fantasy and creativity in one and accuracy and correctness in another project. Therefore, let's use both projects in the educational process. The last and most unpleasant slide. Nobody knows about Wikipedia at least in Russia. We need a huge investment for the development of the project. Media Wikisoftware is insufficient for creating or engaging educational content for kids. Like Wikidata, the unique university project requires the development of specialized software. Thank you for your attention. I'm ready to answer to your questions. Please. I hope somebody saw our reports. If we have some time, I want to say several words about after Ferdinando report and Maristela my experience about work with students in common or in personal work. Several years I my students work one student to one article but I tried to organize and propose a big complex article to several students. And the result was not very good and it was a bad experience. So I think that the best solution for future is to use only one article for one student. What is your experience? Would you like to answer Maristela? I'm not sure I got the question right. You had problems when you tried to divide the same task to several people, is it? Yes, it's a big article which should be split into several sections. We had a similar problem with translation in the first translator because we created individual sandboxes because this is the policy in Wikimedia as far as I know. We had individual sandboxes and they were all moved. What was done individually was done in sandboxes and it was then finally moved to one new article altogether. So you didn't merge everything first. We only did it at the end because for us it is really important to have the opportunity to revise the work that is done by the students because this revision with translation is part of our task at the university. So this was one of the solutions we found. Probably Ferdinando can say something else about the translator on the new edition but we had a similar problem and on the other hand it is difficult to find articles of the right size for translation because of course sometimes the most interesting ones are the longest one. So Ferdinando will you add something to answer this question? In the first translator people disappeared and so we had a problem also because of this. But merging the sandbox is a bit complex but is the only means we have also to avoid additional conflicts when working simultaneously. But provided that people don't disappear working with multiple people that work, having multiple people that work on the same task is fine. But it depends on various factors. The most important is people's commitment. I saw some course for students in Singapore in English Wikipedia and I saw that the comment from several students successfully writes some article but I see that not our case. And another problem is that very often students a lot of students make work only at the very end of the semester. So they already don't have time and I have a very simple idea how to struggle with this. If you split your work to several parts and each piece of work have its own deadline so the students have to do in time this small piece of work so we are not so difficult for me as a teacher at the end of the semester when I have to control and make too much work for one person. Maybe your students have the same problem. Yeah. It's a huge organization problem that could be addressed in different ways. Anyway, I see that there are a lot of questions from the audience. They are in the header pad or I'm posting them also in our chat here. Okay. Let's start with the first. Ferdinando, did you consider Wikisource at any time? But I think that also Andrew could answer if you want. No, we didn't consider Wikisource for this kind of project because it involves transcribing which is not one of our primary goals while making that the students practice translation or writing in the language they are studying in our case English is way more important than transcription because I acknowledge that Wikisource is a wonderful project and it could be used in other situations and in other kind of partnerships with academic institutions. Our situation is a bit different. What about you, Andrew? And Maristela, if she wants to add something. No, you're right. What you said is fine. So Andrew, any thoughts on Wikisource? I don't say about Wikisource because for me, Wikisource is a place to store some books, documents, maybe even program code and I can't imagine which interesting work, not routine work I can propose for students but I have some experience to work with students in Russian we can use. For example, the task was some interesting contemporary news short but interesting for this project in Russian we can use and it was really very difficult for students to write in clearly understandable Russian language what's happened because they try to describe something very complex and when I ask question, what this means, what it means, what this means and it was a very good experience for students how to shortly write interesting texts. So I think that we can use it's a good place not only for journalists in university but for any students and maybe even for schools. My idea. And of course the good place to learn more interesting is Wikimedia Commons because in order to write good article in Wikipedia or in Wikiversity and maybe in Wikisource the student should understand what is license, what type of licenses are and in our course with one lecture I explained what kind of open licenses exist and we train with students how to upload images to Wikimedia Commons. I think that there are also other questions that are useful to talk further about this topic and there is another question then how do you educate them about Africa as there seems to be a lot of misconception about the continent. I don't think that educating about various topics is one of the goals of our projects. So educating about Africa or educating about other things is not one of the goals of our projects. Maybe it could be more wider questions what you talk to students when they see some errors in Wikipedia. Can I answer? We had a similar problem with translator tons about medical articles when there was some kind of mismatch between the English version and Italian version the link was not a good one and also sometimes while reading the English text they noticed mistakes some of them made research on the specific topic everything is done in an academic context so they asked the professors to make sure that they had seen what they had seen was a real mistake and then tried to fix the mistake in the translated version. They didn't touch the source text but in the new version in the translated version they tried to correct the mistakes so they didn't feel bold enough to correct the source but they actually felt ethically responsible for the target text. And eventually we will get them also to correct directly the source when they feel they will feel ready to do so. Do you want to say something about this topic or can we move on to the next question? About the question how do you dedicate the students on copyright issues? I post in the private chat I hope Mike published this link two slides sorry in Russian, partly in Russian, partly in English the special lecture for students about what is copyright which licenses are compatible with Wikipedia and some example of copyright tasks for example this sculpture, this monument was created in this year the creator of this monument died several years ago in which year this sculpture in Russia, this monument in Russia this building in Russia could be photographed and uploaded to Wikimedia Commons that is some mathematics related to copyright issues will help students to understand the problem of copyright questions which differs in Russia in France in other countries and all this information is important for students because they of course use YouTube other social network and upload their images so it's important for them to understand what they can upload and what they cannot thank you we have highlighted that copyright should be respected by all means so we have talked about licenses to our students and we have taught them how to respect copyrights also with original content and in translation so adding the appropriate link and the page the edit object and the appropriate templates in the page to talk so I think that Maristella left us probably because of technical issues I want to answer to the questions what are your challenges in carrying out this project if you want to teach students then if you know essay if you know how to work Wikimedia it's very plus for you and another problem that if you assign task to write article in Wikimedia then this is task different for every student because every student take new article and it means a lot of work for you as a teacher to control and to help students so you cannot I cannot ask 30 or 50 or 100 students to make this work I can take up to 10 students to write good or not so bad articles during one semester thank you I think that we have talked about the challenges we have faced during our project in our presentation so I think that we can move on also because we have only 2 minutes left so I think that we skip the question which is the experience of students when they discover projects that are not Wikimedia and in our case they have been really surprised by the fact that there is not only Wikimedia and they actually enjoyed working on Wikiboyag which is the sister project that we have worked on to discover that there are also other projects which are not the main project that everyone knows which is Wikiboyag and we have only one minute left so Andrew if you want to say something about this topic I want to say thank you for your attention it was very interesting to work with you Ferdinand and Maristella and I hope we will see you and other participants next year thank you thank you Andrew, thank you Maristella and thanks everyone for following us and I hope to see you soon goodbye