User:DerrickRMiller/German Diasporas

A large portion of this course will be devoted to the Georgia Salzburgers, protestant exiles who emigrated from Salzburg via Augsburg and London to Georgia in the 1730s. Students will create articles about key figures in that movement who are missing on Wikipedia and improve existing relevant articles. Together, the class will create an article about the movement as a whole, a topic well-covered in secondary literature but thus far missing on Wikipedia.

Week 1 (2015-01-12):  Wikipedia essentials

 * Overview of the course
 * Introduction to how Wikipedia will be used in the course
 * Handout: Editing Wikipedia (available in print or online from the Wiki Education Foundation)

Week 2 (2015-01-19):  Editing basics

 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
 * Tips on finding the best articles to work on for class assignments
 * Handouts: Using Talk Pages handout and Evaluating Wikipedia brochure


 * 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 your classmates, who should also be enrolled in the table at the bottom of the page.


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

Week 3 (2015-01-26):  Exploring the topic area

 * Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a note of articles that seem like good candidates for improvement. Use the "choosing an article" handout for guidance.
 * Handouts: Choosing an article and How to get help


 * Critically evaluate an existing Wikipedia article related to the class, and leave suggestions for improving it on the article's talk page.


 * Choose one article, identify ways in which you can improve and correct its language and grammar, and make the appropriate changes. (You do not need to alter the article's content.)

Week 4 (2015-02-02):  Using sources and choosing articles

 * Handouts: Citing sources on Wikipedia and Avoiding plagiarism on Wikipedia


 * Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.


 * Identify an article that would benefit from illustration, create or find an appropriate photo, illustration, or audio/video, and add it to the article.
 * All media uploaded to Wikipedia must fall under a "free license," which means they can be used or shared by anyone. Examples of media you can use are photos that you take yourself, images and text in the public domain, and works created by someone else who has given permission for their work to be used by others. For more information about which types of media can be uploaded to Wikipedia, see Help desk.
 * To add a media file to an article, you must first upload it to Wikimedia Commons. For instructions on how to upload files to Commons, refer to Illustrating Wikipedia. This brochure will also provide you with detailed information about which files are acceptable to upload to Wikipedia and the value of contributing media to Wikipedia articles.


 * Your instructor has created a list of potential topics for your main project. Choose the one you will work on.


 * For next week
 * Instructor evaluates student's article selections, by next week.

Week 5 (2015-02-09):  Finalizing topics and starting research

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


 * 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:


 * 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.

Week 6 (2015-02-16):  Drafting starter articles

 * 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.


 * 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.


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

Week 7 (2015-03-02):  Moving articles to the main space

 * Handout: Moving out of your sandbox


 * Move sandbox articles into main space.


 * Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” (see detailed instructions) and monitor the nomination for any issues identified by other editors. Wiki Education Foundation staff can provide support for this process.


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

Week 8 (2015-03-16):  Building articles, Creating first draft

 * 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)


 * Select two classmates’ articles 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.

Week 9 (2015-03-23):  Getting and giving feedback

 * 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.


 * Peer review two of your classmates’ articles. Leave suggestions on the article talk pages.
 * Copy-edit the two reviewed articles.


 * All articles have been reviewed by others. All students have reviewed articles by their classmates.

Week 10 (2015-04-06):  Responding to feedback, Continuing to improve articles

 * Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.


 * Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


 * Make edits to your article based on peers’ feedback.


 * Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement.
 * Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.


 * All articles have been reviewed by others. All students have reviewed articles by their classmates.

Week 11 (2015-04-13):  Finishing touches

 * Add final touches to your Wikipedia article.


 * Write a reflective essay (2–5 pages) on your Wikipedia contributions.


 * Write a paper going beyond your Wikipedia article to advance your own ideas, arguments, and original research about your topic.


 * All articles have been reviewed by others. All students have reviewed articles by their classmates.

Week 12 (2015-04-20):  Due date

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