Day 3
This Facilitators Guide to Learning4Content Workshops is a work in progress.
Contents
Day Three workshop objectives and schedule
This is only a suggested schedule. You will have to customise it to suit the needs of your particular group of trainees. Also, you maybe have your own preferred style and techniques. Please remember, you are welcome to add to this Facilitator's Guide and improve it!
The general objectives for day three are given below.
Objectives
|
You can be happy if at the end of day 3:
|
Schedule
Suggested timings only.
| Time | Activity |
| 08:45 | Arrive, log on and settle down |
| 09:00 | Recap and summary - What we have learned on Day 2 |
| 09:30 | Start work on the content pages |
| 10:30 | Tea / Coffee |
| 10:45 | Lesson 7 - History and Reverting page versions
Continuing to build content pages |
| 12:30 | Lunch Break |
| 13:30 | Lesson 11 - What is free content
Continue editing content pages |
| 15:30 | Tea / Coffee |
| 15:45 | Some advanced techniques
Continue editing content pages |
| 16:00 | Wrap up and close workshop
|
Recap and summary
Go over What we have learned on Day 2. Again, this is really important to help people get started on their new pages.
- They have created a new page to build their content. Today is their day!
- Adding images and Pedagogical templates. Remind them of the syntax.
What we will do today
Go over the objectives and schedule for the day (as above), which are mainly concerning the creation of a content page.
Give a summary of the objectives and schedule for the day, and what you hope to cover. It is useful to list these on a black or whiteboard, and tick them off during the day:
- History and reverting pages
- Collections
- Exporting collections of wiki pages
- Open content licenses
Editing and building content pages
Most of the Day 3 will be spent developing their content pages. Show them some examples of content in the Content section and from previous workshops. Once they have decided on the topic, participants will enjoy being creative. Encourage this, and monitor each participant, giving support and tips/extra information throughout the day. Help them to add pedagogical templates and images, searching and downloading images from sites such as Commons Wikimedia.
|
Suggested activity: Helping each other using the collaborative features One activity that has been tried and works well, is to have more advanced users help other users to develop their pages by editing them directly, and by posting suggestions on their discussion and talk pages. This was tried in the L4C11 (PNG) and L4C12 (Tonga) workshops which were held at the same time. The facilitator of L4C12 edited and improved pages in L4C11 participant's pages, for instance by inserting a supportive image.
|
Lesson 7 History, My Contribs and Reverting
You can start this session with a discussion.
|
Why aren't wiki pages subject to extensive vandalism? You can prompt a discussion with a few initial comments:
You can give some personal experience. For instance, the principal author David Leeming relates: When I was setting up some wiki pages for the One Laptop Per Child (Oceania) project I am involved with, I noticed the pages had changed between edits, with a nice new menu bar along the top. It turned out that someone thousands of miles away, who was interested in the project, has seen what I was doing and was logged on and editing the pages at the same time, offering their help. I was very happy, because through the experience I learned a new technique as well as having improved pages and having made a new professional contact! After several months of maintaining those pages, which can be edited by anyone even without a user account, I have not seen any instance of vandalism, only creative, helpful incremental improvements.
|
The practical side of the session can follow the procedure:
Vandalism and reverting pages
- Show a few introductory slides from the lesson slide shows, and refer participants to Lesson 7 in their printed lesson guides
- Demonstrate the History tab using your own User Page
- Add some "vandalism" to the page, even delete all the content and show that it has vanished....
- Show how to revert to the previous version
- Point out the comments and explain that what appears there, is what they type in the "Summary" box when saving an edit
The Watch feature - My Watchlist
- Ask: How do I know when a page is vandalised or edited by someone?
- You can now point out the Watch tab and explain the function
- Point out that they will only get an email notification, if their email address in "My Preferences" is valid and email functionality enabled (as by default)
Locating lost pages using History tab on User Page
- Ask: What happens if I forget the name of a page I have been developing, and have no link to it?
- You can now demonstrate using the History tab on the user's user page to locate all pages on which he/she has previously edited and saved
This often happens in workshops, when participants work on a content page but somehow have deleted or changed the link to it on the User Page.
Note: This won't be any use if the page was never saved!!!
|
Participants can:
|
Collections and Exporting content packages
If time allows, it is worth spending 15 minutes showing them how the Collections feature works. It will save time if you have identified a few short pages from the Content section in advance, as sometimes this is error-prone, especially if the pages contain video or unusual content. Issues to be aware of:
- Make sure your current Collection is cleared out in advance, you may need to log on and off a few times as it appears to persist sometimes.
- The export collection as IMS package feature is found at the bottom of the "Collections Help" page.
- At time of writing, User Pages and pages below them cannot be added to a Collection using the tool. However, once the collection is saved, it is editable (being a wiki page itself) and you can add the page links manually. Then the Download as PDF and export feature will include them. This is important to know, as participants may have created their content pages below their user page.
You can try demonstrating this by creating a collection of all the participant's user and/or content pages, then downloading as PDF and exporting as IMS packages.
The principal author David Leeming linked this to the One Laptop Per Child project in the Oceania region:
In the workshop in Nauru, we exported the participant's content pages as an IMS package and placed the resulting content onto the OLPC school server, where it could immediately be viewed on the "XO" laptops that I had made available. This was a key linkage, because several of the workshop participants were teachers at the school where the OLPC project was being implemented. They could see the immediate relevance of creating quality educational resources and making them available through the OLPC wireless network. This was very empowering and helps to nurture a culture of content development at the level of the classroom
Lesson 11: What is Open Content?
This lesson is lengthy and you may not have sufficient time to cover all of it. However, it makes a good subject for participants to study after the workshop. The lesson guide itself contains a good deal of explanation and reading matter, including subjects for discussion. This is an ideal subject to use for a session on the email list following the workshop.
If you have followed the schedule listed on Day 1 of this guide, you wll have already brought up the subject when you asked them about the Copyright symbol, and then reversed it so they can deduce the term "Copyleft".
The essential areas that you should try to cover are:
- Identifying the licenses that are used. This is part of the activity on Day 1, "What is a wiki?. You can reinforce that now, by asking participants to give the names of different licenses that they have come across.
- The need to be aware that they can't put closed or copyrighted content including images on the wiki. However, they are welcome to re-use any open content including images from various open repositories such as the Commons Wikimedia site.
- That the license is actually a legally binding document that can protect their rights if their content is used in a way that infringes the freedoms.
- The Creative Commons BY-SA license (the default with Wikieducator)
|
A good discussion to help participants understand the issues is Should open content enforce non-commercial use only?. The debate will lead to the conclusion that NC licenses are actually a restriction and anything so published cannot be considered as truly open content. See the links to audio files on the "Preparations" page of this guide; there are some that are relevent and can even be played to participants in the workshop. Participants can continue this discussion using the email lists.
|
Winding up the workshop: What's Next?
In concluding the workshop, you should summarise briefly all that has been learned. You can then explain what is next?
- They should all be on the L4C-Alumni email list and should know about the Wikieducator main email group and any other relevant ones
- They can use the online tutorials to revise what they have learned
- They can sign up for the online workshops
- They are free to cascade the training within their own organisations
- COL will be very happy to support further learning in various ways
WELCOME TO THE WORLD OF OPEN EDUCATIONAL RESOURCES!!!! ENJOY THE FREEDOM AND YOUR NEW COMMUNITY!!!
Home | Preparations | Participants | Venue and Facilities | Before the Workshop | Day 1 | Day 2 | Day 3 | After the Workshop |
