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- #EJEMPLOS DE TEXTOS DE CONTRASTE WIKIPEDIA HOW TO#
- #EJEMPLOS DE TEXTOS DE CONTRASTE WIKIPEDIA SERIES#
Certainly, the process of writing for Wikipedia covers all the aspects of academic writing –originality, rigor, peer review, etc.– with the benefits of immediate dissemination, an aspect which connects to the second type of reasons identified. First, strictly from the pedagogical point of view, it is seen as a very valid exercise to enhance students’ literacy skills (Hafner, Chik, & Jones, 2015 Walker & Li, 2016 Di-Lauro & Johinke, 2017). Arguably, this is often due to a lack of knowledge of how the processes of editing and discussing articles take place (Menchen-Trevino & Hargittai, 2011).Īmong the motivations to introduce Wikipedia in the classroom, previous research has identified mainly two types of reasons. On the part of the students, it is certainly a widely used resource, but it is not necessarily valued regarding credibility or usefulness either (Meseguer-Artola, 2014 Selwyn & Gorard, 2016 Huang & al., 2016). In recent years, there have been significant efforts to report on and advocate for the formal use of Wikipedia in academic practices (Konieczny, 2016, Freire & Li, 2016 Meseguer-Artola & al., 2016 Jemielniak & Aibar, 2016 Di-Lauro & Johinke, 2017), and even to push Wikipedia’s importance in assessing academic research impact (Kousha & Thelwall, 2016). However, there are still many concerns among the faculty in the universities regarding the use of Wikipedia, mostly due to a perceived lack of credibility, accuracy and reliability by a significant number of teachers (Llados & al., 2013 Aibar & al., 2014 Konieczny, 2014), although these have grown smaller over time (Shachaf, 2009 Soules, 2015).
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It has been noted that the participation in an established online community –with its tacit rules and cultural norms– represents a process of acculturation that can be very valuable to the students (Brailas & al., 2015). Along with this, it is important to note that they also foster the development of media literacy skills and the collaboration among students (Dawe & Robinson, 2017 Di-Lauro & Johinke, 2017), and of students with Wikipedians. These practices have been shown as having significantly improved some basic skills in students, such as interaction and communication, writing and comprehension, research and motivation, along with the social benefits of contributing to and participating in the open resource culture of the project (Lerga & Aibar, 2015 Ricaurte-Quijano & Álvarez, 2016) as part of the open knowledge (García-Peñalvo, García-de-Figuerola, & Merlo-Vega, 2010 Ramírez-Montoya & García-Peñalvo, 2015).
#EJEMPLOS DE TEXTOS DE CONTRASTE WIKIPEDIA HOW TO#
Recently, Lerga and Aibar have published an extensive and detailed guide on how to use Wikipedia in higher education, which includes categories of possible activities such as critical analysis of existing articles, expanding and improving existing articles and creating new articles, among others (Lerga & Aibar, 2015). The use of Wikipedia in education has been implemented in a significant number of cases and has become a common practice in recent years, as it can be seen for instance on the Wikimedia Outreach Education Program website (Wikimedia, 2016). Pulsa aquí para ver la versión en Español (ES) Abstract
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In addition, the open questions and informal feedback allowed us to gather valuable insights towards the evaluation of the overall experience They did not significantly change, however, their judgement on the social value of the platform, neither in the university nor in the general context. Their appreciation of the task of writing Wikipedia articles, in terms of it being interesting and challenge also increased.
#EJEMPLOS DE TEXTOS DE CONTRASTE WIKIPEDIA SERIES#
We compared the pre and post experience answers to the questionnaires with a series of paired samples ttests, through which our data showed that students did significantly change their perception of reliability and usefulness, and of likeliness of finding false information on Wikipedia. These students edited articles and answered two questionnaires, one before and one after the exercise. We conducted our experience at Universitat Pompeu Fabra (Barcelona, Spain) and University of Niš (Niš, Serbia) with a total number of 240 students. This paper presents a teaching and research project that consisted in having students edit or create Wikipedia articles and testing whether or not this experience changed their perceived value of the platform. Wikipedia is a widely used resource by university students, but it is not necessarily regarded as being reliable and trustworthy by them, nor is it seen as a context in which to make content contributions. Wikipedia in higher education: Changes in perceived value through content contribution