Kazo Studoj eduko broŝuro
Jen teksto de la broŝuro de la Vikipedia Eduka Programo Kazostudoj: Kiel profesoroj instruas per Vikipedio, eldonita en Junio de 2012. Vidu ankaŭ la enrete ĝisdatigebla versio: Education/Case_Studies/eo.
teksto
paĝo 1 (kovrilo)
Kazostudoj: Kiel profesoroj instruas per Vikipedio
Fondaĵo Vikimedio
paĝo 2
De Vikipedio komenciĝis en 2001, instruistoj tutmonde integris la libera enciklopedio kiu ĉiuj povas eldoni en lia currículum. En 2010, la Wikimedia Foundation komenciĝis la Vikipedio Edukado Programo por provizi pli da subteno por instruistoj, kiuj interesiĝas pri uzanta Vikipedio kiel instruado ilo.
En tiu broŝuro, instruistoj tutmonde klarigos Vikipedio taskoj ili jam kutimis kunveni lernado objektivoj por siaj kursoj. Ili ankaŭ klarigas kiel ili gradita tiuj taskoj. Tiuj kazo studoj povas helpi vin formi planon por kiel vi povas uzi Vikipedio kiel instruado ilo en via klaso.
Tiu broŝuro estas nur la komenco, tamen. Por ĉiu kazo studo, vi povas iri en linio por akiri la asigno detaloj. Kaj se vi jam kreis asigno ke vi ŝatus dividi kun aliaj instruistoj, nur iru en linio kaj aldonu vi mem!
http://education.wikimedia.org/casestudies
paĝo 3
Lernoceloj
(CC-O) far Derrick Coetzee
(CC-BY-SA 3.0) far Sage Ross
Disvolvado de Lerteco pri Verkado
Students learn how to write for a diverse and interested readership that represents a significant percentage of the worldwide online population. During the process of contributing information to the encyclopedia, students must learn to write with others and to accept revisions of their work. Furthermore, with Wikipedia’s emphasis on verifiability and “no original research,” students gain a greater understanding of the difference between fact-based and persuasive writing style.
Media and Information Literacy
Wikipedia’s transparent and collaborative content development process allows students to gain a deeper understanding of how information is both produced and consumed. This provides an excellent opportunity for students to reflect on available sources and their appropriate usage.
Kritika Pensado kaj Lerteco pri Esplorado
Studentoj lernos kritike analizi Vikipedia artikoloj al determini kiel bone la artikolo kovras la temon, por taksi kion informo mankas, kaj taksi kio mezurita la artikolo estas dokumentita kun fidindaj fontoj. En la pli granda kunteksto, la evaluación de Vikipedio artikoloj helpas vian studentoj lernas kiel por taksi malsamaj fontoj, ne nur Vikipedio. La procezo de taksi ekzistantan artikolon kaj decidi kion informo mankas estas tre simila al la literaturo revizio procezo kiu estas crucial en fakaj esploroj.
Kunlaborado
Students learn first-hand how to collaborate with a community of active volunteer editors (including their fellow students) in the development of encyclopedic content. They often receive feedback on their work and learn to negotiate with other editors in building consensus on content.
Working on Wiki: Technical and Communication Skills
Wiki software use is growing in both educational and corporate settings. Wikipedia assignments teach students how to use the popular MediaWiki software. Students communicate on article and user talk pages, developing skills and techniques appropriate for getting their message across to their intended audience.
paĝo 4
Kazostudoj:
Assignments
(CC-BY-SA 3.0) far Annie Lin
(CC-BY-SA 3.0) far Sage Ross
(CC-BY-SA 3.0) far Annie Lin
Wikipedia Ambassadors are available in many countries to assist you and your students in learning the basics of editing Wikipedia. Ambassadors will help you work out the details of your Wikipedia assignment and provide support for students as they contribute to Wikipedia for the first time.
paĝo 5
Copyediting
Adrianne Wadewitz
Vizitanta Asista Profesoro
Indiania Universitato – Universitato Purdue Indianopolo
Usono
Nomo de kurso
Argumenta Verkado
Course level (undergraduate/graduate)
Advanced undergraduates
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Pluraj
Grando de klaso
20
Individual or group assignment
Individua
Duration of assignment
1 semajno
http://education.wikimedia.org/copyediting
Assignment
I asked students to copyedit Wikipedia articles, engaging editors in conversation about their writing and improving the clarity of the language of the material.
In doing so, they had to consider the global audience of Wikipedia and the challenge of communicating with anonymous Wikipedia editors. Hopefully, by the end students realized that copyediting is a painstaking, necessary, and sometimes politically fraught process.
In Argumentative Writing, students learned to write in different voices for different audiences. In learning about the specific voice on Wikipedia, they learned about the “authoritative” voice and how its tone can convince, even if the content is questionable. The ways in which tone and content reinforce and/or undermine each other is a crucial media fluency for students to learn.
(CC-BY-SA 3.0) far Joseph C. Jones
paĝo 6
Difinoj
James M. Lipuma
Direktoro de Programoj pri Instruista Eduko
Davida Scharf
Direktoro de Referenco & Instruado
Nov-Ĵerzeja Instituto de Teknologio
Usono
Nomo de kurso
Teknika Komunikado
Nivelo de kurso
Advanced undergraduates
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Angla Lingvo en Homscienca Fakultato
Grando de klaso
100–150
Individual or group assignment
Individua
Duration of assignment
8 semajnoj
http://education.wikimedia.org/definitions
Assignment
We asked students to identify articles needing revision and improve them by editing definitions, adding content, and adding reliable and appropriate sources as references.
Students prepared a written response to a request for a proposal in which they made a case for why the changes were needed, why they were qualified to make them, and why their sources would provide adequate support. After revising the article, the students reflected on their work by persuading Dr. Lipuma in a formal letter that they actually accomplished the work they had proposed.
(CC-BY-SA 3.0) far Jay Walsh
paĝo 7
Verki artikolon
Juliana Bastos Marques
Profesoro
Federacia Universitato de Rio-de-Ĵanejrio (UNIRIO)
Brazilo
Nomo de kurso
Specialaj Temoj en Aktikva Historio — Romia Historio en Vikipedio
Nivelo de kurso
Advanced undergraduates
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Historio
Grando de klaso
20
Individual or group assignment
Individua
Duration of assignment
13 semajnoj
http://education.wikimedia.org/writearticle
Assignment
For the first four weeks, I asked my students to write a 3-page report where they analyze the current state of the articles chosen for future revision, with critical reading of both content and form. I gave them seven weeks after this to edit their chosen articles in sandboxes with feedback from me and the Ambassadors. Finally, I asked them to complete a 3-page individual assessment and feedback for the course.
By far, learning how to interpret texts and write clearly and concisely in their own words, with references, was the most positive aspect of the activity. This is difficult, necessary, and comes with practice. Students were very apathetic at first, perhaps showing resistance to a very new activity proposed by the professor. Only close to the deadline did they understand the implications of what they were doing. The assignments were thus a paradigm shift for the students as well.
File:Juliana Bastos Marques profile pic.jpg
(CC-BY-SA 3.0) far Matthew Roth
paĝo 8
Verki Elstaran Artikolon
Jon Beasley-Murray
Asociita Profesoro de Latin-Amerikaj Studoj
Universitato de Brita Kolumbio
Kanado
Nomoj de kursoj
Murdo, Frenezo, kaj Ĥaoso — Latin-Amerika Literaturo en Traduko
Nordo de la Rivero Granda — Latin-Amerika Civilizo kaj Kulturo
Magia Realismo Rekonsiderata — Superrigardo de Hispanlingva-Amerika Literaturo ekde la 1820aj jaroj
Nivelo de kurso
Altnivelaj universitataj studentoj
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Hispalingvaj/Latin-Amerikaj Studoj
Grando de klaso
15–30
Individual or group assignment
Grupa
Duration of assignment
12 semajnoj
http://education.wikimedia.org/featuredarticle
Assignment
In each of these courses, students were asked to work in groups to create or to improve Wikipedia articles related to the course topic.
These articles were usually devoted to the books and/or authors that we were studying in what was in each case essentially a literature class. In many cases, but not all, the articles already existed in some form or another, of variable quality. Students were particularly encouraged to submit their articles to Wikipedia peer review and quality processes, such as “Did You Know,” “Good Article,” and “Featured Article” nominations.
It exceeded expectations in just about every area. I was perhaps most surprised by how much this also became an assignment about writing (and revising).
File:Jon Beasley-Murray profile pic.jpg
(CC-BY 3.0) far Ofelia Ros
paĝo 9
Tradukado
Leigh Thelmadatter
Profesoro de la Angla/Kunordigisto de la Lingva Laboratorio
Instituto Teknologia kaj de Superaj Studoj de Monterrey
Meksiko
Nomo de kurso
Sello A
Nivelo de kurso
Unuajaraj universitataj studentoj
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Lingvoj
Grando de klaso
4
Individual or group assignment
Ambaŭ
Duration of assignment
16 semajnoj
http://education.wikimedia.org/translationspanish
Assignment
I asked my students to integrate into the Spanish Wikipedia community by translating articles from the English Wikipedia to the Spanish Wikipedia. This assignment provided students an authentic immersion situation in which to use their English for communication and projects.
The best part of the project was seeing Wikipedia as motivational, with real communication and with assignments that have consequences outside the classroom. While it was frustrating for them, students did experience a certain amount of culture shock as they interacted with Wikipedians from other countries.
(CC-BY-SA 3.0) far Alejandro Linares Garcia
paĝo 10
Tradukado
Dalia Mohamed El Toukhy
Asista Profesoro de la Fakultato de Al Alsun
Universitato Ain Shams
Egiptio
Nomo de kurso
Specialist translations from French to Arabic
Nivelo de kurso
Universitataj studentoj
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Tradukado
Grando de klaso
6
Individual or group assignment
Grupa
Duration of assignment
10 semajnoj
http://education.wikimedia.org/translationarabic
Assignment
This project allowed students to master terminology in order to produce qualified translators who fulfill the needs of the job market.
Students deepened their skills around translation of political, legal, and economic texts. My students were very motivated when it came to translating texts on Wikipedia.
The students learned to master specialist translations and know the theoretical and practical aspects of it. They understood the necessity of developing their skills and engaging in the ongoing practice of working in groups and working with technological tools like the internet in order to gather information.
File:Dalia Mohamed El Toukhy profile pic.jpg
(CC-BY-SA 3.0) far Faris El-Gwely
paĝo 11
Fotoj
Jiří Reif
Asista Profesoro
Karola Universitato en Prago
Ĉeĥio
Nomo de kurso
Naturkonservado
Nivelo de kurso
Advanced undergraduates
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Mediaj Studoj
Grando de klaso
30
Individual or group assignment
Individua
Duration of assignment
8 semajnoj
http://education.wikimedia.org/photos
Assignment
Students chose a protected area in the Czech Republic and improved the Wikipedia article on that area, including taking photographs of the area.
A personal visit to the area, its photographic documentation, citing from existing literature, and a talk in front of the class were all required to successfully complete the assignment.
Generally, I have a very positive feeling about the assignment. Students were really pushed into the game in most cases and worked more enthusiastically than during other kinds of courses. I am very glad that they realize the value of publishing their written work on Wikipedia — their schoolwork did not end up in the teacher’s drawer. Last but not least, the complete availability of the article on the Internet and its critical assessment by independent Wikipedians made the students learn to work with sources — a skill that will be useful for them during further studies.
(CC-BY-SA 3.0) far Adam von Weisberg
(CC-BY-SA 3.0) far CalaLoh
paĝo 12
Ilustraĵoj
Bruce Sharky
Profesoro
Luiziana Ŝtata Universitato
Usono
Nomo de kurso
Regionaj Planado kaj Fasonado
Nivelo de kurso
Master’s students
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Landscape Architecture
Grando de klaso
11
Individual or group assignment
Individua
Duration of assignment
12 weeks (part of a larger off-wiki assignment)
http://education.wikimedia.org/illustrations
Assignment
I asked my students to go on Wikipedia and find an article that could use an illustration that would explain graphically what was written in words.
The topics had to do with natural processes in coastal Louisiana, such as wetland loss, hurricanes, etc. The larger assignment included a paper and an in-class presentation.
Students were very excited about the assignment because they were able to be published, they were treated as grown-ups, they were making a contribution to Wikipedia, and people all over the world were critiquing their work. I found that the quality of their other work was some of the best I’ve seen of my students, and I think it was because of the Wikipedia assignment. It made students think critically about the kind of graphic illustrations they do with all of their assignments. As landscape architects, we have to communicate to the public, and this assignment helped them gain those skills.
(CC-BY-SA 3.0) far Yue Guan
(CC-BY-SA 3.0) far Dboutte
paĝo 13
Videaĵoj
Jennifer Geigel Mikulay
Asista Profesoro de Profesia Komunikado
Universitato Alverno, Milwaukee
Usono
Nomo de kurso
Altnivelaj Studoj pri Amaskomunikiloj
Nivelo de kurso
Advanced undergraduates, many of whom are returning students
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Komunikado
Grando de klaso
20
Individual or group assignment
Individua
Duration of assignment
4 semajnoj
http://education.wikimedia.org/videos
Assignment
Students created an original informational video to illustrate a Wikipedia article dealing with a subject related to architecture, dance, heritage, landscape, machines, music, parks, or sports.
The project was designed to facilitate the expansion and integration of media knowledge. Students experimented, problem solved, engaged aesthetic abilities, and applied insights from course readings and independent research. All images and music had to be original, out of copyright, or available with a Creative Commons Share-Alike license.
The assignment was designed to increase media literacy, provide experience with digital video, and encourage web content development. Students learned about Wikipedia as a digital project and as a collaborative community with a specific culture. They learned about the uneven gender dynamic in Wikipedia and tech fields generally. They also learned the value of sharing their work in a highly accessible venue. The feedback student got meant a lot to them. When Wikipedians left notes on their talk pages or otherwise commented on the videos, the students really learned from the engagement.
(CC-BY-SA 3.0) far Katy Lederer
paĝo 14
Case Studies: Grading
Grading Wikipedia assignments is challenging because students are often working collaboratively, and it’s hard to tell just what each student has contributed to the article. Professors use a variety of approaches to assess the work their students have done on Wikipedia.
(CC-BY-SA 3.0) far Faris El-Gwely
(CC-BY-SA 3.0) far Annie Lin
(CC-BY-SA 3.0) far Annie Lin
paĝo 15
Enhavo aldonita al Vikipedio
Anne J. McNeil
Seyhan N. Eğe Asista Profesoro de Kemio
Universitato de Miĉigano
Usono
Nomoj de kursoj
Organika Kemio de Makromolekuloj Fizika Organika Kemio
Nivelo de kurso
Ph.D. courses, though advanced undergraduates also took the course and participated in the projects
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Kemio
Grando de klaso
10–36
Individual or group assignment
Grupoj de 2–3
http://education.wikimedia.org/content
Grading
The students worked in small groups to edit a Wikipedia article that is related to the course material and not already adequately described in Wikipedia.
I gave the students a set of minimum expectations: at least 3 sections, 3 figures, and 8 references must be added to the article. Then, during the two-stage peer review process, I gave the students a list of questions meant to provide more specific guidelines about what is expected. For example, “is the article suitable for first-time/general users as well as those looking to understand the topic in more detail?” I also used these questions when determining their final grade. I had the students present their individual contribution to the article, which allowed me to give students different grades within each group based on their individual efforts.
Breaking down the grading into sections (content, figures, references, presentation, peer reviews, etc) gave me a simple yet fair structure with which to evaluate the article. Each student received a unique grade, which is variable based on his or her individual contribution to the article and their peer reviews. This alleviates any concern by the students when someone does not pull their weight.
(CC-BY-SA 3.0) far Matthew B. Soellner
paĝo 16
Mejloŝtonoj
Robert Cummings
Direktoro de Centro por Verkado kaj Retoriko Asociita Profesoro de la Angla
Universitato de Misisipio
Usono
Nomo de kurso
Verkado 101
Nivelo de kurso
First-year undergraduates
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Composition
Grando de klaso
23
Individual or group assignment
Ambaŭ
http://education.wikimedia.org/milestones
Grading
The purpose of the assignment was to further student progress toward the composition course outcomes of learning a writing process, building skills in intellectual exploration and argumentation, understanding rhetorical purposes and diverse audiences, engaging in effective research practices, and producing prose with acceptable conventions and mechanics.
Student work was evaluated both in terms of participation in each stage of the assignment process, and also in terms of a reflective essay. At each of the seven assignment stages students were asked to conduct some type of research and then to prepare a brief report for that day’s assignment. And within the reflective essay students were asked to evaluate the project in terms of its usefulness of helping them reach the course outcomes. This strategy of creating small, incremental writing to learn assignments each day provided manageable tasks on a daily basis which did not detract from the research process.
(CC-BY-SA 3.0) far Kevin Bain
paĝo 17
Reflective papers
Michael Mandiberg
Asociita Profesoro
Universitato de Staten-Insulo/Urba Universitato de Nov-Jorko
Usono
Nomo de kurso
Historio de Dezajno kaj Ciferecaj Amaskomunikiloj
Nivelo de kurso
Dua- aŭ triajaraj universitataj studentoj
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Studoj pri Amaskomunikiloj/Arta Historio
Grando de klaso
22
Individual or group assignment
Individua
http://education.wikimedia.org/reflectivepapers
Grading
I asked my students to write a short (2–5 page) reflective essay on their experiences using Wikipedia. The reflective paper was graded based on the thoroughness and depth with which they reflected on their experience, but the paper was also used as a lens to evaluate their final project.
Their final project was to add 1,200 to 2,000 words to a stub article related to the course. The were expected to create an info box, add images, and add at least 20 relevant and authoritative citations. While I was able to use the article history to evaluate the objective quality of each student’s contributions, it was very useful to see the shifts in subjective self-awareness and perception that is a large part of why I had my students write on Wikipedia. I was able to confirm from the student’s own voice the transformations I had witnessed (or believed I had witnessed) via the text they added: it empowered them, it transformed their research skills, it was rewarding for them to do something that was for the greater good, and most importantly, it made their writing better and kept them academically honest.
(CC-BY-SA 2.0) far Anna M Campbell Photography
paĝo 18
Kvin kriterioj
Rochelle Davis
Asista Profesoro de Antropologio
Universitato Georgetown
Usono
Nomo de kurso
Enkonduko al la Studo de la Araba Mondo
Teoriigi Kulturon kaj Politikon
Nivelo de kurso
M.A. and 2nd/3rd year undergraduates
Lernoceloj
Disvolvado de Lerteco pri Verkado
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Plurfaka
Grando de klaso
20
Individual or group assignment
Individua
http://education.wikimedia.org/fivecriteria
Grading
Students chose a topic for the semester, researched it, contributed an entry to Wikipedia, and then wrote a research paper on the same subject.
They also wrote five blog entries about their experiences over the course of the term.
I graded the assignment based on five criteria:
1. Vision for the entry content: Did you divide up the material in a way that reflects both the literature and neutral point of view? Did you make the appropriate headings?
2. Your research in thinking-beyond-Google to find relevant and diverse sources.
3. Your organization of the entry and the content: Did you organize the material or are there things in one section that belong elsewhere? Did you provide relevant material? Are there things missing?
4. Your writing of a well-supported, well-researched entry: Neutral point of view? Sources/footnotes? Grammatically correct? Paragraphs well-constructed?
5. How you address the comments you were given by me and others.
(CC-0) far Justin Secor
paĝo 19
Grading
Peer reviews
Shamira Gelbman
Asista Profesoro
Ilinojsa Ŝtata Universitato
Usono
Nomo de kurso
Usonaj Politikaj Partioj
Nivelo de kurso
Altnivelaj universitataj studentoj
Lernoceloj
Writing Skills Development
Media and Information Literacy
Kritika Pensado kaj Lerteco pri Esplorado
Kunlaborado
Labori sur Vikion: Teknikaj kaj Komunikaj Lertecoj
Studfako de kurso
Politika Scienco
Grando de klaso
70
Individual or group assignment
Individua
http://education.wikimedia.org/peerreviews
Grading
As part of a larger project that involved both Wikipedia and other components, students were required to evaluate and improve existing Wikipedia articles about state-level political party organizations in the United States.
The students’ improvements to their assigned state-party articles were evaluated twice: a month into their work, and again at the end of the semester. The one-month evaluation involved three kinds of evaluation: Each student self-evaluated his or her own progress; each student was assigned to peer-review one other classmate’s work; and I provided an evaluation and suggestions for further improvement for each student based on his or her self-evaluations, peer-review report, and his or her article itself. The peer review component of this one-month evaluation was guided; that is, students received forms with pointed, open-ended questions to help structure their assessment of classmates’ work.
I’ve found that self-evaluation and peer-review make assessment more meaningful; they become active participants in the process rather than passive recipients of a grade. Peer review has the added benefit of facilitating students learning from each other — both in terms of the content and the quality of their work.
(CC-BY-SA 3.0) far Cheryl Ball
paĝo 20
Using Wikipedia as a teaching tool in your university class increases student motivation.
Independent research from the pilot of the Wikipedia Education Program showed 72% of students preferred a Wikipedia assignment to a traditional one. Students found that they were excited to do a useful assignment, rather than a throwaway assignment that nobody but their professor would ever read. Wikipedia assignments provide an authentic learning experience for students. They are able to share their work easily with their parents and friends. And many find working on Wikipedia is fun!
Ĉu preta aliĝi la Vikipedian Edukan Programon?
Education programs already exist in many countries, and Wikimedia volunteers are creating new programs every term. In countries where the Wikipedia Education Program is in operation, volunteer Wikipedia Ambassadors are available to offer you and your students assistance in learning the best ways to contribute to Wikipedia for class.
Aliĝu al ni! Por pli da detaloj, vizitu
http://education.wikimedia.org
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