シラバス用小冊子
This is the text of the 12-week Syllabus education program brochure, revised August 2013.
Text
page 1 (cover)
シラバス（講義要項）：ウィキペディア記事執筆のための12週間の時間割り当て
ウィキメディア財団
page 2
有益なリソース
オンライン オリエンテーション: 教材としてのウィキペディア
All instructors are highly encouraged to complete the online orientation for educators before planning a syllabus. It will introduce you to the culture and rules of Wikipedia, demonstrate the basics of editing, and walk you through a typical Wikipedia assignment like this one.
Wikipedia:児童・生徒の方々へ/教師・保護者の方へ
指導者の基礎：教授ツールとしてのウィキペディア利用法
This brochure covers key Wikipedia policies and structure you’ll need to understand, best practices on article selection and working with the community, and sample grading structures.
http://education.wikimedia.org/instructorbasics
ケース・スタディ:教授がウィキペディアを使ってどのように教えているか
Fifteen professors from six countries are featured in this brochure, as each explains how he or she used Wikipedia in the classroom or how he or she graded the assignment. The web version of the brochure includes links to syllabi and assignment handouts.
http://education.wikimedia.org/casestudies をご覧ください
page 3
シラバスを利用する
始める前に
This sample syllabus document is the third in a series of brochures about how to use Wikipedia as a teaching tool. Before you delve into the specifics of syllabus construction, you may want to consult the “Instructor Basics” and “Case Studies” brochures to get a better idea of best practices, what learning objectives the assignments can achieve, and how you might want to grade a Wikipedia assignment. You are also highly encouraged to go through the online orientation for educators.
This document provides a full-term sample syllabus for a major Wikipedia writing assignment, incorporating many of the best practices for such projects. You can use it as a starting point for your own Wikipedia assignments, or take bits and pieces to adapt to your course.
This sample syllabus is for a 12-week assignment to write Wikipedia articles. For syllabi using other Wikipedia assignments, see the Case Studies brochure.
私たちが使うアイコンを理解する
プリント
Throughout this brochure, we’ll reference handouts you should pass out to your students. All of these handouts are linked from the web version of this brochure:
http://education.wikimedia.org/syllabus
WP:EDUCATORS
ショートカット
Shortcuts to important pages on Wikipedia are listed throughout this syllabus as | shortcut WP:EDUCATORS. To use one, simply type the shortcut into the search bar on Wikipedia and press enter.
マイルストーン
Experienced instructors say it is crucial for students who are going to be editing Wikipedia to become comfortable not only with the markup, but also the community. Requiring milestones throughout the term will acclimate students to the site and head off procrastination. Instructors who do not set up these milestones throughout the term usually have bad experiences with their assignments.
page 4
12週間のシラバスの時系列
Wikipedia assignments work best when you introduce them early in the term, since the students need to acquaint themselves with the technology. Knowing what they are preparing themselves for makes learning the ins and outs of Wikipedia relevant.
Try to integrate your Wikipedia assignment with the course themes. Engage your students with questions of media fluency and knowledge construction throughout your course.
オンラインでの生徒のトレーニング
The online training for students introduces the Wikipedia community and how it works, demonstrates the basics of editing and walks students through their first edits, gives advice for selecting articles and drafting revisions, and covers some of the ways they can find help as they get started. It takes about an hour and ends with a certification step that you can use to verify that students completed the training. | shortcut WP:STUDENT
https://ja.wikipedia.org/wiki/WP:教師・保護者の方へ
page 5
第一週
ウィキペディアの必須要素
When you’re introducing your class and going over the syllabus, be sure to let students know they’ll be working on Wikipedia this term. This can be a good time to talk about their preconceived notions of Wikipedia and see if any students have edited in the past.
授業では
•科目の概要
•授業内でウィキペディアがどのように利用されるかについての紹介
•Handout: “Editing Wikipedia” brochure (available online or in print from the Wikimedia Foundation)
あなたのウィキペディアの科目のページ
Before your class begins, you'll need to create a course page on Wikipedia. Course pages are typically used to explain—to both students and the Wikipedia community—the details of your Wikipedia assignments, to keep track of which students are in the class and which articles they are working on, and to ask questions and discuss problems. For details on how to set up a course page, see “The Essentials: What to do before the term starts'” brochure or go to the page “Wikipedia:Course pages.” | shortcut WP:COURSE
第二週
編集の基本
It is important to get students editing Wikipedia right away so that they become familiar with the MediaWiki markup ("wikisyntax", "wikimarkup", or "wikicode"). As the instructor, you have several options to teach them this technical material. You can teach it yourself, invite Wikipedia's Campus Ambassadors and/or local Wikipedians to do so, or contact a teaching and technology center on your campus and ask for their assistance. You can also assign students to complete a standard online training. We suggest that, however you choose to do this, you have the students learn the basics of editing, the anatomy of an article, and ways to select articles suitable for the assignment.
授業では
•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 article quality” brochure
課題（3週目まで） ・オンラインの生徒オリエンテーションを見る。アカウントを作成しサンドボックスで編集し基本的なウィキペディアのルールを学ぶ。
• ユーザーページを作成し、コースページの学生リストに登録する。
•To practice editing and communicating on Wikipedia, introduce yourself to any Wikipedians helping your class (such as a Wikipedia Ambassador), and leave a message for a classmate on their user talk page.
マイルストーン
•All students have Wikipedia user accounts and are listed on the course page.
page 6
第三週
Exploring the topic area
It is critical for students to begin researching their Wikipedia topics early in the term. Finding topics with the right balance between lack of prior good Wikipedia coverage and available literature from which to build new Wikipedia coverage can be tricky. As an alternative to assigning students to propose Wikipedia topics to write about, you may wish to prepare a list of appropriate non-existent or underdeveloped articles ahead of time. This requires more preparation but gets students to the point of researching and writing their articles sooner.
授業では
•Handouts: “Advice for choosing articles” and “How to get help”
課題（4週目まで）
・授業と関連のあるウィキペディアの記事を批判的に評価し、記事のトークページで改善の提案をする。
・あなたが主に研究課題としようとしている3～5つの記事を調査し、あなたのメインプロジェクトとしてあなたのウィキペディアユーザーページに載せる。指導者からのコメントを求める。
助けてもらう
When things go wrong—students’ articles are challenged, students get into arguments with other editors, or you or the students are simply unsure about how to solve a problem—you should seek out help immediately. If there are experienced Wikipedians working with your class (such as Online Ambassadors), try asking them first. You can post problems and questions to the “Education noticeboard” | shortcut WP:ENB For guidance getting started for either you or your students, try the Teahouse | shortcut WP:TH a friendly space for new editors. The online orientation highlights other places you can go for help.
第四週
出典を利用する
As they start using sources to improve Wikipedia articles, it is especially important for students to understand Wikipedia’s policies on plagiarism and copyright violation. Student generally know that copying whole paragraphs or sentences from sources constitutes plagiarism. But many don't know about—or think they can get away with—subtler forms of plagiarism, such as using shorter phrases without attribution or beginning from a copied text and simply rewording it while leaving the structure and meaning intact (i.e., close paraphrasing). Any form of plagiarism or copyright violation is likely to result in students' work being removed from Wikipedia.
授業では
•Handouts: “Referencing on Wikipedia” and “Understanding Wikipedia’s copyright policy”
課題（締め切り:第5週）
•科目に関係するウィキペディアの記事に適切な情報源への引用によって裏付けられた1、2文の新しい情報を追加する
来週のために
・指導者は5週目までに生徒の選んだ記事を評価する。
君は専門家だ
Applying your own expertise to Wikipedia’s coverage of your field will be key to a successful assignment. You understand the broader intellectual context where individual topics fit in, you can recognize where Wikipedia falls short, you know—or know how to find—the relevant literature, and you know what topics your students should be able to handle. So your guidance on article choice and sourcing is critical for both your students’ success and the improvement of Wikipedia.
page 7
第五週
記事を選ぶ
By this week, ideally, you have evaluated the students' article choices and given them feedback, helping them to choose articles that are appropriate for the assignment. Because students often wait until the last minute to do their research or choose sources unsuited for Wikipedia, we strongly suggest that the students put together a bibliography of materials they want to use in editing the article which can then be assessed by you and other Wikipedians.
授業では
•Discuss the range of topics students will be working on and strategies for researching and writing about them.
課題 (6週目締切)
•Select an article to work on, removing the rest from your user page. Add your article to the class’s course 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.
第六週
初めての記事の下書きをする
Once students have gotten somewhat of a grip on their topics and the sources they will use to write about them, it’s time to start writing on Wikipedia. You can assign them to jump right in and edit live or start in their own sandboxes. There are pros and cons to each approach.
Pros and cons to sandboxes: Sandboxes make students feel safe because they can edit without the pressure of the whole world reading their drafts or other Wikipedians altering their writing. However, sandbox editing limits many of the unique aspects of using Wikipedia as a teaching tool, such as collaborative writing and incremental drafting. Spending more than a week or two in sandboxes is strongly discouraged.
Pros and cons to editing live: Editing live is exciting for the students because they can see their changes to the articles immediately and experience the collaborative editing process throughout the assignment. However, because new editors often unintentionally break Wikipedia rules, sometimes students’ additions are questioned or removed.
授業では
•Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
•Q&A session with instructor and/or Wikipedia Ambassadors about interacting on Wikipedia and getting started with writing.
課題（締め切り7週目）
•If you are starting a new article, write a 3–4 paragraph summary version of your article—with citations—in your Wikipedia sandbox. If you are improving an existing article, write a summary version reflecting the content the article will have after it's been improved, and post this along with a brief description of your plans on the article’s talk page.
•Begin working with classmates and other editors to polish your short starter article and fix any major issues.
•あなたの記事を拡張する準備として調査を続ける。
マイルストーン
•全ての生徒がウィキペディアの記事または下書きの編集を始めている。
page 8
第七週
記事を標準名前空間に移動する
Whether students are starting new articles or expanding existing articles, it’s critical to get them working live on Wikipedia as soon as possible. Short summary versions for new articles (and short existing articles that have been expanded five-fold) are great starting points for working live in main space.
授業では
•プリント:「あなたのサンドボックスから移動する」
課題（締め切り8週目）
•サンドボックスの記事を標準名前空間に移動する。
•Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” and monitor the nomination for any issues identified by other editors.
•Begin expanding your article into a comprehensive treatment of the topic.
ウィキペディアのプロセス
Advanced students’ articles may qualify for submission to Did You Know, a section on Wikipedia’s main page featuring new content. Submitting articles to DYK will probably be your class’s first major contact with Wikipedia’s behind-the-scenes article processes. We strongly recommend either trying this yourself beforehand, or working closely with one or more experienced Wikipedians to help your students navigate the process smoothly. If your students are working on a related set of articles, it may be good to combine multiple article nominations into a single hook; this helps keep your students’ work from swamping the process or antagonizing the editors who maintain it.
第八週
記事を作り上げる
At this point, many students will have ‘gotten it’, and have a clear understanding of how to move forward. From there, the most important thing is giving feedback, both on the work they’re doing—what is missing, what sources could be used to improve it, whether the balance is appropriate—and on how to keep within Wikipedia’s guidelines, particularly Neutral Point of View | shortcut WP:NPOV and No Original Research. | shortcut WP:NOR
Other students may have stumbled with some element of getting their initial work live on Wikipedia. This is the key point to identify where students are having trouble—whether from negative reactions from other editors, technical hang-ups, problems finding good sources and using them appropriately, plagiarism, or something else. This is a good time to do a quick scan (at least) of what each student has contributed so far.
クラス内もしくはクラス外でのワークショップ
•画像をアップロードし、画像を記事に追加する実験
•経験を共有し、問題について議論する。
•Handouts: “Illustrating Wikipedia: A guide to contributing content to Wikimedia Commons” and “Evaluating Wikipedia article quality” (handed out originally in week 2)
課題（締め切り:第9週）
•あなたの記事を主題についての包括的な取り扱いを行う最初の草案に拡大してください。
•あなたが査読と校閲を行う2人のクラスメートの記事を選ぶ（まだ査読を始める必要は無い）
page 9
第九週
フィードバックをあげたり貰ったりする
Collaboration is a critical element of contributing to Wikipedia. For some students, this will happen spontaneously; their choice of topics will attract interested Wikipedians who will pitch in with ideas, copy-edits, or even substantial contributions to the students’ articles. Online Ambassadors who take a strong interest in the topics students are working on can make great collaborators. In many cases, however, there will be little spontaneous editing of students’ articles before the end of the term. Fortunately, a class full of fellow learners is a great pool of peer reviewers. You can make the most of this by assigning students to review each others’ articles soon after full-length drafts are posted, to give students plenty of time to act on the advice of their peers.
授業では
•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.
課題（締め切り10週目）
•あなたのクラスメイト2人の記事を査読し、記事のトークページに提案を残す。
•査読した2本の記事を校閲する。
マイルストーン
•全ての記事が他人によって査読された。全ての生徒が記事を他人によって査読された。
ウィキペディアの記事の評価
The initiative to improve the quality of all articles has led Wikipedians to introduce a rating system (summarized below) that describes the progression from Stub to Featured Article. Encourage your students to familiarize themselves with this rating system and use it when doing peer reviews of each others’ articles. Students should keep in mind that B-class and C-class articles on Wikipedia are not equivalent to a traditional “B” or “C” class work in academia. Good Article and Featured Article are only attainable through a challenging peer-review process on Wikipedia, and only the most advanced students should contemplate submitting their work to these processes.
FA
The article meets the featured article criteria | shortcut WP:FACR and has gone through the FA candidates process | shortcut WP:FAC Achieving FA status is rare, although not unprecedented, for Wikipedia class projects.
GA
The article meets the good article criteria | shortcut WP:GACR and has gone though a successful good article nomination | shortcut WP:GAN Good articles are challenging, but possible, for classes that engage with Wikipedia throughout the term. Leave more time for review and revision of GAs are your goal, since it typically takes several weeks before a nominated article receives a review.
B
記事はほとんど完全で、大きな問題はありませんが、良い記事基準に達するには、さらに作業が必要です。 この質のレベルは、ウィキペディアの課題に一生懸命取り組む、あまり広い内容ではない記事を執筆する優秀な学生にとって現実的です。
C
記事は、本質的なものの、重要な内容が欠けているか、または無関係な内容が多く含まれている。 学生たちはもっと上手くできるでしょうが 努力が必要です
スタート
記事の開発は進んでいるが まだ未完成であり、信頼できる情報源が必要になる可能性があります。 教師からのフィードバックや指導がなければ、これは生徒が達成する典型的な品質レベルです。 数段落以上の長さを持つウィキペディア記事の 典型的な品質レベルです
スタブ
この記事では、単一文から数段落のテーマの基本的な説明しかありません。 (スタブとして記されている記事は、実際にスタブ状態を超えて改善した可能性があります。)
page 10
第十週
フィードバックへの対応
At this point, students should have produced nearly complete articles. Now is the chance to encourage them to wade a little deeper into Wikipedia and its norms and criteria for great content. You’ll probably have discussed many of the core principles of Wikipedia—and related issues you want to focus on—but now that they’ve experienced first-hand how Wikipedia works, this is a good time to return to topics like neutrality, media fluency, and the impact and limits of Wikipedia. Consider bringing in a guest speaker, having a panel discussion, or simply having an open discussion amongst the class about what the students have done so far and why (or whether) it matters.
授業では
•Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.
課題（締め切り11週目）
•クラスメイトのフィードバックに基づきあなたの記事を編集する。あなたのウィキペディアの編集経験についての授業内での発表に備える。
11週目 クラスでのプレゼンテーション
Having students explicitly reflect on their experiences with Wikipedia, through presentations and/or reflective essays, can help draw out and solidify what they’ve learned about Wikipedia in particular and media literacy and research more generally. Such assignments, when they include explicit summaries or documentation of what students did or tried to do on Wikipedia, can also serve as the lens for evaluating and grading students’ Wikipedia work.
授業では
• 学生はウィキペディアを編集した経験について授業でプレゼンテーションを行います。
課題（締め切り12週目）
•あなたのウィキペディアの記事に最後の修正を追加する。
•あなたのウィキペディアへの貢献について反省的な小論文 (2-5 ページ) を書く。
第十二週
全ての課題の締切
完成！
マイルストーン
• 生徒は、評価対象となるウィキペディアに関するすべての作業を完了し、反省的なエッセイを提出した。
page 11
評価
これは、このようなウィキペディアの課題に適した基本的な評価計画です。 ウィキペディアの課題を評価する方法についての詳細については、"指導者基礎"の評価項目のセクションを参照してください。
評価基準の一例
"調査して記事を書く"という課題を評価する際には、以下の評価基準は成功している。
各5%・4要素
最初のウィキペディアの練習への参加に対する得点
10%
クラスのブログやクラスの議論への参加
10%
クラスメイトとの査読や協力
50%
あなたの主要なウィキペディアへの寄稿の質
10%
思慮深い小論文
学生の成績
page 12 (back cover)
ウィキペディアの教育プログラムに参加する準備はできましたか
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 may be available to offer you and your students assistance in learning the best ways to contribute to Wikipedia for class.
私たちに加わりましょう！詳細については以下を参照
http://education.wikimedia.org をご参照ください。
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