+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+\subsection{Gender on Wikipedia}
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+
+\begin{frame}
+ \centertext{6em}{Gender Beyond the Gap}
+
+
+ \note{Aaron:
+
+ Research focused on understanding gender dynamics in Wikipedia
+ and their impact is another area of research that has continued
+ to expand this year. A number of high quality papers came out,
+ several of which analyzed how gender figures in the content of
+ the encyclopedias.
+ }
+ \end{frame}
+
+ \begin{frame}
+ \frametitle{It's a Man's Wikipedia?}
+ \larger \larger Wagner, Claudia; David Garcia; Mohsen Jadidi; and Markus
+Strohmaier. 2015. \href{https://www.aaai.org/ocs/index.php/ICWSM/ICWSM15/paper/view/10585}{``\e{It's a Man's Wikipedia? Assessing
+ Gender Inequality in an Online Encyclopedia}.''} Ninth International
+AAAI Conference on Web and Social Media (ICWSM).
+
+ \end{frame}
+
+ \begin{frame}
+
+ \frametitle{It's a Man's Wikipedia: Motivation}
+
+ \begin{itemize}
+ \larger \larger \larger
+ \item We know there's a gender gap.
+ \item Need for more multidimensional analysis of \e{how gender is
+ represented in content of articles across Wikipedias}.
+ \end{itemize}
+
+ \note{
+}
+ \end{frame}
+
+ \begin{frame}
+
+ \frametitle{It's a Man's Wikipedia: Methods}
+
+ \begin{itemize}
+ \larger \larger \larger
+ \item Use data from three sources (Freebase, ``Human
+ Accomplishment,'' and Pantheon) as baselines for comparison with
+ six Wikipedias (EN, ES, DE, FR, IT, RU).
+ \item Examine multiple potential forms of bias: coverage,
+ structure, lexical characteristics, visibility.
+ \end{itemize}
+
+ \end{frame}
+
+ \begin{frame}
+ \frametitle{It's a Man's Wikipedia: Results}
+
+ \centering
+ \visible<2->{
+ \includegraphics[width=\textwidth]{figures/mans_wikipedia_fig.pdf}
+ }
+ \note{
+ \e{Some key findings:}
+ \begin{itemize}
+ \larger \larger
+ \item 1: Coverage of women (\# articles, length) in WPs is generally
+ better than other sources.
+ \item 2: Articles about women tend to be less centrally connected in
+ the network of articles than articles about men (Smurfette!)
+ \item 3: (\e{viz}) Content of articles about women uses different words
+ than those about men. Much igher incidence of language related to
+ family, gender, and relationships.
+ \end{itemize}
+}
+ \end{frame}
+
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+\subsection{Using Wikipedia in Education} % TODO Fix title
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+
+\begin{frame}
+ \centertext{6em}{Adopting Wikipedia as a Teaching Tool}
+
+ \note{Aaron:
+
+ Research focused on understanding how Wikipedia and related
+ resources are adopted for classroom teaching. Growing area of
+ work, still somewhat preliminary findings. Nonetheless, some of
+ the papers in this domain make for entertaining reading...
+ }
+ \end{frame}
+
+ \begin{frame}
+ \frametitle{WP and the Wisdom of Crowds}
+
+ \larger \larger Barnhisel, Greg and Marcia
+ Rapchak. 2014. \href{http://ur1.ca/n5919}{``\e{Wikipedia and the Wisdom of Crowds: A Student
+ Project}.''} Communications in Information Literacy 8(1):
+ 145-159. doi:10.7548/cil.v8i1.249.
+\end{frame}
+
+
+\begin{frame}
+ \frametitle{WP and the Wisdom of Crowds: Motivation}
+ \begin{itemize}
+ \larger \larger
+ \item Students use Wikipedia uncritically. Don't understand how low
+ quality much of the information may be or how it may be
+ manipulated.
+ \item Professor (author) believes that WP is full of dubious
+ information. Wants to unmask that for his students.
+ \item Through more in-depth exposure, students may understand the
+ limitations of collaborative, open systems of knowledge production.
+ \end{itemize}
+\end{frame}
+
+
+\begin{frame}
+ \frametitle{WP and the Wisdom of Crowds: Methods}
+
+ \begin{itemize}
+ \larger \larger
+ \item Require a Senior (college) composition class to work on
+ editing WP articles (together and individually) throughout the
+ semester.
+ \item Incorporate assignments to help students learn about the
+ history of WP as well as how to use it.
+ \item Require students to reflect on their experiences in writing.
+ \item Require students to analyze the pros/cons of open
+ collaborative writing in their final projects.
+ \end{itemize}
+
+\note{
+ This is all sort of fabulously in-line with exactly what the WikiEd
+ Foundation recommends instructors do (!).
+}
+\end{frame}
+
+
+\begin{frame}
+ \frametitle{WP and the Wisdom of Crowds: Results}
+
+\centering
+\begin{quote}
+ \e{Both sources [crowds and experts] have different merits... My
+ life experience since class pulls me in favor of the wisdom of the
+ crowd. In my recent studies, I have found that I can learn much
+ more from a group of my peers than from a single expert.\\ \hfill
+ --- Student 1}
+\end{quote}
+
+\note{ Not exactly what the instructor expected. Essentially, both he
+ and the students came away with much more nuanced, and positive,
+ views of the relative merits, possibilities, and limitations of open
+ collaborative knowledge production. A happy ending :) }
+\end{frame}
+%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
+
+
+
projects / state_of_wikimedia_research_2015 / commitdiff