User:EGalvez (WMF)/Sandbox/PCL

		Activity/Output	Behavior outcome	Learning outcome	Non-program Environmental	Non-program Personal	Program design	Grand Total
	0							0
Educators		4	10	6	1	2	27	50
Students		4	6	4	4	21	12	46
Grand Total	0	8	16	10	5	23	39	101

Survey	Question	Target audience	Type of program	Area	Topic	Type
1	Of all the Wikimedia projects that met through the course what you were the most used? (wikipedia, commons, etc.)	Educators	Online	Activity/Output	Editing activity	Behavior
1	During course development activity: Did you make editing Wikipedia?	Educators	Online	Activity/Output	Editing activity	Behavior
2	Which of the following resources did your students use when completing the assignment?	Educators	Offline	Activity/Output	Resources	Behavior
2	Did you instruct your students to use VisualEditor?	Educators	Offline	Activity/Output	Resources	Behavior
3	Would you use Wikipedia in your school projects or educational? *	Educators	Offline	Behavior outcome	Classroom application	Behavior
3	Do you think you'll work with your students than the notion of "verifiable information"? *	Educators	Offline	Behavior outcome	Classroom application	Behavior
3	Do you think you're going to implement some of the activities that you have just created in Hackathon? *	Educators	Offline	Behavior outcome	Classroom application	Behavior
2	Do you plan to teach with Wikipedia again?	Educators	Offline	Behavior outcome	Classroom application	Behavior
1	Do you want to continue editing?	Educators	Online	Behavior outcome	Editing activity	Attitude
2	Would you be interested in helping us connect your institution with a Visiting Scholar?	Educators	Offline	Behavior outcome	Engagement/outreach	Attitude
2	Would you be willing to recruit a colleague to teach with Wikipedia next term?	Educators	Offline	Behavior outcome	Engagement/outreach	Attitude
2	The Wiki Education Foundation is dedicated to sharing stories about successful Wikipedia assignments. May we contact you about sharing your story?	Educators	Offline	Behavior outcome	Engagement/outreach	Attitude
1	Would you do the course again?	Educators	Online	Behavior outcome	Return to course/program	Attitude
2	Briefly describe why you taught with Wikipedia again this term.	Educators	Offline	Behavior outcome	Return to course/program	Attitude
2	How would you compare your Wikipedia assignment with a traditional assignment (such as a term paper) in achieving the following student learning objectives?	Educators	Offline	Learning outcome	Classroom application	Attitude
3	Did it change your perception about Wikipedia as an educator after this experience? *	Educators	Offline	Learning outcome	Classroom application	Attitude
3	Did it change your perception on the use of data in education? *	Educators	Offline	Learning outcome	Classroom application	Attitude
1	In education: Do you think that any of the Wikimedia projects, and Wikipedia in particular, they can be useful as a teaching resource?	Educators	Online	Learning outcome	Classroom application	Attitude
1	What were the ideas and projects Wikipedia changed after the course and its educational application?	Educators	Online	Learning outcome	Classroom application	Attitude
1	Your knowledge of free culture, will it improved?	Educators	Online	Learning outcome	Wikimedia awareness	Attitude
1	Could you express in one sentence what the course meant for you?	Educators	Online	Learning outcome	Wikimedia awareness	Attitude
2	Wiki Ed is interested in demographic information about the students we support. Please provide your best estimate for the following: (percentage of demographics)	Educators	Offline	Non-program Environmental	Classroom demographics	Attribute
1	Name and surname	Educators	Online	Non-program Personal	Personal information	Attribute
1	Wikipedia User	Educators	Online	Non-program Personal	Personal information	Attribute
3	What is your opinion about the choice of the general theme of Educational Hackathon (Big Data, Digital Sources, Free culture)? * Regular Good Very good Excellent	Educators	Offline	Program design	Content & Fit	Attitude
3	Did the tour of the art show Big Bang Data feel like a contribution to the creative process? *	Educators	Offline	Program design	Content & Fit	Attitude
3	What other subject or problem you interested in an upcoming event like this? *	Educators	Offline	Program design	Content & Fit	Attitude
1	Once you completed the course, how would you rate the following quality characteristics that we present below (Clarity, Quality, Innovation)	Educators	Online	Program design	Content & Fit	Attitude
1	What other topics would you like to see / deeper?	Educators	Online	Program design	Content & Fit	Attitude
3	What is your opinion about the dynamics of work at the tables (with different colleagues)? * Regular Good Very good Excellent	Educators	Offline	Program design	Logistics & Process	Attitude
1	The length of the course "bridges between educational, digital and free culture" has been the right one?	Educators	Online	Program design	Logistics & Process	Attitude
1	The length of weekly classes was the right one?	Educators	Online	Program design	Logistics & Process	Attitude
1	According to the development of the course and your participation on it, how would you rate the development of proposals for activities? (please score with: Very appropriate, Appropriate, Unsuitable or Nothing inappropriate) (Sense training, Implementation, complexity, Teacher Support Team, Consistency in workshops, Time for activities)	Educators	Online	Program design	Logistics & Process	Attitude
1	According to the development of the classes, what is your opinion about them?(please score with: Very appropriate, Appropriate, Unsuitable or Nothing inappropriate) (Relevance of materials, Extension Classes, Analysis of experience in the Wikimedia projects)	Educators	Online	Program design	Logistics & Process	Attitude
1	How would you describe your overall experience with the campus (accessibility, navigability, technical support)?	Educators	Online	Program design	Logistics & Process	Attitude
1	What are the three main issues you believe require improvements in the course and what you propose?	Educators	Online	Program design	Overall experience	Attitude
2	Do you have any additional comments about your Wikipedia assignment or for us at the Wiki Education Foundation?	Educators	Offline	Program design	Overall feedback	Attitude
2	How useful did they find each resource?	Educators	Offline	Program design	Resources & Support	Attitude
2	What other types of information and tools would you find helpful in teaching with Wikipedia?	Educators	Offline	Program design	Resources & Support	Attitude
2	Did you feel that the Wiki Ed team communicated with you sufficiently throughout the term?	Educators	Offline	Program design	Resources & Support	Attitude
2	Were you satisfied with your Classroom Program Manager (Helaine)?	Educators	Offline	Program design	Resources & Support	Attitude
2	Did your Wikipedia Content Expert provide your students with feedback?	Educators	Offline	Program design	Resources & Support	Attitude
2	Please describe other types of staff support you would find helpful in creating and running your assignment.	Educators	Offline	Program design	Resources & Support	Attitude
2	How did your students find working with VisualEditor versus wikicode?	Educators	Offline	Program design	Software & Tools	Attitude
2	How would you rate your experience with VisualEditor?	Educators	Offline	Program design	Software & Tools	Attitude
2	Please evaluate how useful your students found the Dashboard for the following tasks	Educators	Offline	Program design	Software & Tools	Attitude
2	What additional Dashboard features would your students find helpful?	Educators	Offline	Program design	Software & Tools	Attitude
2	How effective was the Dashboard in meeting your needs?	Educators	Offline	Program design	Software & Tools	Attitude
2	What would help the Dashboard meet your needs better?	Educators	Offline	Program design	Software & Tools	Attitude
1	How easy or difficult consider to edit in Wikipedia?	Educators	Online	Program design	Software & Tools	Attitude
4	How would you describe your way of working of the article you responsible? *	Students	Offline	Activity/Output	Editing activity	Behavior
4	The language wiki articles *	Students	Offline	Activity/Output	Editing activity	Behavior
4	In addition to the relevant article of viquiprojecte, has published other articles or have participated in other Wikimedia projects? *	Students	Offline	Behavior outcome	Editing activity	Behavior
4	Back to participate in a similar experience? (scale: Certainly not to I'm sure)	Students	Offline	Behavior outcome	Return to course/program	Behavior
5	How likely are you to recommend such a course to other students? On a scale of 1-5, 5 being extremely likely and 1 being extremely unlikely	Students	Offline	Behavior outcome	Return to course/program	Attitude
5	How likely are you to continue editing Wikipedia after the end of this course? On a scale of 1-5, 5 being extremely likely and 1 being extremely unlikely	Students	Offline	Behavior outcome	Editing activity	Attitude
5	If offered, would you elect to take another course with Wikipedia assignments? Yes/No/Wikipedia assignments are not a factor	Students	Offline	Behavior outcome	Return to course/program	Attitude
4	What do you think Wikipedia edit rather than a traditional schoolwork? (choose from list) (We would like to know the first feeling you had when you were explaining the "newness")	Students	Offline	Learning outcome	Classroom application	Attitude
4	All critical opinion on the draft proposal ... will be welcome!	Students	Offline	Program design	Overall experience	Attitude
5	How would you rate your overall assessment of the Wikipedia assignments? On a scale of 1-5, 5 being excellent, and 1 being very bad	Students	Offline	Program design	Overall experience	Attitude
4	What is your relationship with Wikipedia before participating in the viquiprojecte? (choose from list)	Students	Offline	Non-program Personal	WP use	Attitude
5	Name (optional)	Students	Offline	Non-program Personal	Personal information	Attribute
5	Wikipedia userame (optional)	Students	Offline	Non-program Personal	Personal information	Attribute
5	What language did you mainly edit in? Arabic/English	Students	Offline	Non-program Personal	WP use, language	Attribute
4	The introductory sessions to Wikipedia and viquiprojecte of Alex and Esther ... *	Students	Offline	Program design	Content & Fit	Attitude
4	The use of brackets for links, quotes for bold, system headers, templates ... (difficult, easy, other)	Students	Offline	Program design	Software & Tools	Attitude
4	The images and the use of wikimedia commons * You have trouble loading images commons? You have problems with the use of the licenses? How can we improve it? (open)	Students	Offline	Program design	Software & Tools	Attitude
4	On the other Wikipedians who occasionally also publishes article working (ways interacted with communities)	Students	Offline	Program design	WikiCulture	Attitude
4	Whether your users as working article (On using user pages)	Students	Offline	Program design	WikCulture	Attitude
4	Which highlight the positive aspects of the experience of viquiprojecte? (open)	Students	Offline	Program design	Overall experience	Attitude
4	And what negative? * We want to fix it! (open)	Students	Offline	Program design	Overall experience	Attitude
5	What did you like best about the Wikipedia assignments in this course?	Students	Offline	Program design	Overall experience	Attitude
5	What did you like least about the Wikipedia assignments in this course?	Students	Offline	Program design	Overall experience	Attitude
5	If you could do something differently, what would it be?	Students	Offline	Program design	Overall experience	Attitude
6	What motivated you to join the course?	Students	Online	Activity/Output	Expectations	Attitude
6	Do you think the course will be:	Students	Online	Activity/Output	Expectations	Attitude
6	In what ways do you think you would mostly contribute?	Students	Online	Behavior outcome	Editing activity	Behavior
7	What would motivate you to get involved in the WEP project OMPR?	Students	Online	Learning outcome	Classroom application	Attribute
7	Do you think that participating in the project by writing new articles in Wikipedia...	Students	Online	Learning outcome	Classroom application	Attitude
7	Do you like the idea of such a learning project?	Students	Online	Learning outcome	Classroom application	Attitude
7	In your academic practice so far, have you encountered questions, related to:	Students	Online	Non-program Environmental	WP in academia	Attitude
7	How have the rest of your teachers addressed to issue of using Wikipedia in the learning process (general trend)?	Students	Online	Non-program Environmental	WP in academia	Attitude
6	From your previous academic experience, have you ever faced issues related to:	Students	Online	Non-program Environmental	WP in academia	Attribute
6	How do your teachers consider using Wikipedia in the learning process?	Students	Online	Non-program Environmental	WP in academia	Attitude
7	Have you used Wikipedia so far and for what?	Students	Online	Non-program Personal	WP use	Behavior
7	Which language version do you use predominantly?	Students	Online	Non-program Personal	WP use, language	Behavior
7	How do you find the information in Wikipedia?	Students	Online	Non-program Personal	WP use	Behavior
7	Complete the sentence with your own words: "For me, Wikipedia is ..."	Students	Online	Non-program Personal	WP perception	Attitude
7	Gender	Students	Online	Non-program Personal	Personal information	Attribute
7	Year of birth:	Students	Online	Non-program Personal	Personal information	Attribute
6	Have you used wiki software so far, and for what?	Students	Online	Non-program Personal	WP use, software	Behavior
6	Have you ever Wikipedia and for what purposes?	Students	Online	Non-program Personal	WP use	Behavior
6	How do you use the content of Wikipedia?	Students	Online	Non-program Personal	WP use	Behavior
6	Which language version of Wikipedia are you using (most often)?	Students	Online	Non-program Personal	WP use, language	Behavior
6	How well do you know Wikipedia and wiki technology?	Students	Online	Non-program Personal	WP use, software	Attitude
6	Complete the sentence: "For me Wikipedia is... " (please, don't write "an encyclopedia" :) )	Students	Online	Non-program Personal	WP perception	Attitude
8	Username of Wikipedia	Volunteers	Offline	Non-program Personal	Personal information	Attribute
8	Hometown (specify province)	Volunteers	Offline	Non-program Personal	Personal information	Attitude
8	What is your main activity on Wikipedia?	Volunteers	Offline	Non-program Personal	WP use	Behavior
8	How often you edit Wikipedia?	Volunteers	Offline	Non-program Personal	WP use	Behavior
8	Do you know the work of Wikimedia Argentina?	Volunteers	Offline	Non-program Personal	WP awareness	Attitude

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Program Capacity and Learning

Share your vision for our team's work!

Program Capacity and Learning is an integrated team in the Community Engagement department at the WMF. This team combines staff from The Wikipedia Library, the Wikipedia Education Program, and Learning and Evaluation teams. This page includes the integrated team's mission, scope, and new projects. We would love your input. Please review the information on this page and comment in the discussion page.

Message to communities

Schedule for planning and strategy

Program Capacity and Learning: Our mission

Community leaders are vital members of the Wikimedia movement because they spark engagement through Wikimedia programs, bringing content to Wikimedia projects. Through programs, community leaders also build bridges to new opportunities and overcome challenges. Our team empowers community leaders to understand, run, and grow Wikimedia programs.

Broadly, the team's scope is in the following areas:

• We focus on community leadership development and building capacity.
• We provide tools and infrastructure to support program growth and knowledge sharing.
• We help programs make the transition from experimental practice to systematized success.
• We support the development of Wikimedia affiliates and connect them with movement partners.

Discuss the mission and scope Look at our proposed projects

PC&L support areas

To get more specific, the Program Capacity and Learning Team has two main support areas

1. Programs and Learning Infrastructure
2. Community Leadership Development

1. Programs and Learning Infrastructure

Supporting shared learning for growing core programs, especially Wikipedia Education Programs, The Wikipedia Library, and the initiatives of GLAM (Galleries, Libraries, Archives, and Museums)

We support programs and program leaders. Here are example work this team can do:

• Tools and supporting technology for core programs
• Recruitment, retention, and development of peer mentors
• Learning and knowledge-sharing tools
• Connecting institutional partners with community members
• Mapping the outcomes of Wikimedia Programs to learn their impact on the world

A model for program growth: A guide for choosing which programs we support

With the understanding that the Wikimedia Foundation does not run programs, we launched a planning process in November 2015 to consider how this team can support the growth of both existing and new successful programs.

Program Capacity and Learning will focus on supporting programs that are proven to have impact and are more established, rather than new programs that have not yet shown impact. The programs we support are those that have exceeded the "seed" stage, where a program has already been tried out and has shown to have some level of impact. While the specific criteria is still being determined in greater detail, the table below is a starting point to show which programs this team would be able to support, and which programs are outside the team's scope.

Seed	Grow	Scale
Programs in the seed phase are very new and experimental type of programs. They are not yet ready for replication. Community innovation of programs happens throughout the movement in various networks and channels, such as IdeaLab, Grants, Partnerships, affiliates, or volunteers.	For programs have have reached the grow phase, the core model of program activities undergoes refinement to change and improve the model. Replication of programs occurs in different contexts, such as different countries, languages, or spaces.	Programs in the scale phase have reached new heights. They become systematized program strategies which are able to more easily reach new audiences and communities. Volunteers adopt, adapt, and expand programs with minimal support.

Discuss Programs and Learning Infrastructure

2. Community Leadership Development

Supporting broad community leadership development as well as knowledge sharing about community engagement strategies.

Supporting community leaders is necessary for the movement and is one of the core work areas for this team. This is a list of example areas of work for the team:

• Tools for gathering data and community insights for collaborative decision making.
• Activities for learning, knowledge sharing, and best practices for community engagement.
• Matching community members for peer-to-peer mentoring in program growth, impact and organizational development.
• Staff mentorship, technical consultation including affiliate applications review in support of the Wikimedia Affiliations Committee

Discuss Community Leadership Development

Meet the Team

• 
  Rosemary Rein, Director

Learning and Evaluation

• 
  Jaime Anstee
• 
  Amanda Bittaker
• 
  Maria Cruz
• 
  Edward Galvez

Education, Libraries and GLAM

• 
  Floor Koudijs
• 
  Samir Elsharbaty
• 
  Tighe Flanagan
• 
  Anna Koval
• 
  Jake Orlowitz
• 
  Alex Stinson

Prioritizing Our Work

The following criteria guide which projects Program Capacity & Learning staff will resource and work on. Our team focuses on initiatives that support:

• Impact: Increases content and / or contributors
• Scalability: Support multiple communities, partnerships, and replication of best practices.
• Sustainability: Support program and community capacity
• Community Leadership: Build leadership, encourages collaboration, and engenders trust.
• Community Need: Point to the need for WMF staff support by multiple data sources.

In our planning we have given priority to community capacity support. This is a subtle, but necessary, shift away from internal WMF data analysis and toward lighter-touch systems for self-support. In this way, we improve competency and tools for self-evaluation and data synthesis by program leaders and Community Resources grants officers. Developing more efficient systems, such as the new Global Metrics API, now in testing, will support our transition to scalable supports for both staff and community volunteers.