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Using	
  Wikipedia	
  in	
  
the	
  humanities	
  	
  
Gerard	
  Sasges,	
  Department	
  of	
  Southeast	
  Asian	
  Studies	
  
BuzzEd	
  2013:	
  	
  Teaching	
  with	
  Technology	
  
NaDonal	
  University	
  of	
  Singapore,	
  January	
  10,	
  2013	
  
	
  
Who	
  I	
  am	
  
•  Historian	
  of	
  modern	
  Vietnam	
  
•  From	
  2002-­‐2011	
  I	
  directed	
  the	
  University	
  of	
  California’s	
  Study	
  
   Abroad	
  Program	
  in	
  Hanoi	
  
•  Joined	
  NUS	
  in	
  2012	
  
•  Been	
  experimenDng	
  with	
  technology	
  in	
  teaching	
  since	
  2006	
  as	
  
   a	
  way	
  to	
  create	
  project-­‐based,	
  real-­‐world	
  learning	
  
   opportuniDes	
  
•  Earlier	
  projects	
  include	
  
   •  Project	
  Kiếm	
  ăn	
  	
  	
  
         •  hWp://projectkieman.wordpress.com/	
  
         •  hWp://projectkiemanvn.wordpress.com/	
  
SE5213	
  	
  
Revolt	
  and	
  Revolution	
  in	
  Southeast	
  Asia	
  
•  Taking	
  the	
  commitment	
  to	
  “real,”	
  project-­‐oriented	
  learning	
  
   that	
  had	
  shaped	
  my	
  earlier	
  courses	
  and	
  upping	
  the	
  “public”	
  
   element	
  
•  Inspired	
  by	
  a	
  short	
  and	
  very	
  pracDcally-­‐oriented	
  arDcle	
  in	
  
   Perspec'ves	
  on	
  History	
  by	
  Jeremy	
  Brown	
  and	
  Benedicte	
  
   Melanie	
  Olsen	
  enDtled	
  “Teaching	
  Tiananmen”	
  
     •  hWp://www.historians.org/perspecDves/issues/2012/1204/
        Teaching-­‐Tiananmen.cfm	
  
•  Which	
  led	
  me	
  to	
  another	
  arDcle	
  by	
  Roy	
  Rozenweig	
  enDtled	
  
   “Can	
  History	
  be	
  Open	
  Source?”	
  
     •  hWp://chnm.gmu.edu/essays-­‐on-­‐history-­‐new-­‐media/essays/?
        essayid=42	
  
•  Which	
  in	
  turn	
  led	
  me	
  to	
  the	
  list	
  of	
  essays	
  and	
  resources	
  at	
  	
  
    •  hWp://chnm.gmu.edu/essays-­‐on-­‐history-­‐new-­‐media/essays/	
  
    	
  
A	
  poll	
  that	
  is	
  also	
  an	
  argument	
  
• How	
  many	
  of	
  us	
  use	
  Wikipedia?	
  	
  For	
  
  what?	
  
• How	
  would	
  we	
  characterize	
  the	
  content	
  
  and	
  coverage?	
  
• How	
  many	
  of	
  us	
  have	
  contributed	
  to	
  
  Wikipedia?	
  
• Do	
  academics	
  have	
  a	
  role	
  to	
  play	
  in	
  
  Wikipedia?	
  	
  	
  
SE5213	
  module	
  design	
  
•  Students	
  free	
  to	
  choose	
  any	
  topic	
  related	
  to	
  “revolt	
  and	
  
   revoluDon”	
  broadly	
  understood.	
  
•  The	
  module	
  had	
  two	
  parts	
  corresponding	
  to	
  the	
  first	
  and	
  
   second	
  half	
  of	
  the	
  semester.	
  
    •  In	
  part	
  one,	
  students	
  review	
  two	
  books	
  related	
  to	
  their	
  
       general	
  topic	
  and	
  upload	
  the	
  reviews	
  to	
  Goodreads/
       Google	
  Books.	
  
    •  In	
  part	
  two,	
  students	
  either	
  modify	
  an	
  exisDng	
  
       Wikipedia	
  entry	
  or	
  create	
  a	
  new	
  one.	
  
•  Each	
  part	
  requires	
  students	
  to	
  do	
  an	
  outline,	
  draf,	
  and	
  
   peer	
  review	
  before	
  uploading	
  final	
  draf.	
  
•  Note:	
  	
  while	
  the	
  module	
  was	
  organized	
  around	
  individual	
  
   projects,	
  it	
  could	
  just	
  as	
  easily	
  be	
  organized	
  around	
  group	
  
   work.	
  	
  	
  
What	
  we	
  learned	
  from	
  the	
  	
  
book	
  reviews	
  
•  Useful	
  preparaDon	
  for	
  Wikipedia	
  entry	
  (usually)	
  
•  Challenging	
  
   •  Argument	
  
   •  Context	
  
   •  length	
  
•  Could	
  be	
  used	
  on	
  its	
  own	
  
What	
  we	
  learned	
  from	
  the	
  
Wikipedia	
  entry	
  
•  Importance	
  of	
  clear	
  wriDng	
  
•  Importance	
  of	
  clear	
  organizaDon	
  
•  Importance	
  of	
  citaDons/sources	
  
•  The	
  challenges	
  of	
  the	
  “Neutral	
  Point	
  Of	
  View”	
  (NPOV)	
  
    •  A	
  different	
  way	
  of	
  wriDng	
  
    •  On	
  one	
  level	
  true	
  
       •  Students	
  have	
  to	
  idenDfy	
  least	
  biased	
  sources,	
  synthesize	
  available	
  
          informaDon	
  into	
  a	
  meta-­‐”story”,	
  idenDfy	
  and	
  explain	
  important	
  
          debates	
  
   •  On	
  another	
  level	
  completely	
  false	
  
       •  Students	
  learn	
  in	
  a	
  very	
  concrete	
  way	
  that	
  the	
  narraDve	
  is	
  the	
  
          argument	
  
       •  have	
  to	
  make	
  crucial	
  choices	
  about	
  where	
  to	
  start	
  and	
  end	
  their	
  
          story,	
  what	
  to	
  put	
  in	
  and	
  what	
  to	
  leave	
  out	
  
Challenges	
  

• Wikipedia	
  is	
  a	
  clunky	
  interface	
  
• Too	
  much	
  freedom?	
  
• The	
  eternal	
  challenge	
  of	
  the	
  peer	
  review	
  
• Was	
  it	
  too	
  much	
  work?	
  
Successes	
  
•  All	
  of	
  our	
  work	
  had	
  a	
  context	
  and	
  a	
  public	
  
•  We	
  made	
  a	
  genuine	
  contribuDon	
  to	
  improving	
  the	
  
   quality	
  and	
  coverage	
  of	
  popular	
  resources	
  like	
  Google	
  
   Books	
  and	
  Wikipedia	
  
•  We	
  wrote	
  and	
  we	
  got	
  creaDve	
  
•  We	
  got	
  involved	
  in	
  controversy	
  
•  We	
  changed	
  history	
  (and	
  people	
  actually	
  read	
  it)!	
  
•  We	
  did	
  projects	
  that	
  were	
  meaningful	
  to	
  us	
  (and	
  maybe	
  
   meaningful	
  to	
  society)	
  
•    hWp://en.wikipedia.org/wiki/Burmese_resistance_movement_1885-­‐1895	
  
•    hWp://en.wikipedia.org/wiki/Insurgency_in_Aceh	
  
•    hWp://en.wikipedia.org/wiki/Peasant_revoluDon_in_Thailand	
  
•    hWp://en.wikipedia.org/wiki/Al-­‐Arqam	
  
•    hWp://en.wikipedia.org/wiki/1973_Thai_student_uprising	
  
•    hWp://en.wikipedia.org/wiki/Rohingya_insurgency_in_Western_Burma	
  
•    hWp://en.wikipedia.org/wiki/Saminism_Movement	
  
•    hWp://en.wikipedia.org/wiki/Sagong_Tasi	
  	
  
•    hWp://en.wikipedia.org/wiki/Saya_San	
  
•    hWp://en.wikipedia.org/wiki/Vietnamese_RevoluDonary_Youth_League	
  
•    hWp://en.wikipedia.org/wiki/Maria_Lorena_Barros	
  
•    (1:	
  Main	
  page)	
  hWp://en.wikipedia.org/wiki/Mat_Salleh_Rebellion	
  and	
  (2:	
  Brief	
  
     separate	
  page)	
  hWp://en.wikipedia.org/wiki/Mat_Salleh	
  
•    hWp://en.wikipedia.org/wiki/Petagas_War_Memorial	
  
•    hWp://en.wikipedia.org/wiki/OperaDon_Spectrum	
  
•    hWp://en.wikipedia.org/wiki/Patani_(region)	
  
•    hWp://en.wikipedia.org/wiki/Buddhism_in_Laos	
  (SecDon	
  on	
  Buddhism	
  &	
  the	
  
     Pathet	
  Lao	
  
•    hWp://en.wikipedia.org/wiki/Siamese_revoluDon_of_1932	
  
•    hWp://en.wikipedia.org/wiki/Abdul_Kahar_Muzakkar	
  
•    hWp://en.wikipedia.org/wiki/East_sumatra_revoluDon	
  
•    hWp://en.wikipedia.org/wiki/Hukbalahap_Rebellion	
  
•    hWp://en.wikipedia.org/wiki/Preman_(Indonesian_gangsters)	
  
•    hWp://en.wikipedia.org/wiki/Nghe-­‐Tinh_Revolt	
  
For	
  discussion	
  
• Ideas	
  for	
  improving	
  
• How	
  to	
  adapt	
  to	
  other	
  modules	
  in	
  other	
  
  fields	
  
• Anything	
  else	
  we	
  want	
  to	
  discuss	
  

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Wikipedia as a teaching tool in humanities modules

  • 1. Using  Wikipedia  in   the  humanities     Gerard  Sasges,  Department  of  Southeast  Asian  Studies   BuzzEd  2013:    Teaching  with  Technology   NaDonal  University  of  Singapore,  January  10,  2013    
  • 2. Who  I  am   •  Historian  of  modern  Vietnam   •  From  2002-­‐2011  I  directed  the  University  of  California’s  Study   Abroad  Program  in  Hanoi   •  Joined  NUS  in  2012   •  Been  experimenDng  with  technology  in  teaching  since  2006  as   a  way  to  create  project-­‐based,  real-­‐world  learning   opportuniDes   •  Earlier  projects  include   •  Project  Kiếm  ăn       •  hWp://projectkieman.wordpress.com/   •  hWp://projectkiemanvn.wordpress.com/  
  • 3. SE5213     Revolt  and  Revolution  in  Southeast  Asia   •  Taking  the  commitment  to  “real,”  project-­‐oriented  learning   that  had  shaped  my  earlier  courses  and  upping  the  “public”   element   •  Inspired  by  a  short  and  very  pracDcally-­‐oriented  arDcle  in   Perspec'ves  on  History  by  Jeremy  Brown  and  Benedicte   Melanie  Olsen  enDtled  “Teaching  Tiananmen”   •  hWp://www.historians.org/perspecDves/issues/2012/1204/ Teaching-­‐Tiananmen.cfm   •  Which  led  me  to  another  arDcle  by  Roy  Rozenweig  enDtled   “Can  History  be  Open  Source?”   •  hWp://chnm.gmu.edu/essays-­‐on-­‐history-­‐new-­‐media/essays/? essayid=42   •  Which  in  turn  led  me  to  the  list  of  essays  and  resources  at     •  hWp://chnm.gmu.edu/essays-­‐on-­‐history-­‐new-­‐media/essays/    
  • 4. A  poll  that  is  also  an  argument   • How  many  of  us  use  Wikipedia?    For   what?   • How  would  we  characterize  the  content   and  coverage?   • How  many  of  us  have  contributed  to   Wikipedia?   • Do  academics  have  a  role  to  play  in   Wikipedia?      
  • 5. SE5213  module  design   •  Students  free  to  choose  any  topic  related  to  “revolt  and   revoluDon”  broadly  understood.   •  The  module  had  two  parts  corresponding  to  the  first  and   second  half  of  the  semester.   •  In  part  one,  students  review  two  books  related  to  their   general  topic  and  upload  the  reviews  to  Goodreads/ Google  Books.   •  In  part  two,  students  either  modify  an  exisDng   Wikipedia  entry  or  create  a  new  one.   •  Each  part  requires  students  to  do  an  outline,  draf,  and   peer  review  before  uploading  final  draf.   •  Note:    while  the  module  was  organized  around  individual   projects,  it  could  just  as  easily  be  organized  around  group   work.      
  • 6. What  we  learned  from  the     book  reviews   •  Useful  preparaDon  for  Wikipedia  entry  (usually)   •  Challenging   •  Argument   •  Context   •  length   •  Could  be  used  on  its  own  
  • 7. What  we  learned  from  the   Wikipedia  entry   •  Importance  of  clear  wriDng   •  Importance  of  clear  organizaDon   •  Importance  of  citaDons/sources   •  The  challenges  of  the  “Neutral  Point  Of  View”  (NPOV)   •  A  different  way  of  wriDng   •  On  one  level  true   •  Students  have  to  idenDfy  least  biased  sources,  synthesize  available   informaDon  into  a  meta-­‐”story”,  idenDfy  and  explain  important   debates   •  On  another  level  completely  false   •  Students  learn  in  a  very  concrete  way  that  the  narraDve  is  the   argument   •  have  to  make  crucial  choices  about  where  to  start  and  end  their   story,  what  to  put  in  and  what  to  leave  out  
  • 8. Challenges   • Wikipedia  is  a  clunky  interface   • Too  much  freedom?   • The  eternal  challenge  of  the  peer  review   • Was  it  too  much  work?  
  • 9. Successes   •  All  of  our  work  had  a  context  and  a  public   •  We  made  a  genuine  contribuDon  to  improving  the   quality  and  coverage  of  popular  resources  like  Google   Books  and  Wikipedia   •  We  wrote  and  we  got  creaDve   •  We  got  involved  in  controversy   •  We  changed  history  (and  people  actually  read  it)!   •  We  did  projects  that  were  meaningful  to  us  (and  maybe   meaningful  to  society)  
  • 10. •  hWp://en.wikipedia.org/wiki/Burmese_resistance_movement_1885-­‐1895   •  hWp://en.wikipedia.org/wiki/Insurgency_in_Aceh   •  hWp://en.wikipedia.org/wiki/Peasant_revoluDon_in_Thailand   •  hWp://en.wikipedia.org/wiki/Al-­‐Arqam   •  hWp://en.wikipedia.org/wiki/1973_Thai_student_uprising   •  hWp://en.wikipedia.org/wiki/Rohingya_insurgency_in_Western_Burma   •  hWp://en.wikipedia.org/wiki/Saminism_Movement   •  hWp://en.wikipedia.org/wiki/Sagong_Tasi     •  hWp://en.wikipedia.org/wiki/Saya_San   •  hWp://en.wikipedia.org/wiki/Vietnamese_RevoluDonary_Youth_League   •  hWp://en.wikipedia.org/wiki/Maria_Lorena_Barros   •  (1:  Main  page)  hWp://en.wikipedia.org/wiki/Mat_Salleh_Rebellion  and  (2:  Brief   separate  page)  hWp://en.wikipedia.org/wiki/Mat_Salleh   •  hWp://en.wikipedia.org/wiki/Petagas_War_Memorial   •  hWp://en.wikipedia.org/wiki/OperaDon_Spectrum   •  hWp://en.wikipedia.org/wiki/Patani_(region)   •  hWp://en.wikipedia.org/wiki/Buddhism_in_Laos  (SecDon  on  Buddhism  &  the   Pathet  Lao   •  hWp://en.wikipedia.org/wiki/Siamese_revoluDon_of_1932   •  hWp://en.wikipedia.org/wiki/Abdul_Kahar_Muzakkar   •  hWp://en.wikipedia.org/wiki/East_sumatra_revoluDon   •  hWp://en.wikipedia.org/wiki/Hukbalahap_Rebellion   •  hWp://en.wikipedia.org/wiki/Preman_(Indonesian_gangsters)   •  hWp://en.wikipedia.org/wiki/Nghe-­‐Tinh_Revolt  
  • 11. For  discussion   • Ideas  for  improving   • How  to  adapt  to  other  modules  in  other   fields   • Anything  else  we  want  to  discuss