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Grants:APG/Proposals/2016-2017 round 1/Wikimedia Argentina/Progress report form

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This is an archived version of this page, as edited by Anna Torres (WMAR) (talk | contribs) at 18:57, 27 July 2017 (→Gating: Improve reach). It may differ significantly from the current version.

Purpose of the report

This form is for organizations receiving Annual Plan Grants to report on their progress after completing the first 6 months of their grants. The time period covered in this form will be the first 6 months of each grant (e.g. 1 January - 30 June of the current year). This form includes four sections, addressing global metrics, program stories, financial information, and compliance. Please contact APG/FDC staff if you have questions about this form, or concerns submitting it by the deadline. After submitting the form, organizations will also meet with APG staff to discuss their progress.

Global metrics overview - all programs

We are trying to understand the overall outcomes of the work being funded across our grantees' programs. Please use the table below to let us know how your programs contributed to the Global Metrics. We understand not all Global Metrics will be relevant for all programs, so feel free to put "0" where necessary. For each program include the following table and

  1. Next to each required metric, list the outcome achieved for all of your programs included in your proposal.
  2. Where necessary, explain the context behind your outcome.
  3. In addition to the Global Metrics as measures of success for your programs, there is another table format in which you may report on any OTHER relevant measures of your programs success

For more information and a sample, see Global Metrics.

Metric Achieved outcome Explanation
1. # of active editors involved
2. # of new editors
3. # of individuals involved
4. # of new images/media added to Wikimedia articles/pages
5. # of articles added or improved on Wikimedia projects
6. Absolute value of bytes added to or deleted from Wikimedia projects


Education Program

Summary
During the first half of 2017, WMAR’s Education program focused on:

  • Promoting activities using Wikipedia within the classroom leaded by teachers
  • Making sure these activities get students actively involved as editors,
  • Getting new counterparts involved, to make the program grow both at a local and a regional level.

We also incorporated a new objective associated with the current context of the Wikimedia movement:

  • Positioning the Education program within Iberocoop and the movement's strategy process.

Wikipedia as a learning tool in onsite and remote learning

Short Summary:
One of WMAR’s greatest challenges was to position Wikipedia as a learning tool in the classroom. Every time we’ve tried, we’ve faced the same problems:

  • Despite the training courses, educators were not confident to use Wikipedia in the classroom,
  • Argentinean school and university culture makes the educator leader of the classroom. It is very difficult to change this paradigm, so our projects had to maintain this hierarchy, at least initially.
  • Argentinean schools and universities do not have internet access, in general.

The importance of the Argentinean educational context
During the first half of the national school year, educators went on strike in high-schools and universities. For this reason, classes began later than what had been planned. As a strategy, WMAR emphasized online training courses and then, once classes had begun, we started to work in schools and universities. To date, we have had three and a half months of classes, so most of our projects were re-scheduled for the second semester of the year.

Succes: Wikipedia in schools and universities

During 2017 we promoted two proposals for the classroom: the Editing Clubs and Wikipedia in the University.

We launched an open call for high-schools and universities around the country. 14 institutions were interested: 10 of them were universities and 4 high-schools. In this first semester, Wikipedia in the University was implemented in 5 national universities: the University of Salta, the University of Rio Negro, the University of Buenos Aires, the San Bartolome Superior Institute (Rosario) and the Superior School of Social Services (Chivilcoy). We chose educators who taught their classes during the first part of the year, on subjects that were not very present in Wikipedia and who accepted to incorporate Wikipedia as an assignment.
For high schools, we chosed to work with schools from La Rioja and Buenos Aires province, less affected by the educational context.

How were these projects organized?

  • Educators were trained both online and in-person. We adapted the projects to have online and offline instances as a way to avoid the lack of internet.
  • Educators could choose whether to work on the improvement, creation or translation of content.
  • Students first edited their articles in their sandbox and then their work was published under the supervision of the WMAR team and volunteers.
  • Every project led by an educator was evaluated as part of the subject.

What results did we get?

At a qualitative level, we would like to emphasize:

  • The content added to Wikipedia was considered to be, mostly, of quality.
  • We promote cultural change within the educational institutions. After the activities, we interviewed the educators who confirmed that the perception that they had of Wikipedia changed.
  • We have incorporated new national partners with which we plan to continue working in the second semester of the year.

At quantitative level:

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
550 students involved 28 311 On target n/a
250 articles created/improved 61 125 On target 86 edited in Universities

39 edited in High-Schools

70% quality articles (university) n/a 61% On target n/a
At least 7 institutions involved 1 7 10 We expect to work with 3 new universities.
% of educators' satisfaction n/a 100% n/a n/a
Number of volunteers involved 1 12 Around 20 Mainly educators + WMAR's volunteers leading education activities.
Number of staff hours n/a 120 Aprox 240 According to recent results.
Editors retention n/a Not yet available n/a n/a

Side effect: Editing Clubs to re-write local history

The Editing Club is a project that makes educators and students work together in a different way. Working with Wikipedia incorporated an educational tool, opened new spaces for collaborative work and got students out of the classroom to visit archives, libraries and historical sites in order to reconstruct their own local history. For example, students from the province of La Rioja created the article of the most renowned local poet, Héctor David Gática, and improved the article on the international border crossing Pircas Negras, among others. Clubs are positioning themselves as learning activities that also promote the preservation of local heritage at a national scale. That is why we plan to implement them in other provinces in the second semester of the year.

What changes did these proposals generate in the Education program?

  • They provided the Education program with a strategic direction in relation to the work with high-schools and universities
  • By offering specific projects, the interest of the education community in these proposals has grown: since we launched the call, 58 educators have expressed interest in our projects.
  • Legitimizing WMAR’s Education program in educational institutions.

Challenge?
Both projects implied 120 hours of work by the person responsible of the Education program. WMAR’s challenge is to make this model grow at a national scale. For this, we need to build a network of educators that get involved with the projects.



Success: Remote learning

WMAR’s online course had its fifth edition during the first half of 2017. Even though the course is well defined, we had to make changes. At the beginning of the year, the ES Wikipedia community expressed discontent regarding the results - in terms of editions- from other universities courses, who were not respecting Wikipedia’s criteria and format. In order to continue staying in good terms with the ES Wikipedia community, the 5th edition of the course focused on quality rather than quantity, and every contribution was revised by tutors and volunteers.

For this purpose, the WMAR Education program adapted the course in the following way:

  • Students worked on their Sandbox, so content could be corrected before being published.
  • Suggesting activities focused on improving quality: adding references, categories, improving translations.
  • Getting volunteers involved, especially Spanish Wikipedia administrators, in the revisions of the students’ work.
  • Designing support material to answer the participants’ doubts during the editing process.

This translated into a slower work by participants, tutors and volunteers, but it also prevented conflicts and discontent within the community. Even though there were less educators involved, because of the educators’ strike in our country, we managed to keep 61 active educators. 45% of the teachers involved answered to the final survey where 100% showed compliance by the content and what was learned in the course.

Side effect: From participants' to active editors
After the last three experiences of our virtual course, we identified the most active participants. During June and July we invited them to participate in the first editing contest organized for educators. The main objective was to continue supporting their learning as editors so eventually they started to be active editors. 40 of them were contacted, of which 23 participated by editing on different topics: technologies, history, human rights and education. We should also point out that this proposal was only addressed to these teachers, with the aim that they could participate in a real activity in Wikipedia but in a safe environment. The community of ES Wikipedia respected the proposal. The results were 67 articles edited, including 12 articles created. Carrying out this contest help us to find strategies to re-convene former participants and involved them as active editors on Wikipedia.


Main results

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
600 participants 361 129 Aprox 300 Less participants due to local context.
450 articles improved 680 260 On target n/a
Number of articles of quality n/a 54% Around 70% of total n/a
45 projects designed by teachers 85 35 On target n/a
Participant dropout 41% 38% n/a Around 40% is considered normal dropout
Volunteers involved n/a 2 At least 2 n/a
Tutorials designed n/a 5 n/a n/a
% of satisfaction n/a n/a 100% 100% of the participants was satisfied with the training and learning.
Editors retention n/a n/a Not yet available n/a




Gating factors: Build a community of educators

While we continue developing different strategies to consolidate our educational projects in schools and universities, we have realized that part of the success at sustaining and replicating is related to building and strengthening a new community of educators.

Which have been our challenges, so far?

  • Identifying educators who can be leaders of the WMAR’s proposals in their institutions.
  • Training educators properly.
  • Creating proper support and follow-up.

What do we need to scale the program?

  • Teachers interested in using Wikipedia and properly trained.
  • Working with our community of editors on the importance of mentoring and supporting newbies.
  • Strenghtening the work between WMAR and the education partners to promote and scale our projects within the institutions.

What are we doing to solve this situation?

  • We have participated in strategic educational spaces to identify leading educators
  • We launched an open call for our educational projects in order to identify motivated educators who can become leaders.
  • We have developed trainings and tutorials according to educators' needs
  • And for the first time, we are certifying the educators (15) who leaded projects during this first semester to make our educational projects grow and strengthen the relationship with our partners.

Main results

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
8 strategic educational events n/a 4 On target More information here
4 new partners n/a 2 On target Fundación Ceibal and University of Rosario
Educators' trainings
Number of staff hours
Educators' interest n/a 58 n/a 58 teachers' asked for information.
Educators certified n/a 15 n/a New activity
Tutorials (according to teachers's needs) 9 8 n/a



Onsite - Online education main learnings
  • Designing specific strategies for each project, allows us to legitimize WMAR's projects at all levels of education.
  • Providing constant training - virtual and on site - makes educators feel confortable to use Wikipedia as a learning tool.
  • Having teachers leading projects within their institution has meant good results in terms of content and strenghtening the relation with our partners.
  • Redefining the quality criteria in our virtual course has demanded more supervision, but allows us to maintain good results and ensures that we have a good relationship with the community.


What's next
  • Continuing consolidating our projects in at least three new universities and research spaces
  • Training and certifying educators to take our educational proposals to a national scale - July 2017.
  • Launching the 6th edition of Wikipuentes MOOC during the second semester.
  • Carrying out our annual project with UNESCO in high schools of the entire country.
  • Carrying out two more Editing Clubs in the provinces of Tierra del Fuego and Entre Rios.
  • Strengthening our bond with new counterparts who started participating in the WMAR projects, especially with the provincial Ministries of Education.

Changes from our APG proposal

  • Wikilesa: The greatest challenge of WMAR was to position Wikipedia into the classrooms. Wikilesa is a project that we know it works and we are now working to promote it regionally. We'll make Wikilesas in the second half of the year.
  • Project with inland provinces: we had designed a project "Wikipedia in your province" that has not aroused interest. Instead we adapted the Editing Clubs to work with high schools in the inland provinces of Argentina.
  • Community building: It was not a target on our APG proposal but since last year's evaluation - see the Impact report- it is critical if we want to scale our Education Program.

Education & Wikimedia movement

Success: Education in the movement’s strategy and Iberocoop

The fact that the movement is designing its future strategy can be an opportunity to position Education inside the movement. For this purpose, WMAR has promoted two work spaces at a local and a global level.

Education track in Wikimedia Conference 2017

On March 30 Wikimedia Israel, Wikimedia Argentina and WMF’s Education Program promoted an education track during the Wikimedia Conference in Berlin. The education track was framed in the WMF’s learnings days, prior to the central days of the conference.

The Education track was focused on the following objectives:

  • Becoming familiar with the education projects around the world
  • Creating a network between affiliates that lead an education program
  • Designing a common strategy to influence the definition of the movement's strategy for 2030.

For this purpose, we designed a conference with work spaces where we could learn about different education projects and where the strategic debate was very present.

The most important results were:

  • 22 leaders from +15 communities participated in the conference
  • We put necessary and pending issues in the agenda: what do we understand by “impact” in education, which objectives we can pursue as a group, or the need to generate new indicators to evaluate our work, for example.
  • We positioned Education within the 2030 strategy, with a specific objectives, which were discussed in the frame of the global strategy. The results can be found here.

Education within Iberocoop’s strategy

During Iberoconf 2017 we carried out an Education track to discuss the possibilities of working as a network on this subject, which was a pending issue for Iberocoop.

The Education track was designed with the following objectives:

  • Getting to know the Education projects that the chapters and user groups are carrying out.
  • Evaluating what kind of work we are doing together at a regional level regarding Education.
  • Designing common objectives to articulate future educational experiences within the movement.

What did work?

  • Talking about Education within the framework of Iberoconf ensured a greater representation of organization's activities - beyond Mexico, Chile, Spain and Argentina.
  • Organizing the session as debate allowed an equal participation. We were also able to generate a debate on common challenges and opportunities as a network.

Results

  • We identify regional leaders of education projects, with whom we continue to work
  • We designed a map with all the regional education proposals, to give visibility to the projects and as an input to incorporate new partners.
  • We were able to define scalable proposals at the regional level: the attendees showed a lot of interest in launching our online proposal Wikipuentes, at their local context.


Gating factors: The post-conferences

In every Education conference we ended up with the same challenges:

  • How we scale education activities.
  • How we measure impact
  • What resources do we need

Even though we face the same problems it is still difficult to set up a proper post-conference follow up focus on specific results due, in part, to the following reasons:

  • Many different contexts: The context is key in Education. In education, projects need to be locally located and they require local accompaniment and same projects might deliver different results. Involve all the contexts in an Education conference is hard and it ends up as an expository space of educational projects without a clear strategy to scale global projects locally.
  • Difficulties to set up common definitions: The debate regarding "impact" is always present. Even so, in many cases we remain aligned to the definition of impact associated with the quantitative aspects. While the debate is on the agenda, we have not yet been able to determine a common definition of "impact" that is consistent with the reality of education programs.
  • Difficulties to set up a common agenda: We need to go a step further than just being conferences of "what happens around the movement in Education". From planning to evaluation we must work to define common objectives along with flexible common indicators that can be implement and re-interpret in the best way within each local context.


Education meetings learnings
  • Learning from educational projects allows us to identify interesting projects and even design how to adapt them in each context.
  • We need to define new education indicators to design a common strategy.
  • Organizing meetings that go beyond being an expository and debate place are needed to define scalable and common projects.
  • International education meetings can be a meeting place, but they should also focus on designing common strategies on education within the movement.


What's next
  • We will continue to work and strengthen our relationship with Wikimedia Israel. We will continue to have regular meetings to share resources, projects and learning.
  • We will continue to work with the WMF's Education department. In particular we are working to organize part of the Edu track in Wikimania, as a continuation of the work done in Berlin.
  • We will continue to work with the Iberocoop on Education. Particularly we are already working with Wikimedia Chile to scale Wikipuentes and we hope to do it with Wikimedia Mexico before the end of the year.
  • We will continue to generate resources in the next 6 months: tutorials, publications, videos etc that can be used in Education around the movement.

GLAM Program

Summary
It is the aim of Wikimedia Argentina’s GLAM program to provide and improve access to quality and diverse content for the community of editors and the society. Also, the program aims to change the institutional culture of the organizations we work with who are not familiar with free culture.
During the first six months of 2017, we worked with the following objectives:

  • Promoting free culture and fostering a cultural change inside the institutions.
  • Incorporating new partners to the program and strengthen the bonds that we already have.
  • Favoring access to new quality and diverse content for our editors and our community.

Partnerships

Succes: Diversifying partnerships

The GLAM program was professionalized during 2016. This meant that the large cultural institutions with which we work have become stable, but we could also expand and diversify the number of partners. Our objective with these new alliances is to be able to design new proposals and provide the program with a “new image” that moves away from traditional definitions and activities -such as digitalization, edit-a-thons, etc- with the following objectives:

  • Fostering a network of cultural institutions in tune with free culture.
  • Engage their communities as part of the Wikimedia community.
  • Incorporating and liberating new content

During the first part of 2017, and following FDC’s recommendations, we incorporated to the program middle-sized institutions with a similar, culture, structure and calendar as Wikimedia Argentina.

Our new partners are:

Partner Activities, so far Next steps
Maten al Mensajero Publishing House     1 training course on Wikidata     Data and editing marathon designed to upload items to Wikidata.  
Hecho en Buenos Aires 1 training on Wikipedia     Digitizing of the 200 magazines
Open Street Map Argentina     Defining work between both communities Data and editing marathon in October 2017.
Red de Periodistas con Perspectiva de género 2 trainings about Wikipedia.

1 Edit-a-thon    

Editing workshops to reduce gender gap in Wikipedia.

Consolidating a community of female editors.    

Laboratorio de Innovación de la Dirección General del Libro Campaign #1lib1ref  Generating a community and a network with libraries.    
Parque de la Memoria Cession of 65 images of works of art     Edit-a-thon. Cession of data bases. Training their educational team.
Defensoría del Pueblo 1 training on Wikipedia.     Quarterly editing training sessions with different areas of the government.    

Our work with these institutions is organized in two phases:

  • Training sessions to promote free culture in the institutional circles - fist 6 months
  • Promoting offline activities to get new thematic communities involved in the Wikimedia movement - next 6 months

We, also, must underline that these institutions have active communities with which we are currently working with two objectives:

  • Designing projects together.
  • Build new thematic communities within GLAM.

Getting new large institutions involved

During 2017, we have released 185 books by the 4 main cultural partners and used the 92% of this heritage on Wikidata. Using the material uploaded is undoubtedly one of the quality indicators that we promote. However, we have worked with the same large cultural institutions since 2015 and our work is touching its ceiling. This is a symptom of the inner cultural change. Our historic partners are independent regarding digitizing and currently our work is based on supporting the post-processing of the information and dissemination of their heritage.

Our 2-year work with these institutions has allowed us to have clear success cases that have set a precedent at a local level, which led to the incorporation of two new large cultural partners for the 2017 program.

  • The Library of the Buenos Aires Province Legislature : we have finally began to released content. Also, and most importantly, this institution is becoming a great new ally and referent for other local archives outside Buenos Aires. To date, we have organized with them an awareness event and a training course on post-processing information for cultural institutions, which we will repeat during the second semester of this year.
  • The Mariano Moreno National Library: this library owns one of the two only processed data bases in the country. We have trained 40 librarians on the importance of liberating data and their role in the construction of knowledge. Thus, we have accessed the library’s authority control data base, which contains 11.647 items, and we have matched up 28% of it in Wikidata. Even though we are still validating information manually, thanks to this process we have improved the metadata of over 3000 items related to literary work of the entire world.

Side effect: Building a new community of librarians
We have finally worked with communities of librarians. We adapted #1lib1ref to our context and involved with key institutions of Argentinean culture for the campaign: the Book’s General Administration of Buenos Aires, which manages the network of libraries and the Mariano Moreno National Library, the most important library in the country.
Thanks to this initiative, we trained over 60 librarians - in 3 in person meetings- and introduce Wikipedia and the free culture within a community we had not worked before.The project was finally carried out by 7 libraries a number we consider to be very good for a pilot test. During the project we provided them customized support by mentoring them and guided their first steps as editors. The project has meant much more than positioning Wikimedia Argentina within the libraries, so generating a new community of with which we are working today. As "call effect" we have been contacted by La red de Bibliotecas de la Universidad de Buenos Aires ( network of Libraries of the University of Buenos Aires) and we are organizing the campaign for the second half of the year.

Main results

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
8 strategic educational events n/a 4 On target More information here
4 new partners n/a 2 On target Fundación Ceibal and University of Rosario
Educators' trainings
Number of staff hours
Educators' interest n/a 58 n/a 58 teachers' asked for information.
Educators certified n/a 15 n/a New activity
Tutorials (according to teachers's needs) 9 8 n/a



Challenges?
The biggest challenge, is not the organization of activities but the difficulties we face because of limited resources, especially financial resources.In order to prevent resources from becoming a limiting factor, we have worked together with each institutions to define activities that suit their capacity for the second half of 2017.

Challenge?

We have started working with other #OpenGlam groups in the country. Our challenge is to be able to generate a GLAM network in Argentina that guarantees free access to cultural heritage.

Gating: Improve reach

Working with new and diverse counterparts shouldn’t be strange, specially considering our local context. In Latin America, and particularly in Argentine, culture is often constructed outside the traditional circles. Even though incorporating new partners means getting new communities involved we are also facing new challenges to reach new audiences and partners. This is mainly because:

  • Approval within the WMAR community: we need to generate a cultural change inside the community of Wikimedia Argentina and show that the program is versatile and that we need larger cultural representation for the program to grow.
  • Geographical diversity: we continue having difficulties reaching new audiences, especially outside of Buenos Aires. Around 90% of our partners are from Buenos Aires City which translates in difficulties to reach strategic cultural institutions beyond the province of Buenos Aires. We are currently working with some volunteers to start promoting the GLAM program in inland provinces.
  • Scope in the media: we are having more difficulties in positioning the program in the media this year, in part because we have performed fewer offline activities. We are currently designing a new communication strategy to arouse interest regarding our GLAM program. We are working to change our communication strategy, so that it is not only effective when we carry out activities but also is a tool to generate awareness and promote the work we have already done, along with our partners, to improve access to free knowledge.
  • Minority groups: to date it has been difficult to work and incorporate these groups but we continue to try working mostly on minority languages. We are currently starting to work with Paraguayan educational institutions in Guaraní. We hope to be able to strengthen this alliance also from the cultural sector in the near future.

Main results

GLAM & content

In the beginning of 2017, we carried out a survey to understand which were the interests and opinions of our community. 72% of editors think it is necessary to continue creating articles, while 63% think it is necessary to improve the quality of existing articles. Also, 54% of editors spend their time in Wikipedia revising and improving content.

To this purpose, during the first half of 2017, we promoted activities according to the following criteria:

  • Activities to incorporate new and more diverse knowledge.
  • Activities to improve existing knowledge.
  • Activities to export knowledge and diversify other Wikipedias.

Sucess: Adding diverse and quality content to Wikimedia projects

Wikimedia Argentina has promoted activities to add diverse and quality content within Wikimedia by carrying out specific online and offline activities:

Online activities to create content in Wikipedia

The editing contest The Woman You Have Never Met, aims at improving and creating content regarding women and gender in Wikipedia. These initial objectives, have been improved since 2015:

  • The number of articles created keeps growing: 342 in 2015, 1264 in 2016, 1876 in 2017.
  • The number of women participating also keeps growing: 33% en 2015, 29% in 2016, 38% in 2017

Also we reached the following conclusions:

  • Articles created does not imply that they have a gender perspective
  • Like most Wikipedia contests, rarely attracts new female editors: only the 10% of the total number of articles were created by women.

With these challenges in mind, this year we focused the evaluation in analyzing whether new articles had been written with a gender perspective. This can seem difficult but it helps us gain an accurate vision about how new content is created.

On the other side, and with the aim of incorporating more female editors and diversifying content, for the first time the contest was designed as a global campaign. We got 8 communities of the movement involved and the contest was led by WikiDonne, Women in Red and fostered by women from Macedonia, Israel, Poland, Australia, Morocco and the Netherlands. This translated into the creation of 749 articles.

The contest is not only onwiki but we also offer activities, such as edit-a-thons, framed by the campaign. Such activities took place in Chile, Italy, Australia, Morocco, Mexico and Argentina. In Argentina 6 editing contest and 3 edit-a-thons took place.

Debates to define gender perspective in Wikipedia
Apart from the results, it is important to underline the conversation that took place before the contest. In this sense, we had an interesting debate about what we understood as an article with a gender perspective, depending on each Wikipedia. In 2016 we designed a small handbook to guide the edition and prevent new articles in Wikipedia in Spanish from reproducing the gender gap and existing sexist bias. That’s why the result of these conversations where gender indicators were defined is important, since can be the first step to reduce the sexist bias in different Wikipedias.

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
8 strategic educational events n/a 4 On target More information here
4 new partners n/a 2 On target Fundación Ceibal and University of Rosario
Educators' trainings
Number of staff hours
Educators' interest n/a 58 n/a 58 teachers' asked for information.
Educators certified n/a 15 n/a New activity
Tutorials (according to teachers's needs) 9 8 n/a

Improving the quality of the Wikimedia projects

We continue working with Iberocoop and the editors of the Spanish Wikipedia. Thanks to the survey and the editors’ interest on quality, we organized 2 editing challenges together with Wikimedia Chile, Wikimedia Mexico and Wikimedia Spain. Apart from the numerical results (+4000 improved articles), 67 editors were actively involved, of which 20% were women and 41% were new participants. This confirms that if we pay attention to the online community’s demands and interests, we have great potential to keep on constructing a community of editors that’s committed to our initiatives, especially those related to Wikipedia.

Side effect: positioning volunteer work during editing challenges
A cross-cutting theme in all the WMAR programs is the construction and enhancement of our community’s work. That is why, during 2017, we have begun to position the work of our volunteers in other programs. Such was the case of Jmmuguerza, who during 2016 liberated 3100 images of the historic El Grafico magazine. Through GLAM and our editing challenges, we invited the community of editors to re-use the images to improve Wikipedia articles, Wikidata and Wikimedia Commons categories. As a result, 85% of the images are being used, in 67 Wikipedias, 29% are distinct images, +300 articles were improved in Wikidata and +1000 categories were created in Wikimedia Commons by our community of editors.

Main results

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
8 strategic educational events n/a 4 On target More information here
4 new partners n/a 2 On target Fundación Ceibal and University of Rosario
Educators' trainings
Number of staff hours
Educators' interest n/a 58 n/a 58 teachers' asked for information.
Educators certified n/a 15 n/a New activity
Tutorials (according to teachers's needs) 9 8 n/a

Adding diverse content to other Wikipedias

One of Iberocoop’s greatest challenges is to position Ibero-American culture beyond our borders. Beyond our language borders, many Wikipedias still can’t access the history and culture of our region.

For this purpose, we carried out our project Translating Ibero-America one more time. Even though the objectives were the same as in 2016, results were quite different:

  • The number of editors involved decreased significantly: from 95 in 2016 to 22 in 2017 ·
  • The number of articles was relatively smaller: 425 in 2016, 351 in 2017

We cannot clearly explain why results were so different, particularly regarding the number of editors involved. It may have been due to the month in which other contest like were organized or maybe interest on this activityl has decreased in the international community.Despite the results, we would like to emphasize that for the first time we included articles about the culture of Central America and Paraguay, which were 26% of the total of created articles, countries without a community of editors. Getting these countries involved implied facing the challenge of including their culture properly from countries that we do not know well. This, which was initially a limitation, has become an opportunity for the region:

Designing the first regional survey
Iberocoop is an open and inclusive network. The only limit is precisely to have an identified community of active editors. This causes some countries to always remain at the periphery of our activities. It is not that there is nothing going on in those countries. As a matter of fact, the Wikimedia México initiative –“Editatona”-, was carried out in many countries of Central America. With this in mind, since May 2017, we began to design a regional survey. Led by Wikimedia Chile and Wikimedia Argentina, during May and June we invited Iberocoop's organizations to share the questions that they think should be included in the survey. At the moment, we are processing the information and working with some of the staff of the Wikimedia Foundation to put it in order and launch the survey in September. The objective is to identify potential communities, partners and editors in those countries to start working with them in order to make Iberocoop a truly inclusive network.


Gating factors: Involve new editors & promote innovation

The GLAM program continues to face two major challenges. These are:

  • Involve new editors: Our activities continue to attract active editors but these are rarely new editors engaged on any of WMAR's activities. Building a new editors' community is still a major challenge for WMAR and the Wikimedia movement. To try to fix this problem we are working on this two major strategies:
  • Approach thematic communities: as has been said, we are focusing our work on training institutions and their communities. Involving existing communities into the Wikimedia ecosystem can be a great strategy to get new editors and content producers/donors into our GLAM program.
  • Make it easer to get involve: Along with the Community Support program we are organizing workshops, editing activities and informal encounters between new editors and our historical community, with the aim of involving them in a more comprehensive manner
  • Room f

Little room for innovation: through the incorporation of new counterparts we hope to generate new activities within the GLAM program and that go beyond the classic profile of the program. But this has also caused our numeric results to have slowed down - fewer edits, offline editing activities etc. - To continue working on a new image of the program we need: Approval Within the WMAR community:

We need to generate a cultural change inside the community of Wikimedia Argentina and show that the program is versatile and that we need bigger cultural representation for the program to grow.

Broaden culture focus to accommodate new audiences

Revenues received during this six-month period

Please use the exchange rate in your APG proposal.

Table 2 Please report all spending in the currency of your grant unless US$ is requested.

  • Please also include any in-kind contributions or resources that you have received in this revenues table. This might include donated office space, services, prizes, food, etc. If you are to provide a monetary equivalent (e.g. $500 for food from Organization X for service Y), please include it in this table. Otherwise, please highlight the contribution, as well as the name of the partner, in the notes section.
Revenue source Currency Anticipated Q1 Q2 Q3 Q4 Cumulative Anticipated ($US)* Cumulative ($US)* Explanation of variances from plan
A B C D E F G H I J K

* Provide estimates in US Dollars


Spending during this six-month period

Please use the exchange rate in your APG proposal.

Table 3 Please report all spending in the currency of your grant unless US$ is requested.

(The "budgeted" amount is the total planned for the year as submitted in your proposal form or your revised plan, and the "cumulative" column refers to the total spent to date this year. The "percentage spent to date" is the ratio of the cumulative amount spent over the budgeted amount.)
Expense Currency Budgeted Q1 Q2 Q3 Q4 Cumulative Budgeted ($US)* Cumulative ($US)* Percentage spent to date Explanation of variances from plan
A B C D E F G H I J J2 K
TOTAL B C D E F G H I J J2 N/A

* Provide estimates in US Dollars


Compliance

Is your organization compliant with the terms outlined in the grant agreement?

As required in the grant agreement, please report any deviations from your grant proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.

Are you in compliance with all applicable laws and regulations as outlined in the grant agreement? Please answer "Yes" or "No".

Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Grant funds as outlined in the grant agreement? Please answer "Yes" or "No".

Signature

Once complete, please sign below with the usual four tildes.

Resources

Resources to plan for measurement

Resources for storytelling

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