Purpose of the report[edit]

This form is for organizations receiving Annual Plan Grants to report on their results to date. For progress reports, the time period for this report will the first 6 months of each grant (e.g. 1 January - 30 June of the current year). For impact reports, the time period for this report will be the full 12 months of this grant, including the period already reported on in the progress report (e.g. 1 January - 31 December 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[edit]

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

Next to each required metric, list the outcome achieved for all of your programs included in your proposal.
Where necessary, explain the context behind your outcome.
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.

Overall[edit]

Metric	mid-2016	end-2016
1. # of active editors involved	201	378
2. # of new editors	1226	1706
3. # of individuals involved	3464	4356
4. # of new images/media added to Wikimedia articles/pages	235	455
5. # of articles added or improved on Wikimedia projects	656 new articles 532 articles improved 1578 WikiGnomings (under 500 bytes) 11,321 articles categorized (of these 3 new articles, 3 articles improved and 7 WikiGnomings on ar-wp) Wikidata: 70,000 items	1342 new articles 577 articles improved WikiGnomings (under 500 bytes) 12,913
6. Absolute value of bytes added to or deleted from Wikimedia projects
7. # of images uploaded to Wikimedia Commons	767	10714
8. # of new training tools	4 developed 2 were adjusted and translated to English 3 were adjusted and translated to Arabic
9. # of lectures and workshops conducted	42	50

2016 was a year full of excitement and great challenges. Here are the highlights: The International Wikimedia Hackathon took place in Jerusalem in April 2016. 120 participants from 18 countries took part in the event. 37 projects from the wish-list were concluded, and work started on 35 additional projects. The Hackathon helped us kick off a local group of developers. Since the Hackathon the group met six times. Some of them kept working on their projects from the Hackathon, others developed bots for the Hebrew Wiktionary while others worked on a variety of smaller projects. In the end of 2016, we launched the program: “Students Edit Arabic Wikipedia”. We are very proud that we succeeded to expand our activities to the 2nd most spoken language in Israel. The program is fully funded by another foundation. The results will be shown in the reports of 2017. Students continued to write great articles in Hebrew Wikipedia. 22 classes participated in the program, 40% more than was planned, and 372 articles were written and expanded. The Wikipedia Assignment program continued to grow this year. For the first time a collaboration with an academic institute was launched. The Interdisciplinary Center Herzliya encouraged all its lecturers to take part in the Wikipedia Assignment program. 23 lecturers are taking part in the program in the 2016-2017 academic year. We developed a special website for participants in Wikipedia Assignment program that nowadays is being launched. Trust and ongoing collaboration with the wiki communities is the foundation of our work. We have make a lot of effort to that end and 2016 shown the results of these efforts. In 2016 we started to raise funds independently and successfully especially for the program in Arabic. Even though we had less human-power we achieved all of this, while keeping our performance high!

Telling your program stories - all programs[edit]

Please tell the story of each of your programs included in your proposal. This is your chance to tell your story by using any additional metrics (beyond global metrics) that are relevant to your context, beyond the global metrics above. You should be reporting against the targets you set at the beginning of the year throughout the year. We have provided a template here below for you to report against your targets, but you are welcome to include this information in another way. Also, if you decided not to do a program that was included in your proposal or added a program not in the proposal, please explain this change. More resources for storytelling are at the end of this form. Here are some ways to tell your story.

We encourage you to share your successes and failures and what you are learning. Please also share why are these successes, failures, or learnings are important in your context. Reference learning patterns or other documentation.
Make clear connections between your offline activities and online results, as applicable. For example, explain how your education program activities is leading to quality content on Wikipedia.
We encourage you to tell your story in different ways by using videos, sound files, images (photos and infographics, e.g.), compelling quotes, and by linking directly to work you produce. You may highlight outcomes, learning, or metrics this way.
We encourage you to continue using dashboards, progress bars, and scorecards that you have used to illustrate your progress in the past, and to report consistently over time.
You are welcome to use the table below to report on any metrics or measures relevant to your program. These may or may not include the global metrics you put in the overview section above. You can also share your progress in another way if you do not find a table like this useful.

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Example	Example	Example	Example	Example

Wikipedia-Community Support[edit]

Program	of newly registered users	of active editors involved	of individuals involved	of new images /media added to Wikimedia articles/pages	of new images /media uploaded (optional)	of articles added or improved on Wikimedia project
Community Support (est.)	270	610	930	170	1040	620
H1	23	57	871	20	643	11,437
2016	29	143	1118	20	655	11,570

Meta-objective: Extending support and keeping active editors of Wikimedia projects motivated[edit]

Despite difficulties in filling the position of community coordinator, and the absence of a contact person to the Hebrew Wikipedia community, we were able to maintain trust and good relationship between Wikimedia Israel and the Hebrew Wikipedia community. Some activities planned for this year were canceled, but we maintained our close work with the Wiki-Women group and the Wikipedia community in general. The most significant activities of this year were as follows:

Celebrating 200k articles on he-wp - At the end of 2016, he-wp marked the writing of its 200,000th article. This occasion was celebrated in January 2017, in conjunction with en-wp’s 16th anniversary, with a special logo and a festive gathering of 80 local Wikipedians. The community of editors grew by 20% in 2016 compared with last year. Today, he-wp enjoys contributions from 760 active editors and 150 very active editors. We are very proud to be part of this community.
Support for a Wikipedian who was subject to harassment by a troll - This year, we had to put time and energy in handling an unfortunate case, namely the continuous harassment by a troll of one of the local Wikipedia administrators. Wikimedia Israel offered advice and some legal support, upon the administrator’s request, when offline provocations became too serious.
The gender gap on Wikipedia was a hot issue in the social media and local press during 2016. WMIL’s spokesperson worked closely with editors and Wiki-Women volunteers to share information about how Wikipedia works, the number of articles about women, the number of female editors, Wiki-Women activities and other information.
Wiki-women group kept growing during 2016. See below for additional details.

Strengthening ties among community members through face-to-face gatherings[edit]

Face-to-face gatherings:[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
3 social gatherings	3 social gatherings took place in 2015	Wikipedia’s 15th anniversary was celebrated in a gathering attended by 60 Wikimedians. The event included short lectures in different subjects given by Wikipedians.	As in previous years, he-wp's anniversary was celebrated with a picnic. 47 Wikipedians took part. The WLM competition was wrapped up in December with an event attended by 60 people, half of whom Wikipedians and the other half competitors, their family members and guests.
6-8 editor meetings	6 editor meetings held.		A meetup for incorporating WLM images in Wikipedia articles. 164 images were incorporated in 221 articles in various languages.	Activity did not occur due to shortage of manpower.
10 tours entitled “A Thousand Words”	6 tours, attended by 118 Wikimedians	3 “Thousand Words” photography tours, attended by 41 Wikimedians	There were no “Thousand Words” tours during the second half of 2016 due to personal difficulties encountered by the volunteer who organized the tours. Two articles were written following tours held during the first half of the year.
Feedbacks from experts for at least 10 Featured articles	One article sent to external expert	6 articles	One article
Mini grants	3 grants approved	2 grant applications submitted. One application denied, the other approved. Grant application in the framework of the Public Figures Photography Initiative, for lighting services, makeup and professional studio photography, for photographing 20 reporters and broadcasters, in cooperation with one of Israel’s largest radio stations.	No additional applications were submitted.
Providing financial support for 2 article writing contests	In 2015 WMIL supported PhysiWiki & Statistipedia contests	A categories improvement drive took place, in which 11,321 articles were categorized.	17 articles were written by 6 editors in the framework of a writing competition about heritage sites.
Increasing participation of contributors	-	-		See elaboration below.
Increase skills of key individuals in community to deal with conflicts	-	-	-	Activity did not start due to shortage of manpower.
Leading a move for the renewal of community tools	-	-	-	Activity did not start due to shortage of manpower.

Summer meetup, July 2016
Winter meetup and 15th anniverssary celebration
Editors meet-up, December 2016
Elef Milim trip to the laboratories of the Weizman Institute

During the first half of 2016, the WMIL board held two discussions about strengthening the organization’s ties with active editors and editors who started to edit following the organization’s activities. As a first step, a decision was taken to address editors with medium level of activity on Wikipedia (20-50 edits per month). With the help of one of the local Wikipedians, we created a list of 165 editors who had made 20-50 edits/month during the previous three months. We were interested in this group because it included editors with good editing skills, who were active in the Wikipedian community, but had little knowledge of WMIL’s activities.

After consulting a few active editors, we decided it would be best to address the editors on the list personally by email, and not through their Wikipedia talk page. The Hebrew-language Wikipedia considers multiple messaging on personal talk pages a form of spamming. After screening out editors who already had contacts with WMIL and those who could not be reached, we were left with 60 editors, to whom personal email messages were sent.

The message included an invitation to the event in January 2017 celebrating en-wp’s 16th anniversary and he-wp’s 200k article. It also included some basic information about WMIL and an offer to receive a small gift (Wikipedia stickers, a magnet and a pin) by snail mail. 18 editors sent replies, 16 of them asked to obtain the gift. All those who replied received another mail with information about the events organized by WMIL, links to various projects and an invitation to join our activities, our mailing list, and to like us on Facebook. Seven of these editors said they would attend the event in January 2017, three of them actually arrived.

Expanding the diversity of editors in Wikimedia projects communities[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual))	Comments
Support for Wiki-Women group	Ongoing activity from previous year	70 articles composed by the Wiki-Women group	102 new articles written in addition to 13 articles that were written in memory of User:DanVag	See elaboration below.
Photographing images of women in their workplace	New activity	Preliminary attempt took place, but generated no outcomes.		During H2, a photography contest between different secondary school students majoring in photography was commenced. The activity of photographing women in their workplace was part of the contest. The contest outcomes will be available on early 2017. See elaboration in the Education Field
A writing contest of articles about women	A total of 68 articles were written during the contest of 2015.	2nd Women articles composition contest - “Create Value Contest”. 40 articles created. 32 participants took part in the contest, among them 50% women and 20% new editors	-
Cultivating a community of editors in the Arab Wikipedia	An Arabic editing group was established in University of Haifa.	The group terminated its operation due to organizational difficulties.	We will focus on article creation by Arab speaking secondary school students.	See more about Arabic activity in the Education Field.

Wiki-Women group[edit]

Wiki-Women[edit]

The Wiki-Women group continued its activities in the second half of 2016. Wiki-Women’s Facebook-group grew to more than 600 members. Active members of the group were involved in a lively debate about Wikipedia’s gender gap on Facebook. They voiced their clear opinion regarding the ways in which the gender gap can be reduced. In addition to the online activity, six face-to-face meetups and an editing course were held at WMIL’s office.

At least three members of the Wiki-Women group started to edit regularly following the Wiki-Women meetups.

The last meetup in 2016 was a festive one. A dozen and a half women and men gathered to celebrate the past year’s achievements. In this meetup, the participants got to know each other better and heard a fascinating lecture about the philosophy of science. A cheery end of the year meeting become a great tradition.

Since we planned to run two more editing courses but the leading volunteer couldn’t do it by herself, we looked for volunteers that would join her, and by the end of 2016 two volunteers joined the team that ran the editing course.

Women in Red[edit]

Wiki-Women’s leading volunteer participated in Wikimania 2016, where she met other feminist Wikipedians and learned about the “Women in Red” initiative. She opened a “Women in Red” project on he-wp, which has become a major support for WMIL’s Wikipedia assignment programs. When high-school or university students seek topics for writing Wikipedia articles, we often refer them to the “Women in Red” list.

In memory of User:DanVag At the end of 2016, the Wiki-Women group lost one of its most active members, User:DanVag. She was an active editor on he-wp who contributed mostly about gender and transgender issues, alongside being an active volunteer at the Wiki-Women group. User:DanVag guided newbies at Wiki-Women meetups with a lot of patience and kindness. We opened a memorial page on he-wp and encouraged editors to write articles on transgender issues in her memory. We published this request in a number of Facebook groups and on the movement’s mailing lists. The responses were moving: 13 articles were written in Hebrew, seven articles in Persian and six articles in Simple English. 12 images were uploaded to Wikimedia Commons. User:DanVag’s memory will always live in our hearts.

Wikimedia initiatives- Community Support[edit]

Program	of newly registered users	of active editors involved	of individuals involved	of new images /media added to Wikimedia articles/pages	of new images /media uploaded (optional)	of articles added or improved on Wikimedia project
Community Support	495	91	586	50	5000	402
H1	16	13	48			154 added 61 improved Wikidata: 70,000 items
2016	16	78	293	164	9,081	174 added 91 improved Wikidata: 70,000 items

Meta-objective: Extending the support provided to active Wikimedia projects' editors and keeping them motivated[edit]

Forming and stabilizing an independent Wiktionary community[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
1-2 social gatherings of Wiktionary editors	One community gathering	First of its kind gathering for developing new bots for Hebrew Wiktionary.		.
A course for new editors	10-sessions course.	A 10 sessions course took place - 12 participants, out of which 6 have remained highly active three months after graduation.	We began preparations for the course that will take place in 2017. Out of 12 participants in this course, 3 continue to edit regularly and 4 occasionally.

The Hebrew Wiktionary Community[edit]

A meeting of Hebrew Wiktionary editors and Hebrew Wikipedia editors was canceled due to low interest. The idea was to bring together Hebrew Wiktionary and Wikipedia editors in order to raise awareness of Wiktionary and create ties between the local Wiktionary and Wikipedia communities. Unfortunately this idea did not materialize.

Wiktionary Competition 2016-17[edit]

The Hebrew Wiktionary editing competition was held for the second time. Its goals were recruiting new editors, encouraging active editors to increase their activity and, naturally, to increase the number of Wiktionary entries.

The competition started in December 2016 and was supposed to conclude by the end of the year, but the deadline was extended until mid-January 2017. This is the reason for the gap between the number of articles defined in the working plan for 2016 and the actual figures recorded (many of the articles were eventually recorded in January 2017).

The committee of referees included members of the Hebrew Language Academy, renowned linguists and the winner of last year’s competition. The competition’s secretariat included two editors who recently joined the Hebrew Wiktionary.

The competition was covered by the local media, with three articles in online newspapers and one TV interview.

Wikipedia Loves Monuments[edit]

The WLM competition was held in Israel for the 5th time. The competition this year brought about new cooperations, with Hobbiz, a company that imports drones, and Migdal, an insurance company that supports senior citizens as part of its philanthropic activities. Through these new cooperations we were able to reach out to new audience and hold competitions of aerial photography and photographs taken by senior citizens. We also continued our long-lasting cooperation with the Council for Conservation of Heritage Sites in Israel (CCHS) and the Galitz School of Photography.

This year saw 9,081 images taken and uploaded in the framework of the competition, which is the largest number since the beginning of the competition in Israel. 200 people attended 6 tours that were held in different parts of the country, in cooperation with CCHS.

The concluding ceremony was held at the Etzel House Museum on Jaffa’s seashore, which is itself a heritage site. 60 participants, among them the prize winners, their families and friends, the project’s volunteers and active Wikipedians, attended the ceremony, which included a guided tour at the museum, prize award and speeches made by activists. Deror Lin, member of the WMIL board, gave a talk about photography copyrights.

Following the competition, in an effort to set off the establishment of a photographers’ community that would be active year round, we invited the 10 prize-winners to join the community event in January 2017, celebrating he-wp’s 200,000th article and en-wp’s 16th anniversary. One of them showed up at the event, took pictures of it and uploaded them to Wikimedia Commons. The other invited photographers thanked us for the invitation and asked us to update them about other events in the future.

Winner of the WMIL Wiki Loves Monuments 2016: Augusta Victoria Compound in Jerusalem
Runner-up in WMIL Wiki Loves Monuments 2016: The physical layout of Nahalal
Tour of Samakh Railway Station heritage site 2016

Recruiting developers and building a community of developers in MediaWiki[edit]

In April 2016 we had the privilege of hosting the international Wikimedia Hackathon. The event took place at Hansen House in Jerusalem. 120 participants from 18 countries took part in the event. 37 projects taken from the “wish list” were concluded, in addition to 35 projects that were started. Further information: “Wikimedia Hackathon finds in Jerusalem a fertile ground for experimentation” and “2016 International Hackathon - final report”.

The group of developers that emerged following the Jerusalem Hackathon was active during the second half of 2016. We consider it a significant achievement, as one of our goals was to set off development activity that would last well beyond the hackathon. The developers’ community held six monthly meetups. Two other meetings focused on importing data from the National Library of Israel (NLI) to Wikidata. 45 programmers attended the meetups, including both long-standing members of the community and those who joined it at the hackathon.

Phabricator is used to manage the development tasks more efficiently, while widening the scope of projects and encourage collaborative work.

The main challenge in maintaining an active community of developers is finding projects that will be useful and relevant to all parties. The developers should be interested in investing their spare time in these projects, which, at the same time, should be useful for the various Wikimedia communities. The developers are of very diverse levels of knowledge and have different fields of interest and expertise. Therefore, the preliminary stage of collecting information and understanding the needs and capabilities is very important.

Developers will be eager to contribute to a project, if they feel they are taking part in something significant, if they can see their contribution materializes and if they feel they have learned something new or had an interesting challenge.

Developers also often seek a sense of community, namely to feel a part of a social group, therefore we insisted on having monthly real-life meetups with pizzas and beers, to encourage social bonding among participants.

We are happy to say that many of the developers show interest in becoming part of the Wikimedia community and helping developing its project. A great deal of developers attended the monthly meetups regularly, even when it meant traveling long distances in bad weather conditions. It seems that many of them have become committed to this emerging community and its projects.

The project of importing data from NLI to Wikidata started at the hackathon and continued throughout the year. It is about to be concluded these days. Librarians from NLI and members of the developers’ community characterized and developed a method to extract data and images from the data repositories of NLI and import it to Wikidata. This project was also part of the Datahack hackathon held in June 2016.

Content & Education[edit]

Program	(1) # of newly registered users	(2) # of active editors involved	(3) # of individuals involved	(4a) # of new images/media added to Wikimedia articles/pages	(4b) # of new images/media uploaded (optional)	(5) # of articles added or improved on Wikimedia projects
Content	1340	75	1415	320	670	750
H1	667	89	1,637	215	124	386 added 471 improved 1,578 WikiGnomings‏ (under 500 bytes)
2016 (final)	740	95	1706	271	967	633 added 486 improved 1,592 WikiGnome‏ (under 500 bytes)

Meta-Objective: Improve content and contributors involvement in Wikimedia projects[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	Projected (end of year)	Comments
Increasing the involvement of new editors and improving the quality of contents	This objective was not part of working plan for 2015	-	-	Activity did not start due to shortage of manpower.
Expanding the project for photographing public figures	170 photos uploaded, out of which 112 incorporated in articles.	During the first 6 months: 15 images taken and 99 photos released following an initiated request to media companies. 72 photos incorporated in articles so far.	During the second half of 2016: 21 images taken and 30 photos released following an initiated request to media companies. 25 photos incorporated in articles so far.	See elaboration below.

The Public Figures Photography Initiative expanded its activity during the second half of 2016. In addition to 21 new portraits of Israeli public personalities, volunteers also documented the last days of the Israel Broadcasting Authority (IBA, Israel’s state-sponsored broadcaster), which is due to close down in April 2017. Volunteers took pictures of the Voice of Israel radio studios in Jerusalem and Tel Aviv. 760 images of broadcasting studios and major correspondents at work were uploaded onto Wikimedia Commons. 18 images were incorporated in various articles.

The initiative received press coverage: “A moment before it all ends, Wikipedia documents IBA in a special project”, January 11, 2017 (in Hebrew).

Wikimedia Israel and Channel 2[edit]

Channel 2 (a major Israeli TV channel) contributed 31 short video films. All of them were embedded in he-wp articles, and 17 were integrated in at least 3 other Wikipedias. This contribution is the first of its kind. We still need to learn more about the possible uses of such video films in Wikipedia articles. While they add a new dimension to the information available to the readers, we still need to explore more ways for using them effectively.

The Public Figures Photography Initiative: a photo of Delila Hatuel, an Israeli Olympic foil fencer.
A Broadcast Studio of IBA that was documented as part of The Public Figures Photography Initiative.
A short video about Hanukkah customs by Channel 2, incorporated into Wikipedia articles in 47 different languages.

Editing workshops at the National Library of Israel[edit]

Editing workshops for new editors were held once a month at NLI in Jerusalem. There were five ordinary workshops and two workshops dedicated for translation. Overall, 48 people took part, five new articles were written and three articles were expanded.

Secondary Education[edit]

Meta-objective: Development of an educational program aiming at broadening knowledge and active participation of the educational community in Wikimedia projects.

Expanding activity with gifted and talented students

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Continued activity with 4 gifted classes	The objective was not measured in 2015.	100% of the schools and educational organizations that were working with WMIL on 2015 have chosen to continue working with us on 2016. Among the classes we work with this year, two classes were participated in 2015 activity.	Same as at the end of H1.	Usually, the curriculum of the education organizations presents different goals for each academic year. Therefore, integrating a given group of students in our article-writing program, year after year, is challenging. Thus, out of 11 schools and educational organizations continuing the cooperation, 10 have chosen to hold article writing only in new classes, which did not yet participate in our program.
Equipping the students of 10 gifted classes across Israel with editing skills	16 gifted classes took part in our editing workshops.	During the first 6 months, 21 classes of gifted students concluded the Wikipedia assignment program (20 Hebrew- and one Arabic-speaking classes).	Hebrew: During 2016, 22 classes of gifted students concluded the Wikipedia assignment program. Arabic: During 2016, two classes concluded the Wikipedia assignment program.	Hebrew: Two classes did not reach the end of the Wikipedia assignment program due to difficulties at the specific institutes.
At least 140 new articles will be created by gifted and talented students	94 articles were written or significant expanded by gifted students.	Hebrew and Arabic: 241 articles were written and 99 articles were significantly expanded. The students were also engaged in Wikignoming in 308 articles.	Hebrew and Arabic: 264 articles were written and 108 articles were significantly expanded. The students were also engaged in Wikignoming in 340 articles.
95% of the students’ contributions will be successfully incorporated into the main namespace.	85% of the articles were incorporated into the main namespace.	More than 99% of the new articles, or article expansions, were incorporated into the main namespace. Only three contributions were deleted or reverted.	About 97.5% of the new articles and expansions were incorporated into the main namespace. 9 articles (which make up 2.5% of the new articles and expansions) were deleted from the main namespace. Nearly all deletions happened on ar-wp, mainly due to inadequate translation.
At least 80% of the articles will meet the assessment for student assignments	This objective was not part of the 2015 working plan		In the 2016 working plan we set the following goal: Quality of the students’ articles will be assessed at the end of 2016. This goal has not been realized yet.	WMIL’s staff held two sessions to evaluate the articles’ quality with the evaluation tools that have been developed. This sessions helped to improve the tools. We are still developing the methodology and expect to implement it in the first half of 2017.
The editing tutorial courseware will be integrated into at least 60% of classes	This objective was not part of the 2016 working plan	Out of 22 classes that worked in Hebrew, 18 classes (about 82%) used at least one of the Chapter’s training tools. Data is lacking for the other classes. One class worked in Arabic, when the Chapter still did not have designated training tools for this language. That situation is now changed.	Out of 24 classes that worked in Hebrew, 20 classes (more than 83%) used at least one of the Chapter’s training tools. Data is lacking for the other classes. One class worked in Arabic, when the Chapter still did not have designated training tools for this language. This situation has changed. In projects starting during the 2016-17 school year (which we will report at the end of 2017 H1), students use instructional tools in Arabic.	In the last quarter of 2016, two workshops about instructional tools in Arabic were held in two classes.
Developing and pursuing further advanced activities for at least 15-20 gifted students who will have excelled in editing during the school year of 2015-16	This activity was not part of the 2015 working plan	-	A program was developed for encouraging continuous editing among students who went through the Wikipedia assignment program. This program was implemented in the two classes of gifted students (Hebrew). We will follow up on the activity of these students in order to assess its effectiveness and future implementation.

Note: The 2016-17 school year opened in the second half of 2016. 30 additional classes joined the Hebrew-language Wikipedia assignment program; 5 classes joined the Arabic-language Wikipedia assignment program; and 3 classes joined the photography competition. Their products will be available by the end of the first half of 2017, and included in the reports about 2017.

Programs in Arabic (High schools)[edit]

In the third quarter of 2016, we happily received the news that a specially designated fund was allocated to WMIL for Wikipedia assignment programs in Arabic-speaking high schools. The special fund is for a 15 months period, including salaries and activity. We recruited a special coordinator to manage the Arabic-language program, and we face several ongoing challenges. WMIL has a broad network of contacts with the he-wp community, who provide help and support for our programs. This is not the case with ar-wp, where we hardly had any contact persons. In 2015 we were able to contact a local Wikipedian who edits on ar-wp and led a workshop for Arabic-speaking students of the Haifa University. However, this group dispersed and we lost contact with its leader. Over the years, there seem to have been 5 or 6 active ar-wp editors in Israel, according to our estimation. Luckily, one of WMIL volunteers has past experience in editing on ar-wp. He introduced ar-wp to the new coordinator. WMF’s Wikipedia Education Program helped us making initial ties with leaders of ar-wp programs.

While getting to know the ar-wp community, we started to offer this program to Arabic-speaking schools. During the 4th quarter, we were able to make contact with 15 Arabic-speaking schools in northern and central Israel. The special coordinator and the ED met with school principals and Arabic language teachers to present the program, which was accepted with much enthusiasm. Some of the principals and teachers were not aware of the fact that Wikipedia was a collaborative project that anyone can edit. Nevertheless, despite the initial enthusiasm, some of the schools did not find the program suitable for their curriculum. By the end of 2016, five schools joined the program, and their teachers received special training before working with their students. During 2016, article writing activity was conducted in two Arabic-speaking school by an Arab Speaking volunteer, as part of her doctoral thesis about ar-wp. This project yielded 32 short articles.

The most significant tie that has been created while introducing this program to Arab school principals, teachers and educators is with Dr. Walid Abu Ahmad, the library manager at the Al-Qasemi Academic College in Baqa al-Gharbiyye. Dr. Abu Ahmad realized immediately the importance of this project, organized meetings with principals of 4 schools, joined us at these meetings and helped persuading the relevant decision makers.

A major challenge to this project is the diglossia which characterizes the Arabic language. Arabic-speaking students in Israel are actually native speakers of Palestinian Arabic, a language which is not used for writing articles. Their literacy education includes learning Standard Arabic and Hebrew. A few years later they start to learn English and sometimes also French. The need to learn several auxiliary languages within a short period of time is a major burden, which often compromises the ability of students to write in Standard Arabic (the language of ar-wp) with high proficiency. The teachers are therefore required to pay closer attention to language and phrasing, so that the articles meet the language standards of ar-wp.

The Arabic-language program is based on the Hebrew-language one with the necessary adaptations. teacher training is offered in each school separately. The special coordinator created a list of suggested topics for writing, and he maintains it with the help of the teachers. The special coordinator give the introductory talk about Wikipedia. The instructional materials in Arabic had been prepared during 2016, before the actual activity with Arabic-speaking schools started. The first workshops for uploading articles are expected in March 2017.

Programs in Hebrew (High schools)[edit]

Ort Israel Project: An educators’ learning community thrives through a WhatsApp group In July 2016, Wikimedia Israel and ORT Israel launched for the second time a teacher training program for Hebrew language teachers, focused on leading Wikipedia assignment programs. The training program included five meetings and resulted in the emergence of a well formed learning community that was made up of the participating teachers, who came from all parts of the country, and the two instructors, Dr. Dvora Harpaz, head of Hebrew language teaching department at Ort Israel, and Shai Katz, Training and Hebrew Education Coordinator at Wikimedia Israel. The ties among members of this teachers’ community are maintained through a WhatsApp group. Members use the application to share creative ideas, success stories and concerns. They also use it to consult about educational issues, and to send information, instructional material, pictures and reports about Wikipedia assignment programs. Four months after the last face-to-face meeting, this WhatsApp group is still vibrant and full of activity. It is one of the major tools that encourage the teachers to go further and claim more achievements. Some pictures that were shared by group members: A Wikipedia cake from the project's opening event - Ort Rabin, Gan Yavne Studying Wikipedia in a "beth midrash" evening - Ort Rabin, Gan Yavne A creative activity that helps students choosing a writing subject - Ort Afridar, Ashkelon A digital learning environment designed by teachers - Ort Afridar, Ashkelon An expert helps students to write about their city's history - Ort Henri Ronson, Ashkelon A poster informing the school community about the project - Ort Alon Ben Gurion, Afula

Meetings with Wikipedians[edit]

Wikimedia Israel developed many tools for working from a distance with students who write Wikipedia articles. Nevertheless, many teachers want their students to have a face-to-face meeting with a Wikimedian, who could offer a deeper look into the world of Wikipedia.

We addressed this need in the past by offering introductory talks about Wikipedia. We still use the comprehensive presentation we developed for this end, but it is not always effective, especially when the audience is large. Many students cannot hold their concentration during a long talk; many volunteers do not like to take the lecturer position; finally, the presentation’s contents are rigid and sometimes do not address certain questions that the students raise.

To tackle these issues, we developed an alternative model. It is essentially a dialogue between the students and a WMIL volunteer who edits Wikipedia and knows it well. Such a meeting takes 45 minutes (the presentation takes 90 minutes). Before the meeting, we ask the students to send general questions about the essence of Wikipedia (rather than technical questions about the editing itself, which will be addressed later on during the editing workshop). The following are a few examples for these questions: File:Ort Afridar Ashkelon 2.png|A meeting between students of Ort Afridar, Ashkelon and Wikimedian Amir Aharoni

How did you end up editing Wikipedia?
What was the first article you wrote?
What motivates you to edit?
When you add content to Wikipedia, what are your sources of information?
What happens when there are disagreements about the notability of a certain topic?
Is there cooperation among the Wikipedians?

Phrasing the questions serves as an initial activity to stimulate the students’ minds and prove thinking about the subject. For the volunteer, the questions are a tool that helps focus on the special requirements of the specific audience. The volunteer chooses the questions that will be at the center of dialogue and prepares in advance examples for typical articles, talk pages and user pages. The dialog starts with the volunteer presenting their answers, which trigger a natural conversation between the students and them.

In 2016, 7 meetings were held by this model, led by 6 volunteers. 200 students participated in these meetings. This model proved very successful. All parties - students, teachers and volunteers - concluded it was lively, authentic and enriching. Such meetings have been scheduled for the first half of 2017, some of them have already taken place.

He-wp support for the Wikipedia assignment programs[edit]

The he-wp community continues to offer support to WMIL’s Wikipedia assignment programs in various ways. Among them:

Advice with regard to notability of topics
Offering help to students and teachers in finding writing topics and appropriate sources
Building project pages on he-wp, where basic information is presented about the project’s goals, its participants and products (for example, the Ort Israel project page)
Creating project templates that give credit to the institute where the content was created, and placing them on the relevant articles’ talk pages (see here for example)

During 2016, 20 volunteers from the he-wp community offered us help. The products of these activities will be seen in 2017.

Communication with he-wp community members was maintained also through the personal talk pages. Dialogues that developed in these talk pages often became long and warm and led the Wikipedian to join the team of face-to-face meeting leaders.

Photography competition[edit]

In accordance with our working plan, at the end of 2016, we launched a pilot of photography competition for students of photography departments in local high schools. The competition is ongoing; three schools are participating. The students who take part, create high-quality images, upload them onto Wikimedia Commons (under this category) and incorporate them in he-wp articles. These images have become integral parts of many Wikipedia articles. They illustrate the concepts which these articles explain and offer a special local angle, as they present the richness of Israeli views and cultures. The project’s goal is to bring more and more students to produce free content. We will report this project in details at the end of the first half of 2017.

Turning to a more profound activity with teachers in order to shift opinions and stances, to expand the use of Wikimedia projects and to contribute to them[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Teacher trainings in cooperation with CET and MOE: An additional round of teacher training	About 200 teachers in 7 curriculum subject have successfully graduated the training.	191 teachers in 11 curriculum subjects have successfully graduated the training, among them 181 teachers graduating from the basic training and 10 teachers graduating the pilot for an advanced training.	Same as at the end of H1.	In addition to the information about H1, during H2, 192 teachers from 7 knowledge fields started a new round of basic training, of them 160 are currently active and about to conclude the training; and 30 additional teachers started a new interdisciplinary round of advanced training, which is also approaching its end. Figures showing the number of teachers who finished these rounds will be submitted during the first half of 2017.

Wikimedia Israel works with education professionals in the secondary education via 4 different channels, including our teacher trainings in cooperation with CET and MOE and our training for teachers who lead Wikipedia assignment programs (see below), as well as two additional chanels (read more here).

During 2016, we worked with some 600 education professionals via these 4 channels.

Teacher trainings in cooperation with CET and MOE[edit]

For the third year, we carried on our cooperation with the Ministry of Education (MOE) and the Center for Educational Technology (CET) to provide teacher training programs about Wikipedia.

The training is online and has two stages:

Introduction to Wikipedia by acquiring knowledge about it. At this stage there are several parallel courses, each focuses on a different knowledge field and led by an instructor who specializes in that field, under the guidance of CET and WMIL.
Interested teachers can enhance their acquaintance with Wikipedia by learning how to create content. Teachers from different courses (in stage 1) are gathered in one group led by a CET instructor, under the guidance of WMIL.

In the second half of 2016 we opened new rounds of stage 1 and stage 2. The whole program underwent some changes and adaptations following feedbacks and post mortem of previous rounds. In stage 1, we decided to put more emphasis on actual face-to-face meetings and video conferences (participants usually work individually online). These meetings were attended by Wikimedians with expertise in the specific knowledge field which was relevant to the teachers - three WMIL volunteers, WMIL’s training & Hebrew education coordinator and our colleague Mina Theofilatou (User:Saintfevrier) from Cephalonia, Greece (see also here). This stage underwent further development that will be discussed in details below (in the Training section).

In the first half of 2016 a pilot course of stage 2 was conducted with 11 teachers. In the second half of 2016 a full-fledged stage-2 course was opened for the first time with 30 teachers that make up 43% of the target number set in the working plan. The main reasons for not meeting the target number are as follows: (1) the delay in the opening date due to difficulties on our partners’ side; (2) interested teachers should meet high level of requirements - they should pass stage 1 and present high academic skills and plenty of free time. This course has not ended yet. We will report it in details, including products and result analysis at the end of the first half of 2017.

Face-to-face training for teachers who lead Wikipedia assignment programs[edit]

In addition to the online training we lead with with CET and MOE, we also run Face-to-face trainings for teachers who lead Wikipedia assignment programs. These training programs have a very wide circle of influence, because the teachers take them in order to lead their students into writing articles for the general public.

During 2016, such trainings were held with 25 teachers from 5 Arabic-speaking high schools (see here, below), and 45 teachers and school library managers from 21 Hebrew-speaking schools. Overall, 70 educators. 15 of these educators particiated WMIL training for teachers who lead Wikipedia assignment programs, which will be disscuss in more detail hereinafter.

WMIL training for teachers who lead Wikipedia assignment programs[edit]

The program for Wikipedia article writing by students is normally carried out in cooperation with educational meta-institutes, but in many cases it is also implemented through small-scale cooperation with educators who work in about ten schools throughout Israel. This type of small-scale cooperation is important as it yields impressive products and has a significant potential to grow and expand.

To provide training to educators who lead the small-scale cooperation initiatives, we organize independently, starting in 2015, a special training day during summer. In 2016 we launched a new improved version of this training day, which now includes three main activities (two of them were developed especially for it, see details below, in the training section). Each part of the training is backed with planning tools, teaching and evaluation methods, that were developed by WMIL and given to the teachers.

In summer 2016, we decided to limit the training to 15 participants to allow a small group atmosphere with constructive dialogue. We received very positive feedbacks. 89% of the participants felt the tools they were given were “relevant” or “very relevant” to their work, and said the training day allowed meaningful dialogue among the participants “to a large” or “very large extent”. When asked whether the instruction level was good, 100% chose “to a large” or “to a very large extent”.

In the free text part of the questionnaire, the participants described the training day as “fascinating”, “expanding the mind”, “reassuring and relevant”, “organized”, “has dynamic and logical structure”, “leaves you with a thirst for more” and “professional”.

Despite the positive feedbacks, in practice, only a third of the participants lead today Wikipedia assignment programs. The main reasons are as follows: (1) The usual persistence rate of teaches in trainings and projects is no more than 50% (as we learned from our experienced partners at Ort Israel, CET and MOE); (2) WMIL’s independant training is not recognized by MOE as a professional development course (which entails bonus payments), so the teachers take it literally in their spare time and on their own expense; (3) the training was open for teachers from all fields of knowledge and even school library managers, but many of them could not put it to practice because it was not compatible with their curriculum or their specific role in school.

We will analyze the results and introduce changes ahead of summer 2017, hoping to increase the rate of trainees who actually start a Wikipedia assignment program.

Training for Arabic-speaking teachers[edit]

This training is aimed at providing basic tools for teachers in Arabic-speaking schools, who wish to join the Wikipedia assignment program. It includes a comprehensive review of Wikipedia and other Wikimedia projects, information about the number of articles and editors and the goals of the Wikipedia assignment program. The training further includes explanations on how to write a Wikipedia article, namely, the ten major steps: searching for information resources, reading and summarizing, planning the article’s structure, proofreading, first examination by the teacher, further examinations and upload. The third part of the training deals with the technical aspects of Wikipedia editing: registration, creating internal and external links, upload of files, linking an article to parallel articles in different languages etc. The final stage deals with building a working plan for the teachers and their classes.

Academia[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Continuation of the Wikipedia Assignment activity in 9 academic courses, led by volunteers	10 lecturers joined the program.	The program operates in 12 courses (out of which, seven are new), and five continuing from previous year.	The program operates in 3 additional courses, led by volunteers, 2 of them returning courses, and a new one.	-
Approaching 2-3 research associations	This activity was not part of the 2015 working plan	Approaching two societies: the psychology, and information studies society. There was no interest in promoting the subject.	A talk was given to teachers, researchers and lecturers from the Israeli Geographical Association. We received a request to promote activity in the Arabic-speaking educational system.	-
Presenting the Wikipedia Assignment Program to decision makers in 1-2 universities	A meeting was held with seven lecturers from the School of Communication at the College of Management, including the Dean.	-	A call was sent to all lecturers of the Interdisciplinary Center Herzliya, to take part in the first institutional pilot of the program for writing Wikipedia articles as part of course assignments. 9 lecturers participated during the first semester (products will be reported at the end of the first half of 2017).	See elaboration below.
Expanding the academic activity to additional 6 courses	This activity was not part of the 2015 working plan	As part of the working plan to expand activity in the academia, five courses are now part of the pilot. All of them are new cooperation	2 additional courses took part in the project this year - one returning and a new one. In addition, in 2016 a Wikipedia at the Academia program started in 16 new courses: 11 in the framework of the WikiCampus pilot at the Interdisciplinary Center Herzliya, and 5 in other institutes. Products of these 16 courses will be reported at the end of the first half of 2017.
One course in a Translation Department	This activity was not part of the 2015 working plan	Two translation departments were approached.	-	At this stage, article translation task cannot be integrated into the curriculum of the translation departments.

Products[edit]

Students of 23 courses took part in the Academia Project (a.k.a. “Wikidemic Works”) during 2016. These academic courses yielded 364 new articles, 354 expansions of articles, 1199 Wikignomings (of them, 774 were made by one user) and 367 new registered editors.

WikiCampus Project - First institutional pilot at the Interdisciplinary Center Herzliya[edit]

Up until this year, article writing by students was carried out on the basis of a direct connection between a lecturer and a WMIL volunteer or staff member. This method resulted in about two dozen courses, in most academic institutes of Israel, in which students wrote Wikipedia articles as part of their course requirements.

To expand our activity in academic institutes, we had to take a new approach that would allow working with several dozen lecturers at the same time. In August 2016, as part of the effort to meet scalability demands, we started our first cooperation with a whole academic institute. Our goal was to introduce Wikipedia article writing assignments in a large variety of academic courses and programs as a regular assignment embedded in the course requirements. The idea is to let students encounter the Wikipedia article writing assignment in various courses that deal with various topics, so that working with Wikipedia become a normal widespread academic assignment. This method will hopefully result in articles of better quality and reliability, and increase the chances of potential editors to become regular contributors.

The first call for cooperation was led by Prof. Karine Nahon, a member of the WMIL board and a lecturer at the Interdisciplinary Center Herzliya (IDC). Prof. Nahon presented the idea before IDC leading figures and managed to convince the IDC’s Vice President for Academic Affairs to embark on the project. The IDC is the first institute in Israel to adopt the Wikipedia assignment program as part of its own institutional programs and to encourage all lecturers to take part in it.

Prior to the beginning of the academic year’s first term, a call for participation in the WikiCampus project was sent to all IDC lecturers. At the same time, we conducted training sessions to information scientists who work at the IDC library. We trained them how to locate missing articles, the guidelines for encyclopedic writing (as opposed to academic writing), the recommended references on Wikipedia etc. The training’s goal was to widen the basis of institutional support available to the students who take the program.

Our academia coordinator contacted 27 lecturers who expressed their interest. She held personal talks with all of them, in which she explained the course of the project in details, the participation criteria, the milestones throughout the semester, expectations and demands from the lecturers and students etc. Following the personal talk and examination of compatibility between the academic course and the program, we were left with 15 lecturers, 9 of whom teach courses during the first term, so they already take part in the program. WMIL’s academia staff helped lecturers to prepare lists of topics for writing and checked whether they were appropriate for he-wp, while consulting long-standing Wikipedians who specialize in various fields. Naturally, a special page on he-wp was opened.

During the course of the project, relevant instructional material was sent to the lecturers for every milestone of the project (see below for more details). At the end of the process, every lecturer will receive a summary which will include a list of all articles uploaded to Wikipedia, article viewing data and other relevant information. We will also have feedback talks and project post-mortem reviews with the lecturers.

In the coming months we are going to launch a special website aimed at academic institutes and lecturers, which will include marketing materials, articles and information about Wikipedia-related academic projects in Israel and around the world. The site will also offer information about the advantages of such projects in academic courses, present a specific working plan, Q&A, guidelines for syllabus assignments, instructional materials for students and other useful tools.

This new website was inspired by the Wiki Education website and built while consulting the Wiki Education staff.

A typical WikiCampus working process with lecturers: Homepage of the WMIL academic education website An interested lecturer turns to WMIL. In the introductory talk, the lecturer learns about the Wikipedia assignment program, while WMIL’s academia coordinator learns about the academic course, its topic, the number of students etc. The lecturer prepares a first list of topics for the articles. The lecturers do it on their own, or with the help of their assistants or students. WMIL’s academia coordinator checks the list, in particular, whether the topics meet the notability criteria of he-wp. She does that with the help of he-wp community members and WMIL volunteers. The list of topics is finalized. The lecturer assigns students with writing topics. The students register on Wikipedia, and write the articles outside Wikipedia using the instructional material about encyclopedic writing. The students submit drafts to the lecturer, who return them with remarks and suggestions. The students rewrite them and receive confirmation before uploading them onto Wikipedia. The students upload the articles using the guiding tools by WMIL. The students receives grades for the uploaded version of the article. The lecturer receives a summary report of the project.

There are 11 academic courses (led by 9 lecturers, including the Vice President for Academic Affairs) taking part in the WikiCampus project during the current semester (first term of the 2016-17 academic year). Hundreds of students write Wikipedia articles as part of these courses and their products are expected to be uploaded to he-wp’s main namespace during March-April 2017. In the coming days, a call for participation for the next semester will be sent.

Our goal is to complete the WikiCampus IDC pilot successfully, analyze the results, improve this model accordingly and repeat it in other academic institutes throughout Israel.

Training[edit]

Program	(1) # of newly registered users	(2) # of active editors involved	(3) # of individuals involved	(4b) # of new images/media uploaded (optional)	(5) # of articles added or improved on Wikimedia projects
Content	700	17	1000
H1	520	42	908	164	450
2016	921	50	1368	291	852

Meta-Objective: Improving the training infrastructure for Wikimedia initiatives;

development, implementation, and dissemination of training tools for promoting editing throughout Wikimedia projects[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Tools for the general public	Launched courseware for self-learning of Wikipedia editing.	-	The improved version of the courseware, that was supposed to be launched in September, will be launched at the end of Q1 of 2017.	The delay resulted from a series of difficulties and constraints at the company which programmed the courseware; among them: frequent turnover of workers, inaccurate estimation of the required number of working hours, technical issues related to the program itself and others.
Expanding the use of the educational courseware	800 unique users used the courseware.	866 unique users used the courseware.	1368 unique users used the courseware	-
Tools for the schools and the academia	Seven tools developed for secondary education and the academy.	Developments beyond the working plan/suggestion submitted to WMF: Several tools developed in 2015 were translated into English and Arabic and distributed to the international community. Additional tools written in Hebrew were developed or improved (see details below).	Developments in accordance with the working plan/suggestion submitted to WMF: 12 tools for planning, evaluation and teaching, developed for teachers who lead Wikipedia assignment programs, were designed similarly and placed together on a special page of WMIL website. We will continue to improve the teachers’ tool kit. The content and structure of a toolbox were developed, which will include various aspects of encyclopedic writing (choosing an encyclopedically notable topic, finding appropriate resources, structuring the article and writing in a clear neutral style). The tool is currently at the hands of a designer and a programmer and will be launched soon. Developments beyond the working plan/suggestion submitted to WMF: Several tools developed in 2015 were translated into English and Arabic and distributed to the international community. Additional tools written in Hebrew were developed or improved (see details below).	-

Training tools that were developed and improved by WMIL throughout the year (beyond the working plan/suggestion submitted to WMF)[edit]

Tools in Hebrew[edit]

Contents for teacher courses:
- Stage 1 of the online teacher training in cooperation with CET and MOE - This stage underwent adjustments and improvements. With our partners, we embedded more pedagogical tools that can be implemented in practice and further components which are compatible with the various fields of knowledge. This work was carried out with the help of he-wp User:Garfield, who was hired as a contractor for this purpose.

- Practical tools for leading an educational project of article writing - We developed a workshop that equip the teachers with practical tools to help them plan a Wikipedia assignment program, create a writing topics repository, help their students work with resources and write feedbacks on students’ drafts.
- A small-scale experience in writing an article - We developed a workshop that offers the teacher a speedy experience of the Wikipedia article writing process. Based on what they have experienced, the teachers are asked to expect the needs of their students during the writing process and think of possible remedies. The development of this workshop was inspired by Dr. Dvora Harpaz from the Ort Israel school network.
- The value of community in writing an encyclopedia - We developed a short talk aimed at Hebrew language teachers. It includes an analysis of a test case, where discussions among members of he-wp community led to the writing of an article and its improvement. The talk was developed by WMIL volunteer who specializes in Linguistics, Dror Kamir.
- Examples of educational projects from around the world - We adjusted our presentation, which introduces Wikipedia-based educational projects from around the world, for the benefit of elementary school teachers, so it now includes project of simple content production assignments.
Planning tools for teachers who lead Wikipedia assignment programs:
- A basic layout of a yearly program for a Wikipedia assignment program - This tool, which was first developed in 2015, was improved and expanded significantly to allow teachers more accurate and effective planning of projects.
- Project card - We developed a tool that allow teachers to create a concise “identity card” for their project, which includes its essential parameters.
- A tool for locating resources - We developed a tool that helps defining resources that could help in conducting a Wikipedia assignment program and locating them in the immediate surrounding.
Tools for editing workshops:
- In editing workshops for students, we normally use a presentation that shows how to transform articles written in MS-Word format into a Wikipedia-article format. Following slight changes in the visual editor interface and public demand, we updated the presentation, improved and expanded it. We divided it into three separate parts, each follows a different stage of the workshops. A WMIL volunteer incorporated the different parts of the presentation in the template “Welcome Student”, which is placed in user pages of students taking part in academic projects.

Tools in Arabic[edit]

A guide for creating article content:

This guide was promoted in the worldwide community in various channels, with the introductory talk about Wikipedia and its presentation and a technical presentation which teaches technical editing skills. We hope that these three tools, as well as other tools in Arabic that will be developed in the future, will allow us to significantly expand our educational program in the large public of Arabic speakers in Israel.

A basic layout of a yearly program for a Wikipedia assignment program:

The improved version of this tool was translated into Arabic as part of our effort to expand our work with Arabic-speaking schools.

Our partnets love Wikipedia as much as we do! (Illustration image) Training tools developed by WMIL’s partners 2016 saw the creation of another high-quality product thanks to our fruitful cooperation with CET - the presentation “The Value of an Article” developed for Civics and Hebrew teachers by CET workers Aviv Tzemach and Naama Cohen Baruchi, which offers classroom activities related to Wikipedia. The presentation suggests debating activities about article deletion. The activities imitate deletion discussions on Wikipedia and offer the students a chance to learn about the dilemmas involved in article deletion and about situations of conflicting rights. The presentation can be downloaded by pressing the blue button in this link (the page is in Hebrew).

Cultivating and professionalizing the instructional team[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Maintaining an ongoing contact between the Training and Hebrew Education Coordinator (TR-HE Coordinator) and the team of training volunteers	Ongoing personal connection was maintained between the volunteers and the TR-HE Coordinator. 3 meetings of the team of training volunteers and the TR-HE Coordinator took place: 2 face-to-face meetings and one videoconference. It was decided to move to a format of videoconferences.	Ongoing personal connection was maintained between the volunteers and the TR-HE Coordinator. The TR-HE Coordinator initiated contact with a Wikipedian who led an educational initiative, independently of the Chapter’s activity, and started supporting him. 3 online meetings of the training volunteers and the TR-HE Coordinator took place (see details below).	Ongoing personal connection was maintained between the volunteers and the TR-HE Coordinator. Further developments beyond what is written about H1: Integration of the volunteer recruited in H1 continued successfully, he became one of the most active. The TR-HE Coordinator recruited five Wikipedians as additional training volunteers to support education projects: Three volunteers suggested themselves or asked to lead instructional courses (more details below); two others responded to the coordinator’s request. The coordinator had personal meetings with three of these five new volunteers. Four additional online meetings of the training volunteers and the TR-HE Coordinator took place (see details below).	-
Scheduling and implementing a training course in order to expand the instructional team	This activity was not part of the 2015 working plan	-	The course did not take place due to low registration. Instead, an intensive process of volunteer recruitment on personal basis has started. The volunteers are recruited mainly for leading face-to-face courses, workshops and talks, and they are trained by the TR-HE Coordinator. The process advances well and so far resulted in 30% increase in the number of training volunteers.	-

Video conferences of course leaders[edit]

This model of work, which was initiated by the Training and Hebrew Education Coordinator (TR-HE Coordinator) in 2015, proved beneficial and continued throughout 2016. Two teams, each made of seven volunteers, meet every 2-3 months.

Throughout the year, seven meetings took place for both teams, three meetings for each of them and one joint meeting. Two additional meetings planned for 2016 were postponed to the beginning of 2017 upon the request of guests from the global movement who took part. We will report these two meetings at the end of the first half of 2017.

All of the volunteers took part in at least one meeting. Half of them took part in most of the meetings to which they had been invited, or in all of them. Two of the participating volunteers were new additions to the training volunteers staff and integrated in it successfully.

The meetings were dedicated to updates, support and consultation in general education-related issues, as well as focused learning and discussion, led each time by one of the volunteers and revolve around one issue related to their activity.

Wikimedia Israel Education Team Video Meetup, February 2016

The main subjects of the meetings were as follows:

How can we maintain cooperation with educational institutes year after year?
How should we oversee the choice of article topics in Wikipedia assignment programs?
What kind of advice and tools should we provide for projects for expansion of existing articles on Wikipedia?
The idea to develop an online editing course as part of the WikiWomen project
The significant expansion of the educational project in Beersheba and the challenges involved.
Meetings of dialogue with students and teachers - What language should be used when speaking with the education community in Israel?
Preparing for a new educational project - Photography competition for high-school students

International Cooperation[edit]

Target	Last year (if applicable)	Progress (at end of Q2)	End of year (projected or actual)	Comments
Publicizing educational training materials in the international educational community	-	Three instructional tools were translated and adapted into Arabic, then distributed in different reporting channels. Two of these tools were translated into English and published in different channels - see details below.	One instructional tools were translated and adapted into Arabic	-
Ongoing publicizing, on international platforms, of the chapter’s activities	6 publications were published in the international blog	2 International publication published	3 International publication published.	-
Connecting the local community with the Wikimedia Movement	18 publications of international knowledge were sent to the mailing list of chapter's members and volunteers.	Nine updated of international activity were included in Wikimedia Israel’s bi-weekly newsletter.	Four updated of international activity were included in Wikimedia Israel’s bi-weekly newsletter.	-
Participation in Wikimania	Two board members and the ED participated in Wmcon15. Wikimania - ED, two Board members and two volunteers participated.	Two board members participated in Wmcon16 Three staff, two Board members and five scholars took part in Wikimania.

Publications for the global Wikimedia community - The Education Newsletter[edit]

"It’s a win win project": An interview with Sivan Lerer, a teacher at the Hebrew University of Jerusalem
- This interview was cited by Prof. John Kleefeld in his blogpost “The Wikipedia Manifesto” on GMCTE’s official blog (University of Saskatchewan)
Wikipedia as a Teaching and Learning Tool in Medical Education at IAMSE Medical Education Conference
"Writing a new article is a special experience that feels new every time"‎‎‎
New training materials in Arabic by WMIL‎‎‎

Wikimedia Israel has neither hired staff nor outsourced company dealing with PR. To this day, all PR and media contacts were handled by WMIL’s chairperson, who also acts as its spokesperson. At the end of 2016, following lively discussions about the gender gap on Wikipedia, a decision was taken to hire a PR company for three months (November-December 2016 and January 2017). Its PR activities shed light on the WikiWomen project and the Wikipedian community, and exposed the lesser-known Hebrew Wiktionary to the general public. There was also a significant media interest around the list of most viewed articles on he-wp in 2016. This list included articles about local and international political topics and figures, such as Donald Trup, the US presidential elections, Shimon Peres and Benjamin Netanyahu. It also highlighted celebrities and popular TV shows. The articles on this list that were particularly interesting for us, were those related directly to the schools’ curriculum, e.g. Yitzhak Rabin or trigonometric equations. The high ranks of articles related to the schools’ curriculum reinforces the importance we assume to work with teachers and students.

Publications initiated by WMIL[edit]

January 15 - “Written by the People for the People. Wikipedia celebrates its 15th Anniversary”, Ynet
January 17 - “A few Interesting Facts About Wikipedia on its 15th Anniversary”, Yaniv Halperin, People & Computers
January 17 - “Wikipedia Celebrates its 15th Anniversary”, Mabbat, Israel’s Channel 1
January 18 - “Hedva the Wikipedian Edits Articles”, Shay & Dror, 103fm - Non-Stop Radio
January 18 - An interview with Moriel Schottlender, a WMF worker, The Israeli Connection, Kol Yisrael/Reshet Bet
January 19 - An interview with Liron Dorfman about his activity as a Wikipedian and Wikipedia in general, Non-Stop Morning - the morning radio show of 104.5fm - Non-Stop Radio in the North (interviewers: Yaniv Leni and Rafael Cavesa)
January 22 - “Who Murdered my Encyclopedia?”, Prof. Sheizaf Rafaeli, Calcalist
January 27 - “Behind the Transparent Curtains of Wikipedia”, A Lecture for MK assistants and Knesset members, The Knesset Channel
January 28 - “Bush, the Second Lebanon War and Cast Lead: These are the most Edited Articles on Wikipedia”, Benny Solomon, Kikar Ha-Shabbat
March 6 - “For the International Women’s Day: 150 New Articles About Women on the Hebrew Wikipedia”, Yaniv Halperin, People & Computers
March 29 - “For the First Time, Wikipedia Article will be Updated Scientifically”, Assaf Golan, NRG.co.il
March 31 - “The Goal: More and More Scientists to Write Articles on Wikipedia”, Avi Blizovski, People & Computers
May 20 - “Full Graduation Certificate on Wikipedia”, Shiri Hadar and Rafaela Goichman, Ynet
May 23 - “Gordon Academy in Haifa to Cooperate with Wikipedia - the most Read Internet Encyclopedia in the World”, Shimon Ben-Ami, Zepo website
July 6 - “Video Clips from Channel 2 News to be Embedded in Major Wikipedia Articles”, Yonatan Kitain, Globes
July 6 - “The Wonder Girl in Neve Ilan: Cooperation Between Wikipedia and Channel 2 News”, Noa Preis, Walla
July 6 - “For the First Time: Channel 2 News to ‘Contribute’ Video Films to Wikipedia”, Nexter
July 6 - “Wikimedia Israel and the Israeli News Company Bring New Video Content to the Wikimedia Projects”, Itzik Edri, Wikimedia Blog
July 7 - “Wiki-News: The Free Encyclopedia to Display Video Clips from Channel 2 News”, People & Computers
July 21 - “Beersheba Students Disseminate Articles in the World” Tammi Maor, Local
September 21 - “How do you Decide What is in Wikipedia”, Alexandra Lukash and Sahar Avrahami, Ynet (also mentioned on User talk:Dafna Meir)
September 25 - “Behind the Curtains of Wikipedia: How do you Decide who will Have an Article”, an interview with David Shai, Galei Tzahal
October 11 - “Who is worthy of an Article on Wikipedia?”, David Shai, Calcalist
October 30 - “According to Figures, the State of Women on Wikipedia is Good. Relatively”, Nehemiya Gershoni Eliyahu, Haaretz
November 15 - “High-School Students to Write Articles for Wikipedia”, Yifat Gadot, News1
November 15 - “Wikipedia Recruits Gifted Science-Loving High-School Students from Leo Baeck to Write Articles”, Shimon Ben-Ami, Zepo website
December 8 - An interview with Michal Lester, WMIL Executive Director, about women on Wikipedia, Ha-Musaf, Israel’s Channel 1 (beginning 41:00)
December 12 - “The People Behind Wikipedia”, Omri Barak, Saving Program, Israel’s Channel 2
December 15 - “Promotion of Women Makes Wikipedia Better and more Diverse”, an interview with Michal Lester, WMIL Executive Director about women on Wikipedia, Yaniv Halperin, People & Computers
December 20 - “Wikipedia Asks the Public to Define what Kappara Means”, People & Computers
December 20 - “Can you Explain what Kappara Means? Wikipedia will Offer you Money”, Walla
December 20 - “Kappara, can you Explain the Meaning of Duda?”, Assaf Golan, NRG.co.il
December 22 - “Wikipedia Presents: Which Articles were Updated the most During the Year”, People & Computers
December 26 - “Wikipedia Celebrates a Big Achievement and Recruits the Next Generation”, Ariel Alinson, WHzone
December 28 - “Wikipedia Exposes: These are the Top 10 Articles that Interested the Israelis the most in 2016”, Nana10
December 28 - “Wikipedia Wraps Up the Year: What were the most Sought-After Articles in Israel in 2016?”, Maariv
December 28 - “What are the most Read Articles on Hebrew Wikipedia this Year?”, Yaniv Halperin, People & Computers
December 28 - “Shimon Peres and a Million others: The most Read Pages on Wikipedia in 2016”, Calcalist
December 29 - “Wikipedia Wraps Up 2016”, Or Heller and Maya Ziv-Wolf, Israel’s Channel 10

International Wikimedia Hackathon in Jerusalem[edit]

February 10 - “Jerusalem to Host the International Hackathon of the Wikimedia Movement”, People & Computers
March 30 - “Wikimedia to Hold an International Hackathon in Jerusalem”, Hillel Yossef, People & Computers
April 3 - “Wikimedia’s Yearly Hackathon - This Time in Jerusalem”, Daili Tzipi, People & Computers
April 3 - “Jerusalem Grows as a Capital of High-Tech and Integrates from All Sectors”, Yossi Hatoni, People & Computers
April 4 - “Wikimedia Foundation holds its 'Hackathon' in Jerusalem”, Daniel K. Eisenbud, The Jerusalem Post

Wikipedia Loves Monuments, 2016 Competition[edit]

September 22 - “Have you Seen the Winning Images in Israel and Around the World of the Wikipedia Competition?”, Kol Hai
September 29 - About the Wikipedia Loves Monument Competition, Ronni Bar Nathan (of the CCHS), 23 Minutes, The Israeli Educational Television (beginning 12:277)
September 29 - “Wikipedia - The Biggest International Photography Competition”, Tourneto
September 30 - “Tours / Sharing Heritage”, Ilan Geninyu, Israel Hayom
October 4 - Darya tells about Wikipedia Loves Monument, Idan Kveler’s “End of the Holiday”, Galei Tzahal (end of the second hour)
October 6, Globes Online’s Webcast, 16:26 (at the end)
October 7 - “Wikipedia’s Site Photography Competition is Launched”, Ynet
October 20 - Darya tells about Wikipedia Loves Monuments, First News, Israel’s Channel 2
October 23 - Darya tells about Wikipedia Loves Monuments, Morning News, Israel’s Channel 2
November 14 - “We Have Winners: Israel’s Best Photographs in 2016”, Walla
November 14 - “Augusta Victoria: The Winning Image on Wikipedia”, Ynet
November 14 - “The Wikipedia Loves Monuments Competition is Concluded”, First Newscast, Channel 2 News on the Internet, Mako website (beginning 46:42)

Revenues received during this period (6 month for progress report, 12 months for impact report)[edit]

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
Private donations	NIS	8000	450	14240	2788	11923	29401	2033	7472
Sponsorships	NIS	0	0	11700	15000	0	26700	0	6785
Funds	NIS	120000	0	0	0	64000	64000	30496	16264
Membership fees	NIS	1500	100	540	380	0	1020	381	259
WMF	NIS	834000	503980	0	330011	0	833991	211944	211942
Collaborations	NIS	83400	60000	6000	15000	0	81000	21194	20584
Courses	NIS	1200	1200	0	0	0	1200	305	305
Hackathon	NIS	490,411	162,350	219,993	50,000	16,000	448,343	123,280	113,937
In kind	NIS	-363000					-1119001	-92249	-308383	Including In kind from Hackathon
TOTAL	NIS	1538511	728080	252473	413179	91923	1485655	390981	377549

* Provide estimates in US Dollars

Spending during this period (6 month for progress report, 12 months for impact report)[edit]

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
Community support (Wikipedia)	NIS	189980	20286	16535	40854	43694	121369	48280	30843	64
Communities support (Wikimedia Initiatives)	NIS	48000	13529	12777	11402	11156	48864	12198	12418	102
Content	NIS	8000	0	0	6221	16711	22932	2033	5828	287
Collaboration for free content	NIS	211380	48510	47460	46106	55019	197095	53718	50088	93
Training	NIS	103480	31994	29200	11598	16654	89446	26297	22731	86
Free knowledge awareness	NIS	49500	12286	10577	21797	32920	49328	12579	12536	100
Global engagement	NIS	64100	2785	37454	18558	0	58797	16290	14942	92
Promoting activity in Arabic	NIS	13700	0	3040	1069	47127	51236	3482	13021	374	Education coordinator for the Arabic language started to work on Q4
Communication and publicity	NIS	9500	976	3745	4032	1749	10502	2414	2669	111
Management and Administration	NIS	364800	89212	109938	86728	100056	385934	92706	98077	106
Hackathon	NIS	445343	164734	265677	101	0	430512	113175	109406	97
TOTAL	NIS	1507783	384312	536403	248466	325086	1466015	383172	372558	97

* Provide estimates in US Dollars

Compliance[edit]

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

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".

Yes

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".

Yes

Signature[edit]

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

Michal Lester לסטר (talk) 16:12, 23 March 2017 (UTC)

Resources[edit]

Resources to plan for measurement[edit]

Global metrics are an important starting point for grantees when it comes to measuring programmatic impact (Learning Patterns and Tutorial) but don’t stop there.
Logic Models provide a framework for mapping your pathway to impact through the cause and effect chain from inputs to outputs to outcomes. Develop a logic model to map out your theory of change and determine the metrics and measures for your programs.
Importantly, both qualitative and quantitative measures are important so consider both as you determine measures for your evaluation and be sure to ask the right questions to be sure to capture your program stories.

Resources for storytelling[edit]

WMF storytelling series and toolkit (DRAFT)
Online workshop on Storytelling. By Frameworks institute
- The origin of storytelling
- Story frames, with a focus on news-worthiness.
Reading guide: Storytelling and Social change. By Working Narratives
- The uses of the story.
- Case studies.
Blog: 3 Tips on telling stories that move people to action. By Paul VanDeCarr (Working Narratives), on Philanthropy.com
Building bridges using narrative techniques. By Sparknow.net
- Differences between a report and a story
- Question guides and exercises.
Guide: Tools for Knowledge and Learning. By Overseas Development Institute (UK).
- Developing a strategy
- Collaboration mechanisms
- Knowledge sharing and learning
- Capturing and storing knowledge.