Dicoado/Dicoado contributor skills list

By contributing to DicoAdo, individuals develop skills similar to those gained from contributing to the Wiktionary (from which this page draws inspiration), but tailored to an audience with a lesser grasp of the French language and on a less complex project. This page is not an exhaustive inventory, and it is not expected that one person would possess all these skills, as people often focus on a specific aspect of the project (such as creating definitions, recording pronunciations, or editing, for example). Feel free to supplement with skills you may have developed by participating in the project.

Attempt of Inventory

• Writing and Structuring Information: Composing clear, concise definitions suitable for a young audience, logically structuring information, and filling out the addition/editing form by distinguishing between the essential and the superfluous, aiming for simplicity rather than comprehensiveness.
• Research and Verification: Seeking reliable information from reference resources and methods to complete or verify content, especially in the search for polysemy, synonyms, antonyms, and relevant examples.
• Linguistic Skills: Enhancing language proficiency, including spelling, grammar, and vocabulary, as well as the ability to explain concepts in an accessible manner.
• Digital Technology Use: Effectively utilizing the collaborative platform's tools specific to wikis (to MediaWiki), learning the basics of editing and, for the more advanced, wikification.
• Collaborative Work: Engaging in a collaborative project, exchanging ideas and constructive feedback with other contributors, accepting being wrong, and understanding the importance of teamwork.
• Critical Thinking and Creativity: Assessing the quality of existing contributions and suggesting improvements, demonstrating creativity in content creation.
• Digital Responsibility: Understanding the CC BY-SA license and respecting copyright, ethically using online resources, and being aware of the impact of one's contributions on the community and target audience.

These skills are developed through various tasks, such as selecting grammatical categories, inserting internal and external links, correcting errors, adding meanings and multimedia content, drafting examples, and many other activities related to enriching and improving the content of DicoAdo.

Focusing on the pedagogical and educational aspect of contributing to this project, here are some skills that can be highlighted in the educational field, not necessarily exclusive to it:

• Pedagogical Skills (for teacher): Designing educational activities that incorporate definition writing, thereby achieving curriculum objectives, enriching students' vocabulary, and teaching them to use language more precisely and thoughtfully. Planning and executing educational projects that incorporate the DicoAdo: ability to define objectives, organize activities, and assess outcomes.
• Digital Education Skills: Using various platforms and devices (computers, tablets, phones) to contribute to the dictionary, which implies a certain comfort with technology and the ability to adapt to different formats and interfaces.
• Classroom Collaboration: Collaborating on definitions and content improvements, requiring good communication skills and the ability to work constructively together.
• Critical Thinking and Creativity (for students): Critically reflecting on the selection of words to define, focusing on those genuinely useful to young people, and being creative in making definitions and examples both accurate and engaging.
• Autonomy and Responsibility (for students, as a homework task): Encouraging students to take charge of their learning by contributing to the dictionary, which develops their sense of responsibility and ability to work independently.
• Reflective Practice: Evaluating and reflecting on the use of the DicoAdo in an educational context, allowing teachers (and students) to consider their own practices and ways to enhance their contribution to the dictionary.