Grants:APG/Proposals/2014-2015 round1/Wikimedia Israel/Impact report form

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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.

Contents

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

  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 317
2. # of new editors 799
3. # of individuals involved 2,619
4. # of new images/media added to Wikimedia articles/pages 391 11,083 images uploaded to WikiCommons
5. # of articles added or improved on Wikimedia projects HE- Wiktionary 289

HE-Wikipedia - 931

AR-Wikipedia - 11

EN-Wikipedia - 10

6. Absolute value of bytes added to or deleted from Wikimedia projects HE- Wiktionary - 684,069

HE-Wikipedia - 10,573,465

HE Wikisource - 791,038

AR-Wikipedia - 15,574

EN-Wikipedia 43,536

The absolute value of bytes added do not include bytes of articles that were written by Wikipedians (220 articles).


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

WMIL in 2015: Key achievements and takeaways[edit]

Key achievements of the year:

  • A Wikipedia editing self-learning courseware was launched in September 2015 and has already merited positive feedback, as well as some 800 registered users.
  • Significant expanding of the Hebrew Wiktionary project
  • Wiki-Women group has increased the numbers of women editors and articles about women in the Hebrew Wikipedia.
  • The number of articles that were written by students during 2015 grew by nearly 500% compared the number of articles written in 2014 and by more than 200% compared to the work plan target!


Challenges:

  • During 2015 only a few meetups of Arabic Language Editors took place. The gatherings were random and unfortunately didn't create a momentum for a sustainable community yet.
  • Expanding activities to other Wikimedia projects such as WikiSourse.

We use color-coding to mark progress:

Highly successful
Successful
Partially successful
Unsuccessful

Wikipedia-Community Support[edit]

The year 2015 is characterized by a growing trust and mutual support among the Hebrew Wikipedia community and Wikimedia Israel. Wikimedia Israel gained support for its projects from the Hebrew Wikipedia community. More Wikipedians were involved in educational and academic projects in comarison to previous years. Further to the planned activities, WMIL supported the Hebrew Wikipedia community in various ways:

  • WMIL granted free access to the archives of Ha'aretz - one of the leading daily newspapers in Israel, to be used as a citation resource for articles
  • WMIL approached experts asking them for evaluations of articles
  • WMIL provided support for the Asian Month activities in Hebrew Wikipedia

Conducting an editor’s survey

In 2015, WMIL carried out an editor's survey in order to get to know better the HE-Wikipedia community. The survey assessed their views on working climate, diversity, conflict resolution and more. The results were thought provoking and influenced WMIL activities as well as planning for 2016 and onwards.

The survey’s main conclusions:

  • Contributors (“silent” editors that are less community active) should be better acquainted with and better integrated into the activities of the chapter.
  • Further support is required for Wiki-Women as a main catalyst driving women editors into the Hebrew Wikipedia.
  • Tools for collaborative writing should be developed and implemented.
  • There is a need to explore new methods for communication with editors.

Face-to-face meetings to strengthen Wikimedia communities in 2015:[edit]


Activities Description
3 Social gatherings Wikipedia’s 14th anniversary was celebrated at the Center for Educational Technology (CET) and attended by 60 Wikimedians. The event included short lectures and a social gathering.

Another meeting with Jimmy Wales at was attended by 80 Wikimedians.

Hebrew Wikipedia’s 12th anniversary was celebrated by a gathering attended by 55 Wikimedians. The event included multiple activities such as quizzes prepared by Wikipedians and based on the Hebrew Wikipedia, a social gathering and lightning talks.

6 Editors’ meetings (With Lectures by Wikipedians)

Introduction to translation tools: 10 participants

Rulers of the World – FreeMasons: 11 participants

Image processing – on Ethics and deception: 11 participants

Introduction to translation tools - a seconnd session on the subject, was held, following success of the first one. Five participants attended

Wikipedia’s catalogue system - an introduction to the cataloguing and categorizing systems in Hebrew Wikipedia. Seven participants attended the meeting..

A meeting focusing on incorporating images that were photographed during the 2015 WLM competition - pictures that were taken during the photo contest, were inserted into Wikipedia articles in different languages. 8 editors participated in the meeting.

The Thousand Words photography project 4 Thousand Words photography tours held and attended by 68 Wikimedians
5 Wiki-Women meetings + 3 courses

Meeting #3: Women in Cinema: 12 participants

Meeting #4: Women in Technology: 12 participants

A lecture on copyright to Wiki-Women project members. 11 participants attended the lecture that was delivered by a lawyer who is a member of the chapter.

End of year party to the Wiki-Women group. The party was held to celebrate the project’s achievements since its establishment. 16 participants attended the party.

In addition to the Wiki-Women meetings, the leading volunteer also initiated editing workshops for the members of the Association for Research of Arts and Gender. The chapter has helped her with instructional material, recruited volunteers to assist her and offered the use of the chapter’s offices for the editing sessions.

During the second half of the year, two editing courses were held for Wiki-Women new members. Each course consisted of three sessions.

First course: 11 women participated

Second course: 6 women participated. Articles edited in Wiki-Women initiative for a summary of all activities of the Wiki Women initiative.

1 Advanced editing workshops 25 participants
Summary Throughout the year, 10 community meetings and 3 Wiki-Women courses took place while the target was 9 meetings. In 2014, the number of community meetings, including Wik-Women activities, amounted to 12.

6 reasons for the success of Wiki-Women project in the Hebrew Wikipedia:


  1. A committed volunteer leading the project and driving it forward.
  2. The creation of a safe environment for consultation and sharing: an active Facebook page where women can consult and share.
  3. A variety of face-to-face meetings (lectures, workshops, courses, and a party!)
  4. Positive reinforcement and feedback given by group members to each other
  5. Advice and tips provided by veteran Wikipedians to the group members
  6. Support and professional training and logistics provided by Wikimedia Israel

And that's how we define success: As of the beginning of the project ( 3rd quarter of 2014):

  1. 15 meetings! Of them, five subject sessions, four courses, and one party.
  2. Number of participants in meetings: ~ 120
  3. Number of volunteers from the Wikipedia community who participated in meetings: 11
  4. Number of lecturers attending meetings: 7
  5. Number of new articles that were written as part of the project: 185



Maintaining a variety of communication channels vis-à-vis Wikimedia communities and volunteers: Over the year, WMIL maintained a variety of communication channels with Wikimedia communities: bi-weekly emails (22 times), a Facebook page and talk pages in Wikimedia initiatives. There is ongoing communication in all channels between volunteers, members and staff.


Reaching out to inactive veteran editors: During the second half of the year efforts to recruit veteran editors did not continue. The attempt to reactivate veteran editors did not prove to be successful and was thus discontinued.

Expanding the volunteer base of Wikimedia Israel[edit]


Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Recruiting 6 new volunteers for Chapter activities 12 new volunteers were active in the chapter’s projects 24 new volunteers joined the chapter’s projects During 2015, 34 new volunteers took part in the activities.

During the second half of the year, we have recruited 24 new volunteers, most of them in the education, training and in the renewed Wiktionary program.

To encourage more volunteers to join, WMIL has created more volunteering opportunities and roles. In the past, anyone who wished to volunteer in WMIL activitieswas expected to be an active and skilled editor in a Wikimedia projects. This year, following the expansion of chapter’s activity and a more precise definition of tasks and volunteering opportunities, new volunteering channels have been formed - some of which do not require previous editing experience. For example, one volunteer who believes in free knowledge began to help with the maintenance of the WMIL website. On the other hand, some active editors found that volunteering in face-to-face training did not suit their needs or meet their constraints. Nowadays they support online our educational programs, contests, and training for the general public.

Encouraging and assisting volunteers and new members to creat content[edit]


Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Granting at least three microgrants grants based on the Chapter's grant committee recommendation and predefined criteria 2 microgrants were awarded in 2014:

1. Camera purchased for the Photographing Public Figures project (in 2015 auxiliary camera equipment was purchased) 2. Travel grant for reimbursing participants in the writing of Wikipedia articles on sports, as part of an academic course

2 requests were filed, one of them was actualized during the second half of the year A grant for a seminar on Wikipedia to librarians in the Arab sector. See details below
Financial support for two article writing competitions, to be held by request from the community Support for PhysiWiki - Statistipedia contest

Grants:

1. A seminar on Wikipedia for librarians in the Arab sector - The seminar was held in cooperation with the Internet Research Center at the University of Haifa and was attended by 16 women librarians. We see a big potential for impact by instructing librarians, as they are already a source of knowledge and influence, and can be quality contributors to WIkipedia, as well as guide others on how to contribute.

The seminar opened with greetings from Professor Sheizaf Rafaeli, head of the Internet Research Center and a member of the Board of Directors of Wikimedia Israel. An Arabic speaking volunteer then gave an extended lecture about Wikipedia.

Other volunteers presented the work of the Western Galilee Group - a group of Wikipedia editors that regularly get together for editing and other activities. At the end of the day Ms. Hiam Kablan, an author and poet of the Israeli-Arab community, delivered an enrichment lecture.

During the first half of 2016 an editing workshop in Arabic Wikipedia, is expected to take place, attended by participants and additional librarians.

2. A Photoshop course - WMIL received a request for purchase a software for a graphic design (Photoshop) training course. The aim of the course was to improve images in Wiki Commons, to be integrated into Wikimedia projects. This request was considered by the Grants Committee. After a lengthy process including a consultation with Board members, the request was denied due to 2 main reasons:

  • High cost of the software. The subscription licenses for participants and teacher need to be renewed every year and are not transferable to other participants.
  • No agreement on a substantial need for image improvement. The Committee did not reach a definite decision if there is a real need for image improvement from the Wikimedia's communities.


Statistipedia Contest - during the last quarter the Statistipedia Contest took place, aiming to broaden and enhance articles about statistics in Hebrew Wikipedia. The competition was produced in collaboration with the Israeli Statistical Association, the School of Mathematical Sciences at Tel Aviv University, Istra Research Company and Wikimedia Israel. It was led by 2 volunteers.

21 people participated in the contest and 30 articles were expanded. The chapter is also going to support the production of a concluding ceremony.

Arabic Editor Group[edit]


Tighe Flanagan was part of the Wikimedia Foundation’s delegation to Israel attending the Wikipedia Academy Annual Conference hosted by Wikimedia Israel. In his role as Education Program Manager, he is working to advance the Wikipedia Education Program in the Arab-speaking world. Tighe’s visit was, therefore, an opportunity to encourage editing Wikipedia in Arabic by Israeli-Arab communities. We decided to hold a gathering attended by Tighe, Shai (Education and instruction coordinator) ) and Arab students that had already had some experience in editing Wikipedia as part of WMIL’s project writing articles as academic assignments. The meeting was attended by 5 students, as well as by Dr. Sharon Halevi, who led the academic project, and Hana, a leading education volunteer and board member. Thanks to Tighe’s connections in the Arab Wikipedia, the gathering was joined by Rami, an Israeli Arab Wikipedia editor. During the gathering, it was decided to found an Arabic editing group tutored by Rami, and attended by three of the students, with plans to recruit others in the future. The group met 5 times, during which the participants delved deeper into Wikipedia tools, created 5 articles and improved 5 more. The group remained small in size (4 editors), but is highly committed, and intends to do more than editing, and lead educational programs involving Wikipedia editing. One of the group’s members even started activities in a school at Umm Al-Fahm with WMIL’s guidance, and we hope to report on her activities during 2016. Due to personal challenges of some of the participants, their meetings are not going to continue, but we are looking into a few other ways of supporting them.

Global Metrics for Wikipedia-Community Support[edit]



Metric Achieved outcome Explanation
1. # of active editors involved 196
2. # of new editors 76
3. # of individuals involved 544
4. # of new images/media added to Wikimedia articles/pages 112
5. # of articles added or improved on Wikimedia projects 439


Wikimedia initiatives- Community Support[edit]

Wiktionary is this year’s success story! The activity in the project has vastly expanded during the year. Only one course was planned for this project in the work plan for 2015 but in reality, activity expanded much beyond that.

To rebuild an active community that will revive the Hebrew Wiktionary[edit]



Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Recruiting at least 20 volunteers to attend the course Out of 120 candidates who enrolled for the course, 16 were selected after screening. The course yielded 91 new articles and 38 articles were expanded, or significantly expanded. 10 of the participants continued to edit after the course and 6 of them become active editors.
80% of the participants complete the course The course opened with 16 participants and 14 of them have completed the course and complied with the required assignments.
90% of the participants completing the course will edit 20 articles each After a reexamination of the scope of tasks, the goal was changed and each participant was required to create 7 new articles and expand 3. Since the end of the course, participants who remained active editors, went on to write many more dozens of entries and have contributed to the Wiktionary project and other projects as well.
50% of the participants will be active editors for the three months following the course 10 participants continued to edit after the course and 6 of them have become active editors in the project. 6 editors are active editors in the project

Hebrew Wiktionary - Additional activities during 2015:

Hebrew Wiktionary community meetup - Tel Aviv - December 2015

Wiktionary Contest - in July the first contest for writing Wiktionary entries was held. We felt it was essential to harness the increased activity that followed the course and use it for motivating editors to continue editing and recruiting new contributors. Hebrew Wikitionary editors and Wikimedia Israel, in collaboration with the Academy of the Hebrew language, were in charge of the competition. New and veteran editors were recruited for different roles such as contest secretaries, monitors and online supporters. A list of 500 missing articles were created. Each participant was required to choose a group of five articles and create articles about them. At the end of the competition the judges, who were prominent linguists and lexicographers, members of the Academy of Hebrew Language, and the project’s volunteers, selected the best group of articles. Leading up to the competition and under consultation from the Academy of Hebrew Language, new quality criteria for an entry in Wiktionary were created. The entries were evaluated according to these criteria. In total, 160 entries were written as part of the contest, by 34 contributors, 22 of them were new editors (who have contributed at least 10 edits per month). The Wiktionary Contest also encouraged a few veteran editors to become active again.

Community meeting - in December we held a community meeting of Wiktionary editors at the WMIL offices in Tel Aviv. The meeting was attended by 12 of the project's editors. They had the honor of hosting Mr. Ruvik Rosenthal, a well known Israeli linguist, journalist and author who delivered a lecture on lexicography. The project members then convened for numerous discussions and voted on policy issues. During the meeting, the need for bots writers came up and consequently, and Wikimedia Israel is currently recruiting developers to write bots for the project in the expectation that in future, the editors will learn how to regularly run and maintain the bots.

We are now working vigorously on opening the second round of the Wiktionary Course and this year the National Library of Israel has joined the project and will host the course in Jerusalem.

In conclusion, during 2015, close to 300 new entries were written and about 130 were extended. Some 50 contributors participated in the projects (of which 33 are new). Compared to last year, there was an increase of 750% in new editors’ activity and an increase of 480% in number of active editors in the project. Compared to the same months last year, an almost 1,600% increase in the number of edits is evident.

Following is a post that was published in the international blog, on the subject of reviving the Wiktionary community.

Expanding collaboration with the Wikisource community[edit]


Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Based on a list of sources chosen by the Wikisource community, we shall assist in releasing materials from the National Library and other libraries. - One request was submitted by Wikisource community to release a text from the National Library but the request was not approved 6 During 2015, 6 New texts with the total size of 791,038 bytes were added under the category: OCR Association
At least 50% of the texts released with the chapter's assistance will be uploaded to Wikisource during 2015, with 50% undergoing OCR to accelerate the process One request for releasing a text was received, which was not approved. -

The Hebrew Wikisource community amounts to less than a dozen of editors and operates mostly independently from WMIL. Throughout the entire year, communication between the communities coordinator and the Wikisource community was continuous if somewhat limited. Our community coordinator has encouraged the editor to obtain assistance from the chapter and to hold social gatherings. Despite a positive relationship with the community coordinator, the community did not respond too favorably to the chapter’s attempts to increase activity.

Recruiting and consolidating a MediaWiki developer community[edit]

Recruiting and consolidating a MediaWiki developer community of at least 10 members:

As we reported in the impact report 2014, we have made repeated attempts to call up volunteers from Wikimedia communities and to seek for new volunteers with the aim of establishing a developers’ community. Since these attempts did not bear fruits, WMIL board had approved the staff's recommendation to suspend our recruitment efforts. Nowadays, as Wikimedia Israel has been chosen to host the 2016 Wikimedia Hackathon in Jerusalem, we begin to recruit a team of tech-savvy volunteers to produce the event, with the hope that this will create the opportunity to establish a developers’ community.

Global Metrics for Wikimedia initiatives- Community Support[edit]

Metric Achieved outcome Explanation
1. # of active editors involved 20
2. # of new editors 38
3. # of individuals involved 80
4. # of new images/media added to Wikimedia articles/pages N/A
5. # of articles added or improved on Wikimedia projects 289


Content[edit]

Creating a network of librarians and archivists[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Creating a digitization program to scan 4000 pages to Commons in 2015 It was decided not to hold the activity because of community’s lack of interest. -
Creating a network of librarians and archivists for promotion of open source knowledge During the first half of 2015, a course that was meant to be the basis for a network was held. A lecture and a workshop at the Archivists Conference, attended by 30 archivists
Recruiting 20 archive and library representatives for the course 11 archivists took part in the course
Participation of 3 WMIL existing partners in the course activity A lecture on Wikidata in conjunction with the German chapter Most of the time and resources ware invested in editing and in getting to know the WikiCommons and Wikipedia
50% of the participants will upload at least 5 significant items to Wiki Commons each, of which one item will be integrated into a Wikipedia article. 5 new articles were written, 9 articles were expanded, and six drafts were created The participants contributed 98 images, 62 of which were embedded in articles
30% of the participants shall continue to upload items to Wiki Commons in the 6 months subsequent to the course Most attendees did not continue to be active in Wikimedia projects after the course Two of the participants continued to edit Wikipedia but did not upload images. One of the course participants is an active Wikipedian and a chapter’s volunteer.
50% of attendees will participate in two follow-up meetings One additional meeting was held.
Archivists course on Wikimedia projects - Tel Aviv - April 2015 (19)

The archivist course did not meet its expected goals. Some of the reasons are technical and have to do with technological and organizational challenges in conjunction with the way it was run. However, the biggest challenge we dealt with was a different viewpoint regarding free content and the lack of digital literacy by many of the participants. These challenges put a halt to joint activities and to archivists' contribution to WikiCommons. At the lecture and workshop in the Archivists Conference during December 2015, participants raised concerns that mainly stem from legal issues. They shared concerns about lack of knowledge of the nuances of copyright laws and about their fear of lawsuits when publishing materials to Wikipedia and Wiki Commons. Wikimedia Israel will examine the possibility of expanding the knowledge of the topic among archivists.

Annual photography competition[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Increase of 15% in the number of heritage sites on the list that is available for the competition A list of 1150 archeology and antiquity sites In 2015, no new sites were added to the list of sites, since the partners did not forward new site lists to WMIL.
Recruiting a new organization as a partner for the competition In 2014, six organizations took part in the competition: The Society for Preservation of Israel Heritage Sites, Israel Antiquities Authority, the Ministry of Foreign Affairs, Galitz school of photography, Neve Schechter Center, and ISOC In 2005 the World Jewish Heritage Foundation joined the contest. Four partners continued to support the contest: The Society for Preservation of Israel Heritage Sites, Israel Antiquities Authority, the Ministry of Foreign Affairs, Galitz school of photography
Acre - a look from South: the winning picture

The Israeli competition was held for the fourth year in a row, and in 2015 146 photographers took 5,619 new pictures of heritage and antiquity sites. During the contest, eight photography tours were held two of which were focused on practical photography training and were taught by photography instructors. 320 people participated in the tours.

The concluding event included an exhibition of the winning images and the award winners who took the three top rated photos received prizes. In addition 3 designated prizes were presented for photographs taken in the North and in the South of Israel, and for photographs of an ancient synagogues.

About 20 media publicity pieces accompanied the contest. See examples:

On top of the photo competition, we have also expanded the activity through two additional events:

Global Metrics for Content[edit]

Metric Achieved outcome Explanation
1. # of active editors involved 5
2. # of new editors 157
3. # of individuals involved 511
4. # of new images/media added to Wikimedia articles/pages 146
5. # of articles added or improved on Wikimedia projects 21


Collaboration on free content[edit]

This year, activities in schools and academic institutions grew significantly. The expansion of this activity was made possible thanks to the development of the courseware and training tools for teachers. Training tools helped teachers to promote Wikipedia writing projects almost independently, and helped volunteers be active in more organizations.

The number of articles that were written by students during 2015 grew by nearly 500% compared the number of articles written in 2014 and by more than 200% compared to the work plan target!

Developing our collaboration with the Ministry of Education[edit]

Gifted studants[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Providing editing skills to students in 15 gifted student classes all over Israel – overall 450 students Editing skills were provided to 434 students in 15 classes (+ 1 class in Kfar Kama). 14 workshops for gifted and excelling students. Two more workshops for gifted and excelling students. Total of 16 gifted classes (560 studants) During the second half of 2015, a work process was initiated in some 15 classes of gifted and talented children (in schools and in after-school programs) and, for the first time in three regular classes. The outcome of these processes is expected to be published during the first half of 2016.
At least 60 new articles or expanding articles will be written by gifted students. 80% of the articles written will be uploaded into the article space. Gifted and excelling pupils created 26 new articles and 27 expansions (2 Hebrew and 22 in the Adyghe language). 62 new articles and 32 expanded articles. 128 New articles and 32 expanded articles. 95% of the written articles were transferred into the article space.
5% will continue to edit independently. None of the students proceeded to edit independently. Not reported. 1 student proceeded to edit independently in the English Wikipedia and was even awarded the "editor of the week" recognition for his work.
Students of HaNagid School Meet Lila Tretikov and the mayor of Herzliya - May 2015
An editing workshop with sudents of the Dov Lautman Unit for Science Oriented Youth - Tel Aviv - October 2015

In 2015, we have created an infrastructure which will enable a significant expansion of our activities in the future. Theis infrastructure includes strategic partnerships on the one hand, and on the other, the development of training materials for educators.

In the field of strategic cooperations, we've established and maintained, our liaison with influential educational institutions. Among these organizations are the Ministry of Education of the State of Israel, and the Municipal Educational Administration of Be’er Sheba, the connection with which was established in previous years. On top of these organizations, three new collaborations were added this year:

  1. ORT Israel educational network, with over 200 schools and colleges across Israel and with students from Jewish and Arab communities.
  2. Nobel Laureates for Excellence in Education - an association which operates in dozens of schools around Israel to promote students' exposure to scientific and technological content.
  3. Alfa program at the Dov Lautman Unit for Science Oriented Youth - a unit at Tel Aviv University engaged in imparting science education to thousands of gifted youths.

In the field of training materials for educators, we have developed a variety of training and advance study materials: Wikipedia based educational activities, lesson and lecture plans, annual work plans for educational Wikipedia writing projects, an indicator for evaluating entries written by students, and written instructions to accompany the students in the writing process.

Next year, we hope to condense all this material and render it accessible for teachers in an attractive manner, together with marketing materials. In addition, we plan to share more of these materials with tge international community, an effort we have started this year.

Based on these partnerships and training materials, we believe that we can considerably expand our activities in schools and universities during 2016.


The cooperation with ORT Israel network started with a pilot project with three classes (ninth and tenth grades) from three different schools. The students are writing articles in various fields as part of their Hebrew language lessons. We are currently in the middle of the pilot.

The leading figure on behalf of ORT network is Dr. Dvora Harpaz, director of the Hebrew studies in ORT and one of the most prominent figures in the network. We interviewed dvora to learn from her about Wikipedia’s educational opportunities, about the stages of the project’s work process, and its future horizon.

What attracted you to leading a project of this kind?

First of all I'm looking for ways to promote innovation and entrepreneurship in teaching and I perceived the project as an opportunity to do so. Secondly, I strive to promote ORT network’s learning communities. I feel that the learning process in the project is suitable for collaborative work within a community circle consisting of teachers, students and other learning partners. And thirdly, the project addresses my need for empowering teachers and student. On the one hand, I seek to expose teachers to additional teaching tools and to strengthen their sense of leadership and capability when it comes to teaching; On the other hand, I want to expose students to a substantial learning process.

Could you describe the main work stages?

The work process on the project included several stages. First, I contacted directors in the ORT Israel network in order to recruit schools and teachers that would participate in the project. I then constructed, with Wikimedia Israel, a teacher’s training that included face-to-face meetings, an online meeting, and assignments to be submitted. The training referred to academic-scientific writing, cultivating a learning community in the classroom, Wikipedia and its educational applications, and more.

In the next stage, teachers who participated in the training developed, in collaboration with myself and with Shai, Education and instruction coordinator a detailed annual work plan and a variety of lesson plans and activities. Then the project went underway and since then, along with Wikimedia Israel, I focus on regularly accompanying and supporting the teachers who lead the project in the participating schools: I visit schools, listen to any difficulties that arise in the field, and help in finding solutions.

What do you anticipate for the continuation of the project next year?

I would love for the number of students and teachers participating in the project to increase due to increased number of participating schools and expansion of the activities in each of the continuing schools. In addition, I aspire for the veteran teachers to become the project’s leaders in their schools. In fact, even at this stage I am already working on recruiting new teachers and schools for the continuation of the project next year.

Former participant of Wikimedia Israel's education program who received the Editor of the Week award

Tal Zussman edits Wikipedia

Tal Zussman was an 8th grade in the gifted students at HaNagid school in Herzliya. Tal, along with all his classmates, met Deror, a leading education volunteer and board member. Tal chose to edit in the English language, in which he is fluent, focusing on editing about sci-fi and fantasy books and movies. We were happy to notice that Tal kept editing repeatedly, and kept doing so even after his family moved from Israel to the States.

Adopting the community spirit of Wikipedia, Tal joined several task forces editing on focused content areas, such as Rick Riordan and Harry Potter. Recently, we received a great update from Tal’s former teacher: Tal received an editor of the week award in recognition of his contributions to the English Wikipedia! We are very proud of Tal and his contribution, and are proud that our Education Program was able to grow such a young and prolific editor that fits well with the community spirit!


Training teachers[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
At least 200 teachers will be trained in one of six offered online seminars In 2014 the teachers’ training was developed. 250 teachers enrolled for the teachers’ training. 143 completed the training. By the end of 2015, about 200 teachers completed the training. The course is given in seven curriculum subjects. In all seven curriculum subjects, an additional study cycle was opened at the end of 2015. In addition, training will start in three other subjects. In total the course will be taught in 10 subjects and so far, about 300 new teachers have already enrolled.
70% of teachers trained will gain understanding of Wikipedia as an efficient pedagogic tool. - - 82% of the teachers who participated in the survey incorporated into teaching, in a substantial way, Wikipedia based tasks, and an additional 5% reported that they plan to do so. The training focused on turning the students into more aware readers, and accordingly, the most frequent assignments given by teachers had to do with searching for information and critical reading of articles (88% of the teachers who participated in the study assigned to their students information searching tasks, and 84% of them incorporated content that deals with critical reading of articles). data in the future, we plan to make participating in the survey, a mandatory assignment as part of the training.
20% of teachers trained will use materials provided by the workshops in their classes. - - 76% of the teachers who participated in the study indicated that they incorporated into their class work content that they learned during the course.
The writing of stage two in online seminars that will consist of the training of teachers to edit in Wikipedia. - - The developing process began later than planned due to organizational changes at CET.

So far, 50% of the 2nd stage of the training has been developed. || While developing the 2nd stage we started implementing it on a small group of trainees.

Publishing the first stage of the program to the international Wikimedia community. - - The policy of the Israeli Ministry of Education, which funds the project, is opposed to releasing materials by free license. This obstacle prevents us from releasing the contents of the teachers' training to the International Wikimedia community.
Leaders of the online teachers course meet Mimi Halfon, a leader of a Wikipedia-based educational project - Tel Aviv - July 2015

The teachers who filled out the survey have shared with us the variety of ways in which they have been able to use Wikipedia in their teaching process. Here are some of them:

  • "Using Wikipedia articles, my students created ID cards for countries around the world, as part of introductory lessons for the subject 'what's a sovereign state?' taught in junior high."
  • "I teach elementary school and I introduced Wikipedia to the students. I keep revealing more and more subjects to my students. They show great interest."
  • "I asked the students to find the historical background of subjects we discussed in class, to compare different texts relating to these topics, and to find more information on the subjects, using the sources listed at the bottom."
  • "I explained to the pupils that anyone can contribute to Wikipedia and that 'ordinary' people are the ones who created this monumental database. I showed my students that there are differences between the same article in different languages."

The feedback we received following the training for teachers strengthened our confidence that this content is relevant to teachers across all subjects and ages. Fortunately, our partners in the development of the training at the Ministry of Education and the CET share this opinion with us.

Higher Education[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
20 lecturers will be exposed to this initiative. - - A meeting was held with seven lecturers from the School of Communication at the College of Management, including the Dean.

In addition one-on-one conversations, with similar goals, were conducted with 10 lecturers. || In light of the decision to launch in 2016, a pilot for a new model of working with academia, we decided to focus on personal conversations aimed at recruiting lecturers to the pilot.

At least 2 lecturers will join the project. 10 new lecturers joined the program. The products to be yielded from the new lecturers’ courses are expected to be ready during 2016.

In 2015, WMIL’s volunteers conducted editing workshops in ten different higher education institutions. During the sessions, students wrote 120 articles and expanded 30 articles. Three of them are featured articles.

In 2015, the Board has set the expanding of activity in academic institutions as a strategic goal of WMIL. Given this decision, a new model for working in academia was devised, one that includes online training tools and remote support to the lectures. During 2016 we plan to run a pilot to examine the new model.

We are currently working on developing a set of online tools. Among these tools is the Courseware which is already available for use, and that is going to be accompanied by, among others, guidelines, assessment tools for a lecturer and an encyclopedic writing style guide (which will focus on topics such as using trusted information sources, structuring and writing, and neutral and clear writing).

Maintaining and developing the collaboration with the National Library[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
1 edit-a-thon at the National Library for active Wikipedians. - 1 edit-a-thon. See more information below.
Assistance to the Wikisource community to release of texts to be OCR’d from the library. Three books have been scanned at the request of the Wikisource community. One request for releasing a text was received, which was not granted by the library. - -
Monthly editing workshop for the public at the National Library (10 per year). 8 one time editing workshops were held. 5 one time editing workshops were helde. 11 one time editing workshops were held, attended by some 200 people. In addition, Wikipedia editing course took place.

After a long cut-off period between the library’s management and Wikimedia Israel, a new channel opened with the library’s chief information officer. An immediate release of rare materials by the end of 2015 was agreed upon, as well as gradual connecting of the library databases to WikiData.

In December, 200 ancient maps of Jerusalem and the Holy-land were released to WikiCommons. The release of the maps was celebrated at the National Library. Some 30 people honored the event, including 5 Wikipedians. During 2016 we intend to encourage the writing of articles about the maps. The release was also publicized through the blog of the WikiMaps community, and in the article contest of the Norwegian Wikipedia.

Die Stadt Jerusalem aus der Vogelschau.jpg

Other meaningful event was a writing contest - “Create Value” (a word play in hebrew about creating articles). A new article-writing contest about women, designed to deal with the gender gap in Wikipedia. The contest was organized in collaboration with WIZO Israel and launched in International Women’s Day.. The goals of the contest were: to expand the number of Wikipedia articles on women and increase the number of women editors in Wikipedia. The contest was considered a success. A total of 68 articles were written during the contest. Some of the participants became members in Wiki-Women group.

Expansion of the collaboration with the Israel Antiquities Authority[edit]

In 2014, the cooperation with the Israel Antiquities Authority (IAA) began as part of the WLM photo contest. Under that partnership, IAA provided financial support for the competition and for guided photography tours. During 2015 the collaboration deepened, the support provided by the IAA to the chapter’s activities continued, and even expanded, to include guided tours under the "a thousand words" photography project. In addition, images of sites and documentation of archaeological excavations were released upon request. An attempt was made to push forward the process of training an in-house Wikipedian as the Israel Antiquities Authority, but they were not able to provide the time and personnel resources fit for the task.

Last November, we were happy to receive the exciting news that the IAA decided on a sweeping release of its Science Archives' entire content, under a free license. The archive in question is rich in images and information. Since the actual release occurred only towards the end of 2015, dealing with the material and incorporating it into Wikimedia projects has not yet begun.

Global Metrics for Collaboration on free content[edit]

Metric Achieved outcome Explanation
1. # of active editors involved 96
2. # of new editors 424
3. # of individuals involved 1302
4. # of new images/media added to Wikimedia articles/pages 133
5. # of articles added or improved on Wikimedia projects HB-Wikipedia - 431,
EN-Wikipedia - 10


Training[edit]

Developing training and instruction tools[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Production of 3 educational videos in Hebrew. 2 videos, as part of training for teachers. A video guide to editing: developed by librarians in the University of Haifa. A courseware for self learning of Wikipedia editing was launched. The courseware consists of 4 chapters, each of which is a stand-alone short tutorial.
Creation of an independent Wiki Syntax exercise drill in open source. In 2014, lesson plans for one time editing workshops were developed, for Coding and Visual Editor. - - During 2015 we decided to focus only on editing based on Visual Editor.
Writing of a syllabus for editing course (which includes more than a one time) - Done. See more information below.
6 one time editing workshops for the public. 51 editing workshops attended by 1,077 participants. 13 one time editing workshops were held, attended by some 220 people.
2 eiting courses. Three editing courses were conducted in the first half of 2015. 6 editing courses held throughout 2015.

Following the understanding that one time workshops for the general public failed to produce outputs, we turned to two alternative models of learning to edit: Wikipedia editing course and a courseware for self-learning of Wikipedia editing.

Wikipedia editing course

The Wikipedia editing course consists of three sessions. These are the guiding principles of the courses:

  1. Candidates are screened to ensure they have basic digital literacy, a proper writing ability, and a commitment to creating an article.
  2. Course candidates are requested to self-learn basic editing skills through the use of the courseware. Based on the initial self-learning process, each candidate is asked to write a draft, under her / his user name.
  3. Having passed the screening process, participants are invited to attend a course, where they are accompanied and supported by a volunteer.
  4. Most of the time is devoted to acquiring editing tools and practice their actual implementation. Besides being trained by volunteers, the participants also exchange peer learning and share their outputs, products and experiences with their colleagues.
  5. At the end of the first and second sessions, the participants receive assignments for practicing at home.
  6. At the end of the course, participants are offered continued online training.
  7. During the course, each participant is expected to write at least one article.

Developing courseware for self-learning of Wikipedia editing

In 2015, Wikimedia Israel initiated the development of a courseware aimed at introducing the Hebrew Wikipedia to new potential editors and training them in basic editing skills. The courseware currently includes 4 parts: Introduction to the HE-Wikipedia interface, how to expand an article, how to create an article and how to upload an image. It has been used in all of Wikimedia Israel's educational projects in academic institutes, high schools and in Wiki-Women meetups. The courseware is available through Wikimedia Israel's website.

Four months after it has been launched, we can safely say that the courseware alone, without any external help, can provide the self-learner with the basic knowledge for performing the following: Creating new Wikipedia articles, editing existing articles in Wikipedia, uploading pictures to Wikimedia Commons and integrating images from Wikimedia Commons into Wikipedia.

One of the positive feedbacks on the courseware came from a middle-school teacher who wrote: "I wanted to share with you that I experienced the courseware. It is excellent! Simple, explains clearly, and in my own pace. The courseware has certainly enabled me to take the first steps and not be concerned of the beginning. I believe that in the coming days I will start editing and write a new article soon. I will do my best to promote the use of the courseware among students and teachers in my school since it really reduces concerns and increases confidence in writing."

Another exciting achievement regarding the courseware is its successful assimilation into our training instruction array: Today, most of WMIL volunteer instructors use it! And it usually serves them as the sole or primary tool for teaching Wikipedia editing. The volunteers, to be commended for their willingness to experiment with new training model that is different than what they were accustomed to, are quite enthusiastic regarding the courseware. For example, one of them wrote that thanks to the courseware, the editing workshop he taught proceeded "extremely well. Above all expectations. Students found the learning process much easier and the process was also significantly faster.

So far, more than 800 single users have used the courseware - a number of users that exceeds all our expectations!

Now that the courseware has proven itself, we wish to make adjustments that will allow it to even better and more fully cover all the topics that beginner editors require. In future, we wish to raise awareness of its existence among our partners and the general public, and to increase its use by many folds.

In addition, we intend to make the courseware a component of an entire kit of online tools for the beginner editor in Hebrew Wikipedia. Alongside the courseware, we want the kit to include:

  1. An encyclopedic writing style guide
  2. An introduction video for getting acquainted with the Hebrew Wikipedia community including practical recommendations for conducting oneself as a community member
  3. A tool that helps new editors to decide on new editing tasks according to what’s defined by the community as articles requiring work

One of the most successful collaboration of Wikimedia Israel during 2015 was the collaboration with The Dov Lautman Unit for Science Oriented Youth at Tel Aviv University. As part of this collaboration, a work model was formed, which so far yielded over 50 articles about Nobel Laureates from the pen of pupils studying in the unit, and is expected to yield many more articles in the future. The work model includes a partial mentoring process alongside online training tool. In order to preserve the knowledge acquired and share it with Wikimedia community, we documented and published the work model in the education Newsletter.

A guide for writing articles on scientists was prepared. The guide includes step by step explanations on article writing, locating reliable sources of information, designing article layout, and more. The guide was found to be especially effective.

All Together 13 training and instruction tools were developed during the year. We especially take pride in An introductory presentation about Wikipedia in Arabic. In 2016, more training tools in Arabic will be developed.

ويكيبديا بإيجاز Introduction to Wikipedia

Training and instruction tools

For the general public

In Hebrew:

  • An online courseware (equivalent to four films) – see further details in the annual report. For the courseware's landing page (in Hebrew) press here.
  • A document about encyclopedic notability.

In Arabic:

For the education system:

General material:

  • Activity booklet, "Wikipedia in the Classroom", mentioned in the half-year report as "Teacher booklet – Wikipedia in the Classroom".

For initiating and following writing projects:

  • A teachers' guide for assessing articles written by students.
  • A basic layout of a yearly program for an article writing project.

For teacher courses:

  • Teachers' workshop – community discussions
  • Workshop and presentation: educational uses of Wikimedia projects around the world.

Instruction teams’ meetings[edit]

Wikimedia Israel Education Team Meeting, with Tighe Flanagan - Tel Aviv - June 2015

Volunteers often deliver lectures and lead workshops independently and, until 2015, they did not have a peer working group. During 2015, we began having regular meetings with the volunteers and for them. The meetings are aimed towards strengthening connections among volunteers and between the Education and instruction coordinator and volunteers. Another goal is to enhance the instructing capabilities of volunteers thus, promoting learning and feedback processes and assimilating them into training tools and work processes that are developed by the chapter.

During the second half of 2015, three meetings were held. The first two meetings were held in a face-to-face format at the chapter's offices and all of the training volunteers were invited. The first meeting, with seven volunteers as well as Tighe Flanagan from the educational team of Wikimedia Foundation, was meant for getting acquainted and for peer learning. The second meeting, which was attended by five volunteers, was meant for getting to know the editing courseware and discussing methods of integrating it into different educational projects.

These meetings raised two significant challenges:

  1. Some of the volunteers found it difficult to come to the meeting because they were busy and/or because they live far from the chapter's offices.
  2. Training volunteers put in much effort in their work and accumulate a great deal of experience. Naturally, some feel the need to share their insights and achievements. However, meetings with multiple participants make it impossible for all of the volunteers to express themselves.

In view of these challenges it has been decided to rethink the format. We decided to try to form small and permanent teams of volunteers that would hold an online gathering every 6 weeks for one hour of structured peer learning, lead by the Education and instruction coordinator. The stable and intimate composition of these teams is designed to create a commitment of the participants, a strong affinity between them and enough room for expression for each. The online format and the short duration (1 hour) are intended to facilitate the participation of the volunteers in the meeting.

This format of meetings attended by four leading educational volunteers and it resulted in positive feedback. One of the immediate positive consequences was the fact that some volunteers chose to adopt a new and efficient training model that is courseware-based further to it being introduced by one of the volunteers who participated in the meeting.

Following a successful trial, we intend to implement this format in a more consistent and extensive manner. The process involves different challenges, among them creating a commitment among members to participate in meetings, and overcoming the reservations of some of them to using online media for a meeting. We hope that we can face these challenges and present an effective meetings model for the benefit of our volunteers who lead a range of educational projects throughout Israel.

Global Metrics for Training[edit]

Metric Achieved outcome Explanation
1. # of active editors involved 24
2. # of new editors 250
3. # of individuals involved 593
4. # of new images/media added to Wikimedia articles/pages 8
5. # of articles added or improved on Wikimedia projects 95


Free Knowledge Awareness[edit]

The Wikipedia Academy Annual Conference[edit]

The 7th Wikipedia Academy Annual Conference was held on June 1. The conference focused on the contribution and integration of Wikipedia in free content initiatives in schools and higher education institutions. The conference was kicked off with a lecture by Lila Tretikov, Executive Director of the Wikimedia Foundation, who stressed the vital role of Wikipedia and other related initiatives in the education system. During the conference, various Wikipedia-based pedagogical tools were presented, such as the digital version of the WikiRace game, a courseware for editing in Wikipedia, technology and education initiatives, and more. The conference was a great success. It got media coverage and many educator, lecturers and other got to know WMIL and its activities.

"Where’s my data?"[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
At least 60% of the organizations active in the field of open knowledge will take part. Representatives of two additional organizations participated in the Conference.
At least 100 participants attended the festival in order to become acquainted with the various organizations. 120 people attended the Conference.
The event will include introductory talks on Wikipedia and Wikimedia. One lectures and two discussion.
Three workshops showcasing these will be held throughout the festival. Did not yet take place. Based on the experience accumulated in WMIL, we decided to separate the workshops from the event. Each workshop will include two sessions.

"Where’s my data?", an event demonstrating open knowledge initiatives in the civic-tech space, took place at the end of November. The Conference was attended by 120 people, among them representatives of NGOs, journalists and social activists. The main objective of the Conference was presenting, the technological tools of The Public Knowledge Workshop and of Wikimedia Israel. The event had to parts: The first part featured short lectures and the second part included a practical presentation of the tools. Wikimedia Israel held two workshops. In the workshops we demonstrated ways in which organizations can contribute knowledge to Wikipedia in their own practice areas. The workshop was based on materials we received from organizations that took part in the Conference.

The practical workshops were separated from the Conference itself so as to give attendees the best learning conditions. Past experience shows that workshops in conferences are less effective. In addition, it was decided to hold the workshops in three cities in Israel (Jerusalem, Haifa and Tel Aviv) which allowed us to reach additional organizations which did not take part in the event.

Communication and Publicity[edit]

Target Last year (if applicable) Progress (at end of Q2) End of year (projected or actual) Comments
Sharing knowledge with the international community on 4 significant WMIL projects throughout 2015 4 Posts were published in the international blog. 2 publications: (1) Wikimedia Israel’s annual conference focuses on Wikipedia in education; (2) Educator conference successfully concludes teachers' online courses. 4 more publications: (1) “Community revitalization”—working together to strengthen the Hebrew Wiktionary; (2) Dozens of articles were created by dint of a structured teaching process that incorporates new training tools and involvement of scientists; (3) A new for-credit elective course focusing on contributing to Wikipedia at Tel Aviv University; (4) Wikimedia Israel's annual conference helps expanding its education activity. Total: 6 posts
Sharing international knowledge with local community. - 18 publications of international knowledge were sent to the mailing list of chapter's members and volunteers.
WMIL will facilitate the participation of 4 representatives in Wikimania 2015 and 2 people participating in the European Hack-a-thon. Wikimania - ED, 2 Board members and 2 volunteers. - Executive Director, 2 Board members, and 2 volunteers (full scholarship) were the representatives of WMIL in Mexico. Following budget cuts, only two participants from Israeli community participate in Wikimania.
62 journalistic stories that were initiated by WMIL during 2015 were published in the Israeli media.

Revenues received during this six-month period[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
Donations from individuals ILS 2000 5352 1850 1145 26800 35,147 559 9,823
Membership fees ILS 800 790 480 180 60 1,510 224 422
Sponsors ILS 50,000 0 0 7,500 700 8,200 13,974 2,292 Israel Antiquities Authority ; Israel Ministry of Foreign Affairs; World Jewish Heritage Foundation.
Funds ILS 0 0 0 0 0 0 0 0 WMIL applied for funds from X foundations. All of our applications were rejected.
Partnerships ILS 45,000 10,000 8,400 17,600 6,211 42,211 12,577 11,797
FDC ILS 770,000 449,167 0 320,833 0 770,000 215,204 215,204
TOTAL ILS 867,800 465,309 10,730 347,258 33,771 857,068 242,538 239,538 We had accumulated surpluses from 2014 and also during 2015 additional funds were raised in favor of activities in 2016
In kind ILS - 38,545 22,576 26,484 684,611 772,216 - 215,823 Google adwords, volunteer hours, Photography tours and entrance fees etc.

* 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.

  • The amounts in the table are calculated according to the exchange rate set by the FDC (1$= 3.578). At the last few months, the dollar exchange rate increased versus the NIS, which creates differences. To date, the current dollar exchange rate is 1$= 3.951 NIS.

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) ILS 116,600 44,901 32,358 48,712 44,259 170,230 32,588 47,577 146% Due to spending items that were not budgeted in the original budget.
Communities support (Wikimedia Initiatives) ILS 55,000 13,146 12,608 9,235 18,625 53,614 15,372 14,984 97%
Content ILS 48,500 342 3,668 2,391 11,456 17,857 13,555 4,991 37%
Collaboration for free content ILS 120,000 34,201 41,417 31,895 61,836 169,349 33,538 47,331 141% Due to spending items that were not budgeted in the original budget.
Training ILS 55,800 30,182 21,927 7,634 17,547 77,290 15,595 21,601 139%
Free knowledge awareness ILS 80,500 10,081 42,564 17882 13165 83,692 22,499 23,391 104%
Communication and publicity - Global engagement ILS 99,784 20,512 26,785 10,181 11,623 69,101 27,888 19,313 69%
Wikimedia Hackathon ILS - 0 0 0 799 799 - 223 - New item
Management and Administration ILS 458,433 81,625 79,337 56,699 120,720 338,381 128,125 94,573 74%
Total ILS 1,034,617 234,990 260,664 184,629 300,030 980,313 289,161 273,984 95%

* 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) 19:18, 31 January 2016 (UTC)

Resources[edit]

Resources to plan for measurement[edit]

Resources for storytelling[edit]