Grants:Programs/Wikimedia Community Fund/Rapid Fund/Wikitour 2.0:Bengkel Wikipedia, Wikikamus Dan Lingua Libre (ID: 23094048)/Final Report
Application type: Standard application
Part 1: Project and impact
1. Describe the implemented activities and results achieved. Additionally, share which approaches were most effective in supporting you to achieve the results. (required)
The WikiTour 2025 initiative brought together seven members of Kelab Wikimedia Kent, three representatives from Wikimedia Malaysia, and one accompanying lecturer from the Department of Kadazandusun Language. The program was carried out at two venues which is IPGM Kampus Rajang in Sarawak and SMK Sri Tapah in Perak. At IPGM Rajang, the focus was on a Wikipedia editing workshop, while at SMK Sri Tapah the emphasis shifted towards Wikimedia Incubator and Wiktionary, especially during the final sessions.
Both workshops were conducted hands-on and face-to-face, ensuring active participation and practical engagement. Participants began by creating Wikimedia accounts on the spot, followed by translating and editing articles into Iban (at Rajang) and Semai (at Tapah). Significantly, teachers and lecturers not only facilitated but also registered accounts and joined their students in the editing process. In addition, the facilitators carried out a WikiMamanau activity while traveling back from the workshops. This involved documenting and uploading images to Wikimedia Commons, thereby enriching the pool of openly available visual resources.
Main Activities and Results ACTIVITIES
1. Introduction and Overview The workshops began with an introduction to the initiatives of the Kelab Wikimedia Kent and the Wikimedia Community User Group Malaysia (WCUGM), highlighting past projects and programs that had been carried out. Participants were also introduced to the purpose of Wikipedia and the role of the Wikimedia Incubator, particularly in supporting the preservation and revitalization of minority languages. 2. Wikipedia Training The Wikipedia workshop was conducted at IPGM Kampus Rajang with a dedicated focus on the Iban language. A total of 15 undergraduate students majoring in Iban, together with their lecturer, participated in the session. The workshop began with a one-hour tutorial, introducing Wikipedia’s mission of open knowledge sharing, the editing interface, and its significance for preserving minority languages. Following the tutorial, participants engaged in hands-on editing for approximately 2 hours and 30 minutes, where they worked independently to translate selected articles from Malay into Iban, apply proper formatting, and add references. 3. Wikimedia Incubator The Wikimedia Incubator workshop was conducted at SMK Sri Tapah with a specific focus on the Semai language. During the session, participants were asked to select a word in Semai and then create a sentence that introduced and illustrated the meaning of that word. Following the initial orientation, participants engaged in approximately 2 hours of hands-on editing, practicing how to input content into the Incubator platform, format text appropriately, and contribute in a structured manner. The activity emphasized both language preservation and practical digital literacy skills, allowing students to see how individual contributions could support the wider effort of documenting minority languages. 4. Wiktionary Training Following the Wikimedia Incubator workshop at SMK Sri Tapah, a Wiktionary session was conducted to further support the participants. Observing that some Form 4 students were still hesitant to construct sentences for the Incubator activity, facilitators introduced a hands-on session on how to add words into Wiktionary in Iban. This session provided a simpler and more accessible way for students to contribute, enabling them to document vocabulary in a structured format while reinforcing their understanding of the language. Participants learned how to input words, add definitions, and provide example sentences, thereby gaining practical experience in digital language preservation. 5. WikiMamanau (WikiCommon) During the journeys to and from IPGM Kampus Rajang and SMK Sri Tapah, the facilitators undertook a WikiMamanau activity, documenting the local environment by taking photographs of notable sites in Sarawak and Perak. The images were carefully selected to ensure privacy was respected, focusing on culturally significant locations, historical landmarks, and elements that highlighted local traditions. These photographs were then uploaded to Wikimedia Commons, enriching the visual resources available for minority language and cultural content.
RESULTS The WikiTour 2025 workshops achieved significant engagement, resulting in meaningful contributions across Wikipedia, Wikimedia Incubator, Wiktionary, dan WikiCommons. Participants demonstrated increased enthusiasm and proficiency in creating, editing, and uploading content. The initiative effectively highlighted and preserved minority languages and cultural heritage, enhancing global awareness and accessibility via Wikimedia platforms.
IPGM Kampus Rajang, Sarawak Wikipedia Page edited: 55 page created: 55 total edit:71 editor: 19
Wikimedia common page edited: 434
SMK Sri Tapah Perak Wikimedia Incubator Page edited: 17 page created: 17 total edits: 24 total editor: 24
wiktionary: page edited: 38 page created: 38 total edit: 47 editor: 24
wikimedia commons: total edit: 290
Key Processes and Contributing Factors PROCESSES: 1. Pre-Workshop Preparation
- Preparing slides and training materials in advance to ensure smooth delivery.
- Arriving early at venues to set up and test PA systems, computer labs, and other equipment.
- Designing and producing banners, posters, and backdrops.
- Preparing souvenirs and gifts, drafting moderator scripts, and dashboards.
- Coordinating publicity to ensure participant awareness and engagement.
2. Team Coordination and Logistics Management
- Seven facilitators efficiently managed protocol, merchandise, publicity, documentation, and overall logistics.
- Roles were assigned based on individual skills to ensure smooth facilitation and effective mentoring.
- Ensured all venues were ready, including seating arrangements, equipment, and backup plans.
3. Hands-On Workshop Execution
- Workshops were conducted hands-on in the computer labs at IPGM Kampus Rajang and SMK Sri Tapah.
- Participants were guided step-by-step while creating accounts, editing Wikipedia, contributing to Incubator, and adding words to Wiktionary.
- Technical challenges such as limited internet bandwidth were addressed proactively:
- IPGM Rajang used its own stable internet line.
- SMK Sri Tapah facilitators shared a hotspot to maintain connectivity.
- Facilitators proactively relocated projects within labs to optimize workflow and help participants increase contributions, especially at SMK Sri Tapah.
4. Documentation and Photography
- Two facilitators were designated as primary photographers, using professional cameras to capture key moments.
- Other facilitators and participants used their mobile phones to document activities, ensuring comprehensive coverage.
- Photos were later uploaded to Wikimedia Commons as part of the WikiMamanau activity, focusing on cultural and historical sites while respecting privacy.
CONTRIBUTING FACTORS 1. Support from Local Staf Teachers and lecturers actively supported students, helping bridge knowledge gaps and boosting confidence. 2. Participant Motivation High enthusiasm and curiosity among participants encouraged active engagement and content creation. 3. Cultural Relevance of Content Using Iban and Semai languages made the workshops meaningful and personally relevant to participants. 4. Flexibility and Adaptability Facilitators adjusted workshop pace, task complexity, and project setup according to participant needs. 5. Effective Time Management Structured schedules allowed sufficient time for tutorials, hands-on editing, and reflection without overwhelming participants. 6. Use of Real-World Examples Demonstrating edits, translations, and uploads with actual Wikipedia and Wiktionary articles helped contextualize learning.
Dos and Don’ts Dos: Prepare Accounts Early Create Wikimedia accounts for students before the workshop so they can start contributing immediately especially for secondary schools in remote areas.
Know Your Participants Understand students’ background and access to devices, hostel students may have limited phone usage.
Early Preparation Arrive at venues early and prepare materials, slides, and technical setup in advance.
Coordinate with Venue Establish contact with schools ahead of time to confirm schedules and logistics.
Manage Logistics Efficiently Plan venue setup, equipment, and transportation to ensure sessions run on time.
Engaging Incentives
Provide interesting gifts or souvenirs to motivate and reward participants.
Hands-On Approach
Encourage active participation rather than passive observation; involve students in editing and uploading content.
Monitor Pace
Adapt teaching speed according to participant learning pace to ensure comprehension.
Plan Alternatives
Don’t rely solely on venue facilities; have backup plans for internet, computers, or power issues.
Don’ts: Don’t Rush Students Avoid teaching too much at once; let students practice each step.
Don’t Rely Only on Venue Facilities
Always have an alternative for internet or equipment problems.
Don’t Leave Students Out
Make sure all participants are involved and engaged; avoid long passive periods.
Don’t Ignore Timing
Check transportation and venue layout so sessions don’t feel rushed.
Don’t Make It Boring
Use interactive activities, group work, and real examples to keep students interested.
2. Documentation of your impact. Please use space below to share links that help tell your story, impact, and evaluation. (required)
Share links to:
- Project page on Meta-Wiki or any other Wikimedia project
- Dashboards and tools that you used to track contributions
- Some photos or videos from your event. Remember to share access.
You can also share links to:
- Important social media posts
- Surveys and their results
- Infographics and sound files
- Examples of content edited on Wikimedia projects
Project Documentation and Impact Links Project Page on Meta-Wiki: https://meta.wikimedia.org/wiki/Event:Wikitour_2.0_Sarawak_2025_:_IPGM_Kampus_Rajang https://meta.wikimedia.org/wiki/Event:WikiTour_2.0_Perak_2025:_SMK_Sri_Tapah https://meta.wikimedia.org/wiki/Event:WikiMamanau_Sarawak_2025 https://meta.wikimedia.org/wiki/Event:WikiMamanau_Perak_2025 Dashboards and Tools: https://eventmetrics.wmcloud.org/programs/1156/events/4792 https://outreachdashboard.wmflabs.org/courses/Wiki_Kent_Club/Bengkel_Incubator_Bahasa_Semai Photos and Videos: https://commons.wikimedia.org/wiki/Category:Kelab_Wiki_Kent_WikiTour_2025 https://commons.wikimedia.org/wiki/Category:WikiTour_2.0_Sarawak https://commons.wikimedia.org/wiki/Category:WikiTour_2.0_Perak
Important social media posts Wikitour IPG Kampus Rajang 2025 Link poster for the program: https://www.instagram.com/p/DNRibshyv6E/?igsh=d3o4OTJ2ZzhxaXZj Link video montage: https://www.instagram.com/reel/DNcSke9yqOr/?igsh=YmhzdmxmNjRya2Zo
Wikitour Smk Sri Tapah, Perak Link video montage: https://www.instagram.com/p/DNRibshyv6E/?igsh=d3o4OTJ2ZzhxaXZj
Additionally, share the materials and resources that you used in the implementation of your project. (required)
For example:
- Training materials and guides
- Presentations and slides
- Work processes and plans
- Any other materials your team has created or adapted and can be shared with others
Training materials and guides WikiLatih - Bahasa Semai https://docs.google.com/presentation/d/1DKt068iZ_LT0J1wbhxqLZiv42j177_9z/edit?slide=id.p1#slide=id.p1
Presentations and slides WCUGM Introduction https://docs.google.com/presentation/d/1--pI3b6K2RcwO_EWScIijIhqSQx3rBAP/edit?rtpof=true&sd=true SMK Sri Tapah Presentation https://www.canva.com/design/DAGv3uKq4eE/aCONuci0xgerk74bes4FBg/edit?utm_content=DAGv3uKq4eE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton IPG Rajang Presentation https://docs.google.com/presentation/d/1--pI3b6K2RcwO_EWScIijIhqSQx3rBAP/edit?usp=drivesdk&ouid=107907358155064379765&rtpof=true&sd=true
Work processes and plans WikiTour Plans
Any other materials your team has created or adapted and can be shared with others WikiTour Tentatif https://docs.google.com/document/d/1et73_WmYczddURbWloPLuU6lYpVjnsfG_9Er6nHa_U0/edit?tab=t.0#heading=h.h18h3nmrxvbo
3. To what extent do you agree with the following statements regarding the work carried out with this Rapid Fund? You can choose “not applicable” if your work does not relate to these goals. Required. Select one option per question. (required)
| A. Bring in participants from underrepresented groups | Strongly agree |
| B. Create a more inclusive and connected culture in our community | Agree |
| C. Develop content about underrepresented topics/groups | Agree |
| D. Develop content from underrepresented perspectives | Agree |
| E. Encourage the retention of editors | Agree |
| F. Encourage the retention of organizers | Strongly agree |
| G. Increased participants' feelings of belonging and connection to the movement | Strongly agree |
| F. Other (optional) |
Part 2: Learning
4. In your application, you outlined some learning questions. What did you learn from these learning questions when you implemented your project? How do you hope to use this learnings in the future? You can recall these learning questions below. (required)
You can recall these learning questions below: Outcomes: Educators and communities will understand how Wikimedia platforms (Wikipedia, and Incubator) can be effectively used as tools for language digitization, contributing to the preservation of ethnic languages through accessible, open knowledge initiatives.
Data:
- Number of new accounts created across Wikimedia projects (Wikipedia and Incubator).
- Number of new articles or language projects initiated in Wikipedia and Incubator.
- Number of cultural heritage items uploaded to Commons during the WikiWalk series.
Learning question: How does participation in hands-on Wikimedia workshops influence students' awareness of open knowledge and digital literacy?
Outcomes: Through the training workshops, participants will be empowered with practical digital literacy skills, enabling them to document their native languages and cultures through multimedia forms such as text, and images across different Wikimedia projects.
Data:
- Number of successful contributions (posts, articles) completed during workshops.
- Number of participants successfully initiating a new language project or article on Incubator.
Learning Questions: What motivates students from East Malaysia to contribute to Wikimedia projects, particularly in their native languages?
Outcomes: WikiKent Club will further diversify the linguistic, cultural, and educational content available on Wikimedia platforms, strengthening the presence of East Malaysian languages at a global level.
Data:
- Number of pilot articles or language projects started in Incubator (e.g., KadazanDusun, Iban).
- Growth of media documentation (photos, text) uploaded to Commons related to local heritage.
Learning questions: How do WikiKent workshops encourage contributions to diversify indigenous language content on Wikimedia platforms?
Outcomes: Students and educators will gain digital literacy skills and develop a stronger sense of cultural identity by preserving their languages on Wikimedia platforms.
Data:
- Survey on the challenges students faced when editing (short survey immediately after workshop).
- Number of successful Wikimedia edits/posts after the workshop.
- Number of students receiving follow-up help or coaching
Learning Questions: What challenges do students encounter when editing Wikimedia platforms, particularly in terms of language barriers or technical difficulties?
Outcomes:
Sustained community engagement with Wikimedia platforms, encouraging ongoing contributions and participation from students and educators. Data:
- Number of new followers on Instagram of Wikimedia Malaysia and WikiKent Club.
- Number of participants who make at least one edit to Wiktionary or Wikipedia one month after the event.
- Number of pictures uploaded in Commons by new accounts and WikiKent Club throughout the program.
- Number of new collaborations or initiatives created by participants post-workshop (e.g., school clubs, language projects).
Learning Questions: How does participation in WikiTour 2.0 influence students’ perceptions of their cultural identity and their efforts in language preservation?
Question 1: How does participation in hands-on Wikimedia workshops influence students' awareness of open knowledge and digital literacy? Answer: Students learned how open knowledge works and improved their digital skills by editing articles and uploading content themselves.
Question 2: What motivates students from East Malaysia to contribute to Wikimedia projects, particularly in their native languages? Answer: Students were motivated by pride in their culture and the desire to preserve and share their native languages like Iban and Semai. Question 3: How do Wikimedia Kent Club workshops encourage contributions to diversify indigenous language content on Wikimedia platforms?
Answer: Workshops provided step-by-step guidance, hands-on practice, and culturally relevant content, making it easy and motivating for participants to contribute.
Question 4: What challenges do students encounter when editing Wikimedia platforms, particularly in terms of language barriers or technical difficulties? Answer: Students faced language difficulties, slow or shared internet, and unfamiliarity with the platform, which were overcome through facilitator support and pre-prepared accounts. Question 5: How does participation in WikiTour 2.0 influence students’ perceptions of their cultural identity and their efforts in language preservation? Answer: Students felt proud of their cultural heritage and motivated to preserve their languages by contributing content to Wikimedia platforms.
5. Did anything unexpected or surprising happen when implementing your activities? This can include both positive and negative situations. What did you learn from those experiences? (required)
During the implementation of our activities, we encountered some unexpected situations. Firstly, we realized that the Incubator could not be continued because the participants were not yet skilled at making sentences independently and still relied heavily on their teacher. Therefore, we shifted to contributing in Wiktionary to ensure that we could meet our targets, especially since the teacher also agreed that the Incubator was not suitable for the students’ level. From this, I learned the importance of always preparing an alternative or backup plan in case the original plan does not work out. From this experience, I also learned that it is important to understand the participants’ level beforehand in order to determine whether the program or activity is suitable for them.
In addition, I also learned that budgeting should be carefully planned with a higher allowance than usual, as prices can change over time and may become more expensive the longer the payment is delayed. Moreover, I also learned the value of flexibility and teamwork—being open to changes, listening to feedback from teachers, and working together with the team helped us to adapt quickly and continue contributing effectively despite the challenges.
6. What is your plan to share your project learnings and results with other community members? If you have already done it, describe how. (required)
We have shared our project learnings and results with the community through several platforms. Documentation and photos from WIKITOUR 2.0 have been uploaded to Wikimedia Commons, ensuring open access and visibility to the global community. Wikimedia Commons Category Wikimedia Commons-IPGMK Rajang
To reach a wider audience, we also shared event highlights and reflections through our official Instagram account, which served as a dynamic platform to communicate the project’s learning journey in a more engaging and visual manner. The posts showcased participants’ experiences, key workshop moments, and reflections on the use of Wikimedia tools for knowledge sharing and language documentation. This approach not only increased community visibility but also encouraged digital participation and awareness among educators and students. The related posts include: Video Summary - SMK Sri Tapah Perak Video Summary - IPGM Rajang Poster Wikitour 2.0 Collage Photo Wikitour 2.0
Additionally, updates and reflections from this project were shared within the Wikimedia Kent Club members, especially during the secretary and treasurer reports presented at club meetings. This ensured transparency, collective reflection, and knowledge continuity among members, strengthening the club’s ongoing commitment to Wikimedia community engagement and educational innovation.
Furthermore, we published a Diff article summarizing our project journey, the outcomes achieved, and the lessons learned, so that other communities can benefit from our experience and replicate similar initiatives in their own contexts. WikiTour 2.0: IPGM Rajang dan Wikipedia Menyulam Budaya Sarawak dalam Jejaring Dunia – Diff Wikitour 2.0: Memartabatkan Bahasa Semai di Era Digital – Diff
Part 3: Metrics
7. Wikimedia Metrics results. (required)
In your application, you set some Wikimedia targets in numbers (Wikimedia metrics). In this section, you will describe the achieved results and provide links to the tools used.
| Target | Results | Comments and tools used | |
|---|---|---|---|
| Number of participants | 100 | 43 | Perak Wikitour : https://outreachdashboard.wmflabs.org/courses/Wiki_Kent_Club/Bengkel_Incubator_Bahasa_Semai
wikitour Sarawak : https://outreachdashboard.wmflabs.org/courses/Wikimedia_Kent_Club/WikiTour_2.0_Sarawak the number of participants for the Sarawak wikitour, is limited to one class only, because other classes are involved in the convocation ceremony. the number of participants for Sarawak wikitour participants is limited to students who take Semai language only at SMK Sri Tapah. |
| Number of editors | 100 | 43 | the group of total editor in both places can be referred here:
Perak Wikitour : https://outreachdashboard.wmflabs.org/courses/Wiki_Kent_Club/Bengkel_Incubator_Bahasa_Semai wikitour Sarawak : https://outreachdashboard.wmflabs.org/courses/Wikimedia_Kent_Club/WikiTour_2.0_Sarawak |
| Number of organizers | 10 | 10 | the group of organizer in both places can be referred here:
This organizer group involves Club Wiki Kent and the Wikimedia Community User Group Malaysia staff |
| Wikimedia project | Target | Result - Number of created pages | Result - Number of improved pages |
|---|---|---|---|
| Wikipedia | 100 | 55 | 16 |
| Wikimedia Commons | 400 | 638 | 0 |
| Wikidata | |||
| Wiktionary | 38 | 9 | |
| Wikisource | |||
| Wikimedia Incubator | 50 | 17 | 7 |
| Translatewiki | |||
| MediaWiki | |||
| Wikiquote | |||
| Wikivoyage | |||
| Wikibooks | |||
| Wikiversity | |||
| Wikinews | |||
| Wikispecies | |||
| Wikifunctions or Abstract Wikipedia |
8. Other Metrics results.
In your proposal, you could also set Other Metrics targets. Please describe the achieved results and provide links to the tools used if you set Other Metrics in your application.
| Other Metrics name | Metrics Description | Target | Result | Tools and comments |
|---|---|---|---|---|
| 24 | Wiktionary:
the group of file upload can be referred here: Wikitour Perak : https://eventmetrics.wmcloud.org/programs/1156/events/4887 https://drive.google.com/file/d/1mW3GVlua7YYm8iWhjWf4h1b5DCFsKmGR/view?usp=sharing | |||
9. Did you have any difficulties collecting data to measure your results? (required)
Yes
9.1. Please state what difficulties you had. How do you hope to overcome these challenges in the future? Do you have any recommendations for the Foundation to support you in addressing these challenges? (required)
During the data collection phase of WikiTour 2.0, several challenges arose that affected the smooth execution of the workshops. At SMK Sri Tapah, students had limited time as the session ended at 1:20 p.m., which constrained the duration available for both data collection and hands-on digital activities. Many of the students were not familiar with technology, particularly digital platforms like Wikimedia Incubator and Wiktionary. This meant that facilitators needed to spend additional time teaching basic digital skills, guiding students through account creation, and helping them navigate the editing interface. As a result, students worked slowly when creating sentences in Wikimedia Incubator, requiring more time than initially planned to complete their contributions. Furthermore, the shared Wi-Fi network added minor delays, making online tasks such as logging in, creating accounts, and uploading content more time-consuming. At IPGM Kampus Rajang, the challenges were slightly different. Although students were more familiar with technology, the internet connection was also shared, which occasionally caused slowdowns. Additionally, students spent significant time translating articles from Bahasa Melayu to Iban before they could start editing or contributing data, which further extended the duration required for the activities. Despite these challenges, facilitators applied step-by-step guidance, hands-on support, and proactive intervention to ensure that all students could participate fully. The team adapted by moving between participants to assist individually, providing immediate solutions to technical issues, and adjusting the pace according to each student’s capability. These experiences highlighted the importance of early preparation, strong facilitator support, contingency planning for technical issues, and time management when working with students who have limited exposure to digital tools. Overall, the challenges were successfully managed, allowing data collection to be completed effectively while ensuring meaningful contributions from all participants.
Part 4: Financial reporting
[edit]10. Please state the total amount spent in your local currency. (required)
22257.63
11. Please state the total amount spent in US dollars. (required)
5263.93
12. Report the funds spent in the currency of your fund. (required)
Provide the link to the financial report https://docs.google.com/spreadsheets/d/18AKLMsvs9rDM82d2kb7n_tmKtIe_hThoDhbQe79hb0o/edit?usp=sharing
12.2. If you have not already done so in your financial spending report, please provide information on changes in the budget in relation to your original proposal. (optional)
The total financial allocation provided by the Wikimedia Foundation amounted to RM21,771, equivalent to USD4,974.53. However, following the implementation of the WikiTour 2.0 program, several unavoidable circumstances arose — including increased flight costs from the original budget and changes in workshop venues and target locations. As a result, additional expenses were incurred, which were covered by Wikimedia Malaysia, amounting to RM486.63 (equivalent to USD289.40). In total, the overall expenditure for the WikiTour 2.0 program was RM22,257.63, equivalent to USD5,263.93, as recorded in the financial sheet provided in the attached link.
13. Do you have any unspent funds from the Fund?
No
13.1. Please list the amount and currency you did not use and explain why.
N/A
13.2. What are you planning to do with the underspent funds?
N/A
13.3. Please provide details of hope to spend these funds.
N/A
14.1. Are you in compliance with the terms outlined in the fund agreement?
Yes
14.2. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement?
Yes
14.3. 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 Funds as outlined in the grant agreement? In summary, this is to confirm that the funds were used in alignment with the WMF mission and for charitable/nonprofit/educational purposes.
Yes
15. If you have additional recommendations or reflections that don’t fit into the above sections, please write them here. (optional)
Review notes
[edit]Review notes from Program Officer:
N/A
Applicant's response to the review feedback.
N/A