Estrategia/Movimiento Wikimedia/2017/Fuentes/Ciclo 2/Reunión de Estrategia del Grupo de Usuarios de la Comunidad Wikimedia de Costa de Marfil en Abiyán, 10 de junio de 2017
Información
¿De qué grupo o comunidad proviene esta fuente?
| nombre del grupo | Wikimedia Community User Group Côte d'Ivoire |
| ubicación virtual (enlace) o física (ciudad/estado/país) | Casa central de la Francofonía en Abiyán, uno de nuestros aliados GLAM |
| Tipo de ubicación (e.g. wiki local, Facebook, discusión presencial, teleconferencia) | discusión presencial |
| # de participantes en esta discusión (aproximadamente) | 27 |
Resumen
El resumen es un grupo de oraciones de resumen y palabras clave asociadas que describen los temas relevantes. Abajo hay un ejemplo.
Llena la tabla utilizando estas dos claves.
- Claves de tema
- Comunidades sanas e inclusivas
- La era aumentada
- Un movimiento verdaderamente global
- La fuente de conocimiento más respetada
- Involucrarse en el ecosistema del conocimiento
- Claves de pregunta
- ¿Qué impacto tendríamos en el mundo si seguimos este tema?
- ¿Qué tan importante es este tema en relación con los otros 4? ¿Por qué?
- El enfoque requiere concesiones. Si aumentamos nuestros esfuerzos en esta área en los próximos 15 años, ¿hay algo que hagamos hoy que deberíamos dejar de hacer?
- ¿Qué otra cosa sería importante agregar a este tema para hacerlo más fuerte?
- ¿Quién más trabajará en esta área y cómo podríamos asociarnos con ellos?
Group 1
Devoted to theme A: Abdala Azilbert, Yao Yasmine, Israël Yoroba Guébo and Dominique Eliane Yao as a note-taker and Yao Colette as facilitator of the group.
| Line | Theme (refer to key) | Question (refer to key) | Summary Statement | Keywords |
|---|---|---|---|---|
| 1 | A | 2 | It's the community aspect that strengthen the Wikimedia Movement, the set of contributors who build something together. The greater the community is, the greater will be the weight and credibility of the movement. Credibility lies in exchanges and debates. | exchanges |
| 2 | A | 2 | The topic is important because it is necessary that the community has a large number of people. | size matters |
| 3 | A | 2 | Wikimedia is first and foremost a strong community. The importance of this theme lies in one of the basic principles of wikipedia which is the inclusion of communities. |
inclusion |
| 4 | A | 2 | Working in a tense atmosphere is not easy. An inclusion of communities, and therefore of individuals, will make community collaboration easier. | inclusion |
| 5 | A | 3 | Do not use only English as the main language of the movement. It poses certain difficulties, for example during international meetings. It is therefore necessary to try to diversify the working languages. | multilingualism |
| 6 | A | 3 | It should have at least two working languages, at least for international events, if it's not possible to use all languages present on Wiki. Or choose 5 major languages: English, French, Spanish, German and Chinese (for example). | multilingualism |
| 7 | A | 3 | Avoid being discourteous. Each contributor should talk correctly and be polite during discussions. | courtesy |
| 8 | A | 3 | Expand participation in events to the maximum number of contributors and diversify languages during international meetings. | under-represented language |
| 9 | A | 4 | The Wiki movement must be less nerdy, and be more attractive. It should not be reserved to seniors with often difficult words to understand. | new users |
| 10 | A | 4 | Update the selection criteria for international meetings. Prioritize commitment and competitiveness, rather than seniority. In order to improve the quality of exchanges, a watchdog committee should be set up to sensitize and call disrespectful people to order. All communities must be represented in this monitoring committee. |
international events |
| 11 | A | 4 | Build a more open and culturally representative community. | diversity |
| 12 | A | 4 | Introduction of a mentoring system among community members. | mentorship |
| 13 | A | 4 | Teach the wiki codes to pupils and students from an early age and anticipate the 2030 projects. | coding |
| 14 | A | 5 | Wiki communities building should begin in schools. | schools |
| 15 | A | 5 | Teach individuals to live in community, especially learn how to discuss without frustrate others. | non violent communication |
| 16 | A | 4 | Learn the functioning mode of other communities to fit it within the wiki community. | Community |
Group 2
Devoted to theme B: Kopoin Charlemagne, Yablé Didier, Arnaud Koné and Marie-Alice Amichia as a note-taker and Samuel Guebo as facilitator of the group.
| Line | Theme (refer to key) | Question (refer to key) | Summary Statement | Keywords |
|---|---|---|---|---|
| 17 | B | 2 | Technology is in a constant evolution. It is important for Wikimedia to take this into account and to start adapting its content to other media such as videos, audios that could be used by blind people. | evolution |
| 18 | B | 2 | Wikimedia should fit the technology to enable new users, particularly those of Generation Y, to better use it. | new users |
| 19 | B | 2 | Wikipedia should invest in technology to improve the living conditions of men in terms of health and education. | better world |
| 20 | B | 3 | Wikimedia must become a model of investment in the field of technological research. | model |
| 21 | B | 3 | Do not give full power to the machines. This could cause defections in the editing process. It is therefore important to find the right balance between man and machine. | automation |
| 22 | B | 3 | Make readjustments, not trade-offs, but improve what already works. | trade-offs |
| 23 | B | 4 | Develop tools for reading and to be guided in learning on the platform. | user experience |
| 24 | B | 4 | There should be a voice control feature on the Wikimedia platforms for people with disabilities such as blindness and eventually for anyone interested. | voice control |
| 25 | B | 4 | Put an emphasis on audio content to diversify access to content. | audio content |
| 26 | B | 5 | Get in touch with bloggers for a better visibility of the movement and allow them to actively contribute to the Wiki platforms, as does UNICEF with the U-Report project. | partnerships |
| 27 | B | 5 | Set up a research team, collaborate with specialists, universities and the academic sector in order to transform the difficulties and needs of Wikimedia into research subjects. | academia |
Group 3
Devoted to theme C: Charlène Danon, Jacques Kouao, Coulibaly Émile and Didier Yao as a note-taker and Donatien Kangah as facilitator of the group.
| Line | Theme (refer to key) | Question (refer to key) | Summary Statement | Keywords |
|---|---|---|---|---|
| 28 | C | 2 | The theme is important because it suggests a dynamic, progressive and non-static movement. | evolution |
| 29 | C | 2 | Developing countries are not sufficiently represented within the movement; the theme presupposes that they will be better represented. | under-representation |
| 30 | C | 2 | The topic is important because it fits into the vision of Wikimedia. | vision |
| 31 | C | 2 | The theme fits perfectly with the universal principle of data diffusion. | sharing |
| 34 | C | 3 | Breaking border and language barriers, especially at international meetings. | internationalization |
| 35 | C | 3 | Aim for young age readership | readership |
| 36 | C | 3 | Be fully open | openness |
| 37 | C | 3 | Go beyond the elitist contributor, target the not yet served populations. | under-represented |
| 38 | C | 4 | Initiate training sessions in high schools, colleges and universities. | academia |
| 39 | C | 4 | Make wikimedia platforms, especially wikipedia, available online and offline. | accessibility |
| 40 | C | 4 | Encourage ambassadors in countries where there are no affiliates. | under-represented |
| 41 | C | 4 | Involve national/local authorities. | local authorities |
| 42 | C | 4 | Encourage experience sharing among communities in terms of editing practice and organizational standard | organisation |
| 43 | C | 5 | Involve national authorities, education/training sector (high schools, colleges and universities), publishing sector (journalists, publishers, and writers), telecommunications sector (mobile telephony, Internet) and CSOs (Civil Society Organizations). | partners |
Group 4
Devoted to theme D: Géraldine Yanon, Stéphane Kra, Michael Tao and Emmanuelle Koffi as a note-taker and Emmanuel Dabo as facilitator of the group.
| Line | Theme (refer to key) | Question (refer to key) | Summary Statement | Keywords |
|---|---|---|---|---|
| 44 | D | 2 | An important theme to defend the movement against its detractors, those who express reserves, those who are reticent and those who don't trust on Wiki platforms as reliable sources. | skeptics |
| 45 | D | 2 | An important theme for valuing the efforts of contributors. | contributors |
| 46 | D | 3 | Introduce a validating process for contributions prior to publication or reducing post-publication verification time (less than 24 hours). | review process |
| 47 | D | 3 | Submit any new publication to a preliminary committee via a background platform in order to make verification and amendments before validation; Ask for experts to be part of this validation committee.
This process, in addition to bringing credibility, will allow more user-friendliness and collaborative work on wiki contributions. |
review process |
| 48 | D | 3 | Enforce quality models and criteria (form and content) for any contribution. | quality |
| 49 | D | 3 | Establish a gradual and continuous evaluation (1, 2, 3, 4 or 5 stars) of the articles by the validation committee which will be visible to all users. | evaluation |
| 50 | D | 3 | Introduce checking before publication of articles.
Show names of contributors who give credibility, such as experts in the topics. |
review process |
| 51 | D | 3 | Educate contributors to source and use especially good sources. | quality |
| 52 | D | 4 | Anyone specialized and reknown in his field: archivist, librarian, teacher-researcher, scientist... | partners |
Group 5
Devoted to theme E: Mariam Sanogo, Atta Adou Jean-Constant, Gbola Serge Arnaud, Evrard Aka and Chica Ehoueu as a note-taker and Aman Ado as facilitator of the group.
| Line | Theme (refer to key) | Question (refer to key) | Summary Statement | Keywords |
|---|---|---|---|---|
| 53 | E | 2 | Get involved in the ecosystem of knowledge because it is the best legacy we can leave to our descendants. | legacy |
| 54 | E | 2 | This theme is also important for the recognition of Wikimedia platforms as a tool contributing to access to knowledge, by actors in the education system (teachers, researchers, laboratories). | academia |
| 55 | E | 2 | The transmission of knowledge uses several tools and means including encyclopedias. And wikipedia is an excellent platform for disseminating knowledge. | sharing knowledge |
| 56 | E | 2 | Knowledge is lost if it is not saved. So, wikipedia (wikimedia) should not stop sharing knowledge. It should not be selective in the choice of topics. It must be able to diversify the subjects and deepen actions in several areas. | diversity |
| 57 | E | 3 | Wikipedia (wikimedia) should not be limited to contributors. | beyond contributors |
| 58 | E | 3 | Wikimedia platforms must no longer lack information about certain topics. | bias |
| 59 | E | 3 | Involve and educate scientists, knowledge field's actors to make wikipedia and other wikimedia platforms credible in the eyes of users. For example, approach the teacher-researchers, to integrate wikipedia into scientific research works. | partners |
| 60 | E | 4 | Establish "wikimedia" centers in universities, in information and documentation centers, in audiovisual information organizations, etc. | university |
| 61 | E | 4 | Intensify training of contributors. | training |
| 62 | E | 4 | Organize practical workshops to arouse contributions and organize contests around wikimedia activities. | activities |
| 63 | E | 4 | Involve large structures such as teachers' unions and universities. | academia |
| 64 | E | 4 | Invest in scientific writing standards. | standards |
| 65 | E | 4 | Have a motivation and encouragement policy for contributors, both nationally and internationally. | motivation |
| 66 | E | 4 | Implement an efficient communication strategy to promote wikipedia and wikimedia. | outreach |
| 67 | E | 4 | Train, raise awareness and increase actions about the use of the content of wikimedia platforms (articles and their various sources). | outreach |
| 68 | E | 4 | Scientific community (researchers, teachers-researchers, students, universities, etc.); Higher Education Councils; Libraries and documentation and information centers; Information relay structures and organizations (press and audiovisual). | academaia |
| 69 | E | 5 | Build win-win partnerships. | partnership |
Detailed notes
Report
Prepared during the last two weeks, the Cycle 2 meet-up with experts and GLAM partners was held on this 11th June 2017 at the Francophonie headquarters, one of our GLAM partners. The main purpose of this discussion was to have new insights regarding the future of Wikimedia future from the perspectives of various experts whose voices are not always associated with the strategy process.
Introduction to the Wikimedia movement and its strategy discussion
The meetup started at 9:30am with a joint presentation made by Donatien Kangah, chair of WCUG-CI, and Samuel Guebo, vice-chair and Strategy coordinator for the French-Speaking communities. They focused their presentation (PDF) recalling what Wikipedia and its sister projects are about. Afterwards they insisted on the Wikimedia 2030 strategy discussion.
A cycle 2, following a cycle 1
Participants familiarized themselves with the cycle 1 discussion in which WCUG-CI took part. They learned more about the 5 main themes generated from the cycle 1 discussion and were given the chance to ask questions.
Discussing the 5 themes
Once they knew more about the themes, participants were asked to decide which theme they were willing to discuss by standing right next to their facilitator. A break was taken, and discussion started again among the five focus groups for 60 minutes.
When the 1 hour delay given for discussions expired, note-takers from each focus group shared the highlights of their local discussion.
-
Overview of focus groups -
Note-takers sharing discussion summary of their group with all participants -
Dominique handing a souvenir kit over to Géraldine Yanon (PhD) -
Group picture at the end.
Participants
- Mariam Sanogo - Master in Communication and Media.
- Atta Adou Jean-Constant - Librarian, member of the Libraries' and archives' professionals association of Côte d'Ivoire (APSID-CI) and Libraries Without Borders (BSF).
- Aman Ado - Media Engineer, Digital and Audiovisual Communication Consultant (Facilitator).
- Chica Ehoueu - Web editor (Africa Daily News).
- Gbola Serge Alain - Teacher, Museologist.
- Evrard Aka - Jurist, Professional journalist.
- Amichia Marie Alice - Community manager.
- Arnaud Koné - Blogger.
- Yablé Didier - PhD student at the Computer and Telecommunications Research Laboratory.
- Samuel Guebo - Designer (Facilitator)
- Kopoin Charlemagne - PhD student at the Computer and Telecommunications Research Laboratory.
- Abdallah Azibert - Francophonie international volunteer.
- Yao Yasmine - Student in Communication.
- Israel Yoroba Guébo - Journalist, New Media Consultant and Trainer.
- Colette Guebo - Entrepreneur, administrative and accounting assistant (Facilitator).
- Dominique Eliane Yao - Public Relations and Press Officer.
- Géraldine Yanon - Doctor of Information and Communication Sciences, Lecturer at Ucao (Catholic University of West Africa).
- Stéphane Kra - Editorial Assistant
- Michael Tao - Logistician and Photographer
- Emmanuelle Koffi - Insurer.
- Emmanuel Dabo - Communicator, Researcher (Facilitator).
- Charlène Danon, Journalist and writer.
- Jacques Kouao - Blogger et Photographer.
- Coulibaly Émile - Archivist.
- Donatien Kangah - Teacher, New Media Consultant and Social Entrepreneur (Facilitator).
- Didier Yao - Web Developer and Digital Manager.
- Adama Koné - Chairperson of the Libraries' and archives' professionals association of Côte d'Ivoire (APSID-CI).